Written answers

Thursday, 28 February 2013

Department of Education and Skills

Traveller Participation in Education

Photo of Finian McGrathFinian McGrath (Dublin North Central, Independent)
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To ask the Minister for Education and Skills if he will provide an update on the participation of travellers and the reason so many are leaving post primary education. [10836/13]

Photo of Ciarán CannonCiarán Cannon (Galway East, Fine Gael)
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Recorded Traveller participation rates in education in recent years show an increase. In the 2004/05 school year, approximately 1,850 Traveller pupils aged between thirteen and eighteen (inclusive) were recorded as enrolled in post-primary schools and this increased to 2,698 in 2011/12 school year. The majority of Traveller students transfer from primary to post-primary education. Participation rates in the junior cycle have steadily improved from 1,598 Traveller students recorded in 2004/05 to 1,898 in the 2011/12 school year. The number of Travellers progressing to senior cycle has consistently improved in recent years from 260 in 2004/05 to 800 in 2011/12. Some 25% of young Travellers leave mainstream post-primary education, before completion of the senior cycle. A number of contributory factors affecting low levels of attendance, attainment, and retention among Traveller students in post primary education have been identified, including:

- negative school experiences and low expectations by some schools, parents, and pupils

- a lack of understanding of the post-primary curriculum, concerns about the content of the curriculum and the availability of different courses, the variety of post-primary personnel and the number of subjects available, different levels on offer in each subject

- a lack of understanding of the role of different types of teachers and other educational professionals,

- a lack of inclusion policies,

- a lack of positive recognition of Traveller culture and life- Peer pressure

- the cost of post-primary education and homework difficulties

- traditions of early school leaving within the Traveller community, where young girls leave school to prepare for marriage while young teenage boys leave to work, and

- the availability of training allowances for sixteen to eighteen year olds in the Youthreach programme may result in some students, including Traveller students, leaving mainstream post-primary education early.

The principle of inclusion is at the core of my Department's policy document on Traveller education - the Report and Recommendations for a Traveller Education Strategy. The focus of both current and future provision is on the development of a more inclusive school environment through the whole school planning process, teaching practice, admissions policies, codes of behaviour and whole school evaluation. In keeping with this principle, additional resources provided in the education system are allocated on the basis of individual educational need rather than that of ethnic or cultural background. The Traveller Education Advisory and Consultative Forum, which has responsibility for overseeing the implementation of the recommendations contained in the Strategy is currently working to a thematic approach to address the core issues of attendance, attainment, and retention of young Travellers in education. The recently launched Action Plan on Bullying sets out twelve actions to help prevent and tackle bullying in primary and second level schools, including measures to address the type of bullying that might be experienced by members of the Travelling community and may be a factor in non-attendance and early school leaving. In addition, the Intercultural Education Strategy which was launched in September 2010 is being implemented to assist in the creation of an intercultural, integrated, and inclusive learning environment in all sectors of education. Emphasis is placed on the need for school communities need to continue to adopt and implement inclusive school policies to cater for societal diversity where all participants develop an openness to change in the inclusive school model.

The Deputy will be aware that in 2011, I launched a discussion paper on school enrolment. The "Discussion Paper on a Regulatory Framework for School Enrolment" contains suggestions on how to make the process of enrolling in schools more open, equitable and consistent and is available on my Department's website. I also invited education partners and interested parties to submit their views to my Department. The feedback from this consultation has helped inform the nature and scope of a new regulatory framework for school enrolment. I intend to bring legislative proposals to Government this year, the primary aim of which will be to ensure that every child is treated fairly and that every child has a place at school, including Traveller children.

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