Written answers

Wednesday, 8 July 2015

Department of Education and Skills

Educational Disadvantage

Photo of Michelle MulherinMichelle Mulherin (Mayo, Fine Gael)
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207. To ask the Minister for Education and Skills further to Parliamentary Questions Nos. 398 to 400, inclusive, of 28 April 2015, when she expects to be in a position to make an overall proposal for the delivery of future interventions to tackle educational disadvantage; and if she will make a statement on the matter. [27920/15]

Photo of Michelle MulherinMichelle Mulherin (Mayo, Fine Gael)
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208. To ask the Minister for Education and Skills the up-to-date position on the consultation process with education partners to inform the development of appropriate measures to combat educational disadvantage; when she expects the consultation process to finish; the way submissions can be made; and if she will make a statement on the matter. [27921/15]

Photo of Jan O'SullivanJan O'Sullivan (Limerick City, Labour)
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I propose to take Questions Nos. 207 and 208 together.

As the Deputy may be aware I have recently begun a process to renew the DEIS programme. This process involves a number of strands including: a consultation process with education partners, which commenced in April with a closing date of 22nd May 2015, to inform development of appropriate interventions to tackle educational disadvantage; the establishment of an inter-Departmental Group to ensure a joined-up approach to future delivery of services in the DEIS programme; the establishment of a Technical Group to develop criteria for a new identification process for which schools should participate in the DEIS programme; the establishment of a DEIS Advisory Group within my Department.

The written submissions received by my Department from education partners will be considered as part of an overall review process which will be undertaken over the course of the 2015/16 school year. I hope to be in a position to make an overall proposal for the delivery of future interventions to tackle education disadvantage after that.

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