Commenting on the report, Mr Michael Moriarty, IVEA General Secretary, states:

"The lack of any significant improvement in school completion rates certainly signifies that the policy measures presently being implemented are not delivering the outcomes expected."

"This report contains a serious warning for government in a time of recession and diminishing resources. It calls for an increase in the quality of the educational experience for early school leavers, with more intensive early interventions at the earliest possible stage. This can only be delivered with enhanced resourcing."

Educational Disadvantages and Socio-economic Influences

"Education mirrors society; it does not live in a vacuum. This report shows that geographical location and socio-economic background are a crucial factor in educational outcomes. Educational disadvantage cannot be divorced from socio-economic disadvantage," Michael Moriarty states. "Educational disadvantage is a symptom of broader and more fundamental inequities in society at large which relates to the unequal distribution of cultural and financial resources. In reality, those that leave school early come predominantly from the strata of society which experience significant economic and social disadvantage. So this is all about the unequal distribution of life"™s chances."

"The specific needs and experiences of early school leavers must be considered if retention is to improve," Mr Moriarty argues. "Educational disadvantage is largely inseparable from the influences of family, school and neighbourhood and indeed the impact of public policies and programmes. Government needs to review its DEIS initiatives in a school context, as well as addressing the causes of disadvantage in a wider policy content."

"Equality of educational opportunity for all must remain a key objective of government. This requires an integrated and multi-faceted approach as there is a strong link between poverty, low education attainment and early school leaving. Yet fair and equitable education is one of the most potential levers available to make society equitable."

In arguing for a more co-ordinated, systemic approach, Mr Moriarty argues that early school leaving is not solely a matter for schools, and this, he says, is identified within the ESRI report:

"The current lack of coherent integration and collaboration between statutory and voluntary agencies and education providers, parents and their communities is not working. There is a need for greater efficiency and co-ordination at local level between schools and relevant government agencies. There should be a seamless strategy, between government departments, state agencies, voluntary bodies, student support services and education providers, to address the complex mix of social, economic, and educational disadvantage which leads to early school leaving."

Post School Alternatives

This ESRI Report also addresses the need for greater capacity and resourcing of post school alternatives. IVEA calls for the expansion and revision of the Youthreach programme. In this context, Mr Moriarty states, "Youthreach has proven itself as an effective school alternative which keeps young people in the education system. The Youthreach model needs to be modified and expanded so that young people in danger of dropping out of school can transfer to the Youthreach Training centres and learn new and relevant skills. The network of Youthreach centres should be expanded considerably and requires significantly improved resourcing."

IVEA also questions the validity of closing the Senior Traveller Training Centres (STTCs). Mr Moriarty comments, "The ESRI Report highlights the short-sightedness of the Department of Education and Skills blind adherence to a policy of closing the STTCs, as most Travellers will not transfer to the school system. The Department should now reconsider its policy, and retain the STTC network for the foreseeable future. These centres also need to be restructured and the education and training programmes re-modelled to meet the needs of their clients."

Inadequacy of Support Mechanisms

IVEA has noted in the Report the need for greater supports and guidance for those most at risk of early school drop out. IVEA General Secretary Michael Moriarty says, "There is now an absolute need for the expansion of and enhanced resourcing for guidance and psychological services for students, if the objective of a 90% retention rate is to be achieved."

"Moreover, in a time of hugely increased unemployment, there is a need for an expanded adult guidance service which recognises that learning and education is now a lifelong process. We can and should expect the education system to make special efforts to help everyone to reach there full educational potential. Clearly this is not happening."

Mr Moriarty concludes, "All of us in the education and training sectors need to listen more closely to what is being said in the ESRI Report by those who are disaffected from the schooling system. IVEA agrees with the Report"s recommendation that education and training programmes for early school leavers need to be flexible, relevant and rewarding, and the specific needs of early school leavers must be considered if retention is to be improved. This is a challenge that faces us all."