Enquesta

The provisions in the Constitution of Ireland and the Education and Welfare Act 2000 apply to all resident children, regardless of their legal status in the State. The Act provides that the earliest point at which a young person may leave education is at age 16, or on completion of three years of post-primary education, whichever is the later. Effectively this means that the education of children including unaccompanied minors, between the ages 16-18 is not legislated for. The Irish Constitution views the parent as ultimately responsible for children’s education. In the case of unaccompanied minors the assigned TUSLA social worker is the closest equivalent and he or she will make decisions in this regard.175

When an unaccompanied minor is referred to the SWTSCSA a clinical intake assessment takes place, in English or with interpretation depending on the child’s needs. The team will usually refer the child/young person for an English language assessment to the City of Dublin Education and Training Board’s (CDETB) Refugee Access Programme (RAP) run by the Separated Children’s Service. The Refugee Access Programme is a transition programme that aims to equip the young people with the skills and tools necessary to access and engage with the Irish mainstream curriculum and to engage more fully in Irish society. The RAP operates an ongoing enrolment system from September to July, so that unaccompanied minors can join at any time. The course focuses on three core subjects; English as a Second Language, Maths and Life Skills. Literacy support is also available. Additional modules and after-school activities are offered in other subject areas such as P.E, Art, Outdoor Education, Cooking and Nutrition.

The length of time a child/young person spends with the CDETB RAP is flexible and can range from three to 30 weeks, depending on various factors including the

174 _{The study is based on 16 qualitative interviews undertaken between September 2009 and June 2010 with service} providers and child protection agencies in Ireland.

175 _{The functions of the National Educational Welfare Board were transferred to the Child and Family Agency under the}

child/young person’s level of English and their educational background. When he or she is ready, the transition to mainstream second level education, at the location of their foster placement, takes place. On completion of the RAP a report and recommendation is provided to the SWTSCSA, which feeds into the child/young person’s overall care plan.

The RAP is one of several education and youth support services offered by the CDETB Separated Children’s Service. Other services include: English language and literacy assessments; advice and referrals on school placements and courses; the Study Buddy homework club, and a youth support service which provides support and advice to individuals in relation to education, social welfare, accommodation, health and where appropriate will refer to more specialist services; information and support for schools with Separated Children; advocacy and promotion of best practice.176 _{It aims to support Separated Children Seeking Asylum, aged-out} minors, and other young people from migrant backgrounds by facilitating their access to social, personal and educational opportunities and supports.177

The CDETB Separated Children Service discussed above is a highly regarded initiative which drew positive comment from state service providers and an NGO consulted.178 _{The Service is offered in the Dublin area only. While the CDETB} Separated Children Education Service offers targeted supports, unaccompanied minors in mainstream schools have access to general vocational guidance supports and any language and learning supports that are available in the school. In Cork an unaccompanied child or young person will be placed directly into mainstream education.179 _{The Reception and Integration Agency indicated that all} aged-out unaccompanied minors are placed in age-appropriate classes unless English language difficulties are such that he or she would not be able to follow the curriculum.180

Research by Abunimah and Blower (2010) suggests that after arrival, most children are enrolled in secondary school but delays of weeks or even months are common leaving the children with few organised activities in the meantime. (Note that this research deals with separated children seeking asylum in the years 2003 and 2004, when the model of care was hostel-based and very different, as discussed in Section 5.2.) The SWTSCSA indicated that a ‘hierarchy of needs’ is implemented meaning that placement of an unaccompanied child in a supportive and appropriate foster placement is prioritised, and this can lead to delays in entering school.181

Pregnant girls were a subgroup of young people identified by Abunimah and Blower (2010) that either never enrolled or dropped out of school after the baby

176 _{See www.cdetb.ie/Targeted-Programmes/Seperated-Children.aspx.}

177 _{Communication received from Separated Children’s Service, CDETB, October 2014.}

178 _{Roundtable meeting and interviews conducted for the purpose of this research (September 2014). Comments from} representatives of SWTSCSA, RIA, CIS and IRC.

179 _{Interview with Liberty House Social Work Team (Cork, TUSLA).}

180 _{Comments received from the Reception and Integration Agency, October 2014.}

Reception Arrangements, Including Integration Measures for Unaccompanied Minors | 55

was born, or attended school sporadically thereafter due to lack of childcare. The authors suggest that subsidised childcare might allow young mothers to continue their education. The research also showed that some unaccompanied children were highly motivated and were making good progress. The Ombudsman for Children’s Office also noted that childcare costs have prevented young mothers from returning and/or continuing their education (Charles, 2009).

Access by unaccompanied minors to third-level education is discussed in Section 7.4.