EL ROL DEL PADRE

Both senior managers and centre co-ordinators/managers were asked about their satisfaction with funding of the programme. A quarter of senior managers expressed dissatisfaction with the funding and resources to provide the programme. Adult Education Officers were somewhat more critical of funding levels than other groups while there was also some variation by ETB area. A third of senior managers expressed dissatisfaction with the premises in which the programme was provided.

Resources are depleted. [There is a] need for resourcing of buildings to give [an] appropriate environment to enhance the programme. (Senior manager, survey response)

Lack of a capital budget – this is by far the most significant reason. (Senior manager, survey response)

Youthreach has not had the benefit of ICT investment/access to special education resources that schools have benefited from. Currently this is being partially resourced by fundraising. (Senior manager, survey response)

Among co-ordinators and managers, the largest proportion, more than half, described themselves as ‘fairly satisfied’ with programme funding (Figure 5.12). Thirty-six per cent of Youthreach co-ordinators and 15 per cent of CTC managers were ‘not satisfied’ with funding. Co-ordinators in medium and large Youthreach centres were more likely to express dissatisfaction than those in small centres (39- 43 per cent compared with 23 per cent). There was some variation across ETBs in rates of dissatisfaction with funding.

FIGURE 5.12 SATISFACTION WITH FUNDING OF THE PROGRAMME BY CENTRE TYPE

Source: ESRI survey of Youthreach Co-ordinators and Community Training Centre managers.

In the case-study interviews, some co-ordinators/managers highlighted variation between ETBs in their approach to providing funding or subsidising services (see also Chapter 7). One co-ordinator argued that there was a lack of transparency across areas in the proportion of funding allocated by the ETB to the centre:

Difference between ETBs nationally regarding governance. Inequalities prevail in terms of budget allocations/levels, reporting mechanism responsibilities/roles, administrative demands, centre autonomy levels etc. (Co-ordinator/manager, survey response) 0 10 20 30 40 50 60

V. satisfied Fairly satisfied Not satisfied Not sure

%

Satisfaction with different types of resources was explored in greater detail in the co-ordinator/manager survey. Dissatisfaction centres on space for sports and other activities, facilities for young people with disabilities, learning support provision and the staff room (Figure 5.13). Dissatisfaction levels were greater among Youthreach co-ordinators than CTC managers in relation to facilities for young people with disabilities, learning support provision and administrative support. In addition, Youthreach co-ordinators were more likely to report that the number of workshop areas in the centre was poor (32 per cent compared with 11 per cent of CTC managers), that technical equipment was poor (21 per cent compared with 4 per cent), and that facilities for learners with disabilities were poor (57 per cent compared with 46 per cent). Overall, dissatisfaction across both settings was highest in relation to facilities for young people with disabilities, sports facilities and a library/media centre. SENI centres were significantly more likely to see learning support provision as good or excellent than other centres (75 per cent compared with 44 per cent). Eighteen per cent of co-ordinators and 14 per cent of managers described the condition of the building and classrooms as ‘poor’ while 15 per cent of co-ordinators and 21 per cent of managers saw these as ‘excellent’.

The poor quality of premises in some centres was seen as providing a negative signal to young people who were re-engaging in learning:

We encourage them to develop a love for education again and to become lifelong learners, yet we put them in buildings that are not purpose built and that in no way reflect the high quality learning environment they will have come to expect having been in mainstream schools. We work day in and day out to ensure that as a staff team we create a warm, safe, friendly and welcoming environment, and we do this very successfully, but it is not good enough to be ‘compensating’ all the time for the fact that we are in an old and very unsuitable building. (Co-ordinator/manager, survey response)

The quality of premises and equipment is very much less than what is available to schools. Often the areas they are housed do not give any feeling of positive self-regard for staff or students. (Co-ordinator/ manager, survey response)

FIGURE 5.13 PROPORTION ‘NOT SATISFIED’ WITH DIFFERENT RESOURCES BY CENTRE TYPE

Source: ESRI survey of Youthreach Co-ordinators and Community Training Centre managers.

FIGURE 5.14 PROPORTION WHO DESCRIBE FACILITIES AS ‘POOR’ BY CENTRE TYPE

Source: ESRI survey of Youthreach Co-ordinators and Community Training Centre managers.

Co-ordinators and managers were asked what additional financial resources would facilitate in their centre. Their responses tended to prioritise improving the quality of the premises (59 per cent) and extending the programme to more young people (54 per cent).

0 10 20 30 40 50 60 70

Space for coordinator No. classrooms ICT Canteen Toilets Building condition Admin. support Staff room Learning support Facilities for YP with disabilities Space for sports

% CTC YR 0 10 20 30 40 50 60 70 No. staff No. classrooms ICT Career guidance Learning support provision Building condition Books/worksheets Technical equipment No. workshops Library/media centre Sports facilities Facilities for learners with disabilities

%