Who Cares in the Campus : Childcare in Higher Education Institutions in Ireland

Report of the Higher Education Equality Unit Childcare Survey 1998

Report produced by the Higher Education Equality Unit, November 1999

Editor: Jacqui O'Riordan (Deputy Director HEEU)

Written by Jacqui O'Riordan, Research and Design by Norma Murray

The survey took place mid-year 1998. 40 institutions responded to the survey. We would like to thank those institutions for their participation and co-operation. Our thanks also to everybody involved in the production of this report.

Contents

Summarised Findings

Background to Childcare Survey

Survey Methods Used

Childcare Provision

Analysis of Current Childcare Provision

Conclusion

Appendix 1: Institutions included in Survey Posting

Appendix 2: Childcare Survey

Appendix 3: Details of Posting

Bibliography and Further Reading

Back to Publications Page

Summarised Findings Include:

· Only 30% of the institutions that responded provided childcare support of some kind.

· Ninety-two percent of these institutions provided childcare support for both staff and students.

· The University sector accounted for 83% of those institutions that had childcare provision - 10 out of 14 Universities had childcare provision.

· Only one of Institutes of Technology had childcare provision, and one of Colleges of Education/Other Colleges had childcare provision.

Findings Specific to Institutions with Childcare Facilities

· Eighty-three percent of facilities were situated on-campus.

· The two off-campus childcare facilities were privately established childcare facilities. They were located near to the campus, facilitating ease of use.

· More than three-quarters of institutions that provide childcare did not guarantee places for pre-school children of students.

· Two thirds of institutions that provide facilities stated that more places needed to be made available in their facilities.

· Childcare facilities catered for day-time staff and students – No facility provided evening childcare cover.

· One third of the facilities had after-school programmes.

· Half of these institutions had a Summer play-scheme.

· All childcare workers were female and were predominantly working on a full-time basis.

· Half of the institutions indicated a need to expand their current level of provision.

Background to Childcare Survey

Childcare Provision as an issue has enjoyed a far greater profile more recently than in the past in Ireland. It is a complex topic and draws our attention to the deep nature of inequalities, in terms of access to life’s opportunities that are experienced by those with caring and, in particular with childcaring responsibilities. The notion of childcare provision as something of public interest and responsibility is an issue that brings to the surface contradictions in the changing nature of Irish society. It focuses our attention on these contradictions particularly with regard to traditional views around responsibilities for caring, valuing caring work and making provision for the carers and those who require caring. Furthermore, it directs our attention to the growing diversity in family forms in Ireland, and to issues concerning the changing roles of women and men in Ireland today. It challenges traditional assumptions regarding participation in many areas of life, including household, employment, education and public service.

Even a cursory glance at national and local media highlights the complete inadequacy of public childcare provision in Ireland across all sectors, as well as the difficulties that this is causing for parents and guardians of children. Opinion on the issue is diverse and is fraught with controversy. Some newspaper articles and radio / television programmes focus on the high cost of childcare around the country. Others argue that childcare provision be conceptualised in terms of infrastructural support and therefore take on the importance and resource allocation that road development, for instance, has taken on here in recent years. Then there are those opinions that reproach mothers for abandoning their children, sometimes questioning the rights that women who are mothers have to engage in paid work. Yet more opinion on the issue espouse the new father who engages in full or partial role reversal (1)

Debate is not confined to these media channels. The Expert Working Group on Childcare, working under the chair of the Department of Justice, Equality and Law reform produced a comprehensive report earlier this year. In it they argued for an integrated approach to childcare, including a range of tax reliefs to offset childminding costs, registration of childminders, subsidies for those on low incomes and grants for childcare providers. We await the government's response to these recommendations and there are indications that a response will be forthcoming in the near future. Organisations as diverse as the NWCI (2), USI(3), IBEC(4) and AONTAS have entered the discourse with their own recommendations, information and opinion. USI highlights the position of students, posing questions on the relationship between participation levels of student-parents and childcare provision at higher education institutes. IBEC looks to childcare provision as underpinning the future of a quality labour force and economic growth in Ireland. While the NWCI voice the various positions and requirements of women as primary providers and users of childcare provision, AONTAS, the national association of Adult Education, add their voice to the debate, emphasising the importance of childcare provision in facilitating participation of women in adult education. Positions are varied and wide, but the issue remains and continues to grow in importance.

Within this context, the Higher Education Equality Unit carried out a survey on childcare provision in third-level institutions in Ireland 1998. The central objectives of this survey were (i) to ascertain the level of childcare currently available at third-level institutions in Ireland and (ii) to assess the awareness of the need for childcare within these institutions, including any proposed developments in this regard.

It is the view of the HEEU that the availability of quality, reliable and affordable childcare is a key equality issue. Such provision is of critical importance in enabling access to and participation of student-parents at third-level education. Moreover, childcare provision facilitates equality of opportunity among members of staff in these institutions who have childcare responsibilities. The Higher Education Equality Unit recommends the provision of childcare facilities and/or childcare grants in order to facilitate student-parent participation within higher level institutions (cf Mature Student Recommendations). Furthermore, our work in this area indicates that childcare provision appropriate to the requirements of parents and guardians is essential in facilitating equality of opportunity among staff members (cf Women Staff Recommendations). The availability of childcare provision can facilitate opportunities for promotion, access to full-time employment and access to career development opportunities(5). Choice in opting to use facilities provided within institutions, or that of utilising alternative provision more suitable to individuals’ needs, is a consideration that ideally should be integral to any childcare provision policy within institutions. The inclusion of a childcare support fund as part of an institution’s childcare facility enables this choice. Such support facilitates the full participation of those with childcare responsibilities, addressing the needs of both students and staff members who have childcare responsibilities. It is currently of considerable importance to women in this position, in view of the prevailing cultural and ideological norms that continue to place primary responsibility for childcare on mothers and female guardians of children.

Survey Methods Used

As a first step to ascertaining the extent of childcare provision in Irish colleges, primary survey data was required on the extent and nature of provision for staff and students. Such information would provide an up-to-date account of childcare provision in third level institutions, as well as views on the paths and avenues envisaged in proposed developments in this area. Furthermore, it would act as base from which further developments in facilities and broad childcare provision alternatives could be then evaluated. This information, in addition to being of value in itself, would also act as a base on which to build and extend provision and understanding of childcare requirements geared towards the needs of all parties involved, including parents and guardians, children, childcare-workers and institutions.

In order to obtain this information a questionnaire was developed and a pilot study was initially undertaken. Thereafter, the HEEU surveyed 48 higher education institutions in Northern and Southern Ireland in June 1998(6). All Universities, Institutes of Technology, Teacher Training Colleges and Colleges of Education in the South were included in the survey. Additionally, some of the private and non-university colleges in the South were included and a selection of Universities and Colleges of Education in the North. Dublin Institute of Technology was counted as one institution, for the purposes of the survey.

Information was requested, through a pre-coded questionnaire, on the institutions’ childcare facilities, under the following broad headings: Physical Set-up; Client Information; Facilities Provided; and Staffing Information. Institutions were also requested to include any further comment that they thought appropriate on childcare provision and were requested to include any information they had on future plans to initiate new provision, or for the expansion or development of existing provision(7).

The term childcare as used in the survey was a broad one. It covered on- and off-campus childcare provision, facilities and services for pre-school children as well as provision for school-going children outside of school hours. Thus, services such as pre-schools, day-care services, crèches, playgroups and after-school provision were included.

Response Rate

Table 1 – Response Rate of Institutions included in the HEEU Third-Level Childcare Survey

* Includes recognised colleges of the NUI and Universities in Northern Ireland

** Dublin Institute of Technology (DIT) is counted as one Institution.

Forty questionnaires were returned to the HEEU by July 31st 1998. This represents a response rate of 83%, overall. Table 1 contains a breakdown of the response rate for types of institutions. The university category includes the constituent universities of the NUI and the designated institutions of the NUI, as well as DCU, and UL. It also includes four colleges of the University of Ulster and the Open University. The response rate of the Universities was 82%. All but two of the Universities in the South responded to the questionnaire and almost all, there being only one exception, of those Universities targeted in the North, also responded. All of the Institutes of Technology that were contacted replied. The response rate from the Colleges of Education and other colleges was 72% with 13 responses from 18 questionnaires.

Childcare Provision

Under one-third (30%, 12) of all institutions that responded to our survey indicated that they currently have childcare provision for students. Slightly less than this (28%, 11) also have childcare provision for staff. The tables below, Table 2 and Table 2a, detail the current level of provision of childcare facilities among these institutions. It must be noted that this figure does not include one further institution, which while not providing childcare facilities itself on- or off-campus, has arrangements for provision of childcare with a private facility that is located in a nearby housing estate.

Table 2 – Provision of Childcare for Staff and Students

Most of the institutions indicated that childcare facilities are provided on-campus (10) with only 2 institutions providing off-campus facilities. A further breakdown of figures indicates that the Universities have a high on-campus facility provision rate of 64% (nine out of 14 institutions). The University with off-campus facilities is currently building a crèche that will cater for up to 30 children. It is due to open in January 2000.

There was only one facility in each of the categories of Institutes of Technology and in the Category of Colleges of Education and Other Colleges.

Table 2a – Universities and Institutions with On- and Off-Campus Childcare Provision

Table 2b – Categories of Institutions with Childcare Provision *

While overall only 30% (12) of institutions provide childcare facilities, when broken down into institutional type the figures show some variance among the different categories of institutions surveyed. The university sector accounts for the majority of this of this with over 70% (10 out of 14) of universities providing childcare facilities. However, this excludes the Open University, who subsidise staff childcare. As an institution with a clear focus on distance learning, it has a different staff and student profile to the other universities in this category.

Furthermore, the extent of provision in the institutions that partook in the survey located in the North of Ireland was high, with four out of five institutions reporting on-campus childcare facilities. Interestingly, these four institutions were in the university sector while the remaining institution in this region was in the College of Education and Other category. While we did not make further enquiries into this phenomemon it is possible that the different, and particular political cultural mores operating in the North of Ireland may be more responsive and open to recognising diversity in staff and student live and thus cater for a diversity of requirements and support structures. This is a question for potential further explorations.

Analysis of Current Childcare Provision

What is the Level, Type and Range of Provision?

All the facilities that responded positively indicated that their facilities cater for babies (six weeks to 12 months), toddlers (13 months to three years) and pre-school children. However, in over 75% (9 institutions) of these facilities places are not guaranteed for pre-school children of students. In 83% (10) of cases pre-school children of staff are not guaranteed a place in the facility. The number of children that facilities cater for varies considerably. Capacity ranges from between eight to 50 children, who are cared for in either a full or part-time basis. Facilities operate under the guidelines set out in the Childcare Act, 1991. This Act regulates the ratio of staff to children accommodated depending on how many children are babies, toddlers and pre-school and on whether they are full or part-time. Sixty-seven percent (8) stated that more places need to be made available in their facility, with 83% (10) operating a waiting list. Numbers of children on waiting lists also varied considerably, from between three and 88. Fifty-eight percent of institutions (7) reported that they operated a priority system. The details of these priority systems also varied and are outlined in Table 3 below. In three facilities students get priority, whereas in another one there is a 50:50 priority between staff and students. Another two facilities operate on a first come, first served basis.

Table 3 – Nature of Priority System

What are the Childcare Rates and Who Pays?

We requested information on childcare rates for students and staff, on an hourly, daily and weekly basis, including any reductions that institutions offered for second children. Those institutions that related this information to us generally informed us of their weekly rates. Weekly rates for students for childcare provision varied from between £20 and £70. However, the rates clustered mostly between £38 and £50 per week. The £70 rate applied to a private college. Rates for subsequent children were generally reduced to between 60-90% of these rates. Staff rates were slightly higher than those applying to students. They varied from between £45 and £70, per week, but clustered between £50 and £66 per week, for one child. Rates for subsequent children were generally set at between 90% and 65% of these rates.

Half (6) of the institutions reported that rates were subsidised for students. Again, the extent and source of subsidy varied. Some colleges provide a 100% subsidy from college hardship funds. In other cases students pay from one-third to two-thirds of staff rates. Alternatively, subsidies from between 100% to set weekly rates, from between £10.00 to £12.50, per child per week are available from Student’s Unions.

Generally, the data in this regard is varied and specific to particular institutions. Depending on the college a student is attending, financial support for the student-parents’ childcare expenses will vary. S/he can also expect to follow a number of avenues of inquiry to access information on this support, where it exists.

What Services are the Facilities Providing?

One third of the facilities (4 Institutions) indicated that they provided after-school programmes, and 50% (6) provide a summer school play-scheme. However, none of the facilities have evening provision of childcare. Accident and emergency provision are provided by 11 of the 12 institutions that have childcare facilities. The remaining facility did not indicate their position in this regard.

All 11 of the institutions that responded positively to this enquiry indicated that they are registered with their local Health Board and 58% (7 institutions) have been inspected recently. Facilities have been in operation from between 12 and 28 years and are generally open from 8.00 – 8.30 a.m. until 6.00 p.m., daily, closing for Christmas and Easter periods and with a short break during the summer. Seventy-five percent (9) of institutions provide a handbook for parents, listing things such as staff training and qualifications, complaints procedures and their policy on sick children.

Fifty-eight percent of the facilities (7 Institutions) provide meals for the children. In another 33% (4) the meals are provided by the parent/s. Ninety-two percent (11) cater for children with special dietary needs. Eighty-three percent (10) cater for children with disabilities and 92% (11) have educational and activities programmes. Fifty-eight percent (7) of these programmes were evaluated by institutions as programmes that promote positive images of people with disabilities, gender, travellers and minority ethnic groups. The remaining five facilities did not respond to this question.

Who Works in Childcare Provision?

In all cases where institutions responded to this question they indicated that the staff currently employed in the childcare facilities were female and worked predominantly on a full-time basis. Part-time workers were employed, but generally they were the minority of workers, except in one instance where the ratio of full-time to part-time workers was 3:5. In all instances staff hold some childcare qualifications. These qualifications vary but include the following qualifications: General Nurse, Nursery Nurse, Montesorri, NCVA, IPPA Diploma in Childcare. Forty-one percent of facilities (5 institutions) indicated a need to employ more staff and 50% (6 institutions) indicated a need to expand their buildings. Of these 42% (5) institutions have plans to expand.

Flexibility in Service Provision?

A grant is a subsidy towards childcare expenses, provided by an institution, that enables a parent or guardian to place a child at a childcare facility of their choice. Most of the Universities (10 out of 14 Universities) provide a grant and a facility. Few institutes in the other categories provide both.

The Universities are the only institutions that have a high provision of both grant and on- or off-campus facility. The Institutes of Technology and the Colleges of Education and Other Colleges each, have only one institution providing both a grant and facility to students. Access to grant support for students varies from institution to institution. Where available it may be available from college hardship funds or may be sourced from student union bodies. In all cases such provision is open only to students. Staff childcare costs are generally not considered relevant for subsidy from institutions. This reflects prevailing views on responsibility for childcare costs currently existing in Ireland, where such costs, to date, are not generally eligible for employer or state subsidy. However, there are indications that this situation may change in the near future, and such a development may indeed contribute to changing general perceptions around responsibilities and provision of childcare in Ireland. Further research is needed in this area to ascertain methods of provision that best suits the varying needs of parents and guardians or, indeed, to what degree grant provision goes towards meeting childcare needs.

Where there is no Childcare Provision

Seventy percent (28) of the institutions that responded to our survey do not have childcare provision. Some (10) of these institutions have plans to develop some childcare provision in the near future (Table 5). Two institutions, one University and one Institute of Technology, have current plans to build a childcare facility. A further eight institutions indicate they are currently considering provision of childcare facilities. Of these six are Institutes of Technology and four fall into the Colleges of Education/Other category.

Table 5 - Institutions considering the provision of childcare facilities

The remaining 14 institutes have no plans for provision of childcare. Of these nine are in the category of Colleges of Education/Other, two are Institutes of Technology and three are Universities (Table 6). Common reasons for not considering childcare provision were the prohibitive costs involved (2 institutions) and a view that such provision was unnecessary to their students/staff (4 institutions). Another institution indicated that they would consider such provision in the future, should the need arise. Yet another indicated that they had a childcare facility in the past, but due to insufficient interest the service was discontinued. The others (8 institutions) simply indicated that they had no plans for childcare provision.

Table 6 – Institutes withtout facilities and with no plans for Childcare Provision

Future plans for childcare seems to be dependent on consideration of their perceived need and funds available to institutions. Furthermore, it would seem from this data that the issue of childcare is conceived in terms of provision of an on-campus facility, or the utilisation of nearby off-campus crèche or daycare facility. Given the growing importance of childcare, in the national context it seems surprising that such provision is unnecessary in these organisations/institutions. Furthermore, included among those institutions that indicated that they had no plans for childcare provision are (i) institutions with a traditional male student profile and (ii) institutions with a traditional young female student make-up. It seems worrying that both these types of institutions are not considering the development of childcare provision, indicating a lack of understanding of the exclusionary nature of such non-provision. Perhaps a wider conception of the issue, together with an analysis of current and potential staff and student views and requirements, in these institutions may throw some more light on the issue?

Conclusion

As is evident from the contents of this report the level of childcare provision in real terms was low, at 30%, among all the institutions that partook in the survey. Interestingly, among those institutions surveyed in the North of Ireland, the situation was reversed, with four out of five institutions having childcare provision. Overall, however, where childcare provision currently exists, it seems to be concentrated in the University sector and is generally understood as day-care facilities on- or, less commonly, off-campus. Alternatively, institutions may have provision for a grant or subsidy for students. In these instances there is generally no taking on board of staff requirements in this area.

The University sector accounts for over 70% of overall provision and there has been relatively little change in the provision of childcare facilities in third-level institutions over the last number of years. Amongst the Universities the newest facility is 12 years old. However, there are indications that the provision of childcare is becoming a more activated issue in some sectors of higher education. Two of the universities that currently do not have provision have current plans to build crèche facilities. Furthermore, childcare provision is under consideration in a number of the institutes of technology, in the form of proposals for crèche facilities and the development of support, linkages and information on local childcare providers. Prohibitive costs and a perceived lack of need seems to dominate views of childcare provision in the Colleges of Education and Other Colleges.

On the other hand a high percentage (83%) of those institutions that provide childcare facilities operate waiting lists. These waiting lists vary from between three to 88 children, indicating a chronic shortage of care places for children, and a large gap in demand and provision.

Provision, where it exists, would seem to operate within National regulations and provide a range of activities for children in their care. However, it is confined to day-time care. Given the move that there is towards modularisation and flexibility in provision of courses, it would seem appropriate that childcare provision be re-conceptualised to take such changes into account. It is now evident that the requirements of evening staff and students have yet to be articulated. It would seem appropriate that these requirements be voiced and thereafter taken into account in the future development of inclusive childcare policies and a range of provision, rather than relegating this issue to the private domain. The sizeable number of institutions (14) that indicated that they neither have any type of childcare provision nor intend to develop any such provision in the near future is worrying. It would seem to be in contradiction to the national context of growing concern with childcare provision, and to the growing emphasis on diversity and on access to education at all levels that have been articulated in Government policy. It would also seem to challenge access to opening up employment opportunity measures to a diverse workforce and to current labour force trends in Ireland. However, given the increasing concentration on childcare nationally, and the large number of institutions (10) that indicated that they have current plans to develop a range of childcare provision measures, hope remains high that such needs are now being viewed seriously and that the understanding of such provision steadily intensifying.

Footnotes

(1) These reports are far too numerous to individually reference. However, the HEEU holds extracts of newspaper articles from the Irish Times, The Examiner, the Guardian Higher Education Section and the Times Higher Education Supplement – all of which are available to view at our Resource Centre.

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(2) National Women's Council of Ireland

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(3) Union of Students of Ireland

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(4) Irish Business and Employers Confederation

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(5) There are a number of issues to be considered here. They relate to the manner in which professional exclusionary practices contribute to obstructing the career development of people whose identities, gender, social and cultural backgrounds lie outside of traditional norms. In the academic context, see for instance, Barbara Bagilhole, 1993; Christine Heward et al, 1995. With reference to the childcare provision, we simply argue that it can assist in the promotion of equality of participation and opportunity.

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(6) Appendix One lists all of the institutions included in survey posting.

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(7) The questionnaire employed in the survey is contained in Appendix Two and the details of posting and follow-up are included in Appendix Three

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Appendix 1: Institutions included in Survey Posting

Universities (RoI)

1. Dublin City University

2. National University of Ireland, Galway

3. Open University

4. Pontifical College, Maynooth (St. Patrick’s)

5. St. Patrick’s College, Maynooth

6. University College Cork

7. University College, Dublin

8. University of Dublin, Trinity College

9. University of Limerick

Associated Colleges

10. St. Angela’s College of Education for Home Economics

11. St. Catherine’s College of Education for Home Economics

12. Royal College of Surgeons in Ireland

Teacher Training Colleges

13. St. Patrick’s College, Drumcondra

14. Church of Ireland College of Education

15. Froebel College of Education

16. Marino Institute

17. Mary Immaculate College, Limerick

18. Mater Dei Institute of Education (Colaiste Mhuire)

Institutes of Technology

19. Athlone Institute of Technology

20. Carlow Institute of Technology

21. Cork Institute of Technology

22. Dundalk Institute of Technology

23. Dun Laoghaire College of Art and Design

24. Letterkenny Institute of Technology

25. Galway/Mayo Institute of Technology

26. Sligo Institute of Technology

27. Tipperary Rural and Business Development Institute

28. Limerick Institute of Technology

29. Institute of Technology Tallaght

30. Institute of Technology Tralee

31. Waterford Institute of Technology

32. Dublin Institute of Technology (Central Office, DIT Kevin Street, Adelaide Road, Aungler Street, Cathal Brugha Street, Bolton Street, Mountjoy Square)

Non University Colleges

33. American College Dublin

34. Cork School of Music

35. Crawford College of Art and Design

36. Dublin Institute of Design

37. Institute of Education

38. Portobello College

39. National College of Art and Design

40. Royal College of Physicians of Ireland

41. Royal Irish Academy of Music

42. Shannon College of Hotel Management

Colleges (NI)

43. University of Ulster, Belfast,

44. University of Ulster, Jordanstown,

45. University of Ulster, Coleraine

46. University of Ulster, Magee

47. Stranmillis

48. Queens University Belfast

Appendix 2

CHILDCARE SURVEY

(Note: Their have been slight alterations to the layout of the questionnaire to facilitate ease of access. There have been no changes to the content.)

Name of Third Level Institution _________________________________

Does this institution provide childcare facilities

For Staff Yes or No

For Students Yes or No

The term Child care is used to describe day-care facilities and services for pre-school children and for school going children out of school hours. Thus services such as pre-schools, day-care services, crèches, playgroups, after-school groups are included. If answer is YES continue to next question, if NO, go to question (42)

PHYSICAL SETUP

(1) Where is the childcare facility situated, Is it ,

on campus Yes or No

off campus Yes or No

If other arrangements, please specify,_______________________________________

(2) Please indicate the range of ages catered for

Babies (6 weeks to 12 months) Yes or No

Toddlers ( 13 months to 3 years ) Yes or No

Pre-school ( over 3 years to 5 years) Yes or No

(3) How many children overall does the facility cater for? ________________________

(4) Are all pre-school children of students guaranteed a place? Yes or No

(5) Are all pre-school children of staff guaranteed a place? Yes or No

(6) Are more places needed in the facility? Yes or No

CLIENT INFORMATION

(7) What are the childcare rates for lone parent students?

Per hour____________ Per second child____________

Per Day_____________Per second child_______________

Per Week____________Per second child_________________

(8) What are the rates for students with working partners?

Per Hour_____________ Per second child____________

Per Day______________ Per second child____________

Per Week____________ Per second child_____________

(9) What are the childcare rates for staff?

Per hour_____________ Per second child_____________

Per Day_____________ Per second child_____________

Per Week___________ Per second child_____________

(10) Are the childcare rates subsidised?

For Staff Yes or No

For Students Yes or No

(11) If yes, by how much is the rate subsidised?

For students________________

For Staff__________________

(12) Who provides the subsidy?______________________________________________

(13) Is a waiting list in operation? Yes or No

(14) If yes, how many altogether are currently on the waiting list?__________________

(15) If there is a waiting list, is there a priority system in operation? Yes or No

(16) What is the nature of the priority system,

Students get priority Yes or No

Staff get priority Yes or No

50:50 priority Yes or No

First come, First served Yes or No

If Other Arrangements, Please specify___________________________

(17) What is the actual proportion of placements? Re:staff/students ___________________

(18) Does the facility provide a handbook for parents that lists such things as staff training and qualifications, complaints procedures and the policy on sick children? Yes or No

FACILITIES PROVIDED

(19) What are the opening hours?_____________________________

(20) When does the facility close during the year?___________________

(21) Are meals /food provided by

Childcare facility Yes or No

Parent/s Yes or No

(22) Does the facility cater for children with,

Special Dietary needs Yes or No

Children with disabilities Yes or No

(23) Does the facility have an educational programme? Yes or No

(24) If Yes, does the educational programme promote positive images of people with special needs, race, gender and religion? Yes or No

(25) Does the facility have an activities programme? Yes or No

(26) Does the facility offer an after school play scheme? Yes or No

(27) Does the facility offer a summer school playscheme? Yes or No

(28) Are any facilities available for evening provision of childcare? Yes or No

(29) Does the facility have an accident/emergency plan in operation? Yes or No

STAFFING INFORMATION

(30) Please indicate the number of staff on childcare duties,

Full-time staff___________

Part-time staff___________

Male staff______________

Female staff____________

(31) Do all staff hold a recognised childcare qualification? Yes or No

(32) If Yes, please specify qualifications?_______________________________

(33) Is the childcare facility registered with the local health board? Yes or No

(34) If Yes, has the local health board inspected the facility? Yes or No

(35) How long has the childcare facility been established? __________________

(36) Is there a need to expand the facilities',

Buildings Yes or No

Staff Yes or No

(37) If yes, is there a plan to expand the facilities? Yes or No

(38) Please provide name and address of the childcare facility? ____________________

(39) Please name a contact person and telephone number for the childcare facility _______

(40) If students/staff choose to place their children at an alternative childcare facility, does the institution provide a childcare grant?

To Students Yes or No

To Staff Yes or No

(41) If Yes, is the grant available only in special circumstances, please specify?____________

(42) If the institution does NOT provide a childcare facility, does it provide a childcare grant or subsidy to parents instead?

To Students Yes or No

To Staff Yes or No

(43) If there are no childcare facilities in this institution, does this institution plan to provide childcare facilities in the near future, please give details? ________________________________

Thank you very much for completing this questionnaire, please place the questionnaire in the envelope provided.

Appendix 3: Details of Posting

The questionnaires employed in the survey were addressed to the Presidents or to the Directors of Institutions. Through a covering letter they were requested to forward them to the relevant department within their institution for a response. This covering letter detailed the reasons for the survey and outlined any possible uses to which the data obtained from the questionnaires may be put in subsequent reports. It included instructions for completion of the questionnaire, according to whether childcare provision existed within an institution or not.

· The survey package included a self-addressed A4 envelope to facilitate the return of the questionnaire.

· Follow-up communications in the form of telephone calls were made to non-respondents two weeks after the posting of the survey package. Initial calls were then followed up with one additional call.

Bibliography and Further Reading

AONTAS, The Support and Development of Voluntary Daytime Education Groups in Ireland, Dublin, December 1994.

Bagilhole, Barbara, How to Keep a Good Woman Down: An Investigation of the Role of Institutional Factors in the Process of Discrimination against Women Academics, British Educational Research Journal, 14(3), 1993.

Department of Health, Child Care (Pre-School Services) Regulations, 1996 and Explanatory Guide to Requirements and Procedures for Notification and Inspection, Government Publications Stationary Office, Dublin, 1997.

Heward, Christine, Paul Taylor and Rhiannon Vickers, What is Behind Saturn’s Rings?: Methodological Problems in the Investigation of Gender and Race in the Academic Profession, British Educational Research Journal, 21(2), 1995.

IBEC Helping the Childcare Industry to Grow UP: A Labour Market Perspective on Childcare Provision in Ireland.

National Childcare Strategy, Report of the Partnership 2000 Expert Working Group on Childcare, Dublin, January 1999.

NCWI, ‘Voices for Choices’, Presentation on NWCI Childcare Seminar, Ardilaun House Hotel, Galway 30th April 1998.

Second Commission on the Status of Women, Report to Government, January 1993

USI, ‘Childcare Campaign Pack’, November 1998.

Welsh Funding Councils, A Fair Way Forward: Addressing Childcare Needs in Colleges and Universities, Chwarae Teg, Cardiff, 1998.

HEEU 1999