Dáil Éireann debate -
Tuesday, 10 Jun 2003

Vol. 568 No. 1

Written Answers. - Schools Building Projects.

Pat Breen

Question:

101 Mr. P. Breen asked the Minister for Education and Science if he intends to fast track schools through the school building programme by allowing them to complete all stages without going through each stage individually. [15818/03]

Minister for Education and Science (Mr. N. Dempsey)

My Department's design team procedures have been devised to ensure that there is a consistent approach to the architectural planning of school buildings, with a view to ensuring quality school buildings, built at a cost that represents value for money. During the early stages of architectural planning of projects – stages 1 to 3 – the design and planning of the project is developed from the assessment of site suitability through to the detailed design. Stages 1, 2 and 3 are combined for many projects.

The more advanced stages of architectural planning – stages 4 and 5 – involve the obtaining of planning permission and the preparation of pre-tender documents. Stages 4 and 5 are combined for the vast bulk of projects. Stages 6 to 9 relate to the procurement of tenders, the placing of contracts, the commencement of construction and post-contract cost control.

The Deputy will appreciate that the rate of progress of a building project depends on factors such as the complexity and size of the project, the time required to undertake architectural planning, the period of time required for the granting of planning permission and obtaining a fire certificate, the availability of funding, the outcome of the tender competition and the procurement, where relevant, of bonds, insurance and tax clearance by prospective contractors. It is not the case, therefore, that projects can be allowed proceed to tender and construction without having completed certain basic architectural planning functions. Even if it were possible or prudent to dispense with these procedures, my Department would have to take into account the cost of design team fees and there would obviously be constraints in the number of projects that could pro ceed to tender and construction in the context of the funding available for the schools capital programme.

I am pleased to advise the Deputy that my Department is, however, exploring ways of reducing the time frame for processing projects through architectural planning and new standard plans are being devised, initially, for eight and 16 classroom schools. The main advantage is that my Department will be in a position to respond more quickly to building needs, having regard to the level of funding available. The process will also reduce the number of stages that a project must proceed through in architectural planning and it is expected that savings will be achieved on design fees.

In addition, my Department is also endeavouring to reduce the level of temporary accommodation being provided and to include more small schools in the annual capital programme. In this regard, the devolved building initiatives that I initiated on a pilot basis in this year's school building programme demonstrate my commitment to find innovative and flexible solutions to the difficulties faced by schools seeking to refurbish their buildings or to provide additional accommodation quickly. These schemes fund schools to respond quickly to accommodation difficulties. There is minimal interaction with my Department and the school is fully empowered to drive the design and construction process. I fully expect that this initiative will inform future policy and that the scheme will be expanded to include more schools in future years.

The approach outlined in relation to the rural primary school initiative and the devising of standardised plans are approaches that could be applied to school extensions. I am conscious from my previous experience in the Department of Environment, Heritage and Local Government that innovative building methods could reduce costs and provide top quality accommodation and I have asked the building unit in my Department to consider these methodologies in the context of school buildings.