Vol. 607 No. 2
6 Mr. Allen asked the Minister for Education and Science if a new third level funding authority will be established with responsibility for institutes of technology as well as universities; and if she will make a statement on the matter. [27542/05]
As the Deputy will be aware, the Government has approved the drafting of the institutes of technology Bill to transfer responsibility for the day-to-day management of the institutes of technology sector from my Department to a reconstituted Higher Education Authority. This will facilitate the gradual devolution to the institutes of technology of greater academic and managerial autonomy. This is in line with both the recommendations of the OECD review of higher education in Ireland and with Government policy which aims to create a unified strategy within the higher education sector while maintaining the differentiation of mission between the institutes and the universities.
While I have acknowledged that further structural reform of the Higher Education Authority will be necessary to ensure it is properly placed to implement the type of changes proposed by the OECD report, I have also made it clear that the final shape of future policy proposals for the sector will take account of the views of those working in and with it. To this end, my Department is engaged in a wide process of consultation with all interested parties to ensure any such restructuring takes place in the context of a wide-ranging, reform-driven strategic policy for the sector as a whole. The ongoing development of this policy is one of my key priorities and will underpin the wider national agenda, which aims to place Ireland at the very forefront of the emerging global knowledge economy.
I am aware that the legislation is to be published shortly and that the changes to be made will be both wide-ranging and reform-driven. Does the Minister have a timeframe for completing the legislation? Has the Minister decided that university and IT structures will come under the aegis of the Higher Education Authority as it currently exists? Alternatively, does she plan to go further, as the OECD recommendations did, in having a tertiary education authority? It may be that the name rather than the function is different and if that is so, it does not really matter. However, I would like to hear the Minister's reply.
The intention is to publish the legislation during this session so I hope it will be enacted next year. I also hope to do the transfer next year so the institutes of technology come under the HEA. The period of office of most of the membership of that board will expire at the end of this month, but under the new legislation it will have to be reformed. It is my intention to ensure that the new appointments will reflect some of the needs of the institutes of technology to prepare them for full membership status.
In the immediate future, it will still probably be called a higher education authority because that it what it is. The real benefit for the institutes is that they will get away from the firm hand of the Department and will have more flexibility in their governance and management. To be fair to them, the institutes are ready for that and I think it will work well. At the same time, we are requesting all the institutes and universities to collaborate on restructuring and reforming. We want to create institutes and universities that are recognised as being world class. The best way we can do that is not by duplicating their work but by ensuring that they can maximise the best of their talents and expertise. All that can come about by having them under the one authority.
7 Mr. Ring asked the Minister for Education and Science the number of children failing to make the transition from primary to secondary education for the most recent year for which statistics are available; and if she will make a statement on the matter. [27579/05]
There is no up-to-date research on the number of children who do not transfer from primary to post-primary education on an annual basis. My Department is currently planning the development of a primary pupils database, which will facilitate the collation of much more accurate and comprehensive data on transfer rates in the future. Together with the current post-primary pupil database, this will allow much improved tracking of where children go after primary school.
Given the clear link between early school leaving and continued socio-economic disadvantage in adult life, the Government is determined to do all that is possible to ensure that every child gets all the opportunities and support they need to enable them to complete their education. To this end, we are providing increased resources for schools in disadvantaged areas to improve their school completion rates by offering extra supports for their students. These include extra educational supports and services such as breakfast clubs and homework supports. Working with parents to promote school attendance is also an important part of the work of the home school community liaison officers appointed to our disadvantaged schools.
Other measures designed to improve school completion include the establishment of the National Educational Welfare Board in 2002. The priority the Government attaches to tackling early school leaving is evident from the fact that the budget for the welfare board has been increased by 20% in 2005. In addition, €24 million is being provided this year for the school completion programme, a key element of which is developing strong links between primary and post-primary schools in disadvantaged areas.
Under the new action plan for educational inclusion, DEIS, which I launched in May, additional supports are being targeted at children in the most disadvantaged schools to encourage them to stay in school. The key principle of early intervention to identify and help children at risk of leaving school early is a major component of the plan.
Under DEIS, a continuing emphasis will be placed on the development of effective transfer programmes for pupils making the transition to second-level, by building on the existing work of the HSCL scheme and the school completion programme in this area. Initiatives such as familiarisation days and week-long transfer programmes for new entrants to second level have been shown to have positive results in helping children to make a smooth transition to their new school. I am anxious that a strengthening of such programmes be prioritised under the new action plan.
Primary teachers can help their post-primary colleagues to be aware from the start of difficulties facing particular children and how to help them to settle into post-primary school and minimise the risk of them dropping out. All primary and post-primary schools in disadvantaged areas must work in close partnership if we are to ensure that the transition from first to second level is as smooth as possible for all children and that support for such partnership is provided under the DEIS programme.
Is there a deadline for completing the database of students in sixth class? The Minister's predecessor frequently referred to this matter so we are anxious for it to proceed.
From her review of disadvantage, the Minister will be aware that each year 1,000 children fail to make the transition, a figure which has grown in recent years. The Minister spoke about changes. What changes does she intend to make to ensure that the programmes in place are working and that the best programmes are kept? We should consider how programmes that are not working can be changed so that they will work.
The Minister mentioned the National Educational Welfare Board. The board's average caseload of 185 cases per educational welfare officer means it is carrying out a fire brigade action as opposed to being more interactive and noticing the problems in schools that lead to children failing to make the transition and children at second level dropping out. In the upcoming Estimates, will the Minister consider increasing the budget for the National Educational Welfare Board to allow it carry out its full role and not simply deal with children after they have dropped out?
While I am reluctant to give a timescale for completion of the database, it is a priority for the Department, not only because of the valuable information but also because it will substantially reduce the workload for school principals. We are keeping the matter under constant review. We have no evidence to show that the numbers transferring from first to second level has increased as the Deputy stated.
Projects such as home school liaison and the school completion programme are having a great effect. Other projects which work very well and which we will continue under the DEIS are the pre-school, the in-school and the after school programmes. The school completion programme also offers holiday time support during mid-term break, organising activities and educational experiences for the children. Many outward-bound programmes mix sporting and cultural activities, literacy and numeracy programmes and include art, drama and music.
We are spending €24 million this year alone, a substantial investment in programmes to encourage children to stay in school and make the transfer. Schools are working closely on a regional basis with clusters of second level and primary schools linking together.
The work of the NEWB cannot be seen in isolation and must be seen in the context of all the other work that is ongoing with school completion. We need a carrot and stick approach, not just the stick alone. A question for reply later today deals with its budget. A service is available to every county, which represents a major improvement in the three years since it was established.
I support Deputy Enright in her call for more funding for the National Educational Welfare Board, which is under stress to carry out its statutory duty. I am somewhat surprised that the Minister does not have up-to-date information. Under the Education (Welfare) Act, the National Educational Welfare Board should have such information available. If this is not the case is it because the board is under resourced? It has a direct role in ensuring that children transfer from primary to second level.
Will the Minister focus on children who drop out in the early years, particularly in the first year of second level education? Anecdotal evidence seems to suggest that many children cannot hack it at second level because they do not have the atmosphere and support available at primary level.
The Deputy mentioned the very real issue of children dropping out after first year. The Economic and Social Research Institute analysed the experiences of first year students in post-primary education in 2004 and highlighted the children at risk. Arising from this analysis we are targeting particular effective transfer programmes. This year I allocated an additional 100 guidance counsellors to schools, 60 or 70 of whom have already been appointed with the remaining number to go to the designated disadvantaged schools at the top of the list following the survey. I have specifically asked that their work should target the transfer, the children coming into first year and junior level students, not just those in fifth and sixth year, to ensure they are getting the support.
The work the school completion programme is doing is also being concentrated on those children so they make the transfer. We hope once we have the database, that will make it easier to get the kind of information needed in certain areas. We do not have national data and it is wrong to simply keep estimating. We need the evidence. The Deputy is correct but I am satisfied there have been major improvements.
Will the Minister accept that quite a few children drop out early from second level because they have not got the proper reading and writing skills and that intervention may be necessary at an earlier stage? Regarding the proposed review of the designation of disadvantaged schools, I heard in my constituency two weeks ago of a nine year old girl so hungry she could not walk to school. That is a shocking indictment. This occurred in an area of deprivation but it is not a RAPID area or an area designated as disadvantaged. What progress has been made with regard to tackling disadvantage in areas not traditionally designated as disadvantaged?
Implementation of the DEIS report which I launched, arising from a survey carried out for the Department, will probably begin in December. We recognise there are disadvantaged schools now that were not previously recognised as such. New schools not included in previous programmes have developed in various areas, so they must be included. That investment will involve an extra €40 million over and above current expenditure. It will also involve another 300 additional posts and in the first instance the investment will be targeted quite specifically at urban educational disadvantage which we recognise is a real problem.
The Deputy is right in saying the children who have dropped out of secondary education are those who have had literacy and numeracy problems. I am confident the 5,000 teachers we now have in our primary schools dealing specifically with children with learning difficulties and special needs will target those children. They can be identified and supported at an early age so that their problems can be rectified before they get to second level.
There is clear evidence that the drop-out numbers have risen. Between 1996 and 1997, 735 children failed to make the transition to second level, and in 2002-03 the figure was 1,004.
How will decisions be made on the classification of schools in terms of disadvantage? The Minister said the initial focus will be on the urban areas. For one reason or another, there are certain villages in rural Ireland where schools have an equal degree of disadvantage. I would not like to see such schools left behind. Some of the areas involved were not classified as disadvantaged and may need to be now. What process will be in place for the review?
All schools have responded to the survey which is being independently assessed by the Educational Research Centre. That standardised system will then identify the level of disadvantage. It will draw together a new integrated school support programme building on all the existing supports across the sector. As a result of that identification about 600 primary schools — 300 urban and 300 rural — will be included along with 150 second level schools. All those will be in the school support programme that will bring together clusters and groups of disadvantage that we will target. We anticipate the schools involved will know by the end of the school year.
Schools currently receiving funds under different headings and that do not make it into the top group will hold on to the funding they have but any additional funding will be targeted at the schools that most need it.
8 Ms Enright asked the Minister for Education and Science the types of assistance available to students with disabilities in completing the leaving certificate examinations; and if she will make a statement on the matter. [27553/05]
20 Mr. Neville asked the Minister for Education and Science the number of students who requested the use of a computer in completing their leaving certificate examinations; and if she will make a statement on the matter. [27555/05]
90 Mr. Noonan asked the Minister for Education and Science the number of students who requested the use of a scribe in completing their leaving certificate examinations; and if she will make a statement on the matter. [27554/05]
I propose to take Questions Nos. 8, 20 and 90 together.
Since 8 April 2003 the State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations. The statistical issues raised by the Deputies have been forwarded to the commission for direct reply.
The commission operates a scheme of reasonable accommodations for candidates with special needs at the certificate examinations. The range of accommodations available to candidates includes the use of readers, scribes, tape-recorders, braille, computers-word processors, helpers and extra time, in addition to decisions at school level regarding rest periods, and use of low vision aids, special desks or chairs. It is also open to special needs students to apply to have a part of an examination waived and to be marked out of 100% on the balance.
Details of the scheme are outlined on the commission's website at www.examinations.ie. Application may be made through the school or VTOS centre or directly to the State Examinations Commission for external candidates.
I thank the Minister for her reply. Students who get assistance during their leaving certificate examinations have that noted on their certificates. This matter has been raised with me by several such students. The assistance provided is there merely to help the students complete the exams, but they feel that noting the assistance on the certificates seems to imply they have not done the same examination, or that their certificates may seem to be worth less than those held by students who did not need assistance.
I know this is a matter for the State Examinations Commission but I would like to hear the Minister's view to see if the practice could be stopped. It is the students who provide the information in examinations. The students involved get only technical assistance, not information. Does the Minister feel this practice of noting assistance on the certificates could be stopped?
One of the key recommendations by the expert group on the certificate exams which reported in 1989 with regard to reasonable accommodations was that it should be noted on certificates or results if an element or elements of an examination have been omitted, or the method of examining has been altered in a substantial way. The idea was to strike a correct balance between ensuring that candidates with special needs were given every opportunity to demonstrate their levels of attainment and ensuring that no candidate was given an unfair advantage over other candidates in the same examination.
Nowhere on the results or the certificate does it say a result was arrived at as a result of a disability or of a particular disability. The idea was to ensure that any special arrangements would not put the integrity, status or reputation of the exam at risk. Provision is made for the students involved but it is ensured that the special arrangements allow the candidate to show his or her achievement and ability. They are not designed to compensate for any lack of achievement. The point is also to ensure that all candidates are treated equally when the certificates are issued.
I have no difficulty with the indication regarding special assistance being noted on the exam paper going to the examiner. That is fair enough. However, when the person seeks work and another work candidate has a leaving certificate that does not bear a similar indication of special assistance, it leaves it open to the employer to choose the person who did not get assistance though both certificates should be of equal value. Such an indication on a certificate negates that. This matter has been raised with me by a school principal who feels strongly about it. I accept that the report in 1998 addressed the matter but the issue merits further consideration. I ask the Minister to look at it again.
This matter relates to ensuring the integrity of the exam and the exam results. I have yet to meet an employer who actually sought to see anyone's exam certificate. A student may have been unable to complete a full section of an exam. He or she for example might not have been able to do the aural or oral section. It would then be indicated on the certificate that such a student was marked out of 100% on the remaining exam sectors, because the student would not have completed all of the exam components completed by other students.
This is not designed to be insensitive to people. It would be insensitive to place a reference to disability on an exam certificate, but the note on the certificates involved simply explains the exam circumstances. The accommodations currently given are greatly varied in order to meet the needs of a wide variety of students.
9 Mr. Allen asked the Minister for Education and Science the number of primary school children in classes of more than 30; and if she will make a statement on the matter. [27564/05]
The most recent data on class size available to my Department show that in the 2004-05 school year 72,581 pupils were taught in classes of more than 30 pupils. This is less than half the number of children who were in classes of 30 plus when this Government took up office.
Major improvements in school staffing have been made in recent years with the hiring of more than 4,500 additional teachers. This represents the largest increase in teacher numbers since the expansion of free education. The annual estimated value of the additional expenditure on these posts is more than €200 million.
In 1996-97, the average class size in our primary schools was 27. It is now 24. In 1996-97 there was one teacher for every 22 children in our primary schools. Today there is one teacher for every 17 children, the lowest pupil-teacher ratio in the history of the State. Aside from decreasing average class size, the unprecedented increase in school staffing in recent years has also greatly improved the services provided for children with special needs and those from disadvantaged areas. While there is more to be done to reduce class sizes further, the progress that has been made in this area in recent years should be acknowledged.
While the average class size nationally has been brought down to 24, I am committed, in line with Government policy, to delivering further reductions in class sizes for children under nine. In achieving the Government target for smaller class sizes, priority must in the first instance be given to children with special needs and those in disadvantaged areas. Under the new action plan for tackling educational disadvantage which I launched last May, more children in disadvantaged schools will be in classes of 20 in the current school year.
With regard to the number of classes of over 30 in our schools, the general rule is that schools are staffed on the basis of having a maximum class size across the school of 29. Where some classes in a school have class sizes of greater than 29, it is often because a decision has been taken at local level to use the teaching resources to have smaller numbers in other classes. Indeed, I often find that when I examine why a particular school has a class of 35 in a particular grade, the answer is that there is another class in the same school with just 15 pupils or so. Figures on the number of children in classes of over 30 should be interpreted with caution; the average class size in a particular school can be more instructive.
The number of children in classes of over 30 has halved since this Government took office, major improvements in staffing supports for children with special needs and those from disadvantaged areas have been put in place and further improvements will be made in the current school year.
That is like blaming the principal for the class size. Sometimes he or she cannot avoid having such class sizes. Often a school must wait a year to get an extra teacher so the principal has no alternative but to have larger classes. Does the Minister envisage any changes being made to ensure that schools need not wait a full year to get an extra teacher? Can the staffing be based on the current year's intake rather than on the previous year's? This is causing much difficulty.
This is a commitment in the programme for Government which the Minister has described as a noble aspiration in the past. Does she believe this commitment can be achieved in the next 18 months or will it take significantly longer?
The only way to ensure that schools due to gain a teacher next year gain that teacher now would be by ensuring that schools which are due to lose a teacher next year would lose that teacher now. This is a result of the panel system, whereby schools must take their staff from the panel. That would not be fair either. The current system is probably a good way of dealing with this, as long as there is a good appeals process, which I believe there is.
The appeals process operates twice during the year, in July and at the end of the first week in October. It ensures that developing schools, for example, schools that have gained huge numbers of pupils, can make their appeal and be given the teachers they require. Other circumstances are also examined. It is particularly important that schools which are developing quickly and taking in large numbers should get the teachers they require immediately. Generally, however, because of the panel system, it is not possible to allocate the extra teachers without also removing the teachers from the schools that are due to lose teachers.
I intend to continue to work towards reducing class sizes. It was my intention, in the first instance, to do it with disadvantaged schools. We have done that and I will continue this year to reduce class sizes further for those schools.
The average OECD class size is 21.4 while in Ireland it is 24. We are still above the OECD average. The Minister quoted statistics from 1997, which is the date that is always picked.
It was the year I was elected.
However, more of our GDP was being spent on primary and second level education at that time. It has fallen from 5.3% in 1995 to 4.2% of GDP now. Statistics can be used in different ways but that is a worrying figure. In what timeframe will the Minister be able to implement the noble aspiration in the programme for Government regarding class sizes of 21 or fewer for children under nine years old?
The word "noble" is being bandied about by the Opposition. Something that is noble is something that is worthwhile and worth achieving.
It is the aspiration aspect that we do not like.
We all aspire to something that is noble. To hold the office of Minister for Education and Science is a noble aspiration for many Members and some of us, fortunately, have managed to achieve it. Noble aspirations, therefore, are achieved and I am confident they will be achieved in the future.
It is interesting to note with regard to class size in OECD reports that outcomes in other countries are no better. Quality of education is equally important. Those with the smallest class sizes have not necessarily achieved the highest results either in PISA or in the literacy and numeracy report that we launched last year, where schools with very small classes had, unfortunately, severe literacy and numeracy problems. Exterior conditions, such as family and community conditions, did not facilitate learning outcomes. It is a wider matter than just class size, despite the progress we are making and will continue to make.
10 Mr. M. Higgins asked the Minister for Education and Science when she will publish her detailed proposals on addressing educational disadvantage; and if she will make a statement on the matter. [27654/05]
DEIS — delivering equality of opportunity in schools — the new action plan for educational inclusion, which I launched last May, aims to ensure that the educational needs of children and young people from disadvantaged communities are prioritised and effectively addressed.
The plan provides for a standardised system for identifying levels of disadvantage and a new integrated school support programme, SSP, which will bring together and build upon, a number of existing interventions for schools with a concentrated level of disadvantage. Approximately 600 primary schools and 150 second level schools will be included in the school support programme. The new action plan will be introduced on a phased basis, starting during the current school year, and will involve an additional annual investment of €40 million on full implementation. It will also involve the provision of some 300 additional posts across the education system.
Since 1997, the Government has increased funding on specific measures at primary and second level to tackle educational disadvantage by some 130%, from €50 million in 1998 to €120 million in the current year. The additional €40 million annual investment under this action plan on full implementation will represent a 33% increase on current expenditure and a three-fold increase in spending in this area since 1998.
The plan addresses the following key issues and needs: improving identification of disadvantage — a standardised approach will allow the Department to target resources more effectively; increasing early childhood education provision in the most disadvantaged communities; improving supports for pupils with low attainment levels in literacy and numeracy; enhancing procedures for measuring the outcomes achieved from educational inclusion measures; enhancing integration and partnership working, both within the education sector itself and cross-sectorally; enhancing professional development supports for principals and school staff; and enhancing research and evaluation. The key principle of early intervention underpins both the early childhood education measure and many of the literacy and numeracy measures being adopted under the new action plan.
The new action plan represents a shift in emphasis away from individual initiatives, each addressing a particular aspect of the problem, with the new plan adopting a multifaceted and more integrated approach. This is the first time that an integrated educational inclusion strategy has been developed for three to 18 year olds in this country. A crucial aspect of the action plan will be a more developed planning process, implemented through the school development planning initiative, and improved arrangements for measuring progress and outcomes at both local and national level.
I welcome the Minister's reply but I was hoping for more detail about what will happen in the schools. Will there be a band of schools that will be considered particularly disadvantaged and will they get more resources than the other disadvantaged schools? All Members are aware of schools that have a high level of disadvantage and are struggling to cope with the social problems that exist in the families of the students. I hope they will get extra allocations to what is given to the regular disadvantaged schools.
Perhaps the Minister would elaborate further on her proposals regarding early childhood education. A number of schools in very disadvantaged areas have lost both resource and SNA hours as a result of the changes under the weighted system for resource teachers and SNA support. Some of those schools are struggling as a result of this loss. Will the Minister examine this matter and consider restoring resource hours to those schools? It is a shame that schools that really need extra support do not have it or have lost it this year. However, I welcome the fact there are finally proposals on educational disadvantage. They were a long time coming.
I do not accept that schools have lost under the model for the allocation of teachers for special needs. For the first time, there is a permanent allocation for every school in the country.
Some have lost what they had last year.
In the past, these resources were allocated on an ad hoc rather than a permanent basis. Now they are permanent.
On the question of schools which are deemed to be disadvantaged under this system, the allocation is one to 80 for the most disadvantaged schools. This would change immediately for those schools once the survey has been completed, which is anticipated to be by the end of this year.
I fully accept the Deputy's point about urban educational disadvantage and I am grateful for her support on this matter. The Department will target the 150 urban town school communities with provision for early childhood education and class size reductions to 20:1 in junior classes and 24:1 in senior classes to avoid the children experiencing a big jump between these levels, as has been the case in some of the schools. More teacher support will be provided for the rural schools and clustering will help with school community links and literacy and numeracy measures.
As regards the early childhood provision, we want to ensure that duplication is avoided in the case where a very good service is already provided. The co-ordination required will create a link between the schools and community childcare facilities to ensure an education input. As a result of the investment in capital infrastructure in the past number of years some excellent facilities are in place around the country, particularly in the disadvantaged areas but we wish to ensure a good educational input into these facilities.
When the programme was launched I circulated both the full report and the summary report but I will be glad to provide the Deputy with another copy if required.
How will the classification be done this time? What will be the criteria compared to when it was first done?
On the subject of rural disadvantage, in certain areas of rural Ireland parents for one reason or another are choosing to take their children out of the bigger village school and move them to schools which are in a rural rather than an urban setting. These schools then need extensions but the village school is left with the disadvantaged students. I refer to a school which accommodated 250 pupils and currently has fewer than 70 students. Will such schools with low numbers be included in the scheme? This is a different type of disadvantage but it is becoming more apparent.
Educational disadvantage is the issue. Some counties are the first to declare their economic or social disadvantage but it is often the case that students from these counties show participation rates in third level education that are among the highest in the country. I cite County Leitrim to prove my point. It has the highest rate of participation in third level education in the country yet we have all seen programmes in which people talk about its isolation or disadvantage and, therefore, I no longer accept that argument. I wish to focus on the issue of educational disadvantage.
The survey undertaken was very comprehensive and it has been returned by the schools. We will ensure that the size of school will not be a deciding factor but rather the concentration of disadvantage within the school. Clustering will ensure those schools do not lose out. A teacher or a co-ordinator will work with a group of schools to ensure they benefit from the extra facilities which will be put in place. I envisage this scheme will be in place by the end of this year and that it will also include home-school liaison, which is crucially important in tackling disadvantage by linking in with the families. The small school to which the Deputy has referred might be involved in a sharing of facilities.
I have a problem with people taking their children out of schools in towns and sending them out to the rural areas. The schools in the towns are losing teachers while the rural schools are under pressure and are requesting extensions. One school is as good as the next; the buildings do not make a difference but rather the quality of the teaching. People should be loyal to the school nearest to where they live.
11 Mr. Kenny asked the Minister for Education and Science if she will ensure that all buses in the school transport system carry a list of the school children who have been issued with tickets to travel on the service; and if she will make a statement on the matter. [27559/05]
I have been advised by Bus Éireann, which operates the school transport scheme on behalf of my Department, that listings of pupils who have been issued with tickets for the current term will be issued to bus operators in mid-October. Such an arrangement is not possible in the case of pupils who avail of scheduled public transport services.
The issue of listings at an earlier date is not possible due to the number of late applications and late payments received in school transport offices throughout the country. It would be of little benefit issuing such lists until Bus Éireann is satisfied that the vast bulk of tickets have been issued and that the listing represents a true reflection of all pupils who are authorised to travel.
I take the point made by the Minister of State. It is obvious that lessons have been learned from what happened last week and the manner in which the system has operated this year. The Minister of State referred to timescales in an earlier reply. Will the Minister of State give serious consideration to a reply deadline as one means of resolving this matter? This could be one way of resolving the matter but it would need to be publicised so that people were aware of the regulations and did not lose out.
I referred to this matter in my reply to Priority Question No. 5. One of the reasons for the delay in the issuing of a list is that not all of those eligible for transport have applied and paid for that transport. The use of an early reply system could be one solution and this is under consideration. I am in discussion with Bus Éireann to examine these operational difficulties.
12 Ms McManus asked the Minister for Education and Science her plans to implement the recommendations of the interim report on student behaviour; the timescale for implementation; and if she will make a statement on the matter. [27658/05]
54 Mr. Hayes asked the Minister for Education and Science when the task force on discipline will make their final report; and if she will make a statement on the matter. [27537/05]
I propose to take Questions Nos. 12 and 54 together.
The task force on student behaviour will complete a final report, including recommendations, later this year. At the interim report stage, the task force decided to document the broad areas emerging and which have recurred with such frequency within its work to date and which in its opinion are representative of the central issues of concern. The task force anticipates that these will form the bedrock of its recommendations in its final report which is expected in December 2005.
In its interim report the task force recognises that the most important feature of its work is to generate a set of recommendations that will impact in a positive way and will help to curtail the spread of disruptive behaviour in our schools. Since the task force was established early this year, it has really come to grips with the breadth and complexity of this vitally important area. In tackling its job it has consulted widely and built upon submissions, research and its own analysis to sharply define the areas where its final report will make recommendations to underpin future change.
I am particularly impressed with the ability of the task force to focus on the core issues. It has indicated to me that it is on target to produce a final report and detailed recommendations in December of this year. Before producing that report it wishes to engage further with the wide range of interests in this area and to review domestic and international successes and failures. I am greatly encouraged by this interim report and I am very grateful to Dr. Maeve Martin. I look forward to receiving the final report and its recommendations.
Does the Minister intend to implement the final report when it becomes available at the end of this year? Does she envisage implications for resources with regard to its implementation? The problem of particularly disruptive students has been identified in the interim report. There is a need to provide facilities for pupils who genuinely are unable to settle in regular schools.
I refer to a recent television programme about a school in County Waterford where children who had dropped out of schools were being catered for in an alternative programme which seemed to be working very well. I am aware of a small number of similar schools in other parts of the country which cater specifically for children who do not fit in to the regular school system. Does the Minister intend to expand the availability of such resources or does she envisage that the majority of children can be catered for within the regular post-primary school system?
The great advantage of this report is that it has examined both the negative and the positive evidence in schools showing the manner in which schools manage disruptive behaviour. There are some excellent examples of good practice. I expect the final report will focus on issues such as school culture, the code of behaviour, the means by which students are given a voice, the sense of community and communication between the partners. Schools will require structures to deal with the wide range of students. The task force has examined domestic and international examples of how good student behaviour is fostered and examples of good classroom management.
A wide range of options must be considered and I look forward to the recommendations in that regard. I also suspect that there will be recommendations relating to very disruptive students, who are a very small minority but who are causing problems for some schools. The task force has indicated that it may recommend a type of break-out centre. I hope such a centre would not operate on a permanent basis but would be run with a view to ensuring that children can be reintegrated into school. I accept that not every school is suitable for every child and perhaps some training and youthreach programmes should be in place as alternatives for students. I look forward to the recommendations and I anticipate that there will be resource implications stemming from them. In so far as possible I will work with the partners to implement the recommendations because I believe they will cover not just what needs to be done from a resource point of view or in terms of national implementation, but also with regard to classroom management and so forth.
In its interim report the task force noted that many schools are frustrated with section 29 of the Education Act and it has made some recommendations relating to that section pending publication of the full report. There is a genuine difficulty in schools in that they are being forced to accept for re-admission students whom they have expelled or who have been expelled from other schools for seriously disruptive behaviour. It is causing a difficulty within the system when students are seriously disruptive. If the task force recommends changes to section 29, will the Minister examine that option?
Schools have indicated to me that they have a problem with section 29. However, it should be noted that of all the appeals lodged under section 29, two thirds are resolved in favour of the school and only one third in favour of the students. Schools seem to have the idea that the appeals system is always against them but in reality, that is not the case. I have already indicated that I would be prepared to amend section 29 or to deal with issues around it, perhaps on the procedures — whatever the task force recommends. Dr. Maeve Martin indicated in June that the task force would not look at section 29, but I asked her to do so because it had been highlighted to me as an issue. I am prepared to look at anything that will support the learning environment for students in a classroom and the teaching environment for teachers.
13 D'fhiafraigh Mr. McGinley den Aire Oideachais agus Eolaíochta an bhfuil aon airgead ina Roinn i mbliana le haghaidh hallaí spóirt agus an mbeidh deontas á cheadú do Halla Spóirt do an scoil (sonraí tugtha) agus an ndeanfaidh sí ráiteas ina thaobh. [27511/05]
Ba mhaith liom a dhearbhú don Teachta go bhfuil gealltanas tugtha ag an Roinn ciste a sholáthar do PE agus do limistéir shúgartha lasmuigh agus do limistéir ilghnó i scoileanna mar chuid den chlár um infheistíocht chaipitil do scoileanna. Tá an gealltanas seo dá thabhairt i gcomhthéacs acmhainní a bheith ar fáil chuige agus i gcomhthéacs na gcritéar a foilsíodh maidir leis na tionscadail tógála scoileanna a roghnú de réir tosaíochta.
Is cuid riachtanach í den chéim dheartha, maidir le mórchlár athchóirithe ar bith um fhoirgnimh scoile atá ann, halla PE a sholáthar ag an leibhéal iarbhunoideachais, ach an láthair i gcónaí a bheith fairsinge go leor, nóáit a mbeidh scoil nua á tógáil ar úrláthair.
An tionscadal um halla PE ag Pobalscoil Ghaoth Dobhair, rinneadh é a mheas de réir na gcritéar tosaíochta a foilsíodh agus a rinneadh a athbhreithniú an bhliain seo caite tar éis dul i gcomhairle leis na Páirtithe Oideachais.
Tá an tionscadal faoi chaibidil i comhthéacs an chláir 2005-2009 um thógáil agus athchóiriú scoileanna.
Gabhaim buíochas leis an Aire as freagra measartha cuimsitheach a thabhairt domh. Tuigim go dtuigeann sí féin faoi mar atá cúrsaí chomh fada agus a bhaineann siad le Pobalscoil Ghaoth Dobhair, scoil lán-Ghaelach ina ndéantar gach ábhar trí Ghaeilge. Is dócha gur Pobalscoil Ghaoth Dobhair an t-aon cheann i dTír Chonaill i láthair na huaire nach bhfuil halla aclaíochta nó PE aici.
Tá an scoil ann le 25 bliain. Tá sí ag ceiliúradh na hócáide i láthair na huaire. Bheadh sé ina bhronntanas iontach dóibh dá mbeadh fógra le theacht ón Aire roimh dheireadh na bliana go mbeidh an cás á bhrú ar aghaidh ar an laghad. Chomh fada agus a thuigim, tá sí go fóill ag céim 4. Tá sí síos ar an liosta tosaíochta. An bhféadfadh an tAire treoir a thabhairt do mhuintir na Roinne í a chur chun tosaigh sa dóigh, nuair a bheas na hacmhainní ar fáil, go mbeidh tosaíocht níos mó ag Pobalscoil Ghaoth Dobhair? Tá an scoil náisiúnta in aice léi, agus caithfimid buíochas a ghabháil leis an Aire as bualadh le toscaireacht ón scoil nuair a bhí sí ar a chéad turas go Dún na nGall. Tuigeann sí an cás. Tá sí ina haonar i dTír Chonaill anois, mar níl aon scoil eile den mhéid céanna ann nach bhfuil halla den chineál seo aici. An bhféadfadh an tAire comhartha dóchais de chineál éigin a thabhairt dóibh sa bhliain shuntasach seo nuair a bheas siad bunaithe 25 bliain?
Mar is eol don Teachta, bhuail mé le grúpa ón scoil, agus tá seanaithne agus ardmheas agam ar an bpríomhoide, ós rud é go rabhamar sa choláiste agus ag díospóireacht chraobh na hÉireann le chéile. Ba bhreá liom bronntanas breá a thabhairt do gach aon scoil in Éirinn, agus go háirithe do scoil mar sin. In ainneoin go bhfuil €500 milliún á chaitheamh agam ar fhoirgnimh i mbliana sa chóras oideachais, tá rátú 4 tugtha do gach aon halla PE sa tír. Ní hé go bhfuil rátú 4 tugtha do Ghaoth Dobhair go díreach. Sa chéad dul síos, caithfidh mé an t-airgead a chaitheamh ar ranganna agus scoileanna nua, ar scoileanna do dhaltaí le riachtanais speisialta agus, ar ndóigh, ar scoileanna in áiteanna nach bhfuil scoil ar bith ann. Ba bhreá liom ní ba mhó a dhéanamh air sin, ach caithfidh mé féachaint cén saghas airgid a bheas agam an bhliain seo chugainn. Más féidir liom aon rud a dhéanamh, cuirfidh mé an phobalscoil san áireamh, ach go dtí sin, ní féidir liom aon rud a fhógairt.
Má thagann an tAire chun tosaigh le cinneadh de chineál éigin, beidh muintir Ghaoth Dobhair an-ghníomhach, agus beidh siad ábalta airgead a chur ar fáil iad féin fá choinne cuidiú leis an tionscnamh. Beidh freagra deimhneach ar fáil ó phobal na háite, mar tuigeann siad cé chomh tábhachtach is atá sé seo don scoil.
14 Mr. Durkan asked the Minister for Education and Science the extent to which she will increase the numbers of resource, remedial, special needs teachers or special needs assistants in line with increased requirements; and if she will make a statement on the matter. [27696/05]
Enormous progress has been made in recent years in increasing the number of teachers in our schools who are specifically dedicated to providing education for children with special educational needs.
At primary level there are now approximately 5,000 teachers in our schools working directly with children with special needs, including those requiring learning support. This compares to under 1,500 in 1998. One out of every five primary school teachers is now working specifically with children with special needs.
At second level, there are approximately 1,599 whole-time equivalent resource teachers in place to support pupils with special educational needs. This compares to approximately 200 such teachers in place in the 1997-98 school year.
At this stage there are approximately 6,304 whole-time equivalent special needs assistants, SNAs, in our primary and second level schools supporting children with special needs. The National Council for Special Education, through its network of locally based special education needs organisers, is responsible for processing any applications for additional SNA support that may be received from schools.
I will continue to prioritise the issue of special needs education and, in co-operation with the National Council for Special Education, ensure that all children with special needs are adequately resourced to enable them to meet their full potential.
There were a number of difficulties relating to the implementation of the special education needs programme over the summer and with the flow of information to teachers. These difficulties have largely been dealt with now, but it is important that systems are put in place to ensure that such problems do not recur.
In terms of the special education system overall, does the Minister intend to ensure that the National Educational Psychological Service, NEPS, reaches its intended complement and how does she intend to ensure that every child who needs an assessment from NEPS receives one? The waiting lists are quite severe and schools in some areas are not covered by NEPS at all. How does the Minister intend to tackle that issue, to ensure that children are assessed?
I am aware that the system has changed recently and that not all children necessarily need a report now. However, there are still many children who will need a report. Parents go to private psychologists because they cannot get their child assessed by a NEPS psychologist and while they are entitled to do that not every parent can afford a private assessment. Some parents do not fall under the NEPS system because of where their child is located. How does the Minister intend to address this issue?
There are also some children experiencing difficulties despite the fact that they have a report stating that they have a special education need. They are not receiving the service they need under the new system. Will the Minister provide us with figures on the number of parents who have contacted the National Council for Special Education because they are dissatisfied with the fact that their children are not getting the service that expert psychologists have stated they need?
I accept that when we put so many extra teachers in place this summer the system took some time to settle down. I thank the schools for their co-operation and the INTO for its help in implementing this process which has now settled down and is working quite well. I also believe the new circular which was circulated to all schools and which will be sent to all teachers is very helpful because it outlines case studies to assist teachers in coming to a decision regarding a child's education needs. One of the real advantages of the system, which should reduce the need for individual psychologists' reports, is the fact that the class teacher, in the first instance, can now identify a child with special needs and ensure his or her needs are met because the teacher is available in the classroom. Over and above that, children with more severe learning difficulties or the low incidence range can continue to get their own personal allocation. Thousands of children throughout the country will continue to be provided with that service.
There are more than 6,000 special needs assistants to cater for the needs of these children. I envisage that the level of assessments required by individual parents will not now be as great because they will be able to get the service without it. In schools where the National Educational Psychological Service is not available, there is a system whereby the State will purchase the service for children as long as the need is prioritised by the school.
While I was campaigning for an hour in my city last Saturday, two school principals approached me and told me they were having serious problems. Both principals, who are based in rural villages, had lost the special needs assistant and resource teaching support they had the previous year. These people felt they had been doing a good job looking after children with special needs. However, because of the weighted model, they did not qualify for as much support as they had the previous year. Where one child would have had a full-time special needs assistant, they were now being asked to share an SNA with another child because of decisions of local special educational needs organisers. There are genuine difficulties for schools that are working hard and being all-inclusive in trying to bring as many children as possible with difficulties into their schools. These principals believe they have lost out under the system, which needs to be re-examined.
In some cases the NEPS psychologists are referring people to the Health Service Executive psychological service. I have come across people who have been told they must wait two years to be assessed within the health service before they will be considered for educational support.
As we are running out of time, I will hear very briefly from Deputy Finian McGrath and Deputy McGinley who are offering.
As there are a number of one-teacher schools in the country, are there special arrangements to give these schools some form of support in the interests of health and safety? Is it the policy to have such a school manned by one teacher or is it the intention to have someone else in the class if the teacher is unavoidably absent, because otherwise the school will be closed? Is there any arrangement for one-teacher schools or will such schools be left on their own?
Does the Minister accept there are still major problems with services for children with disabilities in mainstream schools? Does she accept it is a disgrace and unacceptable in the education system that children with Down's syndrome, for example, should lose their special needs assistants and their parents must ring their Deputies and others to lobby them to get them back? Is it unacceptable that children, particularly primary school children with disabilities, cannot receive speech therapy services or occupational services?
The position is that special needs assistants are provided for children with severe medical or physical needs. I am aware it is the aspiration of most parents that their child should not be dependant on an assistant but should have the skills to be independent in the classroom and to be able to deal with other children. The Down's Syndrome Association said it recognises that every child with Down's syndrome does not need a special needs assistant.
In the past week, I have spoken to two people with this problem.
The association said it recognises that every child does not need such a service. I was present and discussing a playground while a child slept on the shoulder of a special needs assistant, which is not good for the development of a child. It is important that the allocation of special needs assistants, working with the SENO, should ensure the service meets the needs of the child as he or she develops. This would give the child the skills to be able to be increasingly independent.
On the question of one-teacher schools, if the principal teacher in a one-teacher school is unavoidably absent — some of these schools have just seven pupils, and there are approximately 20 such schools remaining in the country — they are entitled to a substitute for the day. However, because of the particular situation in regard to the islands this year, I allocated a second teacher to one-teacher schools on the islands because they would not have been able to get a qualified substitute at the time. A special exception was made in this regard.
In reply to Deputy O'Sullivan, an SNA is assigned to a school to meet the needs of a particular child. If that child moves on or if the needs of the child change, the SNA will be redeployed to someone else. As they grow older and gain extra skills, if a child no longer requires the full-time services of an SNA, that person can be shared between children. The local special needs organiser is designed to link in with the parents and the school to ensure the needs of children are being met. It is hoped to reach the stage where they will also link in with the health services.
There is no doubt there is a difficulty in regard to speech therapists because the local health regions are finding it extremely difficult to recruit them. We have increased the number of people being educated. There are more speech therapists graduating from the colleges. We have doubled the numbers, which I will get for the Deputy.
Is it ten?
The Deputy should not ask questions by way of interruption.
No, it is much more than that.
15 Mr. J. O’Keeffe asked the Minister for Education and Science the average caseload per officer at the National Educational Welfare Board; and if she will make a statement on the matter. [27566/05]
The Education (Welfare) Act 2000 established the National Educational Welfare Board as the single national body with responsibility for school attendance. The general functions of the board are to ensure that each child attends a recognised school or otherwise receives a certain minimum education. To discharge its responsibilities, the board is developing a nationwide service that is accessible to schools, parents or guardians and others concerned with the welfare of young people. For this purpose, educational welfare officers are being appointed and deployed throughout the country to provide a welfare-focused service to support regular school attendance and discharge the board's functions locally.
The service is developing on a continuing basis. The total authorised staffing complement is currently 94, comprising 16 headquarters and support staff, five regional managers, 12 senior educational welfare officers and 61 educational welfare officers. In deploying its service staff, the board has prioritised the provision of services to the most disadvantaged areas and most at risk groups. Five regional teams are in place with bases in Dublin, Cork, Limerick, Galway and Waterford and staff have been deployed in areas of greatest disadvantage and in areas designated under the Government's RAPID programme. An education welfare service is available in every county in Ireland.
The board indicated to my Department that the average caseload of each educational welfare officer as of July 2005 was approximately 164. The board continually reviews the protocols for prioritising children and families who require intervention to ensure that children with the greatest need gain maximum benefit from available resources, and to work with local agencies in prioritising children's and family needs. In this regard, there are some 490 staff in education disadvantage programmes whose work involves a school attendance element. My Department is anxious to ensure that the maximum benefit is derived from these substantial personnel resources. Consequently, work is ongoing to develop appropriate protocols for integrated working between the different services involved.
I thank the Minister for her reply. I take the point she makes that other people also operate in this area. I am concerned that the limited number of people working in the National Educational Welfare Board do not have time to liaise with the home-school-community liaison officers and all the others involved. The staff are particularly helpful but they engage in a fire brigade response to issues that arise. The chief executive of the board said that further research is needed to examine the detailed reasons behind absenteeism but they do not have the time to carry out this research. Will the Minister provide the National Educational Welfare Board with extra staff so that the root cause for absenteeism can be dealt with rather than responding to individual cases?
It is important to have more co-ordination between these services. For example, there are 40 visiting teachers for Travellers. One of the groups with whom the National Educational Welfare Board works closely is Travellers, yet there are 40 people who do nothing else but visit schools where there are Travellers. We must ensure there is not an overlap in this type of work. These services should complement each other.
The school completion programme and home-school-community liaison scheme were also mentioned. By working together, they can ensure their work is complementary. It is important that they should examine their workload qualitatively as well as quantitatively. Each scenario is different. However, the educational welfare board was only set up three years ago. It employs 73 full-time welfare officers as well as support staff, which demonstrates our commitment in this regard.
The number is fewer than that recommended.
16 Mr. Deenihan asked the Minister for Education and Science her policy on the provision of physical education in the primary school system here in view of the alarming increase in obesity levels; and if she will make a statement on the matter. [27699/05]
72 Mr. Deenihan asked the Minister for Education and Science her policy on the reduction of obesity in the primary school system here in view of the alarming statistics outlined in the obesity forum report; and if she will make a statement on the matter. [27698/05]
I propose to take Questions Nos. 16 and 72 together.
At primary level, physical education is one of the seven curriculum areas within the primary school curriculum which was revised in 1999. A minimum of one hour of physical education per week is recommended for all primary school pupils. The curriculum has been structured to allow individual schools a high degree of flexibility and choice in the planning of a broad and balanced physical education programme for pupils, and includes six broad strands featuring athletics, dance, gymnastics, games, outdoor and adventure activities and aquatics. A programme of in-service training in physical education is being provided between 2004-05 and 2005-06 to support the full implementation of the curriculum in 2006-07. My Department is committed to funding the provision of physical education, general purpose and outdoor play areas in schools as part of the schools' capital investment programme.
A curriculum in social personal and health education, SPHE, is a mandatory part of all programmes for primary students and its implementation is also being assisted by a full-time support service. The programme begins in the infant classes and specifically addresses the need for regular exercise and examines food and nutrition issues and the need for a balanced diet. The objective is that by fifth and sixth class, students will be equipped to take responsibility for making wise food choices and adopting a healthy balanced diet and, in that context, exploring and examining the food pyramid.
Measures can be taken to encourage physical activity during school breaks and schools play a major role in nurturing and promoting the involvement of students in sporting activities in the wider community. Sports organisations such as the Gaelic Athletic Association, Basketball Ireland and the Football Association of Ireland provide extensive opportunities for schools to participate in sport.
The Irish Sports Council, in co-operation with bodies such as the FAI and local sports partnerships, has developed a national Buntús primary schools initiative through which additional supports such as training, resource cards and equipment are provided to support teachers and others in introducing young people to sport and to complement the physical education curriculum. The initiative aims to raise the profile of physical activity and sport, improve in-service training opportunities for teachers, assist governing bodies of sport to develop and deliver appropriate supports for teachers and provide enjoyable and meaningful activity for children which supports the delivery of the curriculum.
Together, these initiatives ensure children not only get opportunities to exercise at school but also learn about balanced nutrition and making good food choices. Schools are playing their part in the battle to tackle childhood obesity. However, children only spend 20% of their time at school and a healthy home environment is vital to ensuring they do not suffer from obesity.
Will the Minister consider making physical education compulsory at both primary and post-primary level rather than just recommend it? Has she concerns regarding the training of teachers, given that full-time physical education teachers are not employed at primary level? Has she read the report of the Oireachtas Joint Committee on Education and Science which recommends full-time physical education teachers, even on a clustering basis, at primary level? Has she given thought to providing a dedicated period of investment in sporting facilities in primary schools, as was done for information technology in the past?
Does the Minister share my concern that schools should not be dependent on sports organisations which promote their own sports? The curriculum is broader than that but a number of schools are reliant on sports organisations because of the lack of provision of facilities by the Department.
Schools were asked to use their physical education halls as classrooms under the building programme over recent years when they needed extra classrooms. Has that practice stopped? If not, will the Minister stop it?
Jamie Oliver was on the airwaves earlier. When will meals be provided in schools as a matter of course, similar to Britain?
No, I do not envisage Jamie Oliver entering the school system. However, I envisage capital investment in schools, which amounts to €500 million this year, will provide for the construction of new schools and extensions as well as physical education halls and outdoor play areas. For example, outdoor play areas were upgraded under the summer works scheme this year.
Every primary teacher is being trained in the new school curriculum as part of in-service training. The curriculum is broad so that the needs of girls, in particular, who are reluctant to take up physical education and sports, particularly at second level, can be met. New physical education halls are fitted with fitness suites because they are attractive for girls. We are tackling the issue in a number of ways. However, children spend 20% of their time in schools. Parents need to take responsibility for obesity among their children.
Written Answers follow Adjournment Debate.
