Tom Hayes
Question:72 Mr. Hayes asked the Minister for Education and Science the number of language support teachers available to schools; and if she will make a statement on the matter. [5577/06]
Other Questions.
School Staffing.
Ensuring that all children get the support they need to do well at school is a major priority for the Government. To ensure children with low levels of competence can succeed at school, my Department gives additional support to their schools which can take the form of financial assistance, additional temporary teacher posts or portions of teacher posts. Guidelines have also been produced for teachers on teaching English as an additional language, and these are available on the NCCA website.
The level of extra financial or teaching support provided for any school is determined by the numbers of non-English speaking students enrolled. Each school management can decide on the structure of the support to be provided in its own school. An allocation of two years' language support for each pupil is provided by my Department. Schools with 14 or more qualifying pupils get an additional full-time temporary teacher. Those with 28 or more get two teachers. Primary schools with between three and 13, inclusive, qualifying pupils enrolled will receive grant assistance for a period of up to two years. Schools with between three and eight qualifying pupils receive grant assistance of €6,348.69 while schools with between nine and 13 pupils receive grant assistance of €9,523.04. In the current school year grant assistance will be provided to approximately 425 primary schools with 13 or fewer qualifying pupils. In the case of post-primary schools which have 13 or fewer qualifying pupils enrolled, additional teaching hours, ranging from three hours per week in respect of one such pupil to 19.5 hours per week in respect of 13 pupils, are sanctioned.
Recent years have seen a significant rise in the number of language support posts being provided by my Department. In the current school year, 541 whole-time equivalent language support teachers are in place at primary level and 262 whole-time equivalent teachers are in place at second level to support such pupils, representing a language support investment of €46.5 million. This compares to 149 and 113 teachers respectively in the school year 2001-02. Thus, there has been a four-fold increase in language support teachers at primary level in just four years.
The Government has been increasing resources in this area in line with rising demand. However, this is a relatively new area which must be kept under review to ensure that children are getting the support they need and that this support is proving effective in helping them to make the most of their time at school. I am conscious of the pressures on those schools that have a great number of children whose first language is not English and whose cultures and expectations of education can be very different from our own. While this year there are more than 800 language support teachers in our schools, I know this is only part of the equation. Schools with significant numbers of non-national children need extra supports to help them to engage with these children's parents and I am working on proposals on this.
I welcome the fact that the Minister is working on proposals on this. My colleague, Senator Hayes, has numerous times raised the example of a school in Tallaght which has 200 students from an international background. Because the number of such students has increased dramatically in recent years we are on a learning curve in terms of dealing with issue. Although that school has two teachers under the system the Minister mentioned and a third teacher was sanctioned by the Minister because of the special circumstances, this amounts to just three teachers to deal with 200 international students. I am not sure how many different languages are spoken but it is a significant number and entails serious pressures. When can we expect details on the extra teachers and will the numbers change so that once one exceeds the magic number of 28 there will be a greater increase to help schools deal with demand?
Every time I mention 800 language support teachers I take a breath because it has been an extraordinary development over the past few years. It is a relatively new area and must be kept under review. Last year I met a number of principals who were affected by large numbers in their schools. In addition to the issue of teaching English, they identified cultural, family and societal supports that are as important as what happens in the school. This applies particularly to children whose parents do not speak English, who have different cultural attitudes to their children and their behaviour and to schools. It has been identified to me that there is a gap in the information those parents have on how our system works. We will shortly give further information on that.
A committee of my Department has been working on this matter. It visited a number of the schools and met groups, including the INTO, JMB and ASTI, and people who are in direct provision in Mosney and Cork to try to identify their needs. It is becoming clear that teachers of English alone will not solve all the problems. Other issues that have come to light include the home-school-community liaison teacher, who might be able to make better links and the need to explore with other Departments supports that can be put in place for the parents, perhaps teaching them English.
I accept that point and from the point of view of the international students that is important, but when a number of different languages are spoken in the classroom the teacher's response and the time he or she can spend with all the students is diminished because of concentrating on teaching English. Will the Minister commit to examining the numbers in terms of the ratio of 14 and 28 that she discussed? From her answer I gathered that she was just looking at the cultural aspects. Is it both?
Of course we are looking at both, however the cultural aspect should not be underestimated when dealing with these children. That message came very strongly from the principals and schools I visited. We should not think that the 800 language support teachers in our schools and the grant money to the 425 other schools alone will solve the issue. They will not but I am also looking at the issue from the strict classroom perspective.
Music Education.
Brian O'Shea
Question:73 Mr. O’Shea asked the Minister for Education and Science if she will report on the progress of the pilot programme for a local music education service designed by Music Network and the Donegal local music education services; her plans to implement a national system of local music education services; and if she will make a statement on the matter. [5741/06]
I take it the Deputy is referring to the report of a feasibility study entitled A National System of Local Music Education Services, prepared by Music Network and published in 2003. Among the recommendations contained in the Music Network report was that a series of music education partnerships would be developed between the county-city development boards and the vocational education committees on a phased basis.
Following the report, my Department has developed a number of exemplar models which will enable approaches to be tested in regard to the strategy outlined in the report. In this regard, my Department is funding a pilot programme in both Dublin city and in Donegal to test the model. The pilot began in 2004. The programme provides for an instrument bank, group and individual tuition, support for ensembles and choirs and covers a range of musical genres, including pop-jazz, traditional and classical. It is operated by the relevant VEC and is overseen by a committee which includes Údarás, county development boards, the education centre and other community interests.
It is important that the effectiveness of these recent pilots is evaluated before any decision is made as to whether to implement such a system on a national basis. My concern would naturally be to ensure that we use our available resources in a way that brings maximum benefit for students. I believe that the arts have an important role to play in the education of the individual. Music, the visual arts and drama provide for sensory, emotional, intellectual and creative enrichment and contribute to the young person's holistic development and self-esteem.
Apart from the pilot local music networks that have been set up, a number of other initiatives have taken place in recent years which show the Government's commitment to improving access to the arts for all our young people. Such initiatives include resource grants given to primary schools to help them implement the arts aspects of the new curriculum, a promotion involving IRMA that saw free tin whistles being made available to all primary teachers last year, the continuing success of the new music curriculum for the leaving certificate, and the provision of teaching hours to a number of schools of music in Laois, Limerick, Cork and Dublin.
The Deputy will of course also be aware of the significant investment that the Government is making in the Cork School of Music. Another very positive initiative was the system of targeted grants given by my colleague, the Minister with responsibility for children, Deputy Brian Lenihan, to disadvantaged schools for the purchase of musical instruments both last year and the year before. The Government believes in the potential of arts experiences to enrich the lives of people, young and old. We have substantially improved support for the arts in recent years.
With regard to the local music network scheme, given that this is a new approach and that the pilots are just two years old, it is important to evaluate the success of these pilots before making any decision as to whether to extend this model on a national basis. This way we can be sure that the best procedures are in place to improve access to the arts for all our young people.
I put down this question to raise a debate on the provision of music education. I welcome the fact that Deputy Keaveney is here because she also has an interest in this area. Unless one is in these pilot areas, having money is an important factor in getting a musical education in the sense of learning instruments because it is not provided for within the public education system and one must pay for it. Does the Minister agree that there is a need for a broad-based provision of music education? While I accept the pilot project has existed for only a short time, does the Minister know when we might expect it to be extended to the rest of the country?
While I receive letters from various organisations, I was struck by one I received recently from a group in County Limerick that wishes to teach traditional music in schools in disadvantaged areas. Unfortunately, the organisation in question has been forced to seek private sector funding to finance its plans because schools cannot pay the costs. Does the Minister agree that such organisations should not be required to seek private sector funding? Should the school system not have a mechanism in place to facilitate the teaching of music, whether traditional, classical or other, to children?
Arts education is one of the seven curriculum areas in primary schools and, as such, is a core part of the curriculum. The music curriculum is designed around the strands of listening, responding, performing and composing activities. In disadvantaged schools, in particular, the school completion programme has funded a number of initiatives involving music, for example, choirs, bands and orchestras in Finglas schools, which I have seen first hand. Options are, therefore, available.
The Music Network pilot programme, which is focused on young people, is expensive. Commencing in 2004, each centre has been allocated a sum of €100,000 per annum and start-up funding of €20,000. Significant investment would be required to extend the pilot projects nationwide. Music is already part of the primary school curriculum and an optional subject at second level. The new music curriculum for the leaving certificate has proved more successful and popular than its predecessor. In 2005, 4,700 candidates took music, of whom 74% were female. This is a significant figure, albeit perhaps irrelevant in the context of this discussion.
Various initiatives are taking place, including the allocation of grants, distribution of tin whistles and investment in the Cork School of Music. I will be interested to discover how the networks operate in practice. I strongly support the school completion fund and its work with local schools, particularly disadvantaged schools, in funding projects because I am aware of the success of such projects.
I am pleased to represent one of the areas covered by the pilot programme. It is unusual for an area north of a line running from Dublin to Galway to be selected for a pilot scheme, even a bad one. The Minister referred to the relative expense of the Music Network projects. If she saw the results on the ground in terms of how children who had no access to music have been able to access music at affordable rates or if she were to evaluate the funding on the basis of the number of children gaining from the pilot project, she would find that €100,000 is a pittance. County Donegal now has peninsula orchestras and choirs which it never had previously.
My core message is that music is not simply a subject on the school curriculum. If a child engages in music in its early years, it will benefit from rhythmic development, co-ordination, language development and focus. The Joint Committee on Arts, Sport, Tourism, Community, Rural and Gaeltacht Affairs, which I chair, commissioned and published a report on music and young people. Using County Donegal as an example, the report provides concrete examples of how non-academic children who are exposed to music, for example, the beating of a drum, subsequently focused on reading and other learning tasks set by their teachers.
We must decide that arts are a key mechanism for personal development and music is about more than creating future musicians or audiences. To make the funding available for music go further, will the Minister co-ordinate with the Minister for Health and Children, given the importance of music therapy for people with disabilities, Alzheimer's disease and so forth, the Minister for Arts, Sport and Tourism, given that the Arts Council is developing a similar type of scheme for schools, and the Minister of State with responsibility for children, Deputy Brian Lenihan, with regard to interventions at an early age? Perhaps if we decided to make what the Minister described as an "expensive" investment at an early stage in children's lives, other interventions required in later years to tackle dyslexia, dyspraxia and other problems would no longer be necessary.
I know the Minister's heart is in the right place. Does she agree, however, that unless we decide that the arts are central to the holistic development of children, irrespective of whether they are disabled, able-bodied or of low or high intellect, we will not win the argument in which Deputies have engaged today?
Deputy Keaveney, given her personal and professional interest in this matter, will realise the importance of music in the development of everybody, including Deputy Finian McGrath, a well-known performer.
His recent performances might get him re-elected.
One of the most moving uses of music I have witnessed was in the Central Remedial Clinic which treats children with highly specialised needs. The clinic has top-class technological equipment for music and dance which is used as a key part of the children's development and education. I have also observed the use of rhythm and music in the education of autistic children, for instance, the tambourine is used for eye contact and movement. I accept, therefore, the value of music across the education system. In addition, my Department, in conjunction with the Minister for Arts, Sport and Tourism, Deputy O'Donoghue, is establishing a group to examine the arts in education.
I hope the artistic world will be willing to assist children's education. Last year, for example, the Irish Recorded Music Association, IRMA, provided free tin whistles to schools. Although a simple gesture, this was a significant advance in promoting music in schools. I hope the arts sector, with the talent and resources at its disposal, will contribute to the educational sector.
I concur with Deputy Keaveney's comments on the importance of music and the arts in general. Does the Minister accept that while music is a central part of the curriculum at second and primary levels, it is frequently treated as a second rate subject and its development is not taken seriously? Does she intend to invest more in music and the arts at primary and second levels? Does she agree that music is important in the development of the person and society? Children involved in the arts and music learn teamwork. Many schools over-emphasise sports and do not sufficiently focus on children who have little interest in sport. In so doing, they overlook the fact that schools which take a balanced approach to the arts, music and sport and incorporate all of them in their ethos will be happy, contented and stable and will experience less aggression.
Another issue which is often overlooked, particularly in disadvantaged schools, is the role of music and the arts in the teaching of language and literacy. Many children who experience literacy problems or difficulty in achieving reading ages, frequently as a result of barriers or problems at home, are taught to read through the medium of song and poetry. Good teachers use music to teach literacy and reading and develop language skills, an approach now widely used in disadvantaged schools.
Music and the arts can be used in a positive manner to tackle aggression and disruption by pupils. I again emphasise the use of art therapy in disadvantaged schools where it has benefited children who came from violent and dysfunctional families. I ask the Minister to consider long-term investment in music and the arts in all schools.
I probably agree with everything the Deputy has said about the importance of music and the person's holistic development. We could probably all talk about the person's self-esteem and the value of music. Approximately a dozen arts programmes ran as summer schools last year to promote literacy in some disadvantaged areas among six to 11 year olds. These are the types of initiatives we have seen and I already referred to the ones I have seen. As I travel the country it is clear that music is alive and well in our schools. Music is a core part of the primary school curriculum. In Wexford I saw traditional music very strongly encouraged. Schools took the initiative to invite local traditional music players who come in willingly and teach the children every week. Other schools focus on instrumental music. Last week I was in a disadvantaged school in Killinarden, where the children were playing with their tin whistles and recorders. Teachers in all schools make great use of music.
Two weeks ago I went to the gaelscoil in Maynooth where children from the first communion class and the sixth class preparing for confirmation were all proud to sing the hymns they were going to sing in their ceremonies in the coming weeks. Across the spectrum music plays a central part. Music is not a core subject on the leaving certificate, but is a choice subject in second level schools. However, we should consider the number of second level schools with orchestras and choirs, and in particular the number performing musicals. In the past year I attended a performance of "Annie" and am about to go to see "Calamity Jane". "Oklahoma" is another popular musical. It is wonderful to see the teamwork not just within schools but also in collaboration with other schools. My school, Sion Hill, is about to stage a production with Oatlands College. Loretto in Foxrock will work with Blackrock College and CBC in Monkstown will work with St. Joseph of Cluny. That type of involvement is good for the overall development of the student.
All of us in this House accept the importance and value of music. In addition to investment from the Department and through the curriculum, schools should not ignore the wealth of musical talent and expertise in their communities and of people who are more than willing to give of their time. Schools should be willing to use such resources. I am happy to continue to work on the subject to see how it can be developed. I accept it forms part of the holistic development of every child.
EU Directives.
Jack Wall
Question:74 Mr. Wall asked the Minister for Education and Science if she has received a copy of the letter from the secretaries of the main teachers’ unions here and in Britain which expresses concern at the implications of the proposed EU services directive; her views on whether education should be explicitly excluded from the scope of the directive if it is enacted; and if she will make a statement on the matter. [5755/06]
I have received a copy of the letter in question which seeks the exclusion of education from the draft EU services directive. While the negotiation of the services directive falls within the remit of the Minister for Enterprise Trade and Employment, the Department of Education and Science is in continuing contact with that Department regarding the evolution of the draft directive.
The Deputy may be aware that case law of the European Court of Justice has drawn a distinction between publicly-funded education programmes and various types of private programmes in terms of whether education constitutes a service within the meaning of the EU treaty. Where programmes of education are provided as part of the national publicly funded education system they are not considered to be services within the meaning of the treaty, even in cases where fees are paid towards the costs. However, courses given in an establishment which is seeking to make an economic profit and is financed essentially by private funds will fall within the remit of the directive.
The present draft of the services directive includes provision in Article 1 to the effect that the directive "does not deal with the liberalisation of services of general economic interest reserved to public or private entities nor with the privatisation of public entities providing services". The text also makes it clear that member states are free to define, subject to the treaty, what services should be considered to be of general economic interest and how they should be organised and financed, and what obligations they should be subject to.
I am advised that the vast majority of educational provision in Ireland, being publicly funded, will fall outside the scope of the directive. However, the Department of Education and Science will continue to monitor developments with regard to the directive on an ongoing basis.
I would like the Minister to commit to the proposal that all educational services should be excluded, which is what teachers seek because of the grey areas. I am aware of the decision to which the Minister referred. For example, the TUI is concerned that schools built under public private partnerships could be brought into the scope of the directive because of the private element. There are a number of other concerns about the directive. I understand it is under debate in the European Parliament and we will probably know the outcome by the end of the week. However, the teachers' unions are concerned that the directive should be clear and specific that all educational services should be excluded so that we would not have the problems they feel could arise if education was regarded as a service for the purposes of the directive.
As the directive is still under debate it would be premature to offer a definitive opinion.
The Minister can make recommendations.
The Deputy heard the answer I gave. The Department of Education and Science has raised various issues and it appears to be satisfied that the vast majority of education is excluded because of the nature of our free education system. Obviously, we will keep developments under review. Various law cases have strengthened our understanding. In a Belgian case, it was deemed that a course taught in a technical institute to form part of secondary education provided under the national education system could not be regarded as a service. It only applies to courses provided for remuneration, in other words education is seen as part of social and cultural life rather than of economic life.
Further case law found that courses in higher education financed through public funds do not constitute services. In addition to the services directive, the case law strengthens our understanding in this regard. Although it has started its first reading in the European Parliament, I am satisfied at this stage that education as we understand it will be excluded from the directive.
Would private colleges awarding degrees from other institutions, such as the ones in the UK, be included? Would private third level colleges operating outside the free education system be in the scope of the directive?
Programmes of education provided as part of a national publicly funded education system would not be considered to be services within the meaning of the treaty, even if their fees are paid. Courses given in an establishment making an economic profit and financed by private funds would fall within the scope of the directive. The directive is very confusing for everybody, which is why we must keep a close eye on how it develops.
That is why the teachers' unions want this to be absolutely clear and to have education excluded, just as health services are excluded.
We have raised a number of issues to ensure that education as we see it, as a social and cultural contribution to the country and not an economic one, would be excluded from the scope of the services directive.
School Inspections.
Michael Noonan
Question:75 Mr. Noonan asked the Minister for Education and Science the number of individual subject evaluations to be completed in 2006; and if she will make a statement on the matter. [5568/06]
Some 641 subject inspections, including approximately 230 subject inspections to be carried out as part of whole-school evaluations, are planned for 2006.
A totally revised format of subject inspection was introduced in September 2001. Since then, there has been a significant increase in the number of subject inspections carried out on an annual basis. In particular, inspection activity at post-primary level increased significantly from 2003 onwards following the recruitment of new inspectors to replace those assigned to the State Examinations Commission.
I laid a signed copy of the Education Act 1998 (Publication of Inspection Reports on Schools and Centres for Education) Regulations 2006 before the Houses of the Oireachtas on Tuesday, 31 January 2006. The purpose of these regulations was to place a legal obligation on the chief inspector to publish reports prepared as a result of school inspections. Simultaneously, the Department of Education and Science published guidelines on the publication of school inspection reports. These regulations and guidelines apply to reports arising from all subject inspections commenced on or after 6 February 2006.
Does the inspection process concentrate on particular subject areas at particular times? How does the Department decide which subjects to choose to inspect at a particular time? What subjects will be selected this year? How many subject inspectors are available to inspect the teaching of Irish?
On the last point, I believe I answered a parliamentary question tabled by the Deputy last week, which stated the number is four. If that is incorrect, I can come back to the Deputy. However, the inspectorate will not be at full capacity until the end of the year because of training etc.
During a whole school evaluation, one of the core subjects — Irish, English or mathematics — must always be included. In other words, every teacher of that subject in that school would be involved. Regarding other inspections, I am open to correction but I understand they try to take a pattern of subjects to allow them have an evaluation of the teaching of that subject across a wide range.
What the inspectors have done with regard to a number of subjects is publish a composite report. They have already done one on the teaching of modern languages. A composite report on the teaching of Irish at junior certificate level arising from inspections conducted in 75 schools in the past school year is being finalised, and that will be published in the autumn. The inspectors set out to decide what would be included as part of a subject evaluation and then draw lessons from that across the country.
Does the participation of students in terms of a subject rather than a whole school evaluation happen within the classroom? Are students brought to one side or does the inspector meet the students without the teacher present in the classroom? Does it happen as part of the overall class environment?
My understanding is that the subject inspection is the teaching and learning of the subject. Obviously, that would have to include the way the subject is being taught and received at the other end, so to speak. On the inspections, candidates may be part of the whole school evaluation or may be involved in a stand-alone inspection. The next ones that are planned, which will be very useful, are junior certificate science, English and history during this year. We will publish the one on Irish and they will undertake the reports on the others. That should give a good view of the type of work going on in the schools.
School Transport.
Jan O'Sullivan
Question:76 Ms O’Sullivan asked the Minister for Education and Science the role of her Department in relation to the safety of buses hired privately by schools or parents’ councils to bring children to and from school; and if she will make a statement on the matter. [5722/06]
Buses that are hired privately by schools, parents' councils or other groups or individuals to carry children to and from school do not come within the terms of the school transport schemes as operated by my Department. Such arrangements are entered into exclusively by the persons concerned and, consequently, my Department has no direct involvement in or influence over the selection of the bus operators, bus drivers or vehicles used.
None the less, I would suggest that it would be appropriate for those intending to hire a bus privately to carry schoolchildren to assure themselves in advance that the bus operator, the driver and the bus itself all meet the appropriate statutory standards as laid down by the Department of Transport in respect of the operation of a public bus for hire.
I asked the question in the context of a fire on a privately hired bus in my constituency recently. I thank the Minister of State for clarifying the position. It is clear that the safety of such buses is the responsibility of another Department and perhaps I should direct my question to that Department as well. Does the Minister believe her Department should have a role even in advising schools in this regard because in certain circumstances schools are using private buses more frequently? We would hope the school transport system would be adequate but because of parental choice in some cases, schools are hiring private buses. Does she see her Department having any role in that regard?
To be helpful to the Deputy, I thought the question might be based on the incident that occurred on 6 February last. The transport liaison officer in County Limerick has been asked to provide a report on the matter and it has been confirmed that the bus in question was contracted to the bus authorities and not to Bus Éireann. I understand the vehicle was registered in 1987 and has recently passed its roadworthiness test.
I am sure the Deputy will understand that the Department has no direct role in safety or other aspects of what were private contractual arrangements. If we were to get involved in that, we would be in the ludicrous position of being asked to police those travelling to school by private car as well. If a school wishes to enter into this contractual arrangement to hire a bus for school transport, it is a matter between that school and the contractors.
Does the Minister of State agree with the system in other countries whereby the traffic is stopped when children are getting on and off school buses? I understand that is the practice in America or Canada. Would she support such a proposal in the interest of child safety? In other words, when children are getting on and off school buses, there would be no overtaking of the buses in the interest of public safety.
That is a different question but I am happy to address it in this way for the Deputy. We are all well aware that the majority of accidents involving school buses occur within the vicinity of the school. That is the reason I ensured some time ago that we would examine that situation and implement, on a pilot basis, a flashing light system on the bus to warn motorists to slow down because they are in the vicinity of a school bus.
The Deputy is correct that there is a debate on whether it would be appropriate for vehicles either to slow down or be made to stop when children are getting on and off school buses. He referred to the American system and I understand drivers are told to stop but America has very different regulations and a very different road system from ours. Situations that might arise there would be very different from what might arise here, especially in rural Ireland. We are examining all those systems to determine the best way forward in terms of safety on school buses.
This issue has been ongoing for some time now, even before the sad events that occurred in Meath. That is the reason the flashing light system is operating on a pilot scheme and on the basis of that information we will decide where we go from there. I am well aware that this situation needs to be considered.
Written Answers follow Adjournment Debate.