Vol. 614 No. 5
77 Mr. Gogarty asked the Minister for Education and Science if she will report on the progress to date in 2006 in making buses safer and ending the three for two rule; if additional buses have been provided in order that a situation does not arise similar to August and September 2005; and if she will make a statement on the matter. [5711/06]
I am determined to maintain safety at the core of school transport operations at all times. At this stage, apart from a small number of late applicants, seating arrangements for all second level students on buses operating under the post-primary school transport scheme are on a one-for-one basis. I expect that the end of year target to provide one-for-one seating for all students at first and second level will be met.
A contract for the retrofitting of the Bus Éireann school bus fleet with seat belts has been placed. It is expected that this work will commence this month and will take approximately 20 weeks. The work is being organised so as to ensure that there is no disruption to school transport services. In addition, a programme for Bus Éireann to acquire a number of new and modern second-hand buses is well advanced. It is intended that these buses will provide the necessary additional capacity to ensure that no shortfalls arise from the elimination of three-for-two seating arrangements. With regard to the retrofitting of contractors' vehicles, it is anticipated that the Department of Transport will issue guidelines shortly on the fitting and standard of safety belts required.
While I am satisfied with the progress that has been made over the past several months, I am in no doubt that a sustained effort will be required by all concerned as we work towards the stated goal of one-for-one seating, all fitted with seat belts.
78 Mr. Howlin asked the Minister for Education and Science if a timeframe for the implementation of the McIver report will be drawn up; and if she will make a statement on the matter. [5733/06]
135 Mr. Gregory asked the Minister for Education and Science the specific recommendations from the McIver report that will be implemented in 2006; the funding that has been provided; and if she will make a statement on the matter. [5659/06]
143 Mr. Deasy asked the Minister for Education and Science the reason the McIver report has not been implemented; and if she will make a statement on the matter. [5578/06]
153 Aengus Ó Snodaigh asked the Minister for Education and Science the cost incurred by her Department vis-à-vis the McIver report; and the aspects of the report her Department has implemented. [5788/06]
166 Aengus Ó Snodaigh asked the Minister for Education and Science the progress which has been made on the long overdue implementation of the McIver report. [5787/06]
I propose to take Questions Nos. 78, 135, 143, 153 and 166 together.
In the period 2001 to 2003, the cumulative cost of consultancy and other relevant fees relating to the McIver report, including taxes, amounted to just over €130,000.
Improving participation and achievement at every level of education is a key priority of this Government. We have put the resources and supports in place to ensure that there is a wide range of course options available in the further and higher education sectors for young people who wish to continue their studies after second level and for people returning to education later in life.
Adult and further education aim to meet the needs of young early school leavers, to provide second chance education for adults and to provide vocational education and training for labour market entrants and re-entrants. The range of provision in further education to achieve these aims include such full-time programmes as Youthreach, senior Traveller training centres, the vocational training opportunities scheme, post-leaving certificate courses and part-time initiatives such as the back to education initiative and the adult literacy and community education schemes.
Post-leaving certificate, PLC, courses, therefore, represent one option in the adult and further education suite of provision. We have increased the number of PLC places by 60% since 1996/97. Indeed, the number of PLC places approved for 2005/06 is up by more than 1,600 on the 2004/05 level. The number of approved places in the sector now stands at 30,188.
Government support for the sector is evident not only in the expansion of approved places and teachers but also in the introduction of maintenance grants for students with effect from September 1998. Tuition fees for PLC courses are waived. The PLC maintenance grant scheme operates on the same basis as in higher education. Over 25% of PLC students were grant holders in 2005 and they received some £23 million in direct support.
PLC students are included in the calculation of non-pay budgets issued to schools in respect of running costs. A supplemental non-pay grant towards running costs specifically for PLC schools is also payable. This amounted to £5.5 million in 2005. Other developments funded by my Department of direct benefit to the PLC sector include the provision of national certification under the Further Education and Training Awards Council and the development of progression links with higher education in the institutes of technology. Government commitment to the sector, by reference to the resources applied in teachers' pay, non-pay running costs, student support and certification costs, is very significant.
The McIver report contains 21 over-arching recommendations, incorporating 91 sub-recommendations. It has been estimated, in consultation with management and staff interests, that the recommendations for staffing would involve at a minimum the creation of at least 800 new posts at a cost of over €48 million. This level of additional provision cannot be considered in isolation from other areas of education.
In their consideration of the needs of the PLC sector into the future my officials have been examining, inter alia, the non-teaching educational tasks particular to PLC teachers, the demands on the management side and the challenges presented by the variation in size of the more than 200 PLC providers. When their deliberations have been completed further discussion with the management and union side will be necessary.
79 Mr. Penrose asked the Minister for Education and Science if her attention has been drawn to the fact that many victims of child abuse and organisations that represent them and others who have attended board hearings, including professional witnesses, have expressed serious dissatisfaction with the operations of the board and the secrecy that surrounds its deliberations; her response to these concerns; and if she will make a statement on the matter. [5758/06]
The Residential Institutions Redress Board was established under statute to provide financial redress to victims of child abuse in residential institutions to assist them in their recovery and enhance the quality of the remainder of their lives. The board provides an alternative to victims having to pursue traumatic civil court cases to obtain compensation for their injuries.
The provisions of the Act allow the board to make awards based on a generally lower threshold of proof than is required in taking a case through the courts. Notwithstanding this, the redress bands used by the board in assessing the level of award to be offered to applicants are in line with High Court awards made in personal injuries cases.
An applicant is expected to provide proof of identity, that he or she was resident in an institution, that he or she was injured while so resident and that the injury is consistent with any allegation of abuse that is alleged to have occurred while so resident. Awards are determined by the board having regard to the severity of the abuse and the severity of physical and psychological injury and loss of opportunity resulting from the abuse. An applicant may accept or reject an award or may submit the award for review to the review committee. In the event that the applicant is not satisfied with the outcome of this process, they can reject an offer and commence proceedings in the courts.
The redress board is not a court of law and the making of an award by the board does not constitute a finding of fault or negligence on the part of a relevant person. It is for this reason that the Act stipulates that all hearings must be conducted in private and an individual who chooses to accept an award of the board must agree not to publish any information relating to an application or an award. This confidentiality provision is required to protect the rights of persons, including victims.
In as far as it can, the board conducts its business with as much informality as possible. To assess the appropriate level of award for each case the board must be in a position to examine the evidence before it and to ask questions where necessary. This can, of course, be distressing for some applicants. In order that applicants may be supported through the redress process an applicant may have either a friend or family member accompany them to the board's offices and, while it is not normally possible for them to attend the hearing itself, they may wait for the applicant and be immediately available to them following the hearing. The board will, if requested prior to the hearing, make a counsellor available to support the applicant. Applicants are entitled to legal representation at hearings, the costs of which are met by the board, and most applicants avail of this facility.
The board received 14,768 applications by 15 December 2005 and by the end of 2005 had made awards in 4,477 cases. The vast majority of applicants have accepted the awards offered by the board and only five awards have been rejected. While the Deputy has referred to people who have expressed dissatisfaction with their experience with the board I am aware that the board itself and officials in my Department have also been contacted by applicants who wanted to express their gratitude for the manner and sensitivity in which their cases were dealt with by the board.
I am also aware that the board has taken account of views expressed about its operations. Officials from the redress board have met with survivor groups on a number of occasions and, where possible, have accepted suggestions made regarding administrative arrangements and procedures. The board is, of course, independent in the performance of its functions.
I believe that the redress scheme is working effectively and sensitively in the interests of survivors and that the board is delivering on its mandate.
80 Mr. O’Shea asked the Minister for Education and Science if her Department has completed the promised audit of information technology hardware in schools; if so, when same will be published; the action she will take to ensure that teachers are appropriately trained to give maximum benefit to the children in their classrooms from the information technology available to them; and if she will make a statement on the matter. [5740/06]
The National Centre for Technology in Education, NCTE, issued questionnaires for its census of school information and communications technology, ICT, infrastructure for both primary and post-primary schools early last summer. The census follows similar exercises undertaken in 1998, 2000 and 2002 and addresses a range of areas, including the extent of ICT equipment, networking and Internet access, ICT planning and priorities, professional development and technical support. School responses to the census have been gathered and compiled by the NCTE and the Education Research Centre has been engaged to summarise, tabulate and analyse the data therein. A report of the results of the census is currently being finalised and I expect to receive the report in the coming weeks. I can confirm to the Deputy that the results will be published.
On the question of teacher professional development, the NCTE has developed a range of teacher training courses in ICT related areas including: basic ICT skills, ICT pedagogical practice, technical skills such as website design, system management and troubleshooting as well as a range of ICT in special needs courses. These courses are offered locally by the ICT advisory service and made available, in the main, through the regional network of education centres. Course provision is based on local needs, as assessed by the ICT advisers, which in turn feeds into the ongoing review of course provision nationally by the NCTE. In 2005 some 10,000 course places were provided to teachers within the overall provision at a cost of some €1.8 million.
81 Mr. Ring asked the Minister for Education and Science the number of students expelled from secondary school for the most recent year for which statistics are available; the number of such students who successfully appealed this expulsion with her Department; and if she will make a statement on the matter. [5581/06]
101 Mr. Kehoe asked the Minister for Education and Science the number of students at second level expelled from schools in the 2004/05 school year; and if she will make a statement on the matter. [5580/06]
I propose to take Questions Nos. 81 and 101 together.
In January 2005, the National Educational Welfare Board, NEWB, issued guidelines to the management authorities of all primary and post-primary schools on reporting student absences and expulsions. These guidelines advise that the board of management must report its decision to expel a student to the NEWB. According to its analysis of the annual attendance reports submitted by schools under the Education (Welfare) Act 2000, the National Educational Welfare Board has reported that it was notified of 93 cases of expulsion of students from post-primary schools in the 2004/05 school year.
Under section 23 of the Education (Welfare) Act 2000 schools are required to have in place a code of behaviour detailing the circumstances under which the penalties of suspension and expulsion may be incurred. The Act requires that each board of management formulates a code of behaviour in consultation with teachers, parents and the NEWB. Section 29 of the Education Act 1998 provides for an appeal to the Secretary General of my Department where a board of management or a person acting on behalf of the board refuses to enrol a student, suspends a student for a cumulative total of more than 20 days in an academic year or expels a student from the school.
Statistics on appeals under section 29 of the Education Act 1998 are held on a calendar year basis. In 2005 there were 59 appeals submitted under section 29 of the Education Act 1998 relating to permanent exclusions from post-primary schools. Of these, seven appeals were withdrawn by the appellant, one was resolved at local level and six were resolved with the assistance of a facilitator. The remaining 45 appeals progressed to a hearing before a section 29 appeals committee. Of these, eight appeals were upheld and 37 were not upheld.
82 Mr. Neville asked the Minister for Education and Science the reason it is not possible to provide a second opportunity within weeks for students to sit exams in view of the fact that each year a number of students due to illness or bereavement are unable to sit State exams. [5385/06]
The State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations, including organising the holding of examinations; ensuring the preparation of examination papers and other examination materials; and determining procedures in places where examinations are conducted, including the supervision of examinations.
Notwithstanding this, within the limitations of our examination system every possible effort is made by the commission to accommodate candidates who suffer illness, bereavement or other trauma either immediately before or during the examinations. Each year, arrangements are made to cater for a wide range of emergencies. These include alterations to the standard examination timetable and special sittings in venues such as hospitals. The National Educational Psychological Service, NEPS, also assists schools and students in crisis situations during examinations.
Prior to the establishment of the State Examinations Commission, my Department had over the years considered the issue of a repeat leaving certificate because it was raised regularly. My Department concluded that the constraints, inherent in a terminal and externally examined examination system, resulted in significant difficulties in the provision of repeat examinations.
These constraints derive from: the length of the school year; the timescale required for holding examinations — the leaving certificate timetable covers 13 exam days which is almost three weeks; defining eligibility to enter for repeat exams — it is likely that such facility could not be confined to those who missed the original exam because of illness but would also have to be open to other categories of students such as those, for example, who felt they had not performed to their optimum ability in the original examination; obtaining sufficient additional suitably qualified persons to act as examiners; providing adequate time for the preparation of marking schemes for the repeat examination papers and arranging for comprehensive briefing and training of examiners; providing ample time for those examiners to conduct the marking to a high standard; the pressing requirement of having results available to feed into the college entry process which is conducted by the CAO and college admissions departments in August of each year; the need for an appeal system for the review of examination results.
When one considers that our State examinations currently operate against the tightest of timescales and to maximum capacity in delivering a high quality product at both leaving and junior certificate levels to strict end-user deadlines, it is considered that it would not be possible to hold repeat examinations and have results available to the deadlines required.
83 Mr. Sherlock asked the Minister for Education and Science if her attention has been drawn to the fact that there has been an increase of 34% in post-primary students at a school (details supplied) in County Cork; and if the purchase of the new site will be authorised. [5384/06]
Projected long-term enrolments at the school in question have dropped since the proposal for a new school was originally approved. In that context, it is important to confirm that provision of a new second level school is still warranted.
To consider the matter thoroughly, a review of second level education provision in the area is underway in the school planning section of my Department. This review is being carried out in consultation with the school authority. It is taking into account factors such as recent trends in enrolment at the school, the projections for future enrolment, the basis for those projections and the robustness of the projections. The likely impact of recent and projected housing developments will, of course, be considered along with existing school provision in the general area. Additional information has recently been received from the school authority and this is now being examined.
When the review is fully completed, a decision will be taken on how best to provide for current and emerging needs, including site acquisition if this is necessary.
84 Mr. Timmins asked the Minister for Education and Science if her Department has received an application for funding from a school (details supplied) in County Wicklow to enable the school to provide an additional ABA service; the situation regarding same; and if she will make a statement on the matter. [5807/06]
The Department and the National Council for Special Education met with representatives of the school referred to by the Deputy on Wednesday, 1 February to discuss a range of issues. Following this meeting a comprehensive letter issued on 8 February to the school representatives outlining the Department's and NCSE's position on the various matters discussed at the meeting. The Department's letter covered a number of matters such as the need for a board of management, the process for applying for sanction for further classes for children with ASD, training and qualifications of staff and other issues.
It is now a matter for the school to proceed in accordance with the process that has been outlined to it in the letter of 8 February. This process involves making application for additional classes for children with ASD through the local special educational needs organiser.
It will be a matter for the NCSE to process the application and in doing so to seek whatever additional information it requires from the school to enable it to make an informed decision. The NCSE can seek advice if required from my Department on the application. Factors such as the needs of the individual children, levels of existing provision in the area and geographical location of the proposed attendees are matters that the NCSE will need to consider in processing the application.
I will continue to prioritise the issue of special needs education for children with autism 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.
85 Mr. Stagg asked the Minister for Education and Science if she will develop a national strategy to address low literacy levels, as recommended in the final report of the educational disadvantage committee of her Department; and if she will make a statement on the matter. [5750/06]
This Government is strongly committed to achieving the highest possible standards of literacy for people of all ages. We see this as central to achieving our key objective of social inclusion and have put increased resources in place in recent years to this end. Targeted measures are now in place in schools, in the community and in the workplace to achieve this goal.
At school level, initiatives such as the Reading Recovery programme have been very successful. This programme enables intensive, individualised teaching to be provided to the lowest attaining pupils at an early stage, when intervention can be most successful. By focusing on identifying and assisting children who are having difficulty with reading and writing at an early stage, we can prevent literacy difficulties from becoming entrenched. The number of schools participating in the Reading Recovery programme has doubled in the past year and will be extended further as the new action plan for educational inclusion, DEIS, is rolled out.
Other measures in the DEIS plan which will ensure a major focus on improving literacy levels in disadvantaged schools include a new family literacy project and a targeted extension of the successful demonstration library project at second level. In addition, the 150 urban/town primary schools with the highest concentrations of disadvantage will benefit from maximum class sizes of 20:1 in junior classes and 24:1 in senior classes.
With regard to adult literacy, the Government's commitment to this area is evident from the fact that funding for adult literacy programmes increased more than 20 fold between 1997 and 2005 — from €1million to €22 million. Client numbers rose in the same period from 5,000 in 1997 to over 33,000 in 2004. The expansion of adult literacy services has included collaboration with FÁS to provide literacy training for people on their programmes, the development of successful workplace literacy initiatives and the organisation of community based literacy projects.
A comprehensive set of measures are, therefore, in place to promote literacy at all levels of the life cycle and the Government will continue to prioritise this area.
86 Mr. Boyle asked the Minister for Education and Science her views on the levels of commercial sponsorship in schools such as highlighted by the commercial free education campaign; if there are plans to ban such schemes; the steps she will take to ensure that schools do not feel obliged to participate in such schemes out of financial necessity; and if she will make a statement on the matter. [5710/06]
Commercial marketing in schools can take a variety of forms — from educational materials made available to schools by newspapers to companies offering schemes whereby products are given to the school on the basis of tokens collected by parents. It is at the discretion of management in individual schools to decide what commercial initiatives they want their school to engage with. Clearly some initiatives can be of great benefit to schools. However, others might be seen as putting undue pressures on parents to shop in particular stores.
I recognise the sensitivities attached to the issue of promotion initiatives linking schools, students and parents to commercial activity. However, it would be inappropriate for me to ban all commercial links with schools. I believe that local school management is best placed to ensure that schools only participate in programmes that are appropriate and benefit the school community.
School management should ensure that such schemes do not place undue pressure on parents in terms of requiring additional expenditure, that students are protected from engagement in inappropriate promotional activity and that the schemes are linked to desirable projects serving national educational initiatives.
87 Mr. Allen asked the Minister for Education and Science if the task force on student behaviour has recommended legislative changes as part of its proposals; and if she will make a statement on the matter. [5555/06]
The task force completed its work and produced a final report with detailed recommendations in late January. I am considering the final report and its recommendations at present and I intend to publish the report in the near future. The Deputy will appreciate, however, that I would prefer not to comment further on particular aspects of the task force report until I have concluded my consideration of the full contents of the report.
88 Mr. G. Mitchell asked the Minister for Education and Science when school boards of management will be vetted by the central vetting unit; and if she will make a statement on the matter. [5562/06]
Ensuring the protection, health and welfare of children is a key concern for the Government, for parents, for agencies that work with children and for society generally and the Government is determined to do all it can to keep our children and vulnerable adults safe.
In the education sector, vetting is available in respect of prospective employees of children in detention schools as well as special needs assistants, SNAs, and bus escorts to children with special needs. My colleague, Deputy Brian Lenihan, Minister of State with responsibility for children, announced a doubling of the number of staff employed in the vetting unit — which has been relocated to Thurles under the Government's decentralisation programme — to ensure that they can handle a greater volume of requests from employers. The provision of additional staff resources will enable the Garda Síochána's vetting services to be extended to all persons working with children and vulnerable adults. This will include teachers, caretakers, bus drivers and others working with children, whether on a full-time or part-time basis.
The issue of vetting of members of boards of management raises the wider issue of vetting of people who volunteer in the education sector. My view is that the determining factor in deciding whether or not such persons should be vetted is the extent to which they have unsupervised access to children or vulnerable adults. As the expansion of service provided by the Garda vetting unit is rolled out, I envisage that any board of management members who may have frequent and unsupervised access to children would be included in this category.
89 Mr. Bruton asked the Minister for Education and Science the number of secondary schools covered by NEPS; and if she will make a statement on the matter. [5560/06]
141 Mr. McGinley asked the Minister for Education and Science the number of primary schools covered by the NEPS; and if she will make a statement on the matter. [5559/06]
I propose to take Questions Nos. 89 and 141 together.
The number of National Educational Psychological Service, NEPS, psychologists has increased from 43 on establishment to 121 at present. The Public Appointments Service has recently established new recruitment panels for NEPS. Regional panels are now in place and my Department is currently in the process of appointing ten new psychologists. Priority is being given to filling vacancies in areas of greatest need. Any increase in the number of psychologists in NEPS will depend on the availability of resources and must also take account of Government policy on public sector numbers.
All primary and post-primary schools have access to psychological assessments for their pupils, either directly through NEPS psychologists or through the scheme for commissioning psychological assessments, SCPA, that is administered by NEPS. Schools that do not currently have NEPS psychologists assigned to them may avail of the SCPA, whereby the school can have an assessment carried out by a member of the panel of private psychologists approved by NEPS and NEPS will pay the psychologist the fees for this assessment directly. Details of this process and the conditions that apply to the scheme are available on my Department's website.
As of February 2006, the NEPS service is now available to approximately 1,623 primary schools, representing approximately 50% of schools and 59% of pupils, and approximately 555 post-primary schools, representing 75% of those schools and pupils. This number does not include schools in the City and County of Dublin Vocational Education Committee schemes, which have their own psychological service.
NEPS provides assistance to all schools and school communities that experience critical incidents, regardless of whether they have a NEPS psychologist assigned to them. Also, in all schools NEPS processes applications for reasonable accommodation in certificate examinations and responds to queries regarding individual children from other sections of my Department and from the specialist agencies.
90 Dr. Upton asked the Minister for Education and Science if her attention has been drawn to the fact that some schools have had to raise considerable sums to top-up the money allocated to them under the school building programme devolved grant due to the fact that the grant has not been sufficient to carry out the work needed and approved; if this will be addressed under her capital budget; and if she will make a statement on the matter. [5752/06]
Devolving funding to school management authorities allows them to have control of their projects, assists in moving projects more quickly to tender and construction and can also deliver better value for money. The two devolved initiatives, the small schools initiative and the permanent accommodation initiative, were originally introduced on a pilot basis due to the positive feedback from schools and were extended to cover more schools over the last two years.
The initiatives are not structured on the basis that the Department funding must be supplemented by local fund-raising. They do, however, allow a school to supplement the funding from local resources if they so wish. The critical element is that with devolved authority the school must set the scope of works to match the funding allocated. The Department does not define the precise works to be carried out. A school can make choices within the budget allocated.
Setting the scope of works is the critical first step. Clearly where a school has a known level of resources apart from the Department funding or knows its capacity to raise additional resources it is open to that school to extend the scope of works to include additional facilities. However, if the scope of works is not set appropriately from the outset based on the budget available, there is a risk that the school will be faced with a funding gap when the project is at construction.
The choices to be made within these devolved initiatives rest with the school and that is the cornerstone of any policy of devolution. The school authority knows the budget and must decide what it is capable of building with that budget. The time to identify a problem is at the outset before entering any contract. Schools can raise with my Department any site specific problems or unusual planning stipulations that impose additional costs and these will be examined. Otherwise schools must reduce the scope of intended works so as to remain within budget. A school does not have to accept the invitation to participate in a devolved initiative and can instead be considered for inclusion in the mainstream school building programme in line with the project's priority band rating.
The feedback has in general been very positive, the number of schools participating has increased year on year and many schools are anxious to be included. I intend to maintain this momentum and I am planning to invite more schools to participate in these initiatives in 2006. I expect to make an announcement in that regard shortly.
91 Dr. Twomey asked the Minister for Education and Science her views on the key findings of the recently published Succeeding in Reading report; and if she will make a statement on the matter. [5574/06]
The results of the "Succeeding in Reading" report are very encouraging in one respect as they show that Ireland's high reading standards have remained consistently high. I am concerned, however, about the poor reading achievement among many children attending school in disadvantaged areas. The Deputy may be aware that improving reading standards in disadvantaged schools is a core objective of the new action plan for delivering equality of opportunity in education, or DEIS. Under DEIS, successful initiatives such as the Reading Recovery intensive individualised teaching programme will be extended and a new family literacy project will be put in place. A key aspect of the programme will be an increased emphasis on planning and measuring outcomes to ensure that increased resources mean better outcomes for children.
Other striking findings of the "Succeeding in Reading" report are the important influence that parents have on their children's reading achievement and the importance of principals ensuring that the most experienced teachers are assigned to junior classes. I stressed this latter point in my address to the annual conference of the Irish Primary Principals Network last week.
With regard to the influence that parents have on their children's reading abilities, the survey highlights the long-term, positive effects of reading to children before they start school and regularly reading to them when they are in the Infant classes in primary school. It clearly shows that if parents read to their children at an early stage, the possibility that their children will have difficulty learning to read will be virtually eliminated. I therefore very much agree with the recommendation of the report that parents of pre-school children should be targeted by information campaigns, explaining the importance of reading to children and of providing reading resources in the home. I will give careful consideration to how my Department and schools can assist in improving parents' awareness of their role in developing their children as readers.
The "Succeeding in Reading" report provides valuable information to inform practice at school level and to inform policy development at national level.
92 Mr. Naughten asked the Minister for Education and Science the level of consultation with school pupils which is entered into by her Department as part of the whole school evaluation; and if she will make a statement on the matter. [5570/06]
During whole school evaluation at primary and post-primary levels, inspectors from the Department of Education and Science consult with the members of the school community, including parents, teachers, principal teacher and members of the board of management. In post-primary schools where student councils have been established, inspectors meet with the representatives of the students during a whole-school evaluation.
This meeting is intended to provide the students' representatives with opportunities to give their views on the management and organisation of the school, the quality of curriculum provision, the quality of learning and teaching at the school and the quality of support for students. Students' views are also sought on the atmosphere of the school and the extent to which students are involved in decision making. A teacher can be present at these meetings but does not participate in the discussion.
Inspectors engage with students in a variety of ways during all whole-school evaluations at both primary and post-primary level. The interaction with students usually occurs in classrooms — both in mainstream and in support contexts — learning support rooms, resource rooms, and while working with tutors or other personnel. This can involve engagement with the class as a whole or with individual students. Engagement with whole classes includes targeted or open questioning, the assignment of appropriate tasks or the evaluation of skill development. In classes where students are engaged in practical tasks or in group work, the inspector may also engage with groups or individuals as the lesson progresses. These interactions provide the inspector with first-hand insight into the level of student learning and achievement and an understanding of the context of the individual class.
When carrying out surveys of provision in schools as part of thematic evaluations, inspectors also consult students. In recent evaluations of ICT and Traveller education provision in primary and post-primary schools structured interviews were held with groups of students to obtain their views about the matters being evaluated.
Inspectors' interactions with students and other members of the school community are undertaken in accordance with the professional code of practice on evaluation and reporting for the inspectorate, 2002. The general principles of the code are that inspectors will be consistent, fair and courteous and work with members of the school community in a climate of mutual respect. Inspectors are also committed to basing their judgments on first-hand evidence and to applying evaluation criteria objectively and reliably. It is very important to obtain the views and attitudes of students about educational matters and it is a very important component of the whole-school evaluation process.
93 Mr. Morgan asked the Minister for Education and Science if, in view of the multi-generational nature of learning and literacy difficulties here, the accompanying problems of low computer literacy, persistent early school leaving and literacy problems at primary level she is satisfied with her Department’s response to these issues; and if she will make a statement on the matter. [5793/06]
A key focus of the Government's education policy is to prioritise investment in favour of those most at risk and to optimise access, participation and educational outcomes at every level of the system for disadvantaged groups. The Government's commitment to achieving the highest possible standards of literacy both for those in school and for adults of all ages is set in the context of the programme for Government, the national action plans against poverty and social exclusion, and social partnership agreements. Measures include systematically monitoring literacy attainment levels both in schools and among adults; ensuring that pupils with serious literacy difficulties in schools serving disadvantaged communities are supported in improving their attainment levels and providing opportunities for adult learners, particularly in the area of literacy.
Addressing low literacy levels is a key aspect of the new action plan for educational inclusion, DEIS — delivering equality of opportunity in schools, which I launched last year. The action plan aims to ensure that the educational needs of children and young people from disadvantaged communities are prioritised and effectively addressed. It will place a renewed emphasis on the teaching of literacy and numeracy skills in schools and will involve the implementation of a number of specific literacy and numeracy measures, with priority being given to implementation in the schools with the highest concentrations of disadvantage.
The plan provides for a standardised system for identifying levels of disadvantage and a new integrated school support programme, SSP. The school support programme will bring together a number of existing interventions in schools with a concentrated level of disadvantage and build upon them. Approximately 600 primary schools and 150 second level schools will be included in it. The new action plan will be introduced on a phased basis, starting during the current school year. It 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. The identification process for the new school support programme is nearing completion and my Department will issue an invitation to the schools selected for participation in the programme shortly.
A key underlying principle of DEIS is that of early intervention. It will focus on identifying and assisting children who are having difficulty with reading and writing at an early stage with the aim of preventing literacy difficulties from becoming entrenched. The measures involved will include a new advisory service for primary schools, more access to initiatives such as Reading Recovery, targeted extension of the successful demonstration library project at second level and a new family literacy project. In addition, the 150 urban/town primary schools with the highest concentrations of disadvantage will benefit from maximum class sizes of 20:1 in junior classes and 24:1 in senior classes.
Under the action plan, my Department will continue to progress the position as regards ICT in schools, with priority being given to supporting developments in schools serving disadvantaged communities. The major focus for my Department at present is the roll out of broadband connectivity to all recognised schools. This project is being undertaken in partnership with industry, following the establishment of a three year €18 million joint Government /IBEC — TIF telecommunications and Internet federation fund to fund local connectivity at school level.
The new action plan will place a renewed emphasis on the involvement of parents and families in children's education in schools. The Department and the National Educational Welfare Board, NEWB, will work together to ensure that an integrated approach to children at risk is adopted. The school completion programme, my Department's main programme for tackling the issue of early school leaving, will be integrated into the new school support programme under the action plan.
Progression from primary to second level is recognised as a crucial transition period in a child's education. Under the action plan, a continuing emphasis will be placed on the development of effective transfer programmes by building on the existing work of the home school community liaison scheme and the school completion programme.
My Department continues to support an expanding range of programmes and initiatives for adults who are experiencing literacy difficulties. Funding for adult literacy has been increased incrementally in recent years from just under €1 million in 1997 to over €22 million in 2005. Client numbers rose in the same period from 5,000 in 1997 to over 33,000 in 2004.
94 Mr. Kenny asked the Minister for Education and Science the number of education welfare officers employed by the NEWB; and if she will make a statement on the matter. [5573/06]
The Education (Welfare) Act 2000 established the National Educational Welfare Board as the single national body with responsibility for school attendance. The Act provides a comprehensive framework for promoting regular school attendance and tackling the problems of absenteeism and early school leaving. The general functions of the board are to ensure that each child attends a recognised school or otherwise receives a certain minimum education.
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 — SEWOs — and 61 educational welfare officers — EWOs. In deploying its service staff, the National Educational Welfare 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. Towns which have an educational welfare officer allocated to them include Dundalk, Drogheda, Navan, Athlone, Carlow, Kilkenny, Wexford, Bray, Clonmel, Tralee, Ennis, Sligo, Naas, Castlebar, Longford, Tuam, Tullamore, Letterkenny and Portlaoise.
In addition to the staff of the NEWB, there are some 490 staff in educational inclusion 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 will keep the issue of the NEWB's staffing under review in light of the roll out of services and any further proposals that the board may put to me about clearly identified priority needs.
95 Mr. Coveney asked the Minister for Education and Science when standardised testing will be introduced at primary level; and if she will make a statement on the matter. [5593/06]
98 Mr. J. O’Keeffe asked the Minister for Education and Science if she has finalised plans for the introduction of standardised testing, especially as regards the years in which such testing will take place; and if she will make a statement on the matter. [5594/06]
I propose to take Questions Nos. 95 and 98 together.
I believe that standardised testing on a systematic basis has great potential to enhance the quality of teaching and learning for our students at classroom level and to provide valuable information for parents about their children's learning. It is also clear that test results, provided on a sampling basis, can also guide policies aimed at improving performance and combating educational disadvantage. I fully agree with the advice of the National Council for Curriculum and Assessment that all pupils should take standardised tests in literacy and numeracy at the end of first class or at the beginning of second class and at the end of fourth class or at the beginning of fifth class.
There is clearly important ground work that must be put in place before committing to specific dates for the introduction of any requirements in this regard for schools and I am eager that this work be completed as soon as practicable. In that context, I have asked the NCCA to prioritise the preparation of guidelines for schools on developing and implementing a policy on assessment, on assessment practice in classrooms and on reporting to parents. I understand that this work is at an advanced stage.
I have also asked the council to advance the preparation of exemplars of pupils' work to guide teachers' judgments and also summaries based on the curriculum of what pupils should achieve at each level of their schooling. A national report card for recording and reporting data on pupils' attainment is also being developed, as is a national policy on the transfer of information from primary to post-primary schools. In tandem with this work, my Department is currently exploring potential implementation models, in advance of entering into discussions with the education partners on the matter.
The question of providing training to teachers on standardised testing is also an issue which has to be considered in the context of any decision to be made on an implementation date. My intention is that we will proceed carefully but as quickly as possible to ensure that the recommendations proposed by the NCCA are implemented in a way that has positive benefits for children, parents, teachers and the system as a whole. Ongoing progress is being made.
96 Mr. Howlin asked the Minister for Education and Science if a review of catchment boundaries for school transport will be carried out in view of the huge demographic changes that have occurred since the boundaries were originally drafted and the confusion caused by some of the maps used to determine eligibility; and if she will make a statement on the matter. [5732/06]
Catchment boundaries have their origins in the establishment of free post-primary education in the late 1960s and were determined following consultation with local educational interests. For planning purposes, the country was divided into geographic districts, each with several primary schools feeding into a post-primary centre with one or more post-primary schools. The intention was, and continues to be, that these defined districts facilitate the orderly planning of school provision and accommodation needs.
Reviews of specific catchment boundaries may be carried out where appropriate. A number of reviews have been carried out over the years where, for example, a new post-primary school is established in an area where previously there was none or, conversely, where a "sole provider" school closes due to declining enrolment. The area development planning initiative, involving an extensive consultative process carried out by the commission on school accommodation, will also inform future revisions to catchment areas.
An area development plan takes account of demographic changes and projects future enrolments for existing schools and new schools if required. Catchment boundary changes will be made where the implementation of the recommendations in an area development plan requires such adjustments. Catchment boundaries have provided and continue to provide a very useful tool in facilitating the orderly planning of school provision and accommodation needs and the operation of the national school transport service.
My Department is aware of a particular case where the map retained in the local transport liaison officer's office varied from the map held in my Department's planning section. A copy of the Department's map, which is the definitive map, has been forwarded to the TLO for the purpose of establishing eligibility under the terms of the school transport scheme.
97 Mr. Bruton asked the Minister for Education and Science the number of primary school children in school classes of more than 35; and if she will make a statement on the matter. [5587/06]
140 Mr. McGinley asked the Minister for Education and Science the number of primary school children in school classes of more than 30; and if she will make a statement on the matter. [5595/06]
I propose to take Questions Nos. 97 and 140 together.
According to statistical returns made to my Department, the number of primary school pupils in September 2004 in ordinary classes of more than 30 but less than 36 was 69,179. The corresponding figure for classes of more than 35 was 4,158.
Significant improvements have been made in the pupil teacher ratio and in average class size in recent years at primary level. The most recent figure available for average class size at primary level refers to the 2004/05 school year, when the average class size was 23.9, down from 26.6 in 1996/97. The pupil teacher ratio at primary level, which includes all the teachers including learning support/resource teachers, has fallen from 22.2:1 in the 1996/97 school year to 17.1:1 in 2004/05.
As I indicated in my statement on the recently published Estimates, I have secured sufficient funding to provide even smaller classes in our primary schools in the next school year. The Minister for Finance has committed to a further reduction in class size in the following year. This means that while schools are staffed at present on the basis of at least one classroom teacher for every 29 pupils, over the next two years this will be reduced to 28 in 2006/07 and 27 in 2007/08.
The system for allocating teachers to primary schools is based on ensuring an overall maximum class of 29 in each school. Where some classes in a school have class sizes of greater than 29, it is generally because a decision has been taken at local level to use their teaching resources to have smaller numbers in other classes.
99 Mr. Gilmore asked the Minister for Education and Science her plans to introduce an aptitude test for applicants to medical education courses; if her attention has been drawn to the fact that such a test has already been developed by the University of Cambridge which is widely used in Britain; the nature of the test she is considering; and if she will make a statement on the matter. [5729/06]
103 Mr. Connaughton asked the Minister for Education and Science the type of aptitude testing to be applied to prospective medical students; and if she will make a statement on the matter. [5563/06]
147 Mr. Deenihan asked the Minister for Education and Science the time of year that prospective medical students will be expected to take an aptitude test; and if she will make a statement on the matter. [5565/06]
155 Mr. English asked the Minister for Education and Science when medical places will be expanded for Irish students; and if she will make a statement on the matter. [5566/06]
159 Mr. McCormack asked the Minister for Education and Science the nature of future testing to be applied to prospective medical students at leaving certificate; and if she will make a statement on the matter. [5564/06]
I propose to take Questions Nos. 99, 103, 147, 155 and 159 together.
On the 1 February 2006, the Tánaiste and I published the report of the Fottrell working group on undergraduate medical education and training. In addition, the Tánaiste published the report of the postgraduate medical education and training group. These reports represent the most significant review of medical education and training ever undertaken in Ireland and are aimed at responding to the needs of a changing health system and ensuring that medical education in Ireland is sufficiently resourced and developed to maintain our reputation for producing quality doctors into the future.
With regard to medical education, I am increasing the annual number of undergraduate places for Irish and EU students from 305 to 485 and am introducing a separate graduate entry stream which will provide 240 additional places per annum. These increases, which will be phased in over a four year period, will increase the annual number of medical places from 305 to 725. At undergraduate level, an additional 70 places will be provided this autumn, with a further 40 places being provided in 2007 and a further 35 places in each of 2008 and 2009. The Higher Education Authority will begin immediate consultations with the existing medical schools on the provision of the additional undergraduate places.
The authority will also issue a competitive call for proposals to provide the new graduate entry programme, with a view to the places being provided on this programme from 2007. Graduate entry, which will be open to graduates of all disciplines, will allow students to make a decision to enter medicine at a more mature age and should result in a more diverse range of entrants into the profession.
While a number of aptitude tests are mentioned in the Fottrell report, no decisions have been made in this regard. I do not favour the use of interviews to determine aptitude and have asked the Higher Education Authority to establish an expert group to develop a standardised test that, drawing on best international practice, will evaluate aptitude and suitability for entry to the graduate programme. This selection test will be in place for 2007. The time of year that students will be required to take the test will be a feature of the expert group report.
The Fottrell report also proposes that all students with 450 leaving certificate points be considered for selection for undergraduate medical education on the basis of a separate aptitude test. While I am a keen supporter of the fairness and objectivity of the points system, I recognise that the pressures on students wishing to study medicine to achieve an almost perfect leaving certificate are excessive and unnecessary. For that reason I am anxious to explore the detailed options around a dual selection process. There is a need to ensure that the revised system will adequately reward strong academic performance, will provide an appropriate evaluation of aptitude and suitability for a career in medicine and will retain public confidence in its objectivity and fairness.
I am, therefore, also asking the HEA expert group to bring forward more detailed proposals on a proposed new undergraduate selection system, to devise an appropriate selection test for use at undergraduate level and to advise on the logistics of its administration. The expert group is to report to me by summer 2006 to allow a clear signal of any proposed changes to be given to the cohort of students entering the senior cycle in 2006. To allow adequate notice to students, the new entry procedures for undergraduate medical education will not be introduced any sooner than September 2008.
100 Dr. Cowley asked the Minister for Education and Science if her attention has been drawn to the fact that there is no educational welfare officer assigned to County Mayo, which means that children who are absenting themselves from school are not being followed up until at least 60 days have passed and that there are serious discrepancies in this system; the reason no educational welfare officer has been approved; when an officer will be appointed; and if she will make a statement on the matter. [4961/06]
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 and guardians and others concerned with the welfare of young people. For this purpose, educational welfare officers, EWOs, have been appointed and deployed throughout the country to provide a welfare focused service to support regular school attendance and discharge the board's functions locally. In deploying its service staff, the National Educational Welfare 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. Towns which have an educational welfare officer allocated to them include Dundalk, Drogheda, Navan, Athlone, Carlow, Kilkenny, Wexford, Bray, Clonmel, Tralee, Ennis, Sligo, Naas, Castlebar, Longford, Tuam, Tullamore, Letterkenny and Portlaoise. In addition to the staff of the NEWB, there are some 490 staff in educational inclusion 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.
My Department has been informed by the NEWB that an EWO vacancy currently exists in County Mayo and that the recruitment process to fill this vacancy is at an advanced stage. Pending an appointment to this position urgent cases in this region are being responded to by the SEWO in Sligo.
102 Mr. Crowe asked the Minister for Education and Science if her attention has been drawn to the recent report How are our Kids in Tallaght West; if her Department had any meeting specifically relating to the report; the new measures, sanctions or proposals she proposes to introduce in response to the considerable problems highlighted; and if she will make a statement on the matter. [5789/06]
125 Mr. Crowe asked the Minister for Education and Science, in view of the recent report How are our Kids in Tallaght West, and its findings, particularly on the scale of educational disadvantage uncovered, the role her Department is playing in the co-ordination of the State’s response to the considerable problems outlined in the report. [5790/06]
I propose to take Questions Nos. 102 and 125 together.
A key focus of education policy is to prioritise investment in favour of those most at risk and to optimise access, participation and outcomes at every level of the system for disadvantaged groups. The wide variety of measures in place in Tallaght and in other similar areas for tackling educational disadvantage and social exclusion reflect these concerns. These measures range from pre-school interventions, supports for tackling children's literacy problems, reduced pupil teacher ratios, increased capitation grants and measures to tackle early school leaving and strengthen ties between the school, the family and the community. In addition, there are interventions in support of youth and in providing "second chance education" for young people and adults.
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. 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 school support programme will integrate a number of schemes and programmes that are currently benefiting schools in west Tallaght. Moving to a single programme of supports for all disadvantaged schools will result in a more integrated and co-ordinated approach. I met with Ms Katherine Zappone, the project leader of the childhood development initiative, CDI, in Tallaght last year and the report referred to by the Deputy was one of the issues discussed. The regional office of my Department in Tallaght also participated in the consultative group of regional agencies which provided advice and information in respect of the development of the CDI.
In December 2005, the office of the Minister of State with responsibility for children was established to maximise the co-ordination of policies for children and young persons and will have a range of functions previously under the Departments of Health and Children; Justice, Equality and Law Reform; and Education and Science. A new early years education policy unit has been established in my Department and it will be co-located in the office of the Minister of State with responsibility for children. Decisions of a policy nature relating to early childhood education, including the new action plan for educational inclusion, will now be pursued as part of the overall strategic policy framework developed by the office of the Minister of State.
104 Ms Burton asked the Minister for Education and Science if the promised survey on participation in higher education by socio-economic group based on a census of entrants in 2004 and the Clancy studies has been completed; if the results will be published; and if she will make a statement on the matter. [5724/06]
The report of the study of new entrants to higher education in 2004 is currently being finalised. It is expected that this report will be published shortly.
105 Mr. Quinn asked the Minister for Education and Science her views on the proposal by the Irish Primary Principals Network that responsibility for preparation for First Communion and Confirmation should transfer from the school to the parents and church; and if she will make a statement on the matter. [5742/06]
Section 15 of the Education Act 1998 requires boards of management of schools to uphold, and be accountable to the patron for upholding, the characteristic spirit of the school as determined by the cultural, educational, moral, religious, social, educational, linguistic and spiritual values and traditions which inform and are characteristic of the objectives and conduct of the school.
Provision is made for the inclusion of religious education on the curriculum for primary schools. My Department recognises the rights of the different church authorities to design these curricula and to supervise their teaching and implementation. To this end, 30 minutes of the school day is allocated to the teaching of religious education. I understand that a number of pilot projects have been prepared by the Catholic Church whereby preparation for the sacraments is shared between the home, the school and the parish.
106 Mr. English asked the Minister for Education and Science the number of children from poorer backgrounds with significant literacy problems; and if she will make a statement on the matter. [5575/06]
128 Mr. Morgan asked the Minister for Education and Science if her attention has been drawn to the recent report on literacy by the Education Research Centre at a school (details supplied). [5792/06]
165 Mr. S. Ryan asked the Minister for Education and Science her response to the report from the Education Research Centre at a school (details supplied) which indicates that there has been no improvement since 1999 in the statistics for the literacy difficulties of poor children which remain unacceptably high; what precisely she intends to do to address this; and if she will make a statement on the matter. [5745/06]
I propose to take Questions Nos. 106, 128 and 165 together.
The most significant levels of literacy difficulties tend to be concentrated in designated disadvantaged schools. Data on the precise number of children in these schools that have literacy difficulties are not available but a survey commissioned by my Department estimated that the mean proportion of children with serious literacy difficulties was 27% in first and sixth classes and 30% in third class.
The patterns of score differences between pupils in designated disadvantaged primary schools and schools generally suggest that the gap between the two cohorts remains more or less constant from first to sixth class. Studies of reading achievement in Irish primary schools have consistently shown that the socio-economic background of pupils correlates very highly with achievement in reading and that variables related to the home and the community have a determinative impact on reading literacy levels.
I am familiar with the national assessment of English reading, NAER, report and a summary of the report which I launched on 23 January this year entitled "Succeeding in Reading". The report was distributed to all primary schools and boards of management of primary schools in the country. Multiple copies of the summary report and of a leaflet setting out the key finding in the report were sent to all primary schools. I want to ensure that boards of management, principals and teachers are aware of the findings of the report and of the very practical recommendations made in the report about ways to achieve and maintain high standards in reading.
I am, of course, concerned about the poor reading achievement among many children attending school in disadvantaged areas. The Deputy may be aware that improving reading standards in disadvantaged schools is a core objective of the new action plan for delivering equality of opportunity in education or DEIS. Under DEIS, successful initiatives such as the Reading Recovery intensive individualised teaching programme will be extended and a new family literacy project will be put in place. A key aspect of the programme will be an increased emphasis on planning and measuring outcomes to ensure that increased resources mean better outcomes for children.
A key principle underpinning the DEIS programme is that of early intervention. I believe that schools should have robust systems in place to identify children with reading difficulties at an early stage. Class teachers and support teachers need to collaboratively plan and implement individual programmes for such children and regularly review the programmes to ensure that children make rapid progress in learning to read.
Improving the literacy and numeracy levels of children from disadvantaged areas is a key priority for me. This priority is reflected in the DEIS programme, the implementation of which will be carefully monitored to ensure that the resources and initiatives being put in place lead to better outcomes for these children.
107 Ms B. Moynihan-Cronin asked the Minister for Education and Science when she expects all the sections of the Children Act 2001 that are under the aegis of her Department to be implemented; and if she will make a statement on the matter. [5739/06]
In October 2004, the Government endorsed a joint proposal from the Minister for Justice, Equality and Law Reform and the Minister of State with responsibility for children to examine the scope for rationalising and restructuring the delivery of the State's services in the area of youth justice in accordance with the Children Act 2001. To this end, a project team within the Department of Justice, Equality and Law Reform was established to conduct an overarching analytical review and scoping exercise and bring forward recommendations for any necessary institutional reform.
The report on the youth justice review, a copy of which has been placed in the Oireachtas Library, was examined in the social inclusion institutional framework last June. The Cabinet committee on social inclusion, CCSI, approved the thrust of the recommendations at that time. The CCSI agreed also that proposals on the legal and structural amendments necessary to give effect to the recommendations should be brought to Government before the end of the year.
On 13 December last, the Government noted the youth justice report and approved its publication. The Government agreed also to implement the report's key findings, including the establishment on a non-statutory basis of a youth justice service, YJS, as an executive office of the Department of Justice, Equality and Law Reform under the strategic direction of the new office of the Minister of State with responsibility for children. This will ensure that all policies and services for children will be developed in a new strategic framework of joined-up Government under that Minister.
It is proposed that the YJS will assume responsibility for all detention services for children under the age of 18. This will require the transfer of legal and administrative responsibilities for the detention of young offenders from the Department of Education and Science to the Department of Justice, Equality and Law Reform. Responsibility for educational services for young offenders in detention and the preparation of a global strategy on such services for all children in special residential accommodation will continue to rest with the Department of Education and Science.
The Government also approved the drafting of the official amendments to the Criminal Justice Bill 2004 necessary to give effect to the proposals arising from the youth justice report and from other related matters. The proposed amendments have been circulated to the Human Rights Commission, to the Office of the Ombudsman for Children and to the Joint Committee on Justice, Equality, Defence and Women's Rights.
The Government is committed to the speedy implementation of the detention provisions of the Children Act. To this end, a cross-departmental expert group is to be set up shortly to examine the future requirements for secure accommodation for offending children under the age of 18 and to plan for the provision of the necessary facilities. The Government agreed to the appointment of a suitably experienced person to head up this group and to take responsibility for the area of detention school services.
108 Ms Shortall asked the Minister for Education and Science if the urgent need to provide support for children with special educational needs in second level schools will be addressed; her response to the joint statement from the ASTI and the JMB that second level schools do not have sufficient resources to respond to the needs of such students; and if she will make a statement on the matter. [5749/06]
There has been enormous progress over the past number of years in increasing the number of teachers in our schools who are specifically dedicated to providing education for children with special educational needs. At second level, approximately 1,641 whole time equivalent additional teachers are in place to support pupils with special educational needs. This compares to the approximately 200 teachers that were in place in 1998 for such pupils. In addition, there are 532 whole time equivalent learning support teachers and approximately 1,088 whole time equivalent special needs assistants, SNAs, in our second level schools.
The precise model of provision made available at second level will depend on the assessed needs of the pupils involved. Some pupils are capable of attending ordinary classes on an integrated basis with additional teacher and/or special needs assistant support. In other cases, placement in special dedicated classes or units attached to the school may be the more appropriate response. Such special classes operate at significantly reduced pupil teacher ratios. Pupils attached to these special classes may be facilitated in attending ordinary subject classes on an integrated basis wherever possible.
With effect from 1 January 2005, the National Council for Special Education, NCSE, has taken over key functions from my Department in special educational provision. The NCSE was formally established as an independent statutory body on 1 October 2005 under the Education for Persons with Special Educational Needs Act 2005. The Council acts under the broad policy direction of my Department but has the resources and the remit to play the leading role in the delivery of education services to children with disabilities/special needs.
The NCSE co-ordinates with the health services, schools and other relevant bodies regarding the provision of education and related support services to children with disabilities/special needs. The responsibilities of the NCSE include the following: deciding on applications for additional teaching support in respect of children with disabilities with special educational needs at second level; deciding on applications for special needs assistant, SNA, hours; processing applications for school placement in respect of children with disabilities with special educational needs.
Under the new arrangements, the council, through the local special educational needs organiser, SENO, will process the relevant application for resources and inform the school of the outcome. It is important to note that in the case of decisions on additional teaching and SNA support, the SENO will outline the process to the school and parents, where appropriate, and will at the end of the process outline the basis on which the decision was made.
In addition, my Department's teacher education section has developed a strategy designed to meet the continuing professional development needs of personnel working with children with special educational needs. This involves a major expansion of the range of postgraduate professional training programmes available to teachers in the special needs area and the ongoing development of the special education support service, SESS, to support schools staff locally.
My Department will continue to ensure that the necessary resources are made available for the education of children with special needs. I am confident that the advent of the NCSE will prove of major benefit in ensuring that all children with special educational needs receive the support they require, when and where they require it.
109 Mr. Timmins asked the Minister for Education and Science the number and the schools in Counties Wicklow and Carlow classified as disadvantaged; the way in which these were selected; her plans to add more schools to this list; the names of these schools; and if she will make a statement on the matter. [5806/06]
Six post-primary and 11 primary schools in Wicklow and three post-primary and two primary schools in Carlow are currently designated as disadvantaged under the disadvantaged areas scheme. Under this scheme, schools are in receipt of such supports as additional supplementary capitation, 95% building grant for building projects, additional teaching assistance as well as participation in the home/school/community liaison scheme and so forth.
A key element of DEIS — delivering equality of opportunity in schools — the new action plan for educational inclusion is the putting in place of a standardised system for identifying levels of disadvantage in our primary and second level schools for the purposes of qualifying for resources, both human and financial, according to the degree of disadvantaged experienced. This standardised system will replace all of the existing arrangements for targeting schools for participation in initiatives to address disadvantage.
A new integrated school support programme will bring together, and build upon, a number of existing interventions for schools and school clusters/communities with a concentrated level of educational disadvantage. Existing schemes and programmes will be integrated into the school support programme on a phased basis over the implementation period. The identification process is currently being finalised and selected schools will be invited to participate in the new school support programme shortly.
110 Mr. G. Mitchell asked the Minister for Education and Science if she will revise and bring up to date the 1993 guidelines on countering bullying behaviour in schools; and if she will make a statement on the matter. [5586/06]
171 Mr. Wall asked the Minister for Education and Science if her Department has carried out an evaluation of the effectiveness of anti-bullying measures in place in schools; if she will introduce a mainstream comprehensive anti-bullying programme, such as the one developed by a person (details supplied); and if she will make a statement on the matter. [5754/06]
I propose to take Questions Nos. 110 and 171 together.
The evaluation of all school policies, including a policy to deal with bullying behaviour, is part of the whole school evaluation process. WSE involves a full examination of all the varied activities of a school — from teaching standards to the availability of extra-curricular activities, the ethos of the school and the implementation of policies in areas such as bullying and health and safety. The inspection process also includes consultation with parents, staff members and students.
I am acutely aware of the issue of bullying in schools and my Department has in place a multi-faceted strategy to tackle the issue. The education of students in both primary and post-primary schools in anti-bullying behaviour is a central part of the SPHE curriculum. SPHE is now a compulsory subject both at primary level and in the junior cycle of post-primary schools. The SPHE curriculum provides for the development of personal and social skills, including self-awareness, respect for others, self-esteem and communication skills, all of which are important elements in addressing the issue of bullying. In primary education, the issue of bullying is addressed in the SPHE curriculum in the strand "Myself and Others" from infant classes onwards. In second level education, the issue of bullying is addressed from first year onwards in the SPHE curriculum at junior cycle, in the module on "Belonging and Integrating".
Each school is required to have in place a policy which includes specific measures to deal with bullying behaviour, within the framework of an overall school code of behaviour and discipline. Such a code, properly devised and implemented, can be the most influential measure in countering bullying behaviour in schools. Recently, when I addressed the annual conference of the Irish Primary Principals Network, I asked school principals to ensure that effective policies are in place in their schools and that bullying is not tolerated in any way, shape or form.
My Department, in its "Guidelines on Countering Bullying Behaviour in Schools", has provided a national framework within which individual school management authorities may meet their responsibilities for implementing effective school-based policies to counter bullying. These guidelines were drawn up following consultation with representatives of school management, teachers and parents, and are sufficiently flexible to allow each school authority to adapt them to suit the particular needs of the school. My Department will keep these guidelines under review with a view to updating them where necessary.
In recent years, there have been a number of pilot programmes which have also addressed this issue. Pilot programmes are utilised as a means of informing possible new initiatives or how best existing provision may be improved upon. The function of pilot programmes is to test and evaluate different ideas and approaches to aid and enhance existing provision. Pilot programmes, when completed, are evaluated in terms of programme content, effectiveness and appropriateness and the recommendations and findings are considered in the context of developing existing programmes and structures which are designed to meet the needs of schools at local level.
An effective framework is in place whereby schools are given guidelines and support in how to tackle bullying. I urge all schools to ensure that they have the procedures in place to deal with bullying so that all children can feel safe and happy at school.
111 Ms Enright asked the Minister for Education and Science the number of whole school evaluations to be completed in 2006; and if she will make a statement on the matter. [5567/06]
A total of 57 whole school evaluations are planned at post-primary level for 2006; 230 whole school evaluations at primary level are also planned for 2006. It is not possible at this stage of the year to give an accurate number of actual completions by the end of 2006 for a number of reasons.
The final number of evaluations completed in any year is contingent on, among other things, the availability of inspectorate time for this work in the context of evaluation activity that may be prioritised in other areas throughout the year. In addition, requests at short notice to investigate complaints made to the Department and advisory work arising from unexpected requests undertaken by inspectors can impinge on some of the time available to do this work. It can also happen that some evaluations can transcend the calendar year and whole school evaluations begun towards the end of a year may not be completed until the early part of the following year.
112 Mr. Ring asked the Minister for Education and Science the average waiting time for an assessment under the NEPS system; and if she will make a statement on the matter. [5572/06]
My Department's National Educational Psychological Service, NEPS, encourages a staged assessment process, whereby each school takes responsibility for initial assessment, educational planning and remedial intervention, in consultation with their assigned NEPS psychologist. Only if there is a failure to make reasonable progress in spite of the school's best efforts, will a child be referred for individual psychological assessment. This system allows the psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually.
Children who manifest very special needs in school and who have not been previously assessed by a psychologist and are brought to the attention of a NEPS psychologist by the principal teacher will normally be assessed by the psychologist within that school term. In the case of schools that do not currently have NEPS psychologists assigned to them, such schools have access to educational psychological assessments through the scheme for commissioning psychological assessments, SCPA. Under this scheme, schools can commission assessments from a member of the panel of private practitioners approved by NEPS and NEPS will pay the fees directly to the psychologists concerned. Details of this scheme, including the conditions that apply to it, are available on my Department's Website.
As the arrangements for assessments under the SCPA scheme are made between school principals and individual private practitioners, information on the average waiting time for such psychological assessments is not available in my Department.
113 Ms McManus asked the Minister for Education and Science if final payment has been received on the commitment of the religious congregations to pay €128 million in cash and in kind in the context of the indemnity deal of 2002; the breakdown of those payments; and if she will make a statement on the matter. [5736/06]
151 Mr. Deenihan asked the Minister for Education and Science if the transfer of properties and money from the religious congregations has been completed in the context of the indemnity agreement; and if she will make a statement on the matter. [5583/06]
I propose to take Questions Nos. 113 and 151 together.
Under the terms of the indemnity agreement reached with the religious congregations on 5 June 2002, the congregations agreed to make a contribution of €128 million towards the redress scheme. This was broken down as follows: cash contribution €41.14 million; provision of counselling services €10 million; property transfers €76.86 million.
The congregations paid the cash contribution to the State by way of an initial payment of €12,654,000 on 5 June 2002. The balance was paid by four instalments of €7,121,500 in September 2002, December 2002, February 2003 and May 2003 in accordance with the terms of section 7 of the agreement. A further sum of €10 million has been provided for expenditure by the congregations on counselling services for former residents of institutions for children.
The property contribution of the congregations is divided into two separate and distinct schedules of properties as follows. First is properties to be transferred from the congregations to the State, State agencies or local authorities after the date of the signing of the indemnity agreement on 5 June 2002. The total value of these property transfers for the purposes of the indemnity agreement was set at €36.54 million. I can confirm that agreement in principle has been reached with the religious congregations on the transfer of 35 properties under this schedule to the amount of €38.24 million. This figure of €38.24 million includes €4.98 million in cash that was provided by the congregations in lieu of property.
Second is properties transferring from the congregations to the State, State agencies, local authorities or voluntary organisations from 11 May 1999, the date of the Taoiseach's apology to victims of child abuse. The total value of these property transfers for the purposes of the indemnity agreement was set at €40.32 million. I can confirm that transfers of 29 properties to the value of approximately €38.71 million have been agreed in principle under this schedule. This includes cash payments of €5.75 million made by the congregations in lieu of property.
The total value of properties accepted under the agreement, including cash payments made in lieu of property, amounts to approximately €76.95 million. One further site included in schedule A is being referred to an independent valuation expert in accordance with section 9 of the indemnity agreement. The final valuation of this property may require a minor adjustment in the net amount transferring under the property aspect of the agreement.
While arrangements for the legal transfer of properties are the responsibility of the individual transferees, my Department will continue to liaise with the various transferees to ensure that all properties on which agreement in principle has been reached are legally transferred.
114 Mr. Naughten asked the Minister for Education and Science the timescale for the publication of the first whole school evaluation; and if she will make a statement on the matter. [5569/06]
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, my Department published guidelines on the publication of school inspection reports. These guidelines apply to all whole school evaluations commenced on or after 6 February 2006.
A number of whole school evaluations planned for 2006 had already commenced before 6 February and the reports arising from these evaluations will not be published by my Department.
At post-primary level, inspectors will be conducting the in-school phase of the first whole school evaluations to which the regulations and guidelines will apply in the period 27 February — 3 March. It is expected that written reports will be issued to schools for factual verification four to five weeks later. A period of 20 school days is allowed to the board of management of a school to respond, if it so wishes, to the findings and recommendations of the report. It should be noted that the two week Easter school holiday period will occur during the processing of these reports.
A printed copy of each report will be issued to the school's board, principal, trustees or patron, parents' association and the chief executive officer of the vocational education committee, if relevant. An electronic version of the report, normally accompanied by the school response, will then be prepared and published on the website of my Department. It is expected that publication on the website will occur from mid-May onwards.
At primary level, a number of whole school evaluations to which the publication guidelines and regulations apply will also be underway in February. As in the case of the post-primary evaluations, reports arising from these inspections are also expected to be available for publication from mid-May onwards.
A school or a teacher has the right to seek a review of any inspection as provided for by section 13(9) of the Education Act 1998. Should a school or teacher request such a review, publication will not take place until after the request for a review was processed in accordance with the published procedures on this matter.
115 Mr. Broughan asked the Minister for Education and Science her views on the increasing number of commercial companies that are advertising their products and shops in schools; the action she intends to take to curb same; and if she will make a statement on the matter. [5726/06]
Commercial marketing in schools can take a variety of forms — from educational materials made available to schools by newspapers to companies offering schemes whereby products are given to the school on the basis of tokens collected by parents. It is at the discretion of management in individual schools to decide what commercial initiatives they want their school to engage with. Clearly some initiatives can be of great benefit to schools. However, others might be seen as putting undue pressures on parents to shop in particular stores.
I recognise the sensitivities attached to the issue of promotion initiatives linking schools, students and parents to commercial activity. However, it would be inappropriate for me to ban all commercial links with schools. I believe that local school management is best placed to ensure that schools only participate in programmes that are appropriate and benefit the school community.
School management should ensure that such schemes do not place undue pressure on parents in terms of requiring additional expenditure, that students are protected from engagement in inappropriate promotional activity and that the schemes are linked to desirable projects serving national educational initiatives.
116 Ms Shortall asked the Minister for Education and Science the categories of school staff that are subject to vetting; the timescale for providing for vetting of all categories of school staff; and if she will make a statement on the matter. [5748/06]
154 Mr. J. O’Keeffe asked the Minister for Education and Science if all staff at primary and secondary schools, in addition to teaching staff, will be vetted by the central vetting unit; and if she will make a statement on the matter. [5558/06]
162 Ms O. Mitchell asked the Minister for Education and Science if part-time teachers and other part-time school staff will be vetted by the central vetting unit; and if she will make a statement on the matter. [5561/06]
163 Mr. Coveney asked the Minister for Education and Science when all teachers will be vetted by the central vetting unit; and if she will make a statement on the matter. [5557/06]
I propose to take Questions Nos. 116, 154, 162 and 163 together.
Ensuring the protection, health and welfare of children is a key concern for the Government, for parents, for agencies that work with children and for society generally and the Government is determined to do all it can to keep our children and vulnerable adults safe.
In the education sector, vetting is available in respect of prospective employees of children in detention schools as well as special needs assistants, SNAs, and bus escorts to children with special needs. My colleague, Deputy Brian Lenihan, Minister of State with responsibility for children, announced a doubling of the number of staff employed in the vetting unit — which has been relocated to Thurles under the Government's decentralisation programme — to ensure that it can handle a greater volume of requests from employers. The provision of additional staff resources will enable the Garda Síochána's vetting services to be extended to all persons working with children and vulnerable adults. This will include teachers, caretakers, bus drivers and others working with children, whether on a full-time or part-time basis.
117 Mr. Hogan asked the Minister for Education and Science the number of males under 30 employed as full-time teachers at primary level; and if she will make a statement on the matter. [5553/06]
There are currently 860 males under 30 employed as full-time teachers at primary level. Recently I launched a promotional campaign aimed at encouraging more men to consider primary teaching as a career choice. Studies have shown that decreasing numbers of men are applying to become primary school teachers, both in Ireland and across the developed world.
The first phase of the Men As Teachers and Educators campaign has seen newspaper and radio advertisements highlighting the key attributes and strengths of primary school teachers. The campaign is seeking to remind parents, students, teachers, guidance counsellors and all those thinking about career options about the valuable and rewarding work undertaken each day in our primary schools. I hope this campaign will make young men take a look at the valuable contribution they can make through a career as a primary school teacher.
118 Mr. McCormack asked the Minister for Education and Science if driver education will be included as part of the transition year programme; and if she will make a statement on the matter. [5584/06]
121 Mr. Connaughton asked the Minister for Education and Science her views on the introduction of a module on driver education into the second level school curriculum; and if she will make a statement on the matter. [5585/06]
I propose to take Questions Nos. 118 and 121 together.
The question of introducing a road safety and driver education syllabus into schools has been examined by the National Council for Curriculum and Assessment, NCCA, on foot of a report from a task group set up in 2000 and which included representatives of the Department of Education and Science, the Department of the Environment, Heritage and Local Government, the National Safety Council, the Garda Síochána, the Irish Insurance Federation, the Society of the Irish Motor Industry, Rosary College Crumlin, the CCEA Northern Ireland and the NCCA. The NCCA also commissioned a study on driver education in post-primary schools from Dr. Ray Fuller of Trinity College, Dublin.
The NCCA, whose role is to advise the Minister for Education and Science on curriculum and assessment issues, recommended that road safety be addressed within the context of social, personal and health education, SPHE, and that driver education, and specifically learning to drive for pupils aged 17, should not become part of the school curriculum. The NCCA noted that this concurred with the practice in other jurisdictions.
At the start of the 2001/02 school year the National Safety Council, with assistance from my Department, distributed copies of Staying Alive — a road safety resource for transition year and the senior cycle — to all second level schools. This pack contained a wide range of learning opportunities and activities on topics such as personal responsibility and decision making, environmental issues and risks and rules for road users. A CD-ROM with additional material downloaded from the Internet was included in the pack along with copies of the rules of the road. In the preparation of the Staying Alive resources material, views were sought from a range of organisations with interests in the promotion of road safety. Prior to its issue to second level schools, the material was piloted in 20 schools and the response from teachers in those schools was very positive.
A new high level Government road safety group of which I am a member has met and the role of education in addressing road safety will be discussed in this forum.
119 Mr. Perry asked the Minister for Education and Science the rate of school completion at second level; and if she will make a statement on the matter. [5576/06]
152 Mr. Hogan asked the Minister for Education and Science the statistical information available on second level retention rates; and if she will make a statement on the matter. [5589/06]
I propose to take Questions Nos. 119 and 152 together.
The primary source of information on retention available within my Department is the post-primary pupil database. Cohort analysis of the pupil records on this database allows for monitoring of retention through the publicly aided second level school system. To date, two retention reports have been published covering four cohorts of students — those who entered second level education between 1993 and 1996. Of those students who entered in 1996, 94.6% of them sat the junior certificate examination. When adjustments were made to account for departure to private institutions, the leaving certificate retention rate for the 1996 cohort of students was 81.3%.
As regards those who complete the junior certificate but who depart from second level education prior to the leaving certificate, the available statistical evidence indicates that the increasing range of further education and training opportunities available for these students is having a positive impact. CSO data show that the educational profile of 20-24 year olds in Ireland has improved steadily over the last five years, as increasing opportunities have been made available in the further education and training sector. By 2005, 86.1% of 20-24 year olds had attained upper second level education or equivalent, up from 82.4% in 2000. This indicates that there has been an increase in the proportion of young people with at least the leaving certificate or equivalent. Indeed, the level of educational attainment of Irish young people is ahead of the EU average on that measure.
The Government has taken a number of initiatives in recent years to encourage more of our young people to finish school, including the setting up of the National Education Welfare Board and the provision of extra supports for those at risk of dropping out through the school completion programme and the home school community liaison scheme. Also, under the new action plan for educational inclusion — DEIS initiative — which I launched last May, extra resources are being provided to schools serving the most disadvantaged communities to help them to improve their retention rates.
This Government has pursued a dual strategy of both encouraging more young people to finish school and ensuring much greater second chance and further education opportunities for those who left school early. This kind of strategy ensures that young people are empowered to achieve their full potential, be that by sitting the leaving certificate or by pursuing qualifications through other pathways such as Youthreach or FÁS apprenticeships which may be more appropriate to their individual interests. Thus, it is important that the Deputy appreciate that looking at just the level of retention in the formal school system is not a fair assessment of the educational attainment of our young people.
120 Ms Lynch asked the Minister for Education and Science if expansion of the State’s provision of early childhood education is planned under her new proposals on educational disadvantage, DEIS; if so, the extent of that provision; and if she will make a statement on the matter. [5756/06]
The new action plan for educational inclusion, DEIS — delivering equality of opportunity in schools — which provides for a standardised system for identifying levels of disadvantage and a new integrated school support programme, SSP, aims to concentrate early childhood education actions on those children, aged from three up to school enrolment, who will subsequently attend the 150 urban/town primary schools, participating in the new school support programme and identified as serving the most disadvantaged communities. The extension of early education supports to areas served by other primary schools participating in the SSP will be considered after this objective has been achieved.
The identification process is nearing completion and selected schools will be invited to participate in the new integrated school support programme shortly. In December 2005, the office of the Minister of State with responsibility for children was established to maximise the co-ordination of policies for children and young persons and will have a range of functions previously under the Departments of Health and Children; Justice Equality and Law Reform; and Education and Science. A new early years education policy unit has been established in my Department and it will be co-located in the office of the Minister of State. Decisions of a policy nature relating to early childhood education, including the new action plan for educational inclusion will now be pursued as part of the overall strategic policy framework developed by the office of the Minister of State with responsibility for children.
122 Mr. Ferris asked the Minister for Education and Science the number of children with special needs being taught in unsuitable conditions here, such as in toilets, cold corridors and so on. [5791/06]
The information as requested by the Deputy is not readily available. The National Council for Special Education, NCSE, was established as an independent statutory body with responsibilities as set out in the National Council for Special Education (Establishment) Order, 2003. The NCSE, through local special educational needs organisers, SENOs, is responsible for processing resource applications for children with special educational needs, from 1 January 2005.
Where a pupil with special educational needs enrols in a primary or post-primary school, it is open to the school to apply to the local SENO for additional teaching support and/or special needs assistant support for the pupil. In the same way, the school can make an application to my Department's school planning section for additional accommodation to facilitate the requirements of such pupils where the need arises.
Projects to provide special needs facilities attract a band 1 rating under the published prioritisation criteria for large scale building projects. This is the highest band rating possible, reflecting my Department's commitment to ensuring that the requirements of special needs pupils are met as expeditiously as possible.
123 Ms O. Mitchell asked the Minister for Education and Science the way in which she will ensure that schools accept applications from students with special educational requirements; if her Department has issued enrolment guidelines to schools; and if she will make a statement on the matter. [5588/06]
The Education Act 1998 requires all schools to have in place an admissions policy, detailing admission to and participation by students with disabilities or who have other special educational needs. The Act also requires schools to ensure that, as regards that policy, the principles of equality and the right of parents to send their children to a school of the parents' choice are respected.
In formulating its admissions policy a school must ensure it is lawful. In particular, it must act in accordance with section 7 of the Equal Status Act 2000 which, subject to very limited exceptions, prohibits schools from discriminating against people in a number of matters, including the admission or the terms or conditions of admission of a person as a student to the school. My Department has issued schools with an information booklet entitled "Schools and the Equal Status Acts". The booklet identifies ways in which the rights conferred and the duties imposed by this legislation together with the education legislation can be used as building blocks for the creation of an inclusive school.
My Department provides a range of supports to all schools to enable them to welcome students with special educational needs, including the allocation of additional teacher support and special needs assistant support. The nature and level of support provided in each case is based on the professionally assessed needs of the individual student. However, this requires a willingness on the part of schools to be proactive in this area and also a willingness on the part of parents to more actively assert their rights in terms of their choice of school.
Currently, under section 29 of the Education Act 1998, parents of a student who has been refused enrolment in a school may appeal that decision to the Secretary General of my Department. Such appeals are dealt with within 30 days of their receipt and where an appeal is upheld the Secretary General is empowered to direct the school to enrol the student. With effect from 1 January 2005, the National Council for Special Education, NCSE, has taken over key functions from my Department in special educational provision. I am confident that the advent of the NCSE will prove of major benefit in ensuring that all children with special educational needs receive the support they require, when and where they require it.
124 Mr. McEntee asked the Minister for Education and Science if she shares concern that students here are amongst the least positive within the OECD countries when it comes to attitudes to computers; and if she will make a statement on the matter. [5582/06]
I assume that the Deputy is referring to the OECD recent publication, "Are Students Ready for a Technology Rich World? What PISA Studies Tell Us", which is based on questionnaire responses of 15 year old students and their principal teachers that were administered in spring 2003, as part of the OECD programme for international student assessment, PISA.
In 2003, PISA ran its second three yearly survey of student knowledge and skills and assessed student performance in mathematics, reading, science and problem solving. A total of 32 of the 41 participating countries availed of the option to complete a short questionnaire on students' familiarity with information and communications technology, ICT. The publication, "Are Students Ready for a Technology Rich World?", addresses students' access to ICT, students' attitudes to and use of ICT and the relationship between students' access to and use of ICT and their performance in the PISA assessment.
The survey demonstrates a general improvement in students' access to computers both in school and at home, since the previous PISA assessment in 2000. In terms of Ireland's performance, the average for home access to computers rose from 71% to 87% in 2003 and the average for school access rose from 75% to 89% in 2003. The element of the study relating to student attitudes towards computers is based on an index of student responses to four attitudinal questions about working with computers.
The authors of the report caution that the resulting index does not signify a negative attitude per se to computers but rather informs a comparative measure between countries of how enthusiastically computers are perceived by students. The authors note that each index is based on students’ reported information and not based on measured or observed information and that students across countries may vary with respect to how they perceive and respond to questionnaire items.
Encouraging positive attitudes among young people to the use of computers as learning tools is an important goal for this Government as we know that ICT has the potential to improve learning opportunities and outcomes where it is integrated successfully into the learning environment in our schools. Some schools have done this with impressive success and the enthusiasm of the children in such schools for using computers, digital media and other ICT is encouraging. Last week, I launched the Digital Schools Award in one such school.
This award will recognise the hard work that many schools have put into integrating ICT successfully into their schools and generating positive attitudes towards ICT among their pupils. It will recognise this work and encourage other schools to strive for excellence in the integration of ICTs into their learning environments also.
The Government has made a major investment in the integration of ICT into teaching and learning in recent years. Since the introduction of the ICT in schools initiative in 1998, there has been significant progress in the development of ICT infrastructure in schools, in enhancing teachers' skills and pedagogical practice and in the development of curriculum and learning resources. This year broadband is being brought to every school, building upon my Department's recent investment of over €20 million in the development of school networks. A wide variety of training courses in the use of ICT in the classroom will also be offered to teachers around the country.
Ensuring that the potential that ICT offers to improve teaching and learning in our schools is realised is a priority for this Government and I can assure the Deputy of our sustained commitment to progress in this area in the years ahead.
126 Mr. Allen asked the Minister for Education and Science the ratio of computers to students at both primary and secondary level; and if she will make a statement on the matter. [5591/06]
The latest statistical data available to my Department is the ICT school census undertaken by the National Centre for Technology in Education, NCTE, in autumn 2002. The 2002 census found that the number of computers in schools was almost 85,000 with average pupil to computer ratios in primary schools and post-primary schools of 12:1 and 9:1 respectively.
A further census has been conducted by the NCTE in 2005 and follows similar exercises undertaken in 1998, 2000 and 2002. It addresses a range of areas including the extent of ICT equipment, networking and Internet access, ICT planning and priorities, professional development and technical support. School responses to the census have been gathered and compiled by the NCTE and the Education Research Centre has been engaged to summarise, tabulate and analyse the data therein. A report of the results of the census is currently being finalised and I expect to receive it in the coming weeks.
127 Ms B. Moynihan-Cronin asked the Minister for Education and Science the level of occupancy of each of the detention centres for children on 31 January 2006; if she has satisfied herself that there are enough residential detention places for children; and if she will make a statement on the matter. [5738/06]
The occupancy level of each of the five children's detention schools on 31 January 2006 is as set out in the table. At present, the overall capacity of the children's detention schools, at 114 places, can cater adequately for the number of children committed by the courts. However, my Department is monitoring the position on a continuous basis, in consultation with the special residential services board.
|
Children's Detention Schools |
Occupancy on 31 January 2006 |
|
Trinity House School |
16 |
|
Oberstown Girls Centre |
3 |
|
Oberstown Boys Centre |
17 |
|
St. Joseph’s Special School |
28 |
|
Finglas Child and Adolescent Centre |
12 |
|
Total |
76 |
Question No. 128 answered with QuestionNo. 106.
129 Mr. M. Higgins asked the Minister for Education and Science when the report on student behaviour will be published; and if she will make a statement on the matter. [5731/06]
Last year I established a task force on student behaviour in second level schools. This task force produced an interim report in mid-year and has very recently completed its final report as scheduled. I am at present considering the final report and will arrange for its publication shortly.
I have indicated my clear intention of acting on this issue in a measured and effective manner. To this end, a sum of €2 million has been provided in this year's Estimates to enable the implementation of the task force report to commence this year. I expect to be in a position to make further announcements on the detail of this implementation at the point of publication of the report.
130 Ms Burton asked the Minister for Education and Science when she expects to publish the third level student support Bill; if she intends to revise the method of assessing means in the context of the Bill; and if she will make a statement on the matter. [5723/06]
In accordance with the commitment in the An Agreed Programme for Government, I plan to introduce a single unified scheme of maintenance grants for students in higher education. This will, I believe, provide for a more coherent administration system which will facilitate consistency of application and improved client accessibility and ensure the timely delivery of grants to those who need them most.
My Department has been engaged in substantial consultations with the key stakeholders to map the most logical and effective arrangements for the future structure and administration of the student support schemes. These discussions have substantially clarified the positions of the stakeholders on the future administration possibilities for student support and their possible role therein. I expect to be in a position shortly to determine the best strategy to give effect to the programme for Government commitment to the payment of the maintenance grants through a unified and flexible payment scheme.
Whatever new arrangements are eventually decided upon will, as I have previously indicated, be provided for in new statutory arrangements through a student support Bill. I hope to be in a position to seek Government approval in the near future for the drafting of the Bill.
131 Mr. Durkan asked the Minister for Education and Science if she will investigate the possibility of accelerating the schools building programme with particular reference to the needs of developing communities or areas of rapid population expansion; and if she will make a statement on the matter. [5765/06]
This Government has invested in the largest school building programme in the history of the State. Between 1998 and the end of 2004, almost €2 billion was invested in school buildings and in the region of 7,500 large and small projects were completed in schools — including 130 brand new schools and 510 large scale refurbishments/ extensions. Indeed, funding for school building and renovation projects has increased five fold since 1997. In 2006, €491 million will be spent on school building projects, compared to just €92 million in 1997. This, in its own right, is an increase of over 9% in real terms on the 2005 allocation.
At the end of last year I outlined my spending plans for primary and post-primary schools for 2006. With €491 million to be spent on schools buildings, there will be over 1300 projects active in schools all over the country. This significant investment will allow me to continue to progress our major programme of school building and modernisation which includes improving equipment needed for new technologies and ICT.
I have already started to outline individual schools around the country that will benefit under the various parts of the programme throughout the year, with the announcement of 62 schools that have been given the go ahead to start architectural planning and 740 schools that are being given funding under the summer works scheme to carry out essential small scale projects. I will announce details of the other aspects of the programme as we move through the year.
Principal features of the 2006 building and modernisation programme are: €277 million targeted at primary schools and €204 million in the post-primary sector; almost 200 major school building projects at construction during 2006; 105 primary school projects and 62 post-primary projects advancing in architectural design; further use of fast-track design solutions for primary schools. It is expected that up to 12 primary schools will be built using a standardised design model or a design and build process. The first school built under this model opened in Balgaddy, Lucan, in September 2005, having taken just ten months to build.
Up to 200 primary schools will receive approval for devolved funding under the small school and permanent accommodation initiatives during the coming year. This is in addition to the 153 schools that will have projects at construction during 2006 under these initiatives. Small school and permanent accommodation initiatives, which were piloted over the last two years, will become a permanent feature of the building programme. This will enable schools to get works done faster by allowing them to run the projects themselves.
With regard to rapidly developing areas specifically, my Department prioritises the provision of new and enhanced educational facilities in these areas. The prioritisation criteria for large scale building projects which were recently revised in consultation with the education partners allocates a top priority band one rating to school building projects in such areas.
The Government is fully committed to continuing the work that it has started and to consolidating the substantial progress that has already been made to ensure that the needs of schools, regardless of their location, are met as expeditiously as possible.
132 Mr. S. Ryan asked the Minister for Education and Science the amount of extra money that will be spent to address educational disadvantage in 2006; and if she will make a statement on the matter. [5746/06]
The total provision for educational inclusion programmes in 2006 is more than €640 million across all levels of education, as compared with almost €600 million in 2005. This includes additional funding for the implementation of measures under the DEIS action plan at pre-school, primary and second-level, additional funding of €7 million for further education programmes and a €20 million increase in provision for third level student support schemes.
The DEIS — delivering equality of opportunity in schools- action plan for educational inclusion, addresses the educational needs of children and young people from disadvantaged communities, from pre-school to completion of upper second level education, that is, three to 18 years. Its core elements comprise: a standardised system for identifying, and regularly reviewing, levels of disadvantage; a new integrated school support programme, SSP, which will bring together, and build upon, some ten existing educational inclusion measures across pre-school primary and second level education.
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 multi-faceted 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. About 600 primary and 150 second level schools will be included in the new school support programme.
Supports will also continue to be provided for schools where the level of disadvantage is more dispersed. The action plan will be implemented on a phased basis over the next five years, starting in the current school year, and will involve an additional annual investment of some €40 million on full implementation. It will also involve the creation of about 300 additional posts across the education system generally. The identification process is being finalised at present and my Department will shortly be in a position to issue an invitation to selected schools to participate in the new school support programme.
133 Mr. Rabbitte asked the Minister for Education and Science her views on the pedagogy employed in the XLC project in Waterford; her further views on offering such a pedagogy to children in other parts of the country; and if she will make a statement on the matter. [5737/06]
My Department is currently considering a proposal received from the project to which the Deputy refers and a response will issue directly to the project in due course.
134 Ms O’Sullivan asked the Minister for Education and Science if the physical education grant will be restored to schools in order that they do not have to depend on commercial companies to pay for sports materials; and if she will make a statement on the matter. [5721/06]
In October 2000, my Department introduced a physical education grant for all primary schools. Since the introduction of the scheme, my Department provided in excess of €5.5 million in grant aid to primary schools under this scheme to enable schools provide coaching or mentoring in connection with physical education or to purchase resource materials associated with the provision of physical education. Materials and equipment purchased by schools in previous years will generally be available to them for subsequent years.
However, schools may use their general capitation funding to support the implementation of curricula including physical education. Since 1997 the standard rate of capitation grant has been increased from £45 or €57.14 per pupil to €145.58 with effect from 1 January 2006, an increase of almost 155% in the period. The question of providing further grants to support areas of the curriculum will be kept under review as part of the normal Estimates process in the coming years.
136 Mr. P. McGrath asked the Minister for Education and Science the main conclusions of the YES consultation process; and if she will make a statement on the matter. [5579/06]
I expect to receive the report of the Education Research Centre on the YES process within the next few weeks. At that stage, it will also be published and will be available as a resource to those responsible for framing and implementing policy into the future.
137 Mr. Neville asked the Minister for Education and Science the support services which are available for teachers in view of the high levels of stress among teachers and the numbers of teachers leaving on early retirement; and her views on whether these services provide enough support for those under pressure due to indiscipline, litigation and so on. [5386/06]
Opportunities for professional development and the availability of support on a personal level are important in every profession in enabling staff to work to the best of their abilities and to deal with stress. The priority that I attach to providing quality professional development for teachers is evident from the levels of funding provided in successive budgets for this purpose.
Enhanced opportunities for professional development will help teachers to stay at the top of their profession. However, I recognise that just like employees in every other line of work, there will be times during teachers' careers when they might need support on a personal, rather than on a professional level. My Department, in consultation with the teachers' unions and management groups, is developing an occupational health strategy as a supportive resource for teachers. The aim of such a strategy will be to promote the health of teachers in their workplace, with a focus primarily on prevention rather than cure. I will be making an announcement in the very near future on a first initiative under this strategy.
With regard to creating a positive school environment in all our schools in which students and staff can work, the Deputy will be aware that I established a task force to review the issue of student behaviour. I have only recently received the final report of the task force and I expect to be in a position in the near future to arrange for its publication.
138 Mr. Costello asked the Minister for Education and Science if she has responded to information given to her Department on resource teaching hours lost to schools in disadvantaged areas as a result of the introduction of the weighted model of allocation of resource teachers; if teaching hours have been restored to these schools; the detail of such restoration in relation to each school concerned; and if she will make a statement on the matter. [5744/06]
I take it that the Deputy is referring to a number of inner city schools in Dublin that recently submitted additional information to my Department in relation to their particular circumstances with regard to pupils with special educational needs. This information is currently being considered in detail by my officials and a response will issue to the schools in question as quickly as possible.
139 Mr. O’Dowd asked the Minister for Education and Science the number of NEPS psychologists employed by the service; and if she will make a statement on the matter. [5571/06]
The number of national educational psychological service, NEPS, psychologists has increased almost three-fold, from 43 on establishment to 121 at present. The Public Appointments Service has recently established new recruitment panels for NEPS. Regional panels are now in place and my Department is currently in the process of appointing nine psychologists, with a further psychologist returning from career break.
Priority will be given to filling vacancies in areas of greatest need. Any increase in the number of psychologists in NEPS will depend on the availability of resources and must also take account of Government policy on public sector numbers.
142 Mr. Crawford asked the Minister for Education and Science the number of children failing to make the transition from primary to secondary schooling; and if she will make a statement on the matter. [5590/06]
Statistical returns made to my Department my primary principals show that, between October 2003 and September 2004, 237 pupils from across all standards left ordinary classes in national schools and did not emigrate or go to any other school within the State. In addition, over the same period, 548 pupils left primary school and the primary principal was not able to confirm if they went on to second level or not. As their destination was not known to the primary principal, it is not possible to say with confidence whether these children made the transfer to second level. Pending the introduction of an individualised primary pupil database which will allow us to track more accurately children's enrolment at school, it is not possible to provide more accurate information or to verify the accuracy or completeness of the above numbers.
The new action plan for educational inclusion, DEIS, delivering equality of opportunity in schools, is designed 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. A new integrated school support programme will bring together a number of existing interventions in schools with a concentrated level of disadvantage and build upon these. The Department and the National Educational Welfare Board will work together to ensure that an integrated approach to children at risk is adopted.
Some of the key features of the new programme will be a shift in emphasis away from individual initiatives, each addressing a particular aspect of the problem, to a multi-faceted and integrated approach; the development of effective transfer programmes by building on the existing work of the home school community liaison scheme and the school completion programme — the latter will be integrated into the school support programme; a renewed emphasis on the involvement of parents and families in children's education in schools; planning at school and school cluster level; and target setting and the measurement of progress and outcomes to ensure that the increased investment is matched by an improvement in educational outcomes for the children and young people concerned.
Approximately 600 primary schools and 150 second level schools will be included in the new plan. The plan will be introduced on a phased basis, starting in the current school year. It will involve an additional annual investment of €40 million on full implementation and approximately 300 additional posts across the education system.
144 Mr. G. Murphy asked the Minister for Education and Science the figure for the number of schools offering the Stay Safe programme; and if she will make a statement on the matter. [5556/06]
160 Mr. Gilmore asked the Minister for Education and Science if the Stay Safe programme will be made compulsory in schools; and if she will make a statement on the matter. [5728/06]
I propose to take Questions Nos. 144 and 160 together.
The issue of child protection and ensuring that all children in every primary school are aware of child protection issues are high priority areas for my Department. The Stay Safe programme is a personal safety programme for children. It is designed to give children the knowledge and necessary skills to help them deal with potentially abusive or threatening situations. However, it is also recognised that the programme must cover those individuals closely involved with children on a daily basis: parents, guardians and teachers. To this end, professional in-service courses for teachers and parent awareness seminars have been put in place at individual school level. This is in addition to the teaching of a personal safety skills programme to pupils.
The training of teachers, parents and boards of management in the Stay Safe programme and the development of guidelines and procedures for a school policy on child protection is provided by a network of 31 regionally-based teachers who are available to the programme on a part-time basis. This support supplements the assistance provided by the Department of Health and Children which maintains an administrative office for the Stay Safe programme. An initial one-day in-service training seminar on the Stay Safe Programme has been provided for all primary schools. Since the programme was introduced, 99.7% of primary schools have participated in this training.
In respect of schools, the Department does not have an accurate survey of each school in the country which is implementing the Stay Safe programme specifically. It should be noted, however, that while the Stay Safe programme is not mandatory, the teaching of a personal safety programme to ensure child protection is now an integral element of the curricular subject of social, personal and health education, SPHE, and is mandatory in all primary schools. This ensures that child protection issues remain central to teaching and learning in our schools.
However, in order to ensure that the most accurate up-to-date information about the implementation of the ‘Stay Safe' Programme in all primary schools in the State, I have instructed officials in my Department to liaise with the relevant personnel charged with the delivery of the Stay Safe programme to examine whether an up-to-date survey of schools is required. The introduction of SPHE as a subject on the revised primary school curriculum combined with the implementation of the national child protection guidelines, "Children First", gave an additional impetus to the Stay Safe programme.
It is a priority of my Department to ensure that a high level of awareness and necessary skills to address child protection issues, which includes the implementation of the Stay Safe programme, are maintained in all schools. For this reason, my Department will continue to support the promotion of child protection within the context of the SPHE curriculum.
145 Mr. Penrose asked the Minister for Education and Science if she has an indication at this stage that more men have applied for primary teaching courses as a result of the campaign to attract more men into teaching; her plans to assess the success of the campaign; and if she will make a statement on the matter. [5743/06]
The decreasing numbers of males entering the teaching profession is an issue that is of concern to me. I believe that it is important to attract more men into teaching for a number of reasons, not least of which is the positive role models that teachers provide in children's lives and the desirability of having both male and female role models in our schools. I genuinely believe that teaching should be seen as an attractive profession for both men and women. Teaching is fulfilling work which makes a huge social contribution.
This Government wants to attract and reward the best teachers. In addition to increasing teachers' salaries, we have also undertaken other initiatives to enhance the status of the profession, in particular the establishment of the Teaching Council as a professional regulatory body. I have recently launched the report of the primary education committee, "Males into Primary Teaching". The primary education committee was established in order to examine a range of issues in respect of males entering primary teaching and to make recommendations on short-term and long-term strategies to increase the numbers in this regard.
The report draws on the professional insight of key experts in this area, as well as drawing on a number of relevant research studies. The report's findings will be of significant benefit in assisting the development of future policy in this important area. One of the key recommendations in the committee's report is that a co-ordinated promotion campaign, which would encourage boys as well as girls to enter primary teaching, should be undertaken. This promotion campaign commenced on 24 January 2006 and is currently ongoing.
As the Deputy will be aware, many students decide which career they would like to follow early on in their time at school and make subject choices based on this. Hence, the campaign is focused not just on those leaving school this year, but on those who will not leave for another few years. It is, therefore, too early to assess the effectiveness of the promotion campaign but my Department will work closely with the colleges of education to review the outcomes of the campaign in due course.
146 Mr. Costello asked the Minister for Education and Science her plans to further implement the Youth Work Act 2001 in 2006; and if she will make a statement on the matter. [5727/06]
The Youth Work Act 2001 provides a legal framework for the provision of youth work programmes and services to be organised by the Minister for Education and Science, the vocational education committees, and national and major regional youth work organisations. Section 1 of the Act provides for sections to be commenced at different stages. Sections 2 to 7 and sections 17, 18 and 24 have been commenced to date. My Department, together with youth work interests, both voluntary and statutory, have been developing the groundwork, including detailed guidelines and procedures, which are essential to the further roll out of the Act in a planned and structured manner.
As a priority for 2005, I identified the capacity development of youth work organisations to assist them in preparing themselves organisationally for the implementation of the Act. To this end, I established a development fund of €300,000 for youth work organisations specifically for 2005 to help them achieve the new standards for approval and engage effectively with the new structures arising from the Youth Work Act 2001. It is my intention that this fund will continue in 2006 and I have sought the advice of the national youth work advisory committee on priority areas for development of youth work organisations in 2006.
Another area to which I attach importance is the capacity development of vocational education committees to carry out the responsibilities set out for them in the Act. Discussions, which have been ongoing in this regard, are at an advanced stage and nearing completion. This important development will enable vocational education committees to assume specific new responsibilities, including the planning and coordination of youth work programmes and services in their areas.
In addition, significant progress has been made with regard to the appointment of an assessor of youth work. This appointment has been identified as a priority in the national youth work development plan 2003-2007. This post was advertised in December 2005 and interviews are due to commence soon with a view to an early appointment. This post is viewed by all involved in youth work, both in the statutory and voluntary sectors, as an essential step forward.
Another key component for the progression of youth work in Ireland is the national youth work development plan. This plan identifies four main goals and proposes some 50 action points to achieve these goals over a five year period. To date, a number of priority action areas have been addressed. In 2003, €80,000 was spent on the implementation of a child protection training programme for the sector. In 2004, €500,000 was made available for the roll out of the plan and was spent on further support for the child protection training programme, development of projects funded under the special projects for youth scheme and increased support to youth information centres and the youth information support partnership.
Building on these initiatives, further progress also continues to be made in the following areas: the establishment of ten new special projects for disadvantaged youth in 2005; the upgrade of 20 single worker special projects to two worker projects in 2005; a review of youth work funding, which is nearing completion; a review of youth information provision, which is nearing completion; continued support of the child protection training programme; continued support of the development fund for youth work organisations; the successful launch of the joint North-South education and training standards committee in Armagh by the Minister of State at the Department of Education and Science with special responsibility for adult education, youth affairs and educational disadvantage, Deputy Síle de Valera, and Minister Angela Smith, Department of Education, Northern Ireland; and continued groundwork for the establishment of the national youth work development unit in the National University of Ireland, Maynooth.
It is intended that further sections of the Act will be implemented on a progressive and phased basis as resources, both human and financial, permit. I am confident that the progressive roll out of the Youth Work Act 2001 will serve to enhance programmes and services for young people at local, regional and national level. Further action areas for development in 2006 and 2007 are being determined by my Department with the advice of the national youth work advisory committee.
148 Ms Lynch asked the Minister for Education and Science if she will inform Dáil Éireann of the highest award paid by the Residential Institutions Redress Board, the lowest award and the average amount awarded; and if she will make a statement on the matter. [5757/06]
157 Mr. Rabbitte asked the Minister for Education and Science her views on the assessment of the Comptroller and Auditor General that the final cost of the operation of the Residential Institutions Redress Act 2002 is likely to be in the region of €1.3 billion; the number of awards made to date in 2006 and the amount paid out in settlements; the average amount of such payments; the number of outstanding cases; and if she will make a statement on the matter. [5735/06]
I propose to take Questions Nos. 148 and 157 together.
The highest award made to date by the Residential Institutions Redress Board is €300,000 and the lowest award is €0.00. The average award currently amounts to €75,000. According to figures supplied by the board to my Department, the board has finalised 4,955 cases to date. Awards have been made in 4,799 of these cases, of which 322 awards have been made in 2006. The total amount paid out in awards to date is €359.2 million. The board has received a total of approximately 14,800 applications and, at present, it has approximately 9,845 cases remaining to be processed.
At a recent hearing of the Committee of Public Accounts, the Comptroller and Auditor General was asked about estimates for the cost of the redress scheme. In the light of the total number of applications which the board had received by the closing date of 15 December 2005 and allowing for legal and administration costs, he suggested a minimum cost of €1 billion and, based on an average award of €76,000 up to the end of 2005, a maximum cost of the order of €1.35 billion.
The Comptroller and Auditor General also referred to the possibility of the average award decreasing as more applicants are processed and emphasised that any estimates of the ultimate liability arising from the redress scheme are based on assumptions which are impossible to validate and should therefore be treated in a cautionary way.
I would add that the scheme is without precedent and the difficulty in estimating the total cost of the scheme prior to the closing date for applications is illustrated by the fact that over 6,000 new applications were received by the board in the six week period from 1 November to 15 December 2005. While the total number of applicants is now known, any estimate of the final cost of the scheme at this point will still be tentative as the board has over 9,800 cases to process and the level of award provided in these remaining cases may vary substantially.
Also, in making any assessment of cost, one must consider that if the scheme had not been introduced, the State, in all likelihood, would have been engaged in civil court actions which would have been protracted and traumatic for the victims and would have resulted in the State incurring extensive legal and settlement costs. The Government, in establishing the scheme, considered that it was the just and humane thing to do as the State was responsible for children that were placed in institutions by the courts and other public bodies.
149 Ms McManus asked the Minister for Education and Science the progress she expects to make in 2006 in implementing the commitment in An Agreed Programme for Government:; and if she will make a statement on the matter. [5734/06]
Major improvements in school staffing have been made in recent years with the hiring of more than 5,000 additional primary teachers. This represents the largest increase in teacher numbers since the expansion of free education. 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. Under the action plan for tackling disadvantage published in 2005, there will be a reduction in class sizes to 24:1 at senior level and 20:1 at junior level in 150 primary schools serving communities with the highest concentrations of disadvantage. With more than 600 extra resource teachers put in place in this school year, children with special needs are getting more support than ever before. It should be acknowledged how much progress has been made in this area in recent years.
Recently, I announced that I have secured sufficient funding to provide even smaller classes in our primary schools in the next school year and the Minister for Finance has committed to a further reduction in class size in the following year. Accordingly, over the next two years, my Department will put 500 extra teachers into primary schools to reduce class size and to tackle disadvantage.
The staffing of a primary school is determined by reference to the enrolment of the school on 30 September of the previous school year. The actual number of mainstream posts sanctioned is determined by reference to a staffing schedule which is issued annually to all primary schools. The general rule is that the schedule provides at least one classroom teacher for every 29 pupils in the school. Of course, schools with only one or two teachers have much lower staffing ratios than that — with two teachers for just 12 pupils in some cases and so on — but the general rule is that there is at least one classroom teacher for every 29 children in the school.
Next year, this is being reduced to 28 children per classroom teacher and in 2007-08, it will be reduced to 27 children per classroom teacher. Officials of my Department are currently drawing up the revised staffing schedule necessary to achieve this. Schools will be asked to use the extra class teachers provided as a result of the revised schedule to provide for smaller classes in the junior grades.
In speaking about staffing in our schools, we have consistently said that priority would be given in the first instance to children in disadvantaged schools and those with special needs. We have done this. And now, in line with the Government commitment, mainstream class sizes are also being reduced.
150 Mr. Stagg asked the Minister for Education and Science what she intends to do to ensure that young people who have dropped out of school before taking the leaving certificate have the opportunity for further education and training; if she will implement the proposal of the education disadvantage committee that such young people should be monitored and assisted in securing further education and training by the National Education Welfare Board; if she will resource the board to do this work; and if she will make a statement on the matter. [5751/06]
Improving participation and achievement at every level of education is a key priority for this Government. We have pursued a dual strategy of both encouraging more young people to finish school and ensuring much greater second chance and further education opportunities for those who left school early. This kind of strategy ensures that young people are empowered to achieve their full potential, be that by sitting the leaving certificate or by pursuing qualifications through other pathways such as Youthreach or FÁS apprenticeships which may be more appropriate to their individual interests.
With regard to encouraging more young people to finish school, a number of initiatives have been taken in recent years, including the setting up of the National Education Welfare Board and the provision of extra supports for those at risk of dropping out through the school completion programme and home school community liaison scheme. Under the new action plan for educational inclusion, the DEIS initiative, which I launched last May, extra resources are being provided to schools serving the most disadvantaged communities to help them to improve their retention rates.
The Deputy refers to the monitoring of young people by the National Educational Welfare Board. Section 29 of the Education (Welfare) Act 2000 provides for the establishment of a register of young persons who leave school to take up employment. I am informed by the National Educational Welfare Board that work is ongoing with regard to establishing this register and a record is kept of all applicants. The register will serve as the basis from which the National Educational Welfare Board can support these young people in making appropriate arrangements for their continuing education and training in consultation with providers and employers.
The board issued an information leaflet to 330,000 families and 4,000 schools in March 2004. The leaflet targeted parents and guardians of children aged between six and 16 years of age and young people aged 16 and 17 who have left school early to start work. It outlined the role that parents and guardians play in ensuring that their children do not miss out on education and training and also gave information about the National Educational Welfare Board.
The board also launched a new lo-call telephone number to inform parents and guardians about their legal role and responsibilities under the Education (Welfare) Act 2000. It is manned by EWOs and provides practical help to parents and schools on educational issues. The budget allocation for the National Educational Welfare Board in 2006 is €8.15 million; the allocation to the board has increased by more than 25% since 2004 to support it in delivering on its key objectives.
As regards those who leave second level education prior to the leaving certificate, the available statistical evidence indicates that the increasing range of further education and training opportunities available for these students is having a positive impact. Central Statistics Office data show that the educational profile of 20 to 24 year olds in Ireland has improved steadily over the last five years, as increasing opportunities have been made available in the further education and training sector. By 2005, 86.1% of 20 to 24 year olds had attained upper second level education or equivalent, up from 82.4% in 2000. This indicates that there has been an increase in the proportion of young people with at least the leaving certificate or equivalent. Indeed, the level of educational attainment of Irish young people is ahead of the EU average on that measure.
We have put the resources and supports in place to ensure that there is a wide range of course options available in the further and higher education sectors for young people who wish to continue their studies after second level and for people returning to education later in life. The principal objectives of the measures and programmes funded by my Department in adult and further education are to meet the needs of young early school leavers, to provide second-chance education for adults and to provide vocational education and training for labour market entrants and re-entrants.
To ensure that the objectives are a reality, there is a range of provision available in further education. This provision includes such full time programmes as Youthreach, senior Traveller training centres, the vocational training opportunities scheme, post-leaving certificate courses and the part-time initiatives, such as the back to education initiative, the adult literacy and community education schemes. These programmes are funded by the Department and operated and managed primarily by the vocational education committees throughout the country. Further education is expanding. For example, in the literacy sector, the adult literacy client numbers have increased from 5,000 in 1997 to almost 34,000 in 2005.
Post-leaving certificate courses represent another option which is available within the further education suite. The Government's support for this sector is clear from the fact that we have increased the number of post-leaving certificate places by 60% since 1996-97. Indeed, the number of post-leaving certificate places approved for 2005-06 is up by more than 1,600 on the 2004-05 level. The number of approved places in the sector now stands at 30,188.
Government support for the sector is evident not only in the expansion of approved places and teachers, but also in the introduction of maintenance grants for students with effect from September 1998. Tuition fees for post leaving certificate courses are waived. The post-leaving certificate maintenance grant scheme operates on the same basis as in higher education. There were nearly 8,000 post-leaving certificate grant holders in 2005 and they received some €23 million in direct support. The 2006 Estimates include provision for the cost of the extra 100 teaching posts being provided for the post-leaving certificate courses in the current academic year. They also provide for an increase of 19% in the VTOS non-pay grant in 2006. Post-leaving certificate students are included in the calculation of non-pay budgets issued to schools in respect of running costs. A supplemental non-pay grant towards running costs specifically for post-leaving certificate schools is also payable. This amounted to €5.5 million in 2005.
The Government has put in place a comprehensive system for ensuring that young people who dropped out of school early and other people who would like to improve their level of education and training after school have access to a variety of different means of doing so.
156 Mr. M. Higgins asked the Minister for Education and Science if her Department offers grant support to non-profit making groups and organisations that provide extra curricular educational opportunities in a school context, at no cost, in areas such as music, science and so on; if her attention has been drawn to the fact that some very good work is being done by such organisations, at the invitation of schools but that they have great difficulty in sourcing funding for their work; and if she will make a statement on the matter. [5730/06]
My Department does not provide funding for groups such as those referred to by the Deputy. Schools have considerable discretion as to how the funding allocated by my Department should be best utilised in the interests of their students. Should a school accord sufficient priority to a particular extracurricular activity, then the school would be free to engage with the group concerned in this regard.
Voluntary contributions by parents of pupils in recognised schools are permissible, provided it is made absolutely clear to parents that there is no question of compulsion to pay and that, in making a contribution, they are doing so of their own volition. The manner in which such voluntary contributions are sought and collected is a matter for school management, however, their collection should be such as not to create a situation where either parents or pupils could reasonably infer that the contributions take on a compulsory character.
158 Mr. Broughan asked the Minister for Education and Science the action she intends to take following the publication of a report on participation of Travellers in post-primary education which indicated that only 2% of the young Travellers surveyed remained in school beyond junior certificate; and if she will make a statement on the matter. [5725/06]
My Department is concerned to ensure that all young people, including Travellers, have a quality education and that as many as possible remain in post-primary education until they have completed the senior cycle. The needs of the Traveller community are a high priority for me and my Department and substantial investment has been put in place to ensure that they get all the extra supports that they need. For each Traveller student enrolled in a school, my Department provides an additional 1.5ex quota teaching hours per week and a supplementary capitation grant.
In addition, there are 40 visiting teachers located nationwide, the home school community liaison scheme and the school completion programme working in schools and with the Traveller community to ensure that young Travellers attend and remain in school as long as possible. The National Educational Welfare Board has responsibility for school attendance and its education welfare officers work with schools and parents to promote regular attendance, tackle problems of absenteeism and early school leaving and encourage potential early school leavers, including Travellers, to continue in education for as long as possible.
There is evidence that these substantial extra investments and support are making a difference. In 1999-2000, there were only an estimated 101 Traveller students in transition year, fifth and sixth year. By 2004-05, there were an estimated 261. We are working hard to improve this further.
In addition to post-primary schools, the education needs of young Travellers aged 16 years and over are also being served through their attendance at Youthreach centres, senior Traveller training centres and FÁS community training centres. In December 2004, there were 245 young Travellers under 18 years attending senior Traveller training centres and another 326 were attending Youthreach. Both programmes are funded by my Department. In addition, there are young Travellers attending FÁS community training centres, which are under the aegis of the Department of Enterprise, Trade and Employment.
My Department continues to evaluate how it can improve the education provision. The DEIS — action plan for educational inclusion — will include a new integrated school support programme which will bring together, and build upon, existing schemes and initiatives. A total of 150 of the most disadvantaged post-primary schools will be targeted under this initiative and Travellers attending these schools will be included.
The inspectorate in my Department is about to publish a report of a survey of Traveller education provision. The report is based on an extensive review of the participation and inclusion of Traveller pupils in 30 primary and six post-primary schools. Its report will provide recommendations that will inform policies and provide strategies to facilitate improving retention of Traveller students to the end of senior cycle.
I am shortly expecting to receive a report on the recommendations for a five-year Traveller education strategy. This report spans the full spectrum of lifelong learning, including post-primary education. This report will also provide recommendations on ways to retain Traveller students to the end of senior cycle. Thus a multi-pronged approach is being taken by my Department to address this issue.
161 Dr. Upton asked the Minister for Education and Science if, in the context of the Education for Persons with Special Educational Needs Act 2004, she will ensure that the necessary professional personnel to carry out assessments are put in place, special education needs organisers receive appropriate training and schools are given the necessary support to cope properly with special needs students; and if she will make a statement on the matter. [5753/06]
The Education for Persons with Special Educational Needs Act 2005, also known as the EPSEN Act, was enacted in July 2004. While many sections of the Act have already commenced, the remaining sections relate mainly to the statutory assessment and education plan process for which the Act provides. These cannot come into effect without the National Council for Special Education having an opportunity to present an implementation report to my Department which it must do before 1 October 2006. On 21 October 2005, the council published a call for submissions in the national media on the implementation of the Act. The closing date for submissions was 13 January 2006.
I understand that the National Council for Special Education has recently commissioned Dr. Eileen Winter at Queen's University, Belfast, to undertake research on its behalf on the resource requirements needed to implement assessments as identified in the EPSEN Act. Results from the study will inform the production of the implementation report which will detail how the council will implement the Act. The research is due to be completed in June of this year.
A total of 71 special educational needs organisers, SENOs, commenced employment with the National Council for Special Education on 1 September 2004. The SENO posts were required to provide for an organisation and co-ordination function that is new to the education system. The council, with the assistance of training consultants, developed, prepared and delivered an extensive induction programme for SENOs.
SENOs, although having previous experience of delivering education or other services to children with disabilities, are from a variety of professional backgrounds and training for their new role had to take that into account. Further training focused on decision making within my Department's policy parameters was provided up to the end of the year by my Department's inspectorate and the National Educational Psychological Service from within the Department and National Council for Special Education staff. In 2005, a similar exercise was undertaken for nine SENOs who commenced employment last year. With regard to 2006, provision for training has been made in the 2006 budget with a view to the provision of further structured training for SENOs arising from the evolution of their role and also the implementation of the EPSEN Act.
A new scheme for allocating resource teachers to schools to cater for the needs of children with high incidence special needs, such as mild general learning disability and learning support needs, was introduced in schools in September 2005. Resource teachers will now be in place in the school from the start of the school year so that children who need their assistance can get it straight away.
The new system for allocating resource teachers in primary schools comprises a general allocation for pupils with learning difficulties and those with high incidence disabilities. Applications for individual resource allocations for pupils with special educational needs arising from the more complex low incidence disabilities, such as autism, will be processed by the National Council for Special Education through its network of SENOs and decisions on the applications will be communicated directly to schools by the SENOs.
The Deputy may be interested to know that in September 2003, my Department established the special education support service, SESS, which is based at the Cork education centre. The aim of the service is to enhance the quality of teaching and learning with particular reference to the education of children with special needs. The service provides support for school personnel working with pupils and students with special educational needs in a variety of educational settings, including special schools and special classes.
Professional development and support is available to principals, middle management in schools, class teachers, subject teachers, special-class teachers, resource teachers and special needs assistants. It is open to the management authorities in schools to address any additional training needs for staff employed in their schools through the SESS. I can assure the Deputy that this Government is committed to ensuring that the EPSEN Act is fully implemented.
164 Mr. Crawford asked the Minister for Education and Science when the report of the task force on student behaviour will be published; and if she will make a statement on the matter. [5554/06]
The Deputy will be aware that last year I established a task force on student behaviour in second level schools. This task force produced an interim report in mid-year and has very recently completed its final report as scheduled. I am at present considering the final report and will arrange for its publication shortly.
I have indicated my clear intention of acting on this issue in a measured and effective manner. To this end, €2 million has been provided in this year's Estimates to enable the implementation of the task force report to commence this year. I expect to be in a position to make further announcements on the detail of this implementation at the point of publication of the report.
167 Mr. Durkan asked the Minister for Education and Science the extent to which she has examined the effect of high pupil-teacher ratios; her plans to address the issues; and if she will make a statement on the matter. [5764/06]
Major improvements in school staffing have been made in recent years with the hiring of more than 5,000 additional primary teachers. This represents the largest increase in teacher numbers since the expansion of free education. 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. Under the action plan for tackling disadvantage published in 2005, there will be a reduction in class sizes to 24:1 at senior level and 20:1 at junior level in 150 primary schools serving communities with the highest concentrations of disadvantage. With more than 600 extra resource teachers put in place this school year, children with special needs are getting more support than ever before. It should be acknowledged how much progress has been made in this area in recent years.
There is more to be done to reduce class sizes further. Recently, I announced that I have secured sufficient funding to provide even smaller classes in our primary schools in the next school year and the Minister for Finance has committed to a further reduction in class size in the following year. Accordingly, over the next two years, my Department will put 500 extra teachers into our schools to reduce class size and to tackle disadvantage.
The staffing of a primary school is determined by reference to the enrolment of the school on 30 September of the previous school year. The actual number of mainstream posts sanctioned is determined by reference to a staffing schedule which is issued annually to all primary schools. The general rule is that the schedule provides at least one classroom teacher for every 29 pupils in the school. Of course, schools with only one or two teachers have much lower staffing ratios than that — with two teachers for just 12 pupils in some cases and so on — but the general rule is that there is at least one classroom teacher for every 29 children in the school.
Next year, this is being reduced to 28 children per classroom teacher and in 2007-08, it will be reduced to 27 children per classroom teacher. Officials of my Department are currently drawing up the revised staffing schedule necessary to achieve this. Schools will be asked to use the extra class teachers provided as a result of the revised schedule to provide for smaller classes in the junior grades.
In speaking about staffing in our schools, we have consistently said that priority would be given in the first instance to children in disadvantaged schools and those with special needs. We have done this and now, in line with the Government commitment, mainstream class sizes are also being reduced.
168 Mr. Sherlock asked the Minister for Education and Science if the rules for national schools will be updated; and if she will make a statement on the matter. [5747/06]
The rules for national schools were last published in 1965. Amendments, which have been made in the meantime, have been notified to the relevant school authorities by circular letters issued by my Department. My Department has been considering the matter of preparing a revised version of the rules. However, because of other more pressing and urgent work which requires to be undertaken, it has not been possible to prioritise the preparation of revised rules.
169 Mr. G. Murphy asked the Minister for Education and Science the number of primary and secondary schools with broadband Internet access; and if she will make a statement on the matter. [5592/06]
As the Deputy will be aware, my Department is currently engaged in the roll out of broadband Internet connectivity to all recognised primary and post-primary schools. This project is being undertaken in partnership with industry, following the establishment of a three-year €18 million joint Government-IBEC-TIF, Telecommunications and Internet Federation, fund. The broadband connectivity is being provided via a schools national broadband network supported by HEAnet, which will provide managed Internet access, e-mail, security controls, content filtering and other services designed to enhance the educational process. A broadband support service has also been established to assist schools with advice and information relating to the roll out and ongoing use of their broadband connectivity within the schools network.
As of close of business on Friday, 10 February 2006, the number of schools which have had their basic connectivity service installed was 3,098 and the number of schools which have had their router installed, either separately or as part of the basic connectivity service, was 2,917. In this regard, the satellite provision for 427 schools contains the necessary functionality and does not require the provision of a separate router.
170 Dr. Cowley asked the Minister for Education and Science the reason for the failure to allocate funds to provide a sports hall for a college (details supplied) in County Mayo; when the funds will be made available; when this school can expect to commence use of same; and if she will make a statement on the matter. [5328/06]
My Department is committed to funding the provision of physical education, general purpose and outdoor play areas in schools as part of the school building and modernisation programme. This is being addressed in the context of available resources and the published criteria for prioritising school building projects.
The provision of physical education halls at post-primary level is considered an integral part of the design stage for any major refurbishment programme of existing school buildings, providing always that the site is of sufficient size, or where a new school on a greenfield site is being built. The physical education hall project at the school referred to by the Deputy has been assessed in accordance with the published prioritisation criteria. The project is being considered in the context of the school building and modernisation programme 2006-10.
172 Mr. Cuffe asked the Taoiseach the most recent breakdown for the numbers of the workforce who are Irish, from the most recent accession states to the European Union, from elsewhere within the European Economic Area and elsewhere. [5828/06]
173 Mr. Deasy asked the Taoiseach the estimated number of citizens from other EU states that have taken up employment here since 1 January 2004. [6060/06]
I propose to take Questions Nos. 172 and 173 together.
The information requested is provided in the tables outlined below. The figures, which are produced by the quarterly national household survey, are considered ‘tentative' as the very large migration flows in recent years present a significant measurement challenge in a general purpose household survey such as the QNHS. The main concerns, which are based on international experience, centre around the extent to which the survey captures minority communities in a proportionate and representative manner. Notwithstanding these concerns, the CSO believes that the estimates presented in the following tables provide a broadly accurate picture of the current situation and recent trends. The figures are subject to review in the light of the results of the 2006 census of population.
Data, on the same basis as that provided in the table below, will be updated tomorrow, 16 February, in the quarterly national household survey release to reflect the position as per the fourth quarter, September-November 2005.
|
Q3 2005 |
|||||
|
Nationality |
In employment |
Unemployed |
Labour Force |
Not economically active |
Total |
|
thousands |
|||||
|
Irish |
1,830.6 |
86.0 |
1,916.6 |
1,153.9 |
3,070.5 |
|
Foreign nationals |
159.3 |
10.7 |
170.0 |
61.2 |
231.0 |
|
of which: |
|||||
|
United Kingdom |
40.5 |
2.8 |
43.3 |
24.6 |
67.8 |
|
EU15 excl. Irl. & UK |
21.4 |
1.1 |
22.5 |
4.7 |
27.3 |
|
Accession states EU15 to EU25 |
53.2 |
3.4 |
56.6 |
5.8 |
62.3 |
|
Other |
44.2 |
3.4 |
47.6 |
26.1 |
73.6 |
|
All persons 15 years and over |
1,989.8 |
96.7 |
2,086.5 |
1,215.1 |
3,301.6 |
Source: Quarterly National Household Survey, Central Statistics Office
Data may be subject to future revision
Date may be subject to sampling or other survey errors, which are greater in respect of smaller values or estimates of change.
Reference period: q3=June to August
Notes:
1. The QNHS sample is not designed to provide detailed nationality estimates and therefore caution should be used when interpreting the data
2. The figures should be regarded as indicative of broad orders of magnitude rather than definitive
3. All estimates are provisional subject to the Census 2006 results.
|
Nationality |
q1 2004 |
q2 2004 |
q3 2004 |
q4 2004 |
q1 2005 |
q2 2005 |
q3 2005 |
|
thousands |
|||||||
|
Irish |
1,723.2 |
1,722.0 |
1,779.1 |
1,766.4 |
1,771.8 |
1,779.0 |
1,830.6 |
|
Foreign nationals |
112.7 |
114.1 |
114.4 |
127.8 |
136.5 |
150.3 |
159.3 |
|
of which: |
|||||||
|
United Kingdom |
40.5 |
39.9 |
34.8 |
34.3 |
37.6 |
37.5 |
40.5 |
|
EU15 excl. Irl. & UK |
20.5 |
23.0 |
19.4 |
20.9 |
22.7 |
20.9 |
21.4 |
|
Other European |
15.8 |
16.2 |
25.4 |
35.0 |
42.2 |
54.8 |
60.2 |
|
of which Accession states EU-15 to EU-25 |
* |
* |
19.5 |
28.1 |
34.9 |
47.3 |
53.2 |
|
Other |
35.9 |
35.0 |
34.8 |
37.6 |
34.0 |
37.1 |
37.2 |
|
Total |
1,835.9 |
1,836.1 |
1,893.5 |
1,894.2 |
1,908.3 |
1,929.3 |
1,989.9 |
174 Mr. Cuffe asked the Taoiseach the most recent breakdown for the numbers of residents in the State who are Irish, from the most recent accession states to the European Union, from elsewhere within the European Economic Area and elsewhere. [5831/06]
The estimated population at April 2005 was 4.13 million. The quarterly national household survey, QNHS, provides a breakdown of the population by nationality. This is reproduced for April 2005 in the following table. However, it should be borne in mind that the QNHS data may understate the true extent of non-Irish nationals. The extent of the understatement may be of the order of 1% to 1.5% of the total population based on a comparison of nationality data taken from the QNHS for the second quarter of 2002 and census 2002.
|
Nationality |
Thousands |
Percent |
|
Irish |
3,875.3 |
93.8 |
|
Non-Irish |
255.4 |
6.2 |
|
of which |
||
|
UK |
72.3 |
1.8 |
|
Other EU 15 |
30.9 |
0.7 |
|
EU 10 (new accession countries) |
58.8 |
1.4 |
|
Elsewhere |
93.4 |
2.3 |
|
Total |
4,130.7 |
100.0 |
175 Mr. Durkan asked the Taoiseach, further to Question No. 188 of 7 February 2006, the cost of all services or advice sought or received by his Department in the past seven years from all sources other than the established Civil Service, by name, firm and other description, including advisers, special advisers, spin doctors, media consultants or others; if he received written or electronic communication from such people on a daily, weekly or monthly basis; and if he will make a statement on the matter. [5946/06]
Further to Question No. 188 of 7 February 2006, details of all public relations services and advice sought by this Department from all sources in the past seven years are detailed in the following schedule.
|
Year |
Name |
Purpose |
Cost |
|
€ |
|||
|
2005 |
Nil |
Nil |
Nil |
|
2004 |
Carr Communications |
Preparatory work on the disability strategy. The main purpose of which was to ensure consistency and quality across the outline sectoral plans and to advise on the arrangements for publication of the Disability Bill, the Comhairle (Amendment) Bill and the outline sectoral plans. |
12,100 |
|
Des Geraghty |
Promotion of the Affordable Housing Initiative including assistance with general communications issues and interaction with relevant target groups |
5,000 |
|
|
2003 |
Grayling Gilmore |
Public relations services provided in 2003 to promote and sustain awareness of Ireland’s hosting of the EU Presidency and its positive implications for the country |
60,000 |
|
2002 |
Nil |
Nil |
Nil |
|
2001 |
Nil |
Nil |
Nil |
|
2000 |
Nil |
Nil |
Nil |
|
1999 |
Nil |
Nil |
Nil |
There are no public relations staff employed by my Department. However, unestablished personnel involved in media matters within my Department include the Government press secretary and the deputy press secretary. Officials in my Department communicated with the above PR consultants as required during the course of these engagements and, if applicable, a report was submitted to the Department on the completion of the engagement.
176 Mr. Carey asked the Tánaiste and Minister for Health and Children the progress which has been made in the provision of an out of hours general practitioner service for the north side of Dublin for which tenders were invited in late 2005; and if she will make a statement on the matter. [5815/06]
The Deputy's question relates to the management and delivery of health and personal social services, which are the responsibility of the Health Service Executive, HSE, under the Health Act 2004. Accordingly, my Department has requested the parliamentary affairs division of the HSE to arrange to have this matter investigated and to have a reply issued directly to the Deputy.
177 Mr. Carey asked the Tánaiste and Minister for Health and Children when it is expected that the primary health care centre in Ballymun will be open for treatment of customers; the intended catchment area for the centre; the range of services to be provided there, for example, if a minor injury clinic will operate from there; if the centre will be open on a round the clock basis; the range and level of staffing that will be provided there, particularly in the area of speech and language and social work services; the way in which the centre is expected to impact on accident and emergency services in Beaumont, Mater and Connolly Hospitals; and if she will make a statement on the matter. [5816/06]
The Deputy's question relates to the management and delivery of health and personal social services, which are the responsibility of the Health Service Executive, HSE, under the Health Act 2004. Accordingly, my Department has requested the parliamentary affairs division of the HSE to arrange to have this matter investigated and to have a reply issued directly to the Deputy.
178 Mr. McGuinness asked the Tánaiste and Minister for Health and Children if a doctor only medical card will be issued to a person (details supplied) in County Kilkenny; and if a response will be expedited. [5839/06]
The Deputy's question relates to the management and delivery of health and personal social services, which are the responsibility of the Health Service Executive, HSE, under the Health Act 2004. Accordingly, my Department has requested the parliamentary affairs division of the HSE to arrange to have this matter investigated and to have a reply issued directly to the Deputy.
179 Mr. McGuinness asked the Tánaiste and Minister for Health and Children the progress in providing long stay beds for the care of elderly at St. Canice’s Hospital, Kilkenny; if the first phase of this work is completed; if the patients concerned have been moved to the refurbished wards and building; when the second phase commenced; the costs involved; and if she will make a statement on the matter. [5840/06]
The Deputy's question relates to the management and delivery of health and personal social services, which are the responsibility of the Health Service Executive, HSE, under the Health Act 2004. Accordingly, my Department has requested the parliamentary affairs division of the HSE to arrange to have this matter investigated and to have a reply issued directly to the Deputy.
180 Mr. McGuinness asked the Tánaiste and Minister for Health and Children her plans in relation to the land and buildings at St. Canice’s Hospital, Kilkenny; if applications have been submitted for the use of these lands by organisations based in Kilkenny associated with specific health issues; if it is intended to sell the property in total; if a commitment will be given, should any of this land be sold, to re-invest the proceeds in the area of mental health care; and if she will make a statement on the matter. [5841/06]
The Deputy's question relates to the management and delivery of health and personal social services, which are the responsibility of the Health Service Executive, HSE, under the Health Act 2004. Accordingly, my Department has requested the parliamentary affairs division of the HSE to arrange to have this matter investigated and to have a reply issued directly to the Deputy.
181 Mr. McGuinness asked the Tánaiste and Minister for Health and Children the reason for the waiting lists for physiotherapy at St. Luke’s Hospital, Kilkenny; her plans to relieve the problem; and if she will make a statement on the matter. [5842/06]
The Deputy's question relates to the management and delivery of health and personal social services, which are the responsibility of the Health Service Executive, HSE, under the Health Act 2004. Accordingly, my Department has requested the parliamentary affairs division of the HSE to arrange to have this matter investigated and to have a reply issued directly to the Deputy.
182 Mr. Rabbitte asked the Tánaiste and Minister for Health and Children when it is intended to end the practice of involuntary committal of patients to psychiatric hospitals under the mental health Act of 1945 in view of the unsatisfactory nature of the Act and the serious concerns expressed by human rights groups concerning the procedures used under this legislation; and if she will make a statement on the matter. [5852/06]
Under the provisions of the Mental Health Act 2001, mental health tribunals, operating under the aegis of the Mental Health Commission, will conduct a review of each decision by a consultant psychiatrist to detain a patient on an involuntary basis or to extend the duration of such detention. The review will be independent, automatic and must be completed within 21 days of the detention-extension order being signed. As part of the review process the mental health tribunal will arrange, on behalf of the detained person, for an independent assessment by a consultant psychiatrist and the commission will also operate a scheme to provide legal aid to patients whose detention is being reviewed by a tribunal.
The Deputy will be aware that the commencement of the legislative provisions for tribunals has been delayed for some time due to an industrial relations dispute. The issue was resolved in late January and the Mental Health Commission is currently putting in place the necessary arrangements for the establishment of mental health tribunals. Accordingly, I hope to commence the relevant provisions of the Act as soon as is feasible in 2006.
While I appreciate the need to implement in full the provisions of the Mental Health Act 2001 as soon as possible, the Mental Treatment Act 1945 does contain a number of safeguards to protect the interests of persons who are involuntarily detained. Such safeguards include the right of appeal, as appropriate, to the Minister, the President of the High Court, the Registrar of Wards of Court, the HSE or the Inspector of Mental Hospitals and the right to complain.
183 Mr. Kenny asked the Tánaiste and Minister for Health and Children her views on the residential and non-acute care accreditation scheme that she received from the Irish Health Services Accreditation Board; the action she will take regarding the proposed scheme; and if she will make a statement on the matter. [5856/06]
My Department has had discussions with the Irish Health Services Accreditation Board about the development and operation of accreditation schemes for residential care and primary care services. The board intends to further develop these schemes in 2006.
184 Mr. Ring asked the Tánaiste and Minister for Health and Children if the reason persons (details supplied) in County Mayo who have been told that they no longer remain on a doctor’s list will be investigated; and the reason for same. [5861/06]
The Deputy's question relates to the management and delivery of health and personal social services, which are the responsibility of the Health Service Executive, HSE, under the Health Act 2004. Accordingly, my Department has requested the parliamentary affairs division of the HSE to arrange to have this matter investigated and to have a reply issued directly to the Deputy.
185 Ms Enright asked the Tánaiste and Minister for Health and Children the timeframe involved following receipt of an application for the domiciliary care allowance; when a decision will be made on an application by a person (details supplied) in County Laois in December 2004; and if she will make a statement on the matter. [5886/06]
The Deputy's question relates to the management and delivery of health and personal social services, which are the responsibility of the Health Service Executive, HSE, under the Health Act 2004. Accordingly, my Department has requested the parliamentary affairs division of the HSE to arrange to have this matter investigated and to have a reply issued directly to the Deputy.
186 Ms Enright asked the Tánaiste and Minister for Health and Children the number of disabled car parking spaces available at Tullamore General Hospital; if she intends to increase this number due to demand; and if she will make a statement on the matter. [5887/06]
The Deputy's question relates to the management and delivery of health and personal social services, which are the responsibility of the Health Service Executive, HSE, under the Health Act 2004. Accordingly, my Department has requested the parliamentary affairs division of the HSE to arrange to have this matter investigated and to have a reply issued directly to the Deputy.
187 Mr. F. McGrath asked the Tánaiste and Minister for Health and Children if she will not downgrade the Children’s University Hospital, Temple Street, Dublin, and if she will support its redevelopment; and if Temple Street will be made the main children hospital here. [5908/06]
On 3 February, the Health Service Executive published a report on the delivery of tertiary paediatric services in this country. The HSE commissioned the report at my request.
The report, which was prepared by McKinsey & Co., recommends that best outcomes for children should be provided by one national tertiary paediatric centre which would also provide all secondary paediatric services for the greater Dublin area. Arising from the recommendations, a joint HSE-Department of Health and Children task group is being established to progress matters and to advise on the optimal location for the new facility. The task group's conclusions will inform decisions as regards the Mater-Temple Street project.
188 Mr. Naughten asked the Tánaiste and Minister for Health and Children her plans for the formulation of a national stroke care policy; and if she will make a statement on the matter. [5918/06]
In 2005, I met with the Irish Heart Foundation to discuss inter alia services for patients with stroke. Following that meeting, the foundation, with the support of a grant of €70,000 from my Department, convened a national stroke review group, NSRG. The NSRG has representatives from the HSE and from a wide range of relevant professional and voluntary organisations — community health nurses, speech therapists, volunteer scheme and so forth. The group developed a comprehensive research proposal over a period of nine months based on methods used for an audit of hospital and community services in the UK.
The planned research which is due to start on 1 March 2006 is for a national audit of stroke services, to include: an audit of hospital-based stroke services — organisational aspects of care in acute hospitals, especially organised stroke care; and a clinical audit of stroke care, involving review of clinical case notes for a selected sample of patients; an audit of community-based stroke services, to include surveys of GPs, allied health professionals, patients and carers, and nursing homes.
These audits will provide excellent baseline information on which to benchmark progress in developing stroke services and I understand the entire study is scheduled to take 18 months to complete. The NSRG will monitor progress of the research and use the findings to make recommendations on the development of stroke services. My Department and the Health Service Executive will consider policy implications in the light of this national service audit.
189 Mr. Naughten asked the Tánaiste and Minister for Health and Children the number of nursing home care packages promised in 2005 on a county basis; the number of nursing home care packages delivered in 2005 on a county basis; and if she will make a statement on the matter. [5919/06]
The Deputy's question relates to the management and delivery of health and personal social services, which are the responsibility of the Health Service Executive, HSE, under the Health Act 2004. Accordingly, my Department has requested the parliamentary affairs division of the HSE to arrange to have this matter investigated and to have a reply issued directly to the Deputy.
190 Mr. Naughten asked the Tánaiste and Minister for Health and Children the number of nursing home care packages promised for delivery in 2006; their expected roll out date; and if she will make a statement on the matter. [5920/06]
The Deputy will be aware that €55 million was allocated to home care packages in the 2006 budget. This is a full year cost, €30 million of which relates to 2006 and which will provide for an additional 2,000 packages this year.
The Deputy's question regarding the roll out of these packages relates to the management and delivery of health and personal social services, which are the responsibility of the Health Service Executive under the Health Act 2004. Accordingly, the Department has requested the parliamentary affairs division of the HSE to arrange to have this matter investigated and to have a reply issued directly to the Deputy.
191 Mr. Gregory asked the Tánaiste and Minister for Health and Children the guidelines which exist to ensure that medical prescriptions are secure and cannot be easily forged in view of the huge problem of addiction to prescription drugs, many of which are fraudulently obtained and sold on the streets; if the bar coding of prescriptions, as is the practice in Britain, is being considered; and if she will make a statement on the matter. [5945/06]
The problem of addiction to prescription medicines relates mainly to drugs which are controlled under the Misuse of Drugs Acts 1977 and 1984. Regulations made under those Acts provide a number of requirements for the security of prescriptions.
Article 13 of the Misuse of Drugs Regulations 1988 specifies the form of a medical prescription for certain controlled drugs under the Misuse of Drugs Acts. The prescription shall be in ink or otherwise so as to be indelible and be signed by the person issuing it with his or her usual signature and dated by him or her; be written by the person issuing it in his or her own handwriting; clearly indicate the name, title, address and telephone number of the person issuing it; specify the name and address of the person for whose treatment it is issued; specify the dose to be taken and in the case of a prescription for a total quantity intended to be dispensed by instalments; and contain a direction specifying the amount and intervals at which the instalments may be dispensed. The total quantity to be supplied must be stated in both words and figures. Section 14 of the Misuse of Drugs Regulations, 1988 specifies that a person shall not supply a controlled drug on a prescription unless the prescription complies with these provisions.
The Misuse of Drugs (Supervision of Prescription and Supply of Methadone) Regulations 1988 control the prescription and supply of methadone. Recipients of methadone must be registered on a central treatment list and methadone may only be prescribed by specially trained general practitioners.
The guidance document entitled Benzodiazepines: Good Practice Guidelines for Clinicians was published in 2002. It provides advice on benzodiazepine prescribing and was issued to all general practitioners. Similar, but less detailed, requirements are laid down for prescriptions for medicinal products other than controlled drugs. The possibility of using barcodes on prescriptions has not been examined in this country. However if such a practice were shown to be successful in other jurisdictions, it would be appropriate to examine the possibility of introducing it in this country.
192 Mr. Wall asked the Tánaiste and Minister for Health and Children the figures in regard to persons suffering from depression on an age basis; and if she will make a statement on the matter. [5950/06]
Information on the number of persons suffering from depression on an age basis is not collected by my Department. It is known however, that depression was the most frequent cause of admissions to Irish psychiatric units and hospitals in 2004 and accounted for 29.5% of all admissions. The age profile of such admissions for persons suffering from depression is as follows:
|
Age |
Number of admissions due to depressive disorders 2004 |
% of total admissions |
Total admissions to psychiatric units and hospitals 2004 |
|
Under 16 |
3 |
21.4 |
14 |
|
16-19 |
168 |
26.6 |
632 |
|
20-24 |
429 |
22.1 |
1,937 |
|
25-34 |
1,024 |
23.5 |
4,349 |
|
35-44 |
1,417 |
29 |
4,890 |
|
45-54 |
1,326 |
29.9 |
4,438 |
|
55-64 |
1,063 |
34.3 |
3,097 |
|
65-74 |
678 |
37 |
1,833 |
|
75 and Over |
457 |
42.3 |
1,080 |
|
Unspecified |
1 |
11.1 |
9 |
|
Total |
6,566 |
29.5% |
22,279 |
Source: Activities of Irish Psychiatric Units and Hospitals 2004 — Health Research Board
193 Mr. Wall asked the Tánaiste and Minister for Health and Children the actions or plans her Department has taken to overcome obesity in children; the meetings she has had with the Departments of Education and Science and Arts, Sport and Tourism in regard to the matter; and if she will make a statement on the matter. [5951/06]
In response to the increase in overweight and obesity in the Irish population the campaign entitled Every Step Counts . . . Small Changes Make the Difference was launched in 2004. This campaign promoted the two main lifestyle areas of healthy eating and regular physical activity. This was followed by a further campaign in November of 2005 entitled Take 5 Steps . . . to a Healthier You. The report of the national taskforce on obesity, which was launched in May 2005, made a number of recommendations designed to enable individuals to make healthy food choices. Additional funding of €3 million has been made available to the Health Service Executive to support the implementation of the report's recommendations.
A multisectoral and multidisciplinary approach is required to implement the recommendations arising from a range of health promotion policies including the report of the national task force on obesity. While officials in the health promotion unit meet regularly with their counterparts in other Departments, the strengthening of these links, including the possible establishment of a new structure, is being actively examined in the Department.
A national nutrition policy is being developed by the Department and it is envisaged that this policy will provide strategic direction on nutrition for the next five to ten years. The target group is young people, aged under 18 years, and the priority actions are obesity and food poverty. A national consultation has taken place and the policy is due to be published in 2006.
194 Mr. G. Mitchell asked the Tánaiste and Minister for Health and Children if the Health Service Executive will review a decision not to increase the payment of €5 per week to a person (details supplied) in Dublin 12 to support their aunt; if they are entitled to a capital payment in view of the status of their aunt; and if arrangements will be made for a detailed reply. [6046/06]
The charging for long stay care under the Health (Amendment) Act, 2005 is being implemented by way of the Health (Charges for In-Patient Services) Regulations 2005. These regulations were signed on 14 June 2005 and reinstated charges for inpatient services and provided for the levying of a charge in respect of the maintenance of persons in receipt of inpatient services. The regulations were prepared following extensive consultation with the HSE and others.
Section 53 of the Health Act 1970, as amended by the Health (Amendment) Act 2005, provides, inter alia, for the levying of a charge where inpatient services have been provided for a period of not less than 30 days or for periods aggregating not less than 30 days within the previous 12 months. In this regard, charging of patients in long-term care commenced on 14 July 2005, which was after the expiration of 30 days after the regulations were signed. The regulations, in keeping with section 53 of the Health Act 1970, as amended, have provided for two different classes of persons on whom charges can be levied.
Class 1 refers to people in receipt of inpatient services on premises where nursing care is provided on a 24 hour basis on those premises. In this case, a weekly charge can be levied of €120 or the weekly income of that person less €35, whichever is the lesser. Class 2 refers to people in receipt of inpatient services on premises where nursing care is not provided on a 24 hour basis on those premises. In this situation, a weekly charge can be levied of €90, or the weekly income of that person less €55 or 60% of the weekly income of that person, whichever is the lesser.
These regulations provide for the maximum charge to be levied on either class of person. The HSE has the power to reduce or waive a charge on the grounds of "undue hardship". Under section 1(b) of the Health (Amendment) Act 2005, the HSE can examine a person’s overall financial situation in view of the person’s reasonable expenditure as regards themselves or their dependants, if any. It is a matter for the HSE, based on its own legal advice and taking into account the individual circumstances as well as the service being provided, to make a decision on any charges levied.
With regard to entitlement to a capital payment, the Government has agreed the key elements of a scheme for the repayment of long stay charges for publicly funded residential care. All those fully eligible persons who were wrongly charged and are alive and the estates of all those who were wrongly charged and died since 9 December 1998 will have the charges repaid in full. The scheme will not allow for repayments to the estates of those who died prior to that date. The repayments will include both the actual charge paid and an amount to take account of inflation, using the consumer price index, since the time the person involved was charged. The scheme will be designed and managed with the aim of ensuring that those who are eligible for repayments receive them as soon as possible and with the minimum possible imposition in terms of bureaucracy. Priority will be given to those who are still alive. Many of those who are eligible for a repayment have been identified as a result of initial payments of up to €2,000, made following my initial announcement in December 2004. These payments will be incorporated into repayments made under the national repayment scheme.
The Deputy's question relates to a specific case that involves the management and delivery of health and personal social services and which are the responsibility of the Health Service Executive under the Health Act 2004. Accordingly, my Department has requested the parliamentary affairs division of the HSE to arrange to have a reply issued directly to the Deputy in relation to this case.
195 Mr. Durkan asked the Tánaiste and Minister for Health and Children when a medical card will issue in the case of a person (details supplied) in County Kildare who receives the disability benefit and is prescribed oxygen; and if she will make a statement on the matter. [6050/06]
The Deputy's question relates to the management and delivery of health and personal social services, which are the responsibility of the Health Service Executive, HSE, under the Health Act 2004. Accordingly, my Department has requested the parliamentary affairs division of the HSE to arrange to have this matter investigated and to have a reply issued directly to the Deputy.
196 Mr. Deasy asked the Tánaiste and Minister for Health and Children the proposals she has received from the Health Service Executive to provide a dedicated transport service to Dublin and Cork hospitals for cancer patients in Waterford and elsewhere in the south east; her views on whether patients in the south east have a justified expectation that the Government provide such a service pending the availability of radiotherapy services in the south east, which is some years away; and if she will make a statement on the matter. [6061/06]
The national service plan 2006 of the Health Service Executive provides a commitment to develop proposals to support patients who have to travel long distances to access specialist services, with particular focus in 2006 on those travelling for radiotherapy treatment. I approved this plan in December and it was laid before both Houses of the Oireachtas last month. I made available an additional €9 million to the executive for developments in cancer services in 2006, inter alia, to facilitate better access to radiation oncology services, including dedicated transport arrangements.
The Deputy's question also relates to the management and delivery of health and personal, social services, which are the responsibility of the Health Service Executive under the Health Act 2004. Accordingly, my Department has requested the parliamentary affairs division of the executive to have this matter investigated and to have a reply issued directly to the Deputy.
197 Ms C. Murphy asked the Tánaiste and Minister for Health and Children her views on whether the stark lack of playground and congregation facilities for older children and teenagers is causing a phenomenon whereby older children are using facilities designed for younger children; and if she will make a statement on the matter. [6062/06]
198 Ms C. Murphy asked the Tánaiste and Minister for Health and Children the initiatives in place to provide playground facilities to older children who cannot be accommodated in facilities designed for primary school aged children; and if she will make a statement on the matter. [6063/06]
I propose to take Questions Nos. 197 and 198 together.
I have no ministerial function in regard to the direct provision of play facilities for children and teenagers. As the Deputy may be aware, the office of the Minister of State with responsibility for children is currently developing a recreation policy for young people aged 12 to 18 in conjunction with a number of Government Departments and agencies directly involved in the provision of recreation facilities and programmes for young people. The policy will be available in 2006.
The objectives of the policy are to give young people a voice in the design and implementation of recreation policies and facilities; promote structured recreation for young people and examine ways to motivate them to be involved; ensure that the recreation needs of young people are met through the development of youth friendly and safe facilities and environments; maximise the range of recreational opportunities available for young people who are marginalised, disadvantaged or who have a disability; promote relevant qualifications/standards in the provision of recreation activities; develop a partnership approach in developing and funding recreational opportunities across the statutory, community and voluntary sectors; and improve information on, evaluation and monitoring of recreational provision for young people in Ireland. It is intended that the issue of appropriate outdoor facilities for teenagers will be dealt with in the policy.
199 Mr. Cuffe asked the Minister for Finance the reason VAT at 21% is charged on the provision of caring services for the elderly. [5823/06]
The application of VAT in these cases is governed by EU law. This requires that private providers of home care services must charge VAT at the appropriate rate of up to 21%. My Department is actively examining, in consultation with the Department of Health and Children, the scope within the relevant EU directives to exempt the provision of such services from VAT in the future.
200 Mr. Cuffe asked the Minister for Finance his plans to make it easier for staff to transfer between local authorities and the Civil Service. [5830/06]
In so far as the transfer of local authority staff into the Civil Service is concerned, there are as yet no formal arrangements in place. A staff member of a local authority where suitably qualified may, however, apply to compete in all open recruitment competitions for posts in the Civil Service.
In the second report of the decentralisation implementation group published in July 2004, it was recommended, in the context of the Government's decentralisation programme, that further consideration be given to allowing such transfer. Any changes will be considered in conjunction with the relevant staff interests.
I understand that my colleague, the Minister for the Environment, Heritage and Local Government is responding to the Deputy's question in respect of transfers into a local authority.
201 Mr. Stanton asked the Minister for Finance the number of rented properties currently housing offices of the Department of Social and Family Affairs; the amount his Department has paid out in rent in respect of each of these premises used by local and other offices of the Department of Social and Family Affairs per annum each year since 2003; the amount of rent paid by his Department per annum for each year since 2003; and if he will make a statement on the matter. [6037/06]
The Commissioners of Public Works currently rent a total of 96 properties on behalf of the Department of Social and Family Affairs. The annual rent paid by the Commissioners of Public Works on behalf of the Department of Social and Family Affairs for each year since 2003 is as follows:
|
Year |
€ |
|
2003 |
10,116,848.14 |
|
2004 |
10,653,057.10 |
|
2005 |
10,885,564.19 |
The information requested by the Deputy on the rent paid out in respect of each of the premises used as local and other offices by the Department of Social and Family Affairs for each year since 2003 forms a significant body of work and is being compiled. It will be forwarded to the Deputy as soon as it is available.
202 Mr. Bruton asked the Minister for Finance the reason tax refunds which apply to persons whose earned income does not reach a taxable figure, do not apply to earnings on interest or dividend income, except if persons are over 65; and his views on a change in this provision. [5819/06]
As with most other income, interest on savings is subject to tax. With effect from 6 April 1986, DIRT has been deducted at source from interest paid or credited on accounts with licensed banks, building societies and the Post Office Savings Bank. A similar obligation has since been extended in certain circumstances to credit unions. This retention tax was introduced in the 1986 budget as the arrangements for the taxation of deposit interest up to then were regarded as unsatisfactory and gave undue advantage to some financial institutions. DIRT was subsequently regarded as satisfying an individual's full income tax liability in respect of that interest with effect from 6 April 1993.
DIRT is applied on a very wide basis and there are very few repayment situations, confined to those aged 65 and over and incapacitated persons, where there is no income tax liability. At the time the legislation was introduced, the issue of extending the ability to claim repayments of DIRT was considered and it was decided that refunds for all non-liable persons would not be allowed in the context of a final liability tax. I have no plans to extend the current DIRT repayment rules to cover such cases at present.
On dividend income, I am taking it that the Deputy is referring to dividend withholding tax. This withholding tax is available as a credit against an individual's final tax liability and may be repaid where the individual is not liable for tax.
203 Mr. Deenihan asked the Minister for Finance if a report on flooding at Ballylongford, County Kerry, is available in his Department following a visit to the village by an Office of Public Works engineer in the spring of 2005; if this report will be published; and if he will make a statement on the matter. [5877/06]
A report carried out by the Office of Public Works on flooding at Ballylongford, County Kerry, is now available and will be forwarded to Kerry County Council in the near future. I will arrange for a copy to be forwarded to the Deputy.
204 Mr. Hogan asked the Minister for Finance the number of requests for balancing statements made by PAYE taxpayers since 1 January 2005; the number of such requests that have resulted in a repayment of tax to taxpayers since then; the average amount repaid; and if he will make a statement on the matter. [5896/06]
I am informed by the Revenue Commissioners that the following table gives the statistics requested for the period from 1 January 2005 to 10 February 2006.
|
Number of balancing statements issued between 1/1/2005 and 10/02/2006. Note:Statistics are maintained on the basis of the number of balancing statements issued as against the number of requests received for balancing statements. As a separate balancing statement is issued in respect of each year involved in the review request the figure of 585,738 greatly exceeds the number of requests received. |
1/1/2005-31/12/2005: 530,274 1/1/2006-10/2/2006: 55,464 Total: 585,738 |
|
Number of requests that have resulted in a repayment of tax. Note:Again this figure represents the number of balancing statements issued from 1/1/2005 to 10/2/2006 that resulted in a repayment and is based on a separate balancing statement being issued for each year. |
1/1/2005-31/12/2005: 386,131 1/1/2006-10/2/2006: 39,436 Total: 425,567 |
|
(1)The average amount repaid by reference to the number of balancing statements issued.(2)The average amount repaid by reference to the number of balancing statements issued that resulted in a repayment. |
€567€780 |
The PAYE tax collection system was designed to collect an employee's tax liability for a year on a cumulative basis over the year. It can only collect the correct amount of tax where the employee has claimed and been granted in the annual notice of tax credits and standard rate cut-off point all the reliefs to which he or she is entitled. Revenue can only allow tax credits-reliefs on the basis of the information that is known to it. If the information on the tax credit certificate is incorrect or if there is a change in circumstances in the course of the tax year, which is not notified to Revenue, then the system will not operate as intended and the tax deducted will be incorrect.
The vast majority of taxpayers are conscious of the credits and reliefs they are entitled to and, where claims are necessary, take the required action. Revenue makes every effort possible to inform taxpayers of their entitlements and where additional tax credits are claimed the necessary adjustments in the taxpayer's affairs are speedily made.
It is, of course, the position that some reliefs need not be claimed or need be claimed only once. Claims that are not required are those where the relief is given at source, for example, pension contributions, permanent health insurance, medical insurance and mortgage interest. Reliefs that need only be claimed once are those that will remain constant in the taxpayer's profile over the year, for example, basic tax credits, PAYE credit, trade union subscription and so forth. In this instance, once claimed the reliefs are automatically carried forward from year to year. The only reliefs that need to be claimed on an ongoing basis are those that are expenditure-related such as medical expenses relief. It is such claims that give rise to the greater part of repayments of tax and this is because the relief cannot be quantified until after the end of the year.
205 Mr. Wall asked the Minister for Finance the breakdown of the national lottery funding for each of the past five years that is the total allocated to sport, youth activity, the arts, Irish language, health and community activities; if the amounts allocated are the percentage of funding agreed when the fund was first put in place; and if he will make a statement on the matter. [5947/06]
Under section 5 of the National Lottery Act 1986, the surplus from the national lottery may be used for sport and other recreation; national culture, including the Irish language; arts, within the meaning of the Arts Act 1951; health of the community; and for such other purposes as the Government may determine. The following additional categories have been so determined: youth, welfare, national heritage and amenities.
Under the legislation, the allocation of funding among the categories is a matter for the Government. There is no specific formula for the allocation of funding among categories. The Government decides on an annual basis how the surplus from the national lottery is to be allocated in the context of the overall Estimates process.
I refer the Deputy to Appendix I of the "Revised Estimates for Public Services" for the years 2001 to 2005, for details of the national lottery allocations by Vote and subhead in each of the past five years. These subheads broadly correspond to the groupings to which the Deputy refers in his question.
206 Mr. Durkan asked the Minister for Finance if further meetings are required between his Department, the Office of Public Works and Kildare County Council or other bodies or agencies in view of the immediate and pressing need to identify a site for a new school at Kill, County Kildare; if he expects all matters relating to site acquisition to be concluded before the end of the school year; and if he will make a statement on the matter. [6035/06]
I refer to my reply to Parliamentary Question No. 107 of 9 February 2006. A number of options are currently being progressed and it is not possible to say whether further meetings between the OPW and Kildare County Council will be necessary at this stage. Every effort is being made to acquire a suitable site for Kill national school as soon as possible.
207 Mr. G. Mitchell asked the Minister for Finance if he will arrange for the Revenue Commissioners to issue a refund of DIRT to a person (details supplied) in Dublin 12. [6047/06]
To date the taxpayer has not claimed a refund of deposit interest retention tax, DIRT. The Revenue Commissioners have issued the necessary forms, forms 54D, to the taxpayer for completion. On receipt of the completed forms, the refund will be processed without delay.
208 Mr. Durkan asked the Minister for Finance the costs to date in 2006, including investigation, assessment, acquisition or other costs, associated with the provision of a new Garda station at Leixlip, County Kildare; the number of sites examined; the costs associated with assessment or examination in each case; when it is expected the Garda station is likely to become available; and if he will make a statement on the matter. [6052/06]
No costs have been incurred to date in 2006 in the provision of the proposed new Garda station for Leixlip, County Kildare. Some 16 sites were investigated. As all these sites were examined by OPW architectural staff, no direct costs were incurred. The part 9 planning consultation process has not yet been completed.
It is not possible to say precisely how long this will take but the Commissioners of Public Works should be in a position to make a formal decision in the matter in a number of weeks. Proceeding to tender invitation, placing of contract and so forth is dependent on the outcome of this process.
209 Mr. Cuffe asked the Minister for Communications, Marine and Natural Resources the reason the providers of renewable electricity are obliged to pay the public service obligation levy for the provision of renewable energy. [5827/06]
Section 39 of the Electricity Regulation Act 1999 provides the statutory framework for the imposition of public service obligations on electricity undertakings by means of ministerial order. This section provides for the recovery, by way of levy on final customers, of the additional costs incurred by the undertaking on which the obligation is imposed in complying with an order made under this section. Under the Act, a final customer is defined as a person being supplied with electricity at a single premises for consumption on those premises.
The relevant order made under section 39 provides that it shall be the duty of suppliers — which includes suppliers of renewable electricity — of electricity to a final customer to invoice the public service obligation levy to each such customer on the basis notified to them by the Commission for Energy Regulation in respect of each electricity account held by such final customer, and to collect from them the amount of the levy payable in respect of each such account in accordance with the provisions of the order.
All appropriate amounts collected are ultimately paid to the undertaking on which the obligation is imposed.
210 Mr. Broughan asked the Minister for Communications, Marine and Natural Resources if, in view of the fact that Stamullen, a village of 2,500 people in the 01 area, has no Eircom broadband service, he will state the position with regard to the roll out of broadband for the local residents of this area; and if he will make a statement on the matter. [5909/06]
The provision of telecommunications, including broadband, is a matter in the first instance for the private sector companies operating in a fully liberalised market regulated by the independent Commission for Communications Regulation, ComReg.
211 Mr. F. McGrath asked the Minister for Communications, Marine and Natural Resources if it is allowed to put a Vodafone mast on Richmond Road, Dublin 3; if local residents should be consulted; and if there are health issues involved with this construction. [5943/06]
Issues relating to the locations of telecommunications masts are not matters for me but for the relevant local authorities under the aegis of my colleague, the Minister for the Environment, Heritage and Local Government.
The Department of Communications, Marine and Natural Resources maintains a watching scientific brief on health issues relating to non-ionising radiation, including mobile telephony. The Department's involvement in matters concerning the health effects of non-ionising radiation, which includes radio frequency emissions from mobile phone base stations, is guided by advice from national and international health authorities, including the World Health Organisation of the United Nations. Mobile telephones are in use internationally. The global limits for non-ionising radiation have been established internationally by the International Commission for Non-Ionising Radiation Protection. There is no scientific evidence that exposure up to these limits is damaging to health.
212 Mr. Broughan asked the Minister for Foreign Affairs the measures which are being taken by the Government at an international level and through membership of European and global institutions to promote human rights in Burma and to bring about the release of Aung San Suu Kyi; and if he will make a statement on the matter. [5906/06]
Ireland takes a consistently strong position on Burma in its bilateral contacts, in the European Union framework and at the United Nations. With its EU partners, it avails of all opportunities to condemn the abuse of human rights and fundamental freedoms in Burma and to deplore the lack of progress towards democracy. Our goal remains an end to human rights violations, the release and restoration of liberty to Aung San Suu Kyi and all other political prisoners and the realisation of democracy, peace and prosperity for the long-suffering people of Burma.
As I have been deeply concerned about the ongoing detention under house arrest of Aung San Suu Kyi, I use every available occasion to highlight her plight and to call for her immediate release. On 24 October last, I marked the tenth anniversary of her detention by issuing a statement calling for her release and the release of all other political prisoners. In my statement on behalf of Ireland to the 60th session of the UN General Assembly last September, I referred to the continuing denial of human rights and democracy in Burma. I stated that it is most acutely symbolised by the continued detention of Aung San Suu Kyi and that her ordeal was not forgotten by the people of Ireland.
On 28 November last, Ireland joined its EU partners in issuing a statement expressing deep concern about reports that Aung San Suu Kyi's detention had been extended. The statement said that the release of all political prisoners would help to facilitate an open and genuine dialogue, involving all ethnic and political groups in Burma, in the interests of national reconciliation and the resolution of Burma's longstanding political and humanitarian problems.
I assure the Deputy that I will continue to raise the issues in question on all possible occasions and to work for real progress in Burma. I am pleased that the UN Security Council held a briefing on the situation in Burma last December. The UN Secretary General is expected to appoint a new special representative on Burma in the near future, to replace Mr. Razali Ismail who resigned at the end of last year. I hope the new special representative and the UN special rapporteur on the human rights situation in Burma, Mr. Sergio Pinheiro, will be allowed to visit Burma at an early date to meet all the key players there.
I welcome the fact that the Association of South East Asian Nations recently announced that it would send the Malaysian Foreign Minister as an envoy to Burma. The EU applies a range of sanctions and restrictive measures against Burma, referred to as the EU common position, which is up for renewal in April 2006. In view of the absence of any progress in Burma, Ireland will strongly support the renewal of the measures for a further year.
213 Aengus Ó Snodaigh asked the Minister for Foreign Affairs if he will make a document (details supplied) from a meeting of the EU’s political and security committee Troika in May 2004, which was attended by Irish representatives, reporting on a meeting with the US in Brussels on 26 May 2004 available to the Houses of the Oireachtas; the persons who were the Irish representatives at this meeting; and if he will make a statement on the discussions and conclusions of the Troika meeting. [6043/06]
The document referred to in the Deputy's question is a report of an official level EU-US meeting of 26 May 2004, which was prepared by the general secretariat of the European Union Council of Ministers for the confidential information of European Union governments. While the confidentiality of the document precludes it from being made available, I can inform the Deputy that the meeting formed part of the regular series of exchanges between the EU and the US at senior official level on a wide range of international political and security issues. Ireland was represented at the meeting by its ambassador to the political and security committee of the EU Council of Ministers. Its attendance at the meeting arose as part of its responsibilities as the holder of the Presidency of the Council from January to June 2004.
214 Mr. Wall asked the Minister for Arts, Sport and Tourism the number of public swimming pools in the control of the local authorities here; the number planned; and if he will make a statement on the matter. [5948/06]
As far as the Department of Arts, Sport and Tourism is aware, there are 74 local authority swimming pool facilities — 64 indoor pools and ten outdoor pools — in this country. Some pools are open on a seasonal basis only. A number of pools which have been closed for some time are being replaced.
The Department administers the local authority swimming pool programme, which provides grant aid to local authorities in respect of the capital costs of a new swimming pool, a replacement pool or the refurbishment of an existing pool. The closing date for receipt of applications under the programme was 31 July 2000. Since then, 56 projects have been or are being dealt with, of which 18 have been completed and 14 are under construction or are about to start construction. The 14 projects in the latter group are in Cobh — replacement, Youghal — new, Drogheda — replacement, Ballyfermot — replacement, Jobstown — new, Clondalkin — replacement, Letterkenny — replacement, Monaghan — replacement, Ballybunion — new, Killarney — new, Askeaton — replacement outdoor pool, Portlaoise — replacement, Portarlington — refurbishment, and Longford — replacement.
Of the 24 other projects which are at various stages under the programme — four at tender stage, 13 at contract document stage and seven at preliminary report stage — seven are new pools, ten are replacement pools and seven are refurbishments of existing pools. The Department is carrying out an expenditure review of the programme, examining among other things how it has worked to date, the benefits which have accrued to the areas where pools have been built under the programme and what amendments, if any, are required to ensure the effective and efficient delivery of the programme. The question of reopening the programme will be considered following the completion of the review.
215 Mr. Cuffe asked the Minister for Arts, Sport and Tourism the capital and current spending on dog racing, horse racing and other sports, in the last year for which figures are available; and if he will make a statement on the matter. [5824/06]
The following table sets out the 2005 current and capital allocation to Horse Racing Ireland and Bord na gCon from the horse and greyhound racing fund.
|
Current |
Capital |
Total |
|
|
(€m) |
(€m) |
(€m) |
|
|
Horse Racing Ireland |
46.84 |
7.84 |
54.68 |
|
Bord na gCon |
8.00 |
5.67 |
13.67 |
|
Horse and Greyhound Racing Fund |
54.84 |
13.51 |
68.35 |
Under the national lottery-funded sports capital programme, which is administered by the Department of Arts, Sport and Tourism, funding is allocated to sporting and community organisations at local, regional and national level throughout the country. In 2005, a total of €56.8 million was paid out in respect of grants allocated under the programme, which is advertised annually.
Under the local authority swimming pool programme, which is administered by the Department, funding is given to local authorities in respect of the capital costs of a new swimming pool, a replacement pool or the refurbishment of an existing pool. Some €14.1 million was paid under the programme in 2005. A total of €34.4 million was allocated to the Irish Sports Council in 2005 to enable it to deliver its various programmes and activities, including the funding of sports organisations.
216 Mr. Wall asked the Minister for Arts, Sport and Tourism the number of public swimming pools that have received capital funding under the lottery grant scheme for each of the past five years; and if he will make a statement on the matter. [5957/06]
Grant assistance from Exchequer sources is provided towards the capital cost of the "wet facilities" in a new, replacement or refurbished public pool under the local authority swimming pool programme. Under the national lottery-funded sports capital programme, which is administered by the Department of Arts, Sport and Tourism, it is open to local authorities to apply for funding for "dry facilities" which are ancillary to the pools or for a range of other sporting and leisure facilities to combine with the pool to create a municipal multi-sport centre. The local authority swimming pool programme provides for a maximum grant level of 80% of eligible costs, or 90% in the case of disadvantaged areas, subject to a maximum of €3.8 million.
Since 2001, grant aid has been approved for 23 swimming pool projects, of which nine have been completed and are open and 14 are under construction or about to start construction. In 2002, grant aid of €3,809,214 was approved for replacement pools at Ballinasloe and Finglas. In 2003, grant aid of €86,400 was approved for the refurbishment of the pool at Tralee aquadome, grant aid of €3,809,214 was approved for the refurbishment of the pool at Tralee sports and leisure centre, grant aid of €3,809,214 was approved for a new pool at Grove Island in Limerick and grant aid of €1,641,934 was approved for the refurbishment of the pool at Clonmel.
In 2004, grant aid of €3,809,214 was provided for the refurbishment of the pool at Churchfield in Cork city, replacement pools in Tuam, Ballymun, Cobh, Ballyfermot, Drogheda and Letterkenny and new pools at Youghal and Jobstown. In 2005, grant aid of €3,809,214 was provided for replacement pools in Monaghan and Clondalkin, a replacement outdoor pool in Askeaton and new pools at Ballybunion and Killarney. In 2006, grant aid of €3,809,214 was provided for replacement pools in Portlaoise and Longford and the refurbishment of the pool at Portarlington.
Funding under the national lottery funded sports capital programme has been allocated to sports centres connected to 15 pools since 1999. Some €2 million has been allocated in Ballyfermot, €634,869 has been allocated in Ballymun, €300,000 has been allocated in Birr, €400,000 has been allocated in Churchfield, €450,000 has been allocated in Cobh, €185,000 has been allocated in Dundalk, €640,000 has been allocated in Dundrum, €83,092 has been allocated in Enniscorthy, €5,363,422 has been allocated in Finglas, €1.5 million has been allocated in Killarney, €2,539,476 has been allocated in Letterkenny, €850,000 has been allocated in Monkstown, €634,869 has been allocated in Portlaoise, €342,829 has been allocated in Tullamore and €500,000 has been allocated in Youghal.
217 Mr. Wall asked the Minister for Arts, Sport and Tourism the number of different sports that have sought capital funding under the lottery grant scheme for each of the past five years; and if he will make a statement on the matter. [5958/06]
The national lottery funded sports capital programme, which is administered by the Department of Arts, Sport and Tourism, allocates funding to sporting and community organisations at local, regional and national level. The programme is advertised on an annual basis. In 2002 and 2003, 38 sports were represented in the applications which were submitted; in 2004, 47 sports were represented in the applications which were submitted; in 2005, 44 sports were represented in the applications which were submitted; and in 2006, 45 sports were represented in the applications which were submitted.
218 Mr. Wall asked the Minister for Arts, Sport and Tourism if his Department has carried out an investigation or the information his Department has as to the reason such a percentage of grants has not been drawn down from the capital national lottery funding; and if he will make a statement on the matter. [5959/06]
Under the Department of Arts, Sport and Tourism's sports capital programme, grants are allocated to sporting and to voluntary and community organisations for the provision of sporting and recreational facilities and equipment. This and the previous Government have provided €394.8 million in funding to 4,923 projects under the programme since 1998.
The Department is continually evaluating the operation of the programme with a view to improving the rate of grant drawdown within the context of the resources available, while ensuring the protection of the public funding allocated without compromising best practice in the requirements for the grant drawdown. In a number of cases each year, delays arise on the part of the grantees in meeting the requirements, for example, in supplying the required legal, financial and other documentation.
As I informed the Deputy in response to a recent question, some 1,070 of the 3,575 grantees in the 2001-05 period have not drawn down a payment. It should be noted that 898 of that 1,070 grantees in question, or 84% of them, were allocated grants under the two most recent programmes, in 2004 and 2005. I expect that the rate of payments for the grantees will increase considerably in the coming months. Under the guidelines, terms and conditions of the programme, a "sunset clause" provision exists allowing for a grant to be withdrawn if within 15 months of the date of allocation the grantee is unable to satisfy the Department that it is in the process of drawing down the grant. Grants of €12.99 million, which were allocated, have been withdrawn since 2000.
I am hopeful that the rate of withdrawals by the Department will increase still further during 2006, thereby reducing the number of outstanding grants, while taking into account the circumstances — for example, if the project involved is in a highly disadvantaged area or is of significance in terms of a large integrated multi-sport project — in which a timeframe greater than provided in the sunset clause provision is required so that the grantee can deliver the project.
219 Mr. Wall asked the Minister for Arts, Sport and Tourism if the guidelines of the application for lottery funding permit clubs to seek grants for tutors, physical education instructors or specialists in the respective fields of art and sport; if not, his plans to provide such guidelines; and if he will make a statement on the matter. [5961/06]
The national lottery-funded sports capital programme, which is administered by the Department of Arts, Sport and Tourism, allocates funding to sporting and community organisations at local, regional and national level. The programme is advertised on an annual basis. As it is a capital programme, by definition, applications must relate to capital projects, which for the purpose of the programme are defined as the improvement or construction of an asset or the acquisition of permanently based sports equipment, and do not include support for the employment of specialists of the nature referred to by the Deputy.
Grants are awarded to the national sports governing bodies by the Irish Sports Council, which is the statutory body responsible for the development of sport in Ireland, towards the funding of programmes aimed at increasing participation and improving levels of performance. I am aware that under the programmes provision exists for the employment of specialists in the areas of sports administration and coaching. The Irish Sports Council's budget for 2006 is €40.9 million, which represents an increase of 19% on the 2005 budget.
The Arts Council, which derives an element of its funding from the national lottery fund, is the principal vehicle for the provision of State aids to the arts. It provides supports across a broad spectrum of arts activities to a broad variety of groups and is independent in the disbursal of its funds.
220 Mr. Carey asked the Minister for Enterprise, Trade and Employment if it is intended to relocate the services of Enterprise Ireland, currently located in Glasnevin, Dublin 11 to another site; if so, the intended use of the present premises; and if he will make a statement on the matter. [5822/06]
The issue of Enterprise Ireland's office accommodation is an administrative matter for the agency itself and authority for decisions regarding its property clearly rests with the agency under section 6 and section 24 of the Industrial Development (Enterprise Ireland) Act 1998. Enterprise Ireland operates from four locations in Dublin and has always sought to unify the agency in order to achieve greater levels of efficiency and cohesion. Furthermore, the leases on two of its Dublin offices will expire shortly presenting an accommodation problem for the agency.
I understand that discussions with staff are ongoing with a view to relocating the agency's Dublin based offices to East Point business park.
221 Mr. Hogan asked the Minister for Enterprise, Trade and Employment the number of instances since September 2004 in which he brought officials from his Department to briefings or meetings with the Fianna Fáil Parliamentary Party; the briefings or meetings attended solely or predominantly by members of the Fianna Fáil Parliamentary Party; the topics discussed at such meetings; the records kept of such discussions; and if he will make a statement on the matter. [5895/06]
On one occasion an official of my Department attended a meeting with the Fianna Fail Parliamentary Party. The meeting took place in November 2005. I requested the official in question to attend the meeting with me in order to provide clarification on technical aspects of my Department's report on the groceries order. No departmental record was kept of this meeting.
222 Mr. Costello asked the Minister for Enterprise, Trade and Employment if the FÁS training centre at Jervis Street, Dublin 1 is being downgraded; if planning permission has been sought for a development on the site or part thereof; and if he will make a statement on the matter. [5917/06]
This is a day-to-day matter for FÁS as part of its responsibilities under the Labour Services Act 1987. However, I understand from FÁS that following a review of the management structures in the FÁS Dublin region, it was agreed that, in the context of staff reductions within the organisation, the current level of training activity in the Jervis Street centre does not require the services of both a full-time training centre manager and a full-time assistant training centre manager.
The assistant training centre manager will take day-to-day responsibility for the 12 training courses that currently take place in the training centre and will in turn report to the training centre manager at Cabra, who will assume overall responsibility for training activity on the Jervis Street site. The services offered to FÁS customers will be unaffected.
The question of planning permission for the site is a matter for the proprietors of the Jervis Street building. FÁS has a lease agreement which extends to 2009 and it is the intention of the organisation to remain in this location.
223 Mr. Deasy asked the Minister for Enterprise, Trade and Employment if his attention has been drawn to the fact that 3.97% of the total on the unemployed live register are from Waterford city and county, while 2.59% of the population of the State live in the city and county of Waterford; his views on whether this represents a 50% greater level of unemployment in Waterford than the national average and that it requires urgent attention; the measures he proposes to tackle this unacceptable situation in Waterford; and if he will make a statement on the matter. [6058/06]
The live register is not designed to measure unemployment. It includes part-time workers as well as seasonal and casual workers entitled to unemployment assistance or benefit. Unemployment is measured by the quarterly national household survey, or QNHS. The QNHS shows that since 1997 unemployment in the south-east region has fallen in line with the decrease in unemployment across the country. In addition, employment in the region has increased by approximately 39%, or 58,200 jobs, over the same period. This compares favourably with the national increase of 35%.
The latest available job vacancy data indicates that the demand for labour in Waterford remains strong with recruitment advertisements in January 2006, 38% higher than January 2005. This strong demand for labour in Waterford reflects the continuing national pattern of significant job vacancies.
The agencies under the aegis of my Department continue to place considerable emphasis on the creation and retention of employment in Waterford. IDA Ireland is seeking to develop Waterford city as the gateway location for the south east in overseas investment. As part of the process of developing the capabilities of the city, IDA works very closely with its partners such as Enterprise Ireland, FÁS, WIT and a range of private sector interests who supply business support services to the city.
The IDA strategy for the south east involves the development of a knowledge-based economy so that the region can compete both nationally and internationally for foreign direct investment. The key greenfield sectors being targeted are pharmaceuticals, medical technologies, ICT and international financial services. The profile of industry in Waterford has been changing over the last few years with companies such as Genzyme, Sun Life and AOL investing in these newer knowledge based services.
In 2005, BISYS hedge fund services established a new operation in the city, with the support of the IDA, which will create 250 new highly skilled, knowledge based jobs over the next five years. In the period 2000 to 2004, the latest date for which IDA figures are available, employment in IDA supported companies in Waterford county has increased by 18.6%, or 873 persons. County data for 2005 will be available from the IDA at the end of February.
Enterprise Ireland reports that in 2005 there was a net loss of jobs in Enterprise Ireland supported companies in County Waterford of 433. The major contributor to this figure was the loss of 380 jobs in Waterford Crystal in Dungarvan. From the beginning of 2003 to date, Enterprise Ireland approved support of over €8.2 million and made payments of over €8 million in County Waterford to support investment in areas such as research and development, capability building and process development.
Enterprise Ireland has provided other supports, including funding for the development of 13 community enterprise centres in the south-east region over the past ten years, four of which are in County Waterford. The aim of these centres is to promote the development of commercial enterprises in local areas. Through its employment offices and training centres, FÁS actively engages with job seekers and those on the live register in the provision of training and job placement.
I am confident that the strategies and policies being pursued by the agencies, together with the ongoing commitment of the Government to regional development, will bear fruit in terms of investment and jobs for the south east in general and County Waterford in particular.
224 Mr. Deasy asked the Minister for Enterprise, Trade and Employment the number of non-EU nationals that have received work permits in each of the years 2002, 2003, 2004 and 2005. [6059/06]
The total number of work permits granted by the work permit section for the years 2002, 2003, 2004 and 2005 is detailed below.
|
Year |
New Permits |
Renewals |
Group |
Total |
|
2002 |
23,306 |
16,547 |
431 |
40,284 |
|
2003 |
21,930 |
25,013 |
547 |
47,490 |
|
2004 |
10,004 |
23,203 |
801 |
34,008 |
|
2005 |
7,345 |
18,960 |
812 |
27,117 |
225 Mr. Carey asked the Minister for Social and Family Affairs the progress which has been made by his Department in finding suitable alternative accommodation for its local office in Ballymun as the site of the present local office is likely to be acquired for development; the timeframe for such a move; and if he will make a statement on the matter. [5817/06]
The Office of Public Works, which has responsibility for the acquisition of all property for my Department, has obtained a site in Ballymun as part of the regeneration of the area for the building of a new social welfare office. I understand planning permission has been received and construction is to begin by end of 2006 with an 18 month building programme.
226 Mr. Morgan asked the Minister for Social and Family Affairs if, under the requirement that in order to qualify for the unemployment benefit or assistance a person must be willing and able to accept a suitable offer of full-time work immediately, certain employment can be deemed unsuitable where the hours of employment include night time hours and the person is a parent of young children. [5818/06]
Entitlement to unemployment benefit or unemployment assistance is subject to satisfying certain conditions provided for in law which require, among others, that the person is capable of work, is available for work and is genuinely seeking work. Being available for work means that a person is free to take up employment immediately and is not placing restrictions on the type of work or the hours of work he or she would accept taking into account his/her age, physique, education, skills and other qualifications.
In determining entitlement a deciding officer looks at the circumstances of each case on its own merits. All of the factors mentioned by the Deputy are taken into account and in certain cases the deciding officer may form the view that a refusal to take up night work, for which the person was otherwise qualified, was unreasonable. Any person dissatisfied with a decision of a deciding officer may appeal against the decision to the independent social welfare appeals office.
227 Mr. Quinn asked the Minister for Social and Family Affairs the number of persons considered homeless who are currently in receipt of the unemployment allowance; the number of persons considered homeless who are currently in receipt of each of the supplementary welfare allowance, rent supplement, diet supplement and exceptional needs payments; the way in which these allowances would be paid to a person without an address or fixed abode; and if he will make a statement on the matter. [5983/06]
Homeless persons have the same entitlements under the social welfare system as other persons and are subject to the same qualifying conditions. If homeless persons are unemployed but capable of and genuinely seeking work, then they can apply for unemployment assistance providing they can provide an address, such as a hostel, at which they can be contacted if necessary. They can be paid basic supplementary welfare allowance if they do not fulfil the conditions for any other primary weekly payment from my Department. In addition, they can also apply for payments such as rent supplementation, diet supplement and exceptional needs payments under the supplementary welfare allowance scheme.
As homeless persons have the same entitlements under the social welfare system as other persons and are subject to the same qualifying conditions, the Department does not maintain specific statistics in relation to the numbers of homeless persons who receive particular payments. This Department employs a variety of payment instruments including payment directly into a customer's bank account, payment from the post office or payment by cheque.
The homeless person's unit of the health service executive in Dublin city centre makes supplementary welfare allowance payments to homeless people. The most common payment methods used by the homeless person's unit are payment at the person's nominated post office or payment by cheque directly from the community welfare division.
228 Mr. Ring asked the Minister for Social and Family Affairs the reason the disability allowance appeal for a person (details supplied) in County Mayo was disallowed in view of the fact that the person involved had advised his Department by phone call and letter the genuine reason this person could not attend the appeal. [6066/06]
The person concerned was scheduled to attend an oral hearing on 13 December 2005 and telephoned in advance to say that he could not attend. In accordance with normal procedures, he was requested to write to the appeals officer with an explanation why he could not attend. As no written explanation was received, the appeals officer considered the case on the evidence available and disallowed the appeal. The person concerned was notified of the decision on 2 February 2006.
The appeals officer has now decided to re-open the appeal and proposes to hold an oral hearing during the week commencing 27 February 2006. The person concerned will be advised of the precise date, time and venue of the proposed hearing when arrangements have been completed. Under social welfare legislation decisions in relation to claims must be made by deciding officers and appeals officers. These officers are statutorily appointed and I have no role in making such decisions.
229 Mr. Cuffe asked the Minister for Transport his plans to allow for the carriage of bicycles during off-peak periods on the Luas. [5832/06]
The issue raised by the Deputy is a day-to-day operational matter for the Railway Procurement Agency, RPA, and I have no function in the matter. However, I understand from the RPA that the issue of the carriage of bicycles on Luas was considered prior to the commissioning of passenger services.
The view at that time — which is even more relevant now due to the higher than projected numbers of passengers using Luas, particularly during off-peak periods — was that only cycles which can be folded to the approximate size of a suitcase should be carried. Unfolded cycles carried on Luas would not only constitute a safety risk to other passengers, particularly in the event of an emergency brake application, but would also significantly reduce the carrying capacity of the Luas. The RPA informs me that it has installed approximately 180 cycle parking spaces in the vicinity of stops on both Luas lines to encourage better interchange between bicycles and Luas.
230 Mr. Cuffe asked the Minister for Transport the breakdown for the percentage of deaths and injuries to children in road traffic accidents that occur travelling to and from school. [5834/06]
Statistics relating to road accidents, based on information provided by the Garda Síochána, are published by the National Roads Authority, NRA, in its annual road accident facts reports. The most recent report, now entitled "Road Collision Facts", relates to 2004 and is available in the Oireachtas Library and on the NRA website.
In 2004, seven children under the age of 15 lost their lives and 536 were injured in collisions. This represents 1.8% of fatalities and 6.8% of injuries in that year. The statistics do not provide a breakdown in relation to road deaths and injuries to children in road traffic accidents that occur travelling to and from school.
231 Mr. Ardagh asked the Minister for Transport the measures that are being taken to reduce the number of road deaths here. [5835/06]
The Government road safety strategy 2004-06 sets a primary target of a 25% reduction in road collision fatalities by the end of 2006 over the average annual number of fatalities in the 1998-2003 period. Achievement of the target would result in no more than 300 deaths per annum by the end of the period of the strategy. This is an ambitious target and one which will require the continued commitment to a strategic, integrated approach by all of the road safety agencies. However, the recent increase in road deaths is a cause of concern and places the challenge of meeting the target set for the end of 2006 into stark focus. As of midnight on 13 February, 55 people lost their lives on our roads, the same as on that date last year.
Progress depends in the first instance on a continued emphasis on the approach that underpins the strategy. A major independent review of the previous strategy confirms that basing the primary target on the achievement of progress in the areas of speeding, drink driving and seat belt wearing remains the correct approach and these remain the key areas of the strategy.
Significant initiatives identified in the strategy that have been realised to date include the introduction of a new system of metric speed limits through the passage of the Road Traffic Act 2004 and the establishment of the new Garda traffic corps. The new speed limits structure featured a reduction in the speed limit in all rural, regional and local roads from 60 miles per hour to 80 kilometres per hour, which equates to 50 miles per hour.
The establishment of the dedicated traffic corps in 2004 by the Minister for Justice, Equality and Law Reform under a distinct management structure under the command of an assistant commissioner addresses a particular commitment given by the Government. The corps, when it is fully staffed, will provide the basis for the achievement of the significant gains in road safety that emanate from consistent high levels of traffic law enforcement.
Other major proposals identified in the strategy such as the plans to establish a system of private sector operation of speed cameras under the auspices of the Garda, the further extension of the operation of the penalty points and fixed charge systems, and the question of the introduction of a more general basis for the carrying out of preliminary roadside alcohol testing of drivers are being advanced.
I will bring forward legislation during the current Dáil session for the purpose of extending the basis for which a roadside breath test can be requested and also to provide a statutory basis for the engagement of private sector interests in the operation of a speed camera programme under the direct control and guidance of the Garda. I have also recently announced the extension of the penalty points system from the existing five offences to 35 offences in early April. The emphasis of this extension is on offences that relate to driver behaviour which is the greatest single contributory factor in road collisions.
232 Mr. English asked the Minister for Transport his plans to provide extra buses on route 109 specifically from Dublin on Friday evenings to ease overcrowding; and if he will make a statement on the matter. [5854/06]
The provision of public bus services on specific routes is a commercial and operational matter for bus operators. However, there is a requirement on the State bus companies to notify my Department of any proposals to operate new bus services or to alter any existing services. My Department has received and is currently processing a notification from Bus Éireann for amendments to the 109 service. In accordance with long standing practice, details of all applications received in my Department remain confidential until a decision is made.
233 Ms O. Mitchell asked the Minister for Transport if all EU states have passed legislation to accept liability for so-called dirty bombs which detonate on their national territory; if not, which EU states have yet to do so and the reason therefor; and if he will make a statement on the matter. [5921/06]
In common with the other member states, Ireland provided indemnities to the aviation sector when essential insurance cover was withdrawn in 2001. We enacted legislation to provide for this and, in view of the large liabilities involved, we provided a "sunset clause" which resulted in the legislation expiring at the end of 2002. Unlike in Ireland a number of the other member states already had suitable legislative arrangements.
In order to be in a position to provide similar cover if essential insurance is again withdrawn from the aviation sector, the Oireachtas enacted legislation in July 2005 — the Air Navigation and Transport (Indemnities) Act 2005 — which will enable Ireland to issue indemnities for the aviation industry in Ireland. This is necessary because of the expiry of the 2001 legislation and it puts Ireland in a similar situation to the other member states.
Currently, aviation insurers have withdrawn war and terrorism cover in relation to dirty bombs risks for aircraft hulls — that is, the actual aircraft themselves. However, airlines have been willing to continue without this cover, since it is not compulsory to have it. Third party and passenger liability cover, which is compulsory under EU law, is expected to be withdrawn at some stage this year — precisely when is not certain. In view of the enactment of the 2005 Indemnities Act, I am satisfied that Ireland is ready to respond quickly to that withdrawal.
In the time available it has not been possible to obtain exact details of the position in other EU member states. My Department has asked the European Commission for this information and, as soon as a reply is received, I will arrange for it to be forwarded to the Deputy.
234 Ms Shortall asked the Minister for Transport the estimate of the typical cost per case to the Medical Bureau of Road Safety in its investigation and analyses of convicted drink drivers. [5940/06]
The Medical Bureau of Road Safety was established in November 1968 under Part V of the Road Traffic Act 1968. The bureau's principal function is to carry out analyses, for their alcohol content, of specimens of blood, urine and breath provided for the Garda by people suspected of drink driving offences. The bureau also analyses blood and urine samples for the presence of drugs.
The bureau issues certificates in respect of the results of these analyses, which may be used as evidence in prosecutions for such offences. The bureau is also responsible for the provision of equipment for the taking of blood and urine specimens, and the approval, supply and testing of apparatus for indicating the presence and the concentration of alcohol in breath. It also undertakes research on intoxicated driving.
The bureau does not currently provide average costings per specimen analysis but I have asked my officials to discuss with the bureau the provision of such information in the future.
235 Ms Shortall asked the Minister for Transport, further to Question No. 141 of 1 February 2006, if he will use the opportunity of the informal meeting of the EU Council of Ministers in March 2006 focusing on road safety issues to request the inclusion of an interlock system in the EU motor vehicle type-approval system; and if he will make a statement on the matter. [5941/06]
I will bear in mind the Deputy's suggestion in attending the informal Council meeting.
236 Mr. F. McGrath asked the Minister for Community, Rural and Gaeltacht Affairs the reason a centre (details supplied) has not been allowed access to funding under the young people’s facilities and services fund; and if this group will be given the maximum support. [5843/06]
The centre referred to in the Deputy's question has received substantial funding of €3,221,647 from the young people's facilities and services fund to cover construction and fit out costs. I understand that a small saving was made in the main construction costs. However, this funding is being used on the ongoing further capital development of the centre.
Additionally, funding for the employment of a centre manager, youth worker, an administrator and a porter-cleaner was sanctioned from the fund, as well as a contribution towards the running costs of the youth element of the facility. The amount allocated to the provision of the above services for the youth element of this centre to date is €543,550. The centre continues to receive an annual allocation under the young people's facilities and services fund to cover the above staffing and running costs.
I am convinced, having regard to the above, that the young people's facilities and services fund is generous in its support to this centre for the provision of youth services and programmes.
237 Mr. Quinn asked the Minister for Community, Rural and Gaeltacht Affairs when he expects Comhairle na Tuaithe to complete its national countryside recreation strategy; when he expects this report to be published; if he intends to implement its recommendations in full; and if he will make a statement on the matter. [5980/06]
Comhairle na Tuaithe is currently working on the development of a national countryside recreation strategy. The first phase in the development of the strategy involved consultation with interested parties. Some 190 submissions were received in answer to a call in national and provincial papers and by letter to stakeholder organisations. The work of drafting the countryside recreation strategy is proceeding and Comhairle na Tuaithe is, at present, examining the submissions received.
It is expected that this work will be completed during the first half of this year. I look forward to receiving the draft strategy from Comhairle na Tuaithe following its consideration of the issues arising. I will consider the question of publication when I receive the draft strategy. I will, of course, carefully consider any proposals which Comhairle na Tuaithe makes in the draft strategy which will help inform policy decision in the wider rural development domain.
238 Mr. McGinley asked the Minister for Community, Rural and Gaeltacht Affairs the action he has taken to ensure that the western road corridor will be completed within the timeframe of Transport 21, in view of the route’s importance to rural development; and if he will make a statement on the matter. [5984/06]
I presume the Deputy is referring to the Atlantic corridor from Letterkenny to Waterford. I will continue to work with my colleague, the Minister of Transport, to ensure its completion within the timeframe of Transport 21. I am satisfied that the commitment in Transport 21 to this road will be fulfilled as outlined.
239 Mr. Walsh asked the Minister for Agriculture and Food if payment of the full amount of the single farm payment will be made to a person (details supplied) in County Cork. [5848/06]
The person named submitted applications for consideration in respect of both the new entrant and the private contract clause measures of the single payment scheme. Following processing of his application he was notified that his new entrant application was successful and that the years 2000 and 2001 would be excluded from the calculation of his single payment. His request to transfer entitlements by way of private contract clause was also successful.
However, as the person named did not declare an eligible hectare, on his 2005 single payment application form, for each entitlement held by him, the payment was based on the number of entitlements equivalent to the number of eligible hectares declared. The applicant can benefit from the full single payment in 2006 if he declares an eligible hectare for each entitlement held by him on his 2006 application form.
240 Mr. Hayes asked the Minister for Agriculture and Food when payment will issue to a person (details supplied) in County Tipperary under the cow and beef premium schemes. [5893/06]
An application under the 2004 special beef premium scheme, in respect of 38 animals, was received from the person named on 31 December 2004. Following initial processing of the application, it was found that ten of these animals were not compliant with the cattle movement monitoring system at the date of application, that is, they were not recorded as being in the herd of the person named. The applicant was informed of this by letter of 3 March 2005 and was further advised by letter, dated 6 April 2005, that these animals were to be rejected in accordance with the EU regulations governing the scheme, resulting in a reduction in payment.
Where non-compliance is found, the resultant penalty is applied to all bovine schemes in the year. Accordingly, a reduction penalty of 36.36% was imposed on the applications lodged by the person named under both the 2004 special beef premium scheme and the 2004 suckler cow premium scheme. This penalty was reflected in the payment which issued to the person named. The person named was also advised that this decision was made on the basis of the facts and evidence available and was advised of his right to appeal. To date, no such request has been received.
241 Mr. N. O’Keeffe asked the Minister for Agriculture and Food when payment under the milk premium category of the EU single payment scheme will issue to a person (details supplied) in County Cork. [5897/06]
The person named submitted an application for consideration in respect of the inheritance measure of the single payment scheme. Following processing of his application, he was notified that his application was accepted. Payment in respect of the inherited entitlements amounting to €5,076.63 issued to him on 1 December 2005. The remaining €3,906.42 in respect of the decoupled dairy premium will issue to him shortly.
242 Mr. N. O’Keeffe asked the Minister for Agriculture and Food when payment of the dairy premium will issue to a person (details supplied) in County Cork who has already received payment of the EU single farm payment. [5898/06]
The decoupled dairy premium was based on the eligible milk quota held by dairy farmers on 31 March 2005, provided that they had delivered milk produced on their holding during the 2004-05 milk quota year, or prior to 15 May 2005. As the person named did not meet this requirement, he was not eligible for the dairy premium.
However, the person named submitted an application for an allocation of entitlements from the single payments scheme national reserve under categories C and B (iv). Category C caters for farmers who, between 1 January 2000 and 19 October 2003, sold the milk quota into the milk quota restructuring scheme and converted their enterprise to a farming sector for which a direct payment under livestock premia or arable aid schemes would have been payable during the reference period 2000 to 2002.
Category B caters for farmers who, between 1 January 2000 and 19 October 2003, made an investment in production capacity in a farming sector for which a direct payment under livestock premia and-or arable aid schemes would have been payable during the reference period 2000 to 2002. Investments can include purchase or long term lease of land, purchase of suckler and-or ewe quota or other investments.
It should be noted, however, that the rules governing the single payment scheme stipulate that an applicant who is found to be eligible under more than one category in the reserve may only receive an allocation of entitlements under whichever category is most beneficial to him.
The position is that over 23,000 applications for an allocation of entitlements from the national reserve were received when account is taken of farmers who applied under more than one category. Processing of these applications is continuing and the intention is to make allocations to successful applicants at the earliest opportunity.
The Department will be in touch with individual applicants as soon as their applications are fully processed when formal letters setting out the Department's decision will be issued.
243 Mr. N. O’Keeffe asked the Minister for Agriculture and Food when payment of the EU single farm payment will issue to a person (details supplied) in County Cork who has submitted the necessary documentation in relation to the inheritance of entitlements under this scheme. [5899/06]
The person named submitted an application under the 2005 single payment scheme on 10 May 2005. He also applied to have entitlements transferred to him by way of inheritance. Following processing of this application, he was notified on 14 February 2006 that his application to transfer entitlements by way of inheritance was successful. Payment of the single payment will shortly issue to the person named.
244 Mr. Walsh asked the Minister for Agriculture and Food if payment of the single farm payment will be awarded to a person (details supplied) in County Cork. [6044/06]
An application under the single payment scheme was received from the person named on 12 May 2005. An on-farm cross compliance inspection was carried out on this holding on 25 October 2005, which has resulted in a 5% payment penalty due to findings of CMMS non-compliance. The application has now been fully processed and payment of €28,108.72, reflecting the 5% penalty, will issue shortly.
245 Mr. Gormley asked the Minister for Agriculture and Food if arrangements have been made to search at ports and airports for food products in the possession of people entering here from affected areas; if food products have been confiscated; and if she will make a statement on the matter. [3094/06]
The personal import into the EU for one's own consumption of meat, meat products or milk products by passengers coming from third countries has, since January 2003, been prohibited under Community law. Transport operators who bring passengers from third countries into the EU are required to bring the ban to the attention of passengers. Bins have been provided in the main airports for the surrender of any animal product that has been inadvertently carried. Arrangements have been put in place in co-operation with customs and excise and An Post to extend the scope of these controls to cover postal packages also.
During 2005 a total of 1,054 personal import seizures of animal products were undertaken, comprising 5,121.8kg. The majority of these seizures comprised meat and meat products and included a small percentage of poultry products coming from countries such as China, Thailand, Nigeria and the Philippines where outbreaks of high pathogenic avian influenza infection have been confirmed.
246 Mr. G. Mitchell asked the Minister for Justice, Equality and Law Reform his views on the request from the students council, staff members and parent teacher association of a school to allow a person (details supplied) to remain here. [5837/06]
The case to which the Deputy refers is the subject of a well defined statutory process which is set out in section 3 of the Immigration Act 1999. That process requires me as Minister, in determining whether to make a deportation order in relation to a person, to consider a range of factors including any representations duly made on behalf of that person. As a consequence I assure the Deputy that the representations to which he refers, together, of course, with other relevant representations and issues, will be taken into account by me in making a decision.
247 Mr. Hayes asked the Minister for Justice, Equality and Law Reform when a grant will issue to a person (details supplied) in County Tipperary who has applied for funding for their montessori school. [5838/06]
As the Deputy may be aware, responsibility for the National Childcare Investment Programme 2006 to 2010 has been assigned to the Department of Health and Children as part of the establishment of the new office of the Minister of State with responsibility for children, under the Minister of State at the Department of Health and Children, Deputy Brian Lenihan.
Capital grant assistance of €3,788 was awarded to the private provider in question under the equal opportunities children programme for 2000 to 2006 some time ago. I understand from inquiries I have made that Pobal, formerly known as Area Development Management Ltd., which administers the programme, is currently in dialogue with the private provider and is awaiting outstanding information from them in order to progress the approval of grant assistance to contract stage.
248 Mr. Gregory asked the Minister for Justice, Equality and Law Reform, further to Question No. 463 of 7 February 2006, if the Director of Public Prosecutions has recommended that the person in question be charged with drug supply; and if they have been so charged. [5850/06]
As stated in my earlier reply to the Deputy, this is a Garda operational matter which is currently ongoing. In these circumstances, I am not at liberty to comment on any aspect of the case.
249 Mr. J. Higgins asked the Minister for Justice, Equality and Law Reform if the investigation into the way in which documents from his Department, relating to Ireland’s EU Presidency, were found on an illegal dump at Eskra, County Tyrone, in February 2004 has been completed; and if so, if he intends to make the findings of this investigation public. [5855/06]
I can inform the Deputy that following a report received from a journalist that some documents, which appeared to originate in my Department, were allegedly found in an illegal dump site in County Tyrone, my Department reported the matter to the Garda Síochána. I have been informed by the Garda Síochána that, following investigation, there was insufficient evidence of a criminal offence to warrant a prosecution in this case.
250 Mr. Noonan asked the Minister for Justice, Equality and Law Reform the number of penalty points awarded for the non-wearing of safety belts for the year 2005 for Garda divisions (details supplied) in County Limerick; and if he will make a statement on the matter. [5862/06]
The awarding of penalty points is a matter for the Department of Transport. I am informed that Department does not record the locations where the non-wearing of a safety belt is detected and in respect of which penalty points are issued.
251 Mr. G. Mitchell asked the Minister for Justice, Equality and Law Reform the assistance which will be given to a person (details supplied) in Dublin 10; and if he will make a statement on the matter. [5865/06]
I have been informed by the Garda authorities that a sergeant has been appointed to liaise with the person referred to by the Deputy. The Garda is aware of, and is addressing, the issues raised by the person. I understand that Garda records have been updated and a warning notice posted on the PULSE recording system.
252 Ms Enright asked the Minister for Justice, Equality and Law Reform if he can confirm receipt of an application for a holiday visa by a person (details supplied); the status of this application; and if he will make a statement on the matter. [5879/06]
This application has only recently, on 10 February 2006, been received by my Department's visa section and is pending assessment.
253 Mr. Deenihan asked the Minister for Justice, Equality and Law Reform when he will respond to the issues raised by an association (details supplied) in County Kerry at a meeting on 1 December 2005; and if he will make a statement on the matter. [5894/06]
I refer the Deputy to my answer to Parliamentary Question No. 521 on Tuesday, 14 February 2006.
254 Mr. J. O’Keeffe asked the Minister for Justice, Equality and Law Reform the value of property stolen for each of the years 1998 to 2005, inclusive, and also the value of stolen property recovered for each of the years 1998 to 2005, inclusive. [5944/06]
I regret that it has not been possible in the time available to obtain the information requested by the Deputy. I will contact the Deputy again when the information is to hand.
255 Mr. Bruton asked the Minister for Justice, Equality and Law Reform if he has received a request regarding the need to open again the investigation into the cause of the Stardust fire; and if he will make a statement on the matter. [5989/06]
I wish to refer the Deputy to my response to Questions Nos. 1098 and 1150 on 25 January 2006. The position remains that any further submission which the Stardust victims committee or its representatives wishes to make on this matter will be carefully examined. To date no such submission has been received.
256 Mr. Cuffe asked the Minister for Justice, Equality and Law Reform the steps he intends to take to control the growing and harvesting of magic mushrooms on State lands. [6039/06]
The Deputy will be aware that the Tánaiste and Minister for Health and Children recently obtained Government approval for the banning of magic mushrooms in their raw state under misuse of drugs legislation.
Control exemptions are a matter for my colleague, the Tánaiste and Minister for Health and Children, and I understand that the Minister has made an exemption order to provide for exemptions in certain limited circumstances. The Department of Health and Children has been requested to communicate to the Deputy the details of these exemptions.
Regarding enforcement, the Garda Síochána will continue to investigate all suspected breaches of the misuse of drugs Acts and, where warranted, pursue prosecutions.
257 Aengus Ó Snodaigh asked the Minister for Justice, Equality and Law Reform the reason he rejected the request of the Garda Representative Association to permit the Garda Síochána to make complaints to the Ombudsman Commission. [6042/06]
This matter was discussed with the Garda Representative Association on several occasions before the Garda Síochána Act 2005 became law.
I do not consider it appropriate that the specific measures in that Act relating to the establishment of the Ombudsman Commission, which were designed right from the beginning to instill public confidence in a new system for dealing with complaints by members of the public against the police, should allow for complaints by one member of the force against another to be dealt with on a similar basis. This issue is primarily a matter of discipline which is properly the responsibility of Garda management under the Commissioner as head of the force.
However, I have no difficulty with the idea that there should be a means whereby any person, including members of the Garda Síochána, can report in confidence allegations of corruption and malpractice within the force. That is why section 124 of the Act, which came into force on 1 August 2005, provides for the making of regulations establishing a charter which will contain specific guidelines to deal with this matter. Work is proceeding apace on the drafting of the regulations which require consultations with the Commissioner, the Ombudsman Commission and, in due course, the new Garda Inspectorate.
258 Mr. J. O’Keeffe asked the Minister for Justice, Equality and Law Reform the steps which are being taken to ensure that Ireland ratifies the 2005 Council of Europe Convention on Action Against Trafficking in Human Beings; if it is proposed to introduce special protection for victims of trafficking that accord with the provisions of the convention; and if he will make a statement on the matter. [6049/06]
The Council of Europe Convention on Action Against Trafficking in Human Beings is currently under consideration by my Department. Legislation which will criminalise trafficking in human beings for the purpose of their sexual and labour exploitation as provided for in the EU framework decision on combating trafficking in persons is at an advanced stage of preparation in my Department. This legislation will also take account of the Council of Europe Convention on Action against Trafficking in Human Beings.
The issue of what, if any, additional protection is required for victims of trafficking, in accordance with the provisions of the convention, is also being examined in my Department.
259 Mr. Wall asked the Minister for Education and Science the costings per capita regarding the provision of training for physical education teachers; and if she will make a statement on the matter. [5956/06]
The Higher Education Authority allocates core recurrent grants to the universities and designated institutions as block grants which are allocated internally as between the various academic and other departments at the discretion of the universities and institutions. The average unit cost of an undergraduate physical education student for the year 2005-06 is approximately €9,012 per annum.
260 Mr. Sargent asked the Minister for Education and Science her views on the current levels of commercial sponsorship in schools, such as highlighted by the commercial free education campaign; her plans to ban such schemes; the steps she will take to ensure that schools do not feel obliged to participate in such schemes out of financial necessity; and if she will make a statement on the matter. [5846/06]
As the Deputy will be aware, commercial marketing in schools can take a variety of forms, from educational materials made available to schools by newspapers to companies offering schemes whereby products are given to the school on the basis of tokens collected by parents. It is at the discretion of management in individual schools to decide what commercial initiatives it wants its school to engage with. Clearly, some initiatives can be of great benefit to schools. However, others might be seen as putting undue pressures on parents to shop in particular stores.
I recognise the sensitivities attached to the issue of promotion initiatives linking schools, students and parents to commercial activity. However, it would be inappropriate for me to ban all commercial links with schools. I believe that local school management is best placed to ensure that schools only participate in programmes that are appropriate and benefit the school community.
School management should ensure that such schemes do not place undue pressure on parents in terms of requiring additional expenditure, that students are protected from engagement in inappropriate promotional activity and that the schemes are linked to desirable projects serving national educational initiatives.
261 Ms Enright asked the Minister for Education and Science when a whole-school evaluation on all primary and secondary schools will be available to the public; and if she will make a statement on the matter. [5876/06]
As the Deputy will be aware, the regulations and guidelines concerning publication of inspection reports, which I published in late January 2006, provide that inspection reports arising from whole-school evaluation, subject inspections, programme evaluations and thematic inspections commenced on or after 6 February 2006 will be published. All of these inspections evaluate, as appropriate, the work of the school as a whole or the work of the school in delivering an area of the curriculum. The reports describe aspects such as the contributions of school management and school planning, as well as the quality of learning and teaching, and learning outcomes. The findings of the evaluations presented in each report take cognisance of the context in which the school or subject team or subject teachers in the school is operating.
All of the above reports arising from the general inspection programme for schools and centres for education will be published in their entirety and in accordance with the principles and procedures described in the guidelines on the publication of school inspection reports. A number of whole-school evaluations planned for 2006 had already commenced before 6 February 2006 and the reports arising from these evaluations will not be published by my Department.
At post-primary level, inspectors will be conducting the in-school phase of the first whole-school evaluations to which the regulations and guidelines will apply in the period from 27 February 2006 to 3 March 2006. It is expected that written reports will be issued to schools for factual verification four to five weeks later. A period of 20 school days is allowed to the board of management of a school to respond, if it so wishes, to the findings and recommendations of the report — it should be noted that the two week Easter school holiday period will occur during the processing of these reports.
A printed copy of each report will be issued to the school's board, the principal, the trustees or patron, the parents' association and the chief executive officer of the vocational education committee, if relevant. An electronic version of the report, normally accompanied by the school response, will then be prepared and published on the website of my Department. It is expected that publication on the website will occur from mid-May onwards.
At primary level, a number of whole-school evaluations to which the publication guidelines and regulations apply will also be under way in February. As in the case of the post-primary evaluations, reports arising from these inspections are also expected to be available for publication from mid-May onwards. A school or a teacher has the right to seek a review of any inspection as provided for by section 13(9) of the Education Act 1998. Should a school or teacher request such a review, publication will not take place until after the request for a review is processed in accordance with the published procedures on this matter.
262 Mr. Carey asked the Minister for Education and Science the way in which a school, set up in September 2005, can have its entitlement to disadvantaged status established; and if she will make a statement on the matter. [5821/06]
A key element of delivering equality of opportunity in schools, DEIS, the new action plan for educational inclusion, is the putting in place of a standardised system for identifying levels of disadvantage in our primary and second level schools for the purposes of qualifying for resources, both human and financial, according to the degree of disadvantaged experienced. This standardised system will replace all of the existing arrangements for targeting schools for participation in initiatives to address disadvantage.
The identification process involved a new survey carried out in May 2005 by the Educational Research Centre, ERC, of all mainstream primary schools and the updating by it of existing data sources on the levels of disadvantage in second level schools. As a result of the identification process, approximately 600 primary schools, comprising 300 urban-town and 300 rural, and 150 second level schools will be included in a new school support programme, SSP. The identification process is nearing completion and we anticipate being in a position to issue an invitation to selected schools to participate in the new integrated school support programme shortly.
Arrangements are also being made whereby schools established subsequent to the carrying out of the survey by the ERC can be assessed for possible inclusion in the school support programme. These arrangements will be communicated to schools in the near future.
263 Mr. Cuffe asked the Minister for Education and Science the capital spending on school buildings construction, including siteworks, in the last year for which figures are available. [5825/06]
264 Mr. Cuffe asked the Minister for Education and Science the capital spending on school car parks in the last year for which figures are available. [5826/06]
I propose to take Questions Nos. 263 and 264 together.
The school building programme is structured around a number of component elements or sub-programmes. These include large scale building projects, various devolved minor works initiatives, site acquisitions, remediation programmes, provision of temporary accommodation and the small schools initiative. Data within my Department are recorded and stored by reference to these component parts rather than the specific categories to which the Deputy refers. As a result, it is not possible to disaggregate the actual spend in any one year on either site works per se or on car parking.
It would be expected that virtually every project involving the delivery of new facilities at a school will have both car parking and site works as intrinsic elements to the overall works. My Department expended in excess of €619 million in 2005 across the education sector in respect of capital works.
265 Ms Shortall asked the Minister for Education and Science if her attention has been drawn to the unsatisfactory accommodation of a school (details supplied) in Dublin 9; and the assistance which will be provided by her Department to secure better facilities for the school. [5866/06]
The school referred to by the Deputy has made an application for a new school building. As part of the assessment of this application, officials in the school planning section are carrying out an overall review of all-Irish provision at primary level in the area concerned. This review will take into account current and future demographics, planned housing developments and the likely demand for all-Irish primary education in the area in the future. It will also take account of the most cost effective manner in which this can be delivered. The outcome of this review, which will be carried out as quickly as possible, will inform a decision on the school's application for capital grant aid.
266 Ms Enright asked the Minister for Education and Science if a bus shelter can be provided (details supplied) in County Offaly to accommodate children waiting for a school bus to travel to a school; and if she will make a statement on the matter. [5888/06]
My Department does not provide funding for bus shelters. The provision of bus shelters is a matter for the relevant local authority.
267 Ms Enright asked the Minister for Education and Science when additional accommodation will be provided for a school (details supplied) in County Laois; and if she will make a statement on the matter. [5889/06]
An application for additional accommodation has been received from the school to which the Deputy refers. The application has been assessed in accordance with the published prioritisation criteria for large scale building projects and progress on the project will be considered in the context of the school building and modernisation programme from 2006 onwards.
268 Ms Enright asked the Minister for Education and Science the position with regard to progress at a school (details supplied) in County Offaly; the band rating of this school; when a new school will be provided; and if she will make a statement on the matter. [5890/06]
The building project for the school referred to by the Deputy is at an early stage of architectural planning. The school in question was listed in my announcement of April 2005 as a project to progress through architectural planning up to pre-tender stage, that is, up to and including advanced architectural planning.
The school is currently at stage three, developed sketch scheme, of architectural planning. Additional information has been requested with regard to the stage submission. On receipt of this information, my Department will be in contact with the school authorities. Progression of projects to construction will be considered in the context of the school building and modernisation programme for 2005 to 2009.
269 Ms Enright asked the Minister for Education and Science if there have been further developments following her reply to Question No. 298 of 14 December 2005 (details supplied); and if she will make a statement on the matter. [5891/06]
Following the Deputy's previous parliamentary question, information on the course in question and the funding provided to candidates while they are at sea as part of this course was sought. This information has been received and is currently under consideration within my Department. A response will be furnished directly to the Deputy as soon as possible.
270 Ms Enright asked the Minister for Education and Science when a sports hall will be provided for a school (details supplied) in County Cavan; and if she will make a statement on the matter. [5892/06]
My Department is committed to funding the provision of physical education, general purpose and outdoor play areas in schools as part of the school building and modernisation programme. This is being addressed in the context of available resources and the published criteria for prioritising school building projects.
The provision of PE halls at post-primary level is considered an integral part of the design stage for any major refurbishment programme of existing school buildings, provided that the site is of sufficient size, or where a new school on a green field site is being built. The PE hall project at the school referred to by the Deputy has been assessed in accordance with the published prioritisation criteria which were revised last year following consultation with the education partners. The project is being considered in the context of the school building and modernisation programme 2006 to 2010.
271 Mr. Crowe asked the Minister for Education and Science her views on whether basic sign language should be included in the curriculum at all primary schools; and if so, the attempts which have been made to realise this situation. [5910/06]
As the Deputy will be aware, the primary curriculum was revised in 1999 and is being implemented on a phased basis. I have no intention of introducing further curriculum change at primary level until the new curriculum is well bedded down. However, I am aware that some second level schools offer sign language courses to their students, particularly as part of the leaving certificate applied programme, and I consider this a very worthwhile initiative.
272 Mr. Crowe asked the Minister for Education and Science if modern Irish republican history will be introduced into the school curriculum here. [5911/06]
The modern Irish history sections of the current history syllabi provide for the study of the origins and development of republicanism. For example, in their study of the revolutions of the late 18th century, junior certificate students learn about the United Irishmen, Wolfe Tone and 1798. Later, they follow Irish history through the 20th century. Similarly, the revised leaving certificate history syllabus which was introduced in 2004 and will be examined for the first time in 2006 includes a range of topics that relate to republicanism. For example, one topic which can be studied is the pursuit of sovereignty and the impact of partition between 1912 and 1949. The full content of the syllabus is available at www.education.ie.
The leaving certificate syllabus also provides students with opportunities to study aspects of republicanism through a research study which must be completed using appropriate sources on a topic chosen by the student and through a documentary question which requires students to study a topic from primary and secondary sources.
273 Mr. Crowe asked the Minister for Education and Science if an end will be put to the unfair and illogical policy of State payment of private school teachers and public subsidisation of these schools in general. [5912/06]
The State has traditionally paid the salaries of teachers in fee paying schools for a number of reasons. Considerations of State support for minority religions have been important, given that much of the fee paying sector has traditionally been made up of Protestant schools and those with a minority religious ethos. Practical considerations are also important. For example, if fee paying schools were to close and the pupils were to move to the non-fee paying sector, the cost to the State would be higher as non-fee paying schools get capitation funding as well as provision by the State for the costs of teachers' salary. The funding of teacher salaries in fee paying schools by the State has been a long standing feature of our education system and one continued by successive Governments.
274 Mr. Crowe asked the Minister for Education and Science if an attempt has been made to introduce a more continually assessed system into schools. [5913/06]
Assessment for both the junior and leaving certificates is currently conducted by the State Examinations Commission in a variety of ways. While all subjects are assessed by means of a terminal written examination, the use of additional modes of assessment which are completed in advance of the June examinations is increasing. For example, the revised junior certificate science syllabus which will be examined for the first time in 2006 requires students to carry out practical course work prior to the written paper which will account for 35% of the total marks.
For the leaving certificate, assessment of the languages Irish, French, German, Spanish, Italian, Russian and Japanese includes an oral examination. In agricultural science, agricultural economics, engineering and construction studies students complete a project while, in the case of the latter two subjects they also sit a practical examination in May. The assessment of art also includes separate practical components. Music has an aural test and a practical performance test in addition to the written paper and, in some cases, depending on the elective chosen, an additional written paper or portfolio. There are also course work elements in home economics, religious education and link modules of the leaving certificate vocational programme.
In the revised history and geography syllabi for leaving certificate which will be examined for the first time in 2006, 20% of total marks will be allocated to a research study and a geographical investigation, respectively. Candidates will complete these in advance of the terminal written examinations.
In the leaving certificate applied programme, assessment takes place over two years. Credits are awarded for the satisfactory completion of modules, the performance of student tasks and performance in the written terminal examinations. Final examinations count for 34% of the overall mark.
In the context of its proposals for senior cycle reform, I have asked the NCCA to consider the best way of examining each subject in future. I am anxious that all subjects are examined in a way that is appropriate to their content and objectives, while maintaining the integrity and fairness of the examination system.
275 Mr. Crowe asked the Minister for Education and Science if she intends to bring spending on education as a percentage of GDP in line with Nordic countries, which would involve a 25% increase in education spending over the next three years. [5914/06]
Expenditure on education has increased dramatically in recent years. The budget for my Department has more than doubled from €2.9 billion in 1997 to €7.5 billion being provided in the 2006 Estimates. Voted expenditure this year will be 9%, or €570 million, higher than last year. This enormous increase in investment is clear evidence of how much this Government believes in education, not just as a key driver of our economic prosperity but as a vital tool for improving people's lives.
We have used the extra resources for education in recent years not just to ensure excellence at all levels but also to provide extra supports for children with special needs and those from disadvantaged backgrounds. We have also invested in the largest school building programme in the history of the State. We are rightly proud of our record in prioritising expenditure on education. Indeed, the latest ‘Education at a Glance' report from the OECD showed that the rate of increase in public expenditure on education in Ireland over recent years is the third highest of all OECD countries.
276 Mr. Crowe asked the Minister for Education and Science her views on whether free education is a right for all; and if so, the measures which have been implemented in making this a reality. [5915/06]
The State is obliged under Article 42.4 of the Constitution to provide for free primary education. Accordingly, there can be no levy on parents of children attending a school, nor can any child be refused admission because of the non-payment of a voluntary contribution by his or her parents.
It is a fundamental principle of the free second level education scheme that no charge be made in respect of instruction in any subject of my Department's programme for secondary schools, recreation or study facilities where all pupils are expected to avail themselves of them as part of the school programme or any other activity in which all pupils are required to take part. Accordingly, it would be a breach of my Department's policy for post-primary schools involved in the free second level education scheme to demand or levy a fee.
However, voluntary contributions by parents, or charges for optional extras over and above what is provided for in the general school programme, are permissible provided that it is made absolutely clear to parents that there is no question of compulsion to pay and that, in making a contribution, they are doing so of their own volition.
This Government is strongly committed to improving participation and achievement at every level of education. We have put the resources and supports in place to ensure that our children get the highest standard of education. With an increase of some 9%, day-to-day expenditure on education will exceed €7 billion for the first time in 2006.
The increased provision for 2006 will allow me at both primary and second level to cater, inter alia, for additional teaching resources for schools, increased per capita grants, new and refurbished accommodation and improved school transport services.
It will also allow for further enhancements in the numbers of support teachers and special needs assistants for children, special school transport, special classes in mainstream schools and special schools for children and adults with special educational needs. Provision has also been made for the implementation of the new action plan for tackling disadvantage. Measures in the plan range from pre-school interventions, supports for tackling children's literacy problems, reduced pupil-teacher ratios, increased capitation grants and measures to tackle early school leaving and to strengthen ties between the school, the family and the community. In addition, there are interventions in support of youth and in providing second-chance education for young people and adults. It will also involve the provision of some 300 additional posts across the education system.
This Government has shown a sustained determination to expand and improve education services over recent years and will continue to prioritise them for resources and supports in the years ahead.
277 Mr. Crowe asked the Minister for Education and Science if she supports the provision of breakfast and lunch in all primary schools; and, if so, the position regarding same. [5916/06]
The provision of school meals is primarily funded by the school meals programme, administered by my colleague, the Minister for Social and Family Affairs, and involves both an urban scheme operated by 36 participating local authorities and a local projects scheme, which operates at both primary and second level. Under the urban scheme, 55,000 pupils benefited in 2005 while 63,000 benefited under the local projects scheme. Total expenditure in 2005 was over €8 million. Additional funding is also available under educational inclusion measures operated by my Department.
My Department has been working in close co-operation with the Department of Social and Family Affairs to ensure that the resources available for school meals are used to best effect and to further expand school meals provision in schools serving disadvantaged communities.
Delivering equality of opportunity in schools, DEIS, the new action plan for educational inclusion, provides for a standardised system for identifying levels of disadvantage and a new integrated school support programme. The programme will bring together a number of existing interventions in schools with a concentrated level of disadvantage and build upon them.
Approximately 600 primary schools and 150 second level schools will be included. The new action plan will be introduced on a phased basis, starting during the current school year. It will involve an additional annual investment of €40 million on full implementation. The identification process for the new school support programme is nearing completion and my Department will be issuing an invitation to the schools selected for participation in the programme shortly.
Under DEIS, all primary schools and second level schools included in the new school support programme will have access to the school meals programme on a phased basis, with co-ordination being provided at school cluster level.
278 Mr. Wall asked the Minister for Education and Science the number of physical education teachers employed by her Department; the number of places available at Limerick University for physical education courses; the number of physical education teachers who qualified in each of the past five years; her plans in tandem with the university to increase the number of places; her plans to initiate such courses elsewhere; and if she will make a statement on the matter. [5953/06]
My Department approves the quota of teachers for individual second level schools and vocational education committees each year. The appointment of teachers to posts within the approved quota is a matter for the authorities of the schools concerned. The information requested by the Deputy regarding the number of physical education teachers employed in second level schools is not readily available within my Department.
I understand from the Higher Education Authority that there has been a significant increase in the number of students enrolled on the bachelor of education in physical education programme in the University of Limerick over the past five years, as indicated by the accompanying table. I further understand that proposals regarding physical education courses are currently being developed in a number of institutions and I have asked to be kept informed of developments.
|
1999/2000 |
2000/2001 |
2001/2002 |
2002/2003 |
2003/2004 |
2004/2005 |
|||||||||||||
|
M |
F |
T |
M |
F |
T |
M |
F |
T |
M |
F |
T |
M |
F |
T |
M |
F |
T |
|
|
Enrolments |
59 |
89 |
148 |
63 |
95 |
158 |
65 |
98 |
163 |
72 |
119 |
191 |
92 |
144 |
236 |
104 |
153 |
257 |
|
Graduates |
16 |
20 |
36 |
11 |
21 |
32 |
20 |
22 |
42 |
12 |
21 |
33 |
17 |
27 |
44 |
Source: UL Annual Returns
279 Mr. Wall asked the Minister for Education and Science the number of primary schools that have facilities to provide field sports as part of their school complexes; the number that lease or have agreements with sporting clubs to provide such facilities; and if she will make a statement on the matter. [5954/06]
The information is not readily available in the format requested by the Deputy. However, with regard to physical education facilities in schools generally, the physical education curriculum has been designed on the basis that facilities in schools may vary. Many primary schools have a general purposes room and practically all schools have outdoor play areas which are utilised for teaching different aspects of the physical education programme. In addition, many schools use adjacent local facilities, including public parks, playing fields and swimming pools.
My Department fully recognises the key role of physical exercise within the school environment and continues to respond to the need to improve physical education facilities. In this regard, the provision of multi-purpose space and outdoor play areas for primary schools will continue to be considered within the design brief for new schools and for renovation or extension projects. This will be done in the context of available resources and the published criteria for prioritising school building projects.
The Deputy may also be aware that the Department of Arts, Sport and Tourism is currently undertaking a national audit of sports facilities in communities around the country which will provide useful information on facilities available to schools.
280 Mr. Wall asked the Minister for Education and Science her plans to increase class periods of time for physical education instruction at primary, secondary and third level schools or colleges; if she is satisfied with the current periods of time; and if she will make a statement on the matter. [5955/06]
At primary level, physical education is one of seven curriculum areas within the revised primary school curriculum which was introduced in 1999. It recommends a minimum of one hour of physical education per week for all classes. As part of the phased introduction of the primary school curriculum, the delivery of in-service training to teachers around the content and methodologies of the physical education curriculum began during the 2004/05 school year and will be completed this year. Additional days are provided to schools to facilitate planning for the introduction of this curriculum area. All primary schools will be expected to implement the physical education curriculum from September 2006.
In accordance with the rules and programme for secondary schools, all second level schools should provide physical education as part of the curriculum. The programme that each school delivers should be based on the Department's approved syllabi and the teaching hours should be registered on the school timetable. The syllabi have been developed on the basis of a time allocation of two hours per week.
The phasing in of a revised physical education curriculum for junior cycle commenced in September 2003. The junior cycle physical education support service has been in place since then to support teachers in the implementation of this curriculum.
Physical education is an integral part of the leaving certificate applied programme. All leaving certificate applied programme students must take two modules, leisure studies and health related fitness and there are four additional modules from which they can make further choices.
The physical education curricula at both primary and second level have been developed on the understanding that facilities available to schools vary. Consequently, they offer a level of flexibility that allows each individual school to design a programme that can be delivered using the resources and supports available to it. Apart from the formal curricula, schools can take a range of measures to encourage physical activity among students during the school day and many provide extensive, broad-based programmes of co-curricular physical activities that are highly rewarding for both pupils and teachers alike. In particular, 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 such participation.
Third level courses do not include physical education unless as part of a designated course.
281 Mr. McGinley asked the Minister for Education and Science if an application has been submitted to her Department for an extension to a school (details supplied) in County Donegal; the extra accommodation requested; the stage the project has reached; and if she will make a statement on the matter. [5985/06]
An application for capital funding towards the provision of additional ancillary accommodation has been received from the school referred to by the Deputy. The long-term accommodation needs of the school are being examined at present. When this is completed the building project required to address the long-term accommodation needs of the school will be considered in the context of the School Building and Modernisation Programme 2006-2010.
282 D'fhiafraigh Mr. McGinley den Aire Oideachais agus Eolaíochta an bhfuil iarratas déanta chun na Roinne chun scoil (sonraí tugtha) a mhéadú agus a dheisiú, cén obair atá i gceist, cén chéim ag a bhfuil an t-iarratas faoi láthair agus cén uair atá sí ag súil go rachaidh an tionscnamh ar aghaidh; agus an ndéanfaidh sí ráiteas ina thaobh. [5986/06]
Táthar i mbun na chéad chéimeanna den bpleanáil ailtireachta i gcomhair an tionscadal tógála don scoil dár thagair an Teachta. Luadh an scoil sin sa bhfógra a chuir mé amach in Aibreán 2005 mar thionscadal a rachadh ar aghaidh tríd an bpleanáil ailtireachta go dtí go mbeadh sé ag an gcéim díreach roimh chéim na tairisceana, is é sin le rá go rachadh sé chomh fada leis an bpleanáil ailtireachta is faide ar aghaidh agus tríd sin féin. Chun an tionscadal seo a chur ar aghaidh chomh fada leis an gcéim is gá, tá oifigigh mo Roinne tar éis doiciméid éagsúla a iarraidh agus a fháil ó údaráis na scoile agus ar a bhfoireann deartha d'fhonn an-aighneacht céim a 3 a chríochnú — pleananna/ costais mhionsonraithe. Tá an doiciméadú is déanaí a fuarthas ón bhfoireann deartha á scrúdú faoi láthair agus ansin beidh m'oifigigh i dteagmháil arís le húdaráis na scoile maidir leis na chéad chéimeanna eile atá rompu agus iad ag cur an tionscadail ar aghaidh.
Breithneofar cur ar aghaidh na dtionscadal chomh fada le tógáil i gcomhthéacs an Chlár Tógala agus Athnuachain Scoile 2005-09.
283 D'fhiafraigh Mr. McGinley den Aire Oideachais agus Eolaíochta an bhfuil iarratas déanta chun na Roinne chun scoil (sonraí tugtha) a mhéadú agus a dheisiú, cén méadú atá ceadaithe agus cén staid ag a bhfuil an tionscnamh faoi láthair; agus an ndéanfaidh sí ráiteas ina thaobh. [5987/06]
Tugadh údarás cineachta in Eanáir 2006 don scoil atá i gceist tairiscintí a iarraidh. Tá cead pleanála don tionscadal seo faighte ó Chomhairle Chondae Dhún na nGall cheana féin.
284 Mr. Bruton asked the Minister for Education and Science if her attention has been drawn to the fact that some children with ADHD have lost the support of a classroom assistant after having that support for two years and are falling further behind as a result of an apparent policy change that now views classroom assistants as a resource only for children with care needs, whereas children with ADHD can only get access to the allocation of certain hours with a resource teacher; the reason such a change of policy has been made; and if an assessment of the child’s progress could be the basis for reconsideration of its application in individual cases. [5988/06]
I assume the Deputy is referring to special needs assistant, SNA, support in schools. There has been no policy change with regard to SNA support in schools; it has always been the case that SNAs are a non-teaching support only for children with care needs.
The number of special needs assistants in our schools has increased dramatically in recent years. There are now nearly 6,000 special needs assistants in our primary schools, compared to just 300 in 1998. There are nearly 1,000 special needs assistants in our second level schools in the current school year — an increase of approximately 450 special needs assistant posts on the previous school year. SNAs are employed as and when they are needed. Applications for SNA supports are processed by the National Council for Special Education and once children have been verified as needing SNA support it is put in place as quickly as possible.
285 Mr. Durkan asked the Minister for Education and Science if she has received detailed plans or costs in respect of the provision of required facilities at a school (details supplied) in County Kildare; and if she will make a statement on the matter. [5994/06]
My Department's officials wrote to the school authorities in October 2005 giving approval to proceed to stage three, detailed plans and costs, of architectural planning. Pending receipt in my Department of the stage three submission from the school authorities no further progression can be made on this project.
286 Mr. Durkan asked the Minister for Education and Science if she will report on progress in the matter of extra facilities required at a school (details supplied) in County Kildare; if the amended stage two report has been completed; and if she will make a statement on the matter. [5995/06]
In December 2005 my officials requested the school authorities to submit a revised sketch scheme as an addendum to the original stage two report, developed sketch scheme. This has recently been received and is being examined by my officials. When the assessment is complete they will be in further contact with the school authorities.
287 Mr. Durkan asked the Minister for Education and Science if the report in respect of a school (details supplied) in County Kildare has been fully examined in her Department; if she expects to commence progress at an early date; and if she will make a statement on the matter. [5996/06]
Tenders for this project were returned in late October and the tender report was received in my Department in late December. Examination of the report by my Department's technical staff is nearing completion. My Department will be in contact with the school management as soon as possible.
288 Mr. Durkan asked the Minister for Education and Science if she intends to improve pupil-teacher ratio at a school (details supplied) in County Kildare; and if she will make a statement on the matter. [5997/06]
The mainstream staffing of the school referred to by the Deputy for the 2005-06 school year is a principal and 21 mainstream class teaching posts. This is based on an enrolment of 588 pupils at 30 September 2004. The school also has three learning support-resource teaching posts, two special class posts and two temporary language support posts.
It is open to the board of management of a primary school to submit an appeal, under certain criteria, to the primary staffing appeals board. The board adjudicates on appeals on mainstream staffing allocations in primary schools and operates independently of the Department. The board's decisions are final.
Major improvements in school staffing have been made in recent years with the hiring of more than 5,000 additional primary teachers. This represents the largest increase in teacher numbers since the expansion of free education. Currently 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. Under the action plan for tackling disadvantage published in 2005 there will be a reduction in class sizes of 24:1 at senior level and 20:1 at junior level in 150 primary schools serving communities with the highest concentrations of disadvantage. With more than 600 extra resource teachers put in place this school year, children with special needs are getting more support than ever before. It should be acknowledged how much progress has been made in this area in recent years.
There is more to be done to reduce class sizes further. Recently I announced that I have secured sufficient funding to provide even smaller classes in our primary schools in the next school year, and the Minister for Finance has committed to a further reduction in class size in the following year. Accordingly, over the next two years my Department will put 500 extra teachers into our schools to reduce class size and to tackle disadvantage.
The staffing of a primary school is determined by reference to the enrolment of the school on the 30 September of the previous school year. The actual number of mainstream posts sanctioned is determined by reference to a staffing schedule which is issued annually to all primary schools.
The general rule is that the schedule provides at least one classroom teacher for every 29 pupils in the school. Of course, schools with only one or two teachers have much lower staffing ratios than that — with two teachers for just 12 pupils in some cases and so on — but the general rule is that there is at least one classroom teacher for every 29 children in the school. Next year this is being reduced to 28 children per classroom teacher and in 2007-08 it will be reduced to 27 children per classroom teacher. Officials of my Department are currently drawing up the revised staffing schedule necessary to achieve this. Schools will be asked to use the extra class teachers provided as a result of the revised schedule to provide for smaller classes in the junior grades.
In speaking about staffing in our schools, we have consistently said that priority would be given in the first instance to children in disadvantaged schools and those with special needs. We have done this and now, in line with the Government commitment, mainstream class sizes are also being reduced.
289 Mr. Durkan asked the Minister for Education and Science the progress to date in 2006 in advancing the proposals in respect of extra facilities required at a school (details supplied) in County Kildare; and if she will make a statement on the matter. [5998/06]
The building project for the school referred to by the Deputy is at an early stage of architectural planning. The school in question was listed in my announcement of April 2005 as a project to progress through architectural planning up to pre-tender stage, that is, up to and including advanced architectural planning.
In order to bring this project to the required stage, my Department's officials have requested and received various amendments to the stage three submission, detailed plans and costs, during 2005. Most recently my Department's officials wrote to the school authorities on 21 September 2005 with some further queries and a response has been received. This will be examined as soon as possible and my officials will then be in further contact with the school authorities with regard to the next steps involved in progressing this project. Progression of projects to construction will be considered in the context of the school building and modernisation programme 2005-2009.
290 Mr. Durkan asked the Minister for Education and Science the progress which has taken place to address requests for extra teachers at a school (details supplied) in County Kildare having regard to the rapidly expanding population; and if she will make a statement on the matter. [5999/06]
The staffing of a primary school is determined by reference to the enrolment of the school on the 30 September of the previous school year. The actual number of mainstream posts sanctioned is determined by reference to a staffing schedule which is issued annually to all primary schools.
The general rule is that the schedule provides at least one classroom teacher for every 29 pupils in the school. Of course, schools with only one or two teachers have much lower staffing ratios than that — with two teachers for just 12 pupils in some cases and so on — but the general rule is that there is at least one classroom teacher for every 29 children in the school. Next year this is being reduced to 28 children per classroom teacher and in 2007-08 it will be reduced to 27 children per classroom teacher. Officials of my Department are currently drawing up the revised staffing schedule necessary to achieve this. Schools will be asked to use the extra class teachers provided as a result of the revised schedule to provide for smaller classes in the junior grades.
With regard to the specific school referred to by the Deputy, the enrolment in the school at 30 September 2004 was 148 pupils which warranted a staffing of one principal and five mainstream class teaching posts for the 2005-06 school year. However, the school was granted two extra mainstream class teachers for the 2005-06 school year under developing school criteria due to a projected increased enrolment of 187 pupils on 30 September 2005. In addition, the school also has one learning support-resource post and one temporary resource post.
To ensure openness and transparency in the system an independent appeal board is now in place to decide on any appeals on mainstream staffing. The criteria under which an appeal can be made are set out in Department primary circular 19/02 which is also available on my Department's website.
291 Mr. Durkan asked the Minister for Education and Science if she has studied the stage two submissions in respect of a school (details supplied) in County Kildare; when she expects this examination to be completed; and if she will make a statement on the matter. [6000/06]
The building project for the school referred to by the Deputy is at an early stage of architectural planning. My Department's officials wrote to the school authorities in September 2005 advising them that they should now proceed to prepare and submit a stage two submission, outline sketch scheme. The school authorities had expected to have the submission with my Department by the end of November 2005 but this has been revised to February 2006. As the board of management is the client for this project, responsibility for ensuring that this timeframe is maintained lies with it. Further progression of its project can be made when the stage two submission is received.
292 Mr. Durkan asked the Minister for Education and Science when examination of the tender report will be completed in respect of a school (details supplied) in County Kildare; if some indication can be given as to the likely timescale for the provision of the proposed facilities; and if she will make a statement on the matter. [6001/06]
The tender report for the proposed extension at the school to which the Deputy refers has recently been received by my Department and is being examined. The school will be contacted in the matter as soon as this examination is completed.
293 Mr. Durkan asked the Minister for Education and Science the degree to which the proposal to relocate a school (details supplied) in County Kildare has progressed; if she is prepared to expedite the procedure; and if she will make a statement on the matter. [6002/06]
The management authority of the school in question, County Kildare Vocational Education Committee, is progressing plans to relocate the school and extend capacity to 1000 pupils. A formal planning application has been lodged with the local authority. The authority has asked for further information which the consultants are now in the process of providing.
294 Mr. Durkan asked the Minister for Education and Science the timescale within which she expects to bring all schools here, at primary and secondary level, up to a reasonable standard in terms of building accommodation or other facilities; and if she will make a statement on the matter. [6003/06]
The Government has invested in the largest school building programme in the history of the State. Between 1998 and the end of 2004, almost €2 billion was invested in school buildings and in the region of 7,500 large and small projects were completed in schools, including 130 brand new schools and 510 large scale refurbishments or extensions. Funding for school building and renovation projects has increased fivefold since 1997. In 2006, €491 million will be spent on school building projects, compared to just €92 million in 1997. This, in its own right, is an increase of more than 9% in real terms on the 2005 allocation.
As the Deputy will be aware, at the end of last year I outlined my spending plans for primary and post-primary schools for 2006. With €491 million to be spent on schools buildings, more than 1,300 projects will be active in schools all over the country. This significant investment will allow me to continue to progress our major programme of school building and modernisation which includes improving equipment needed for new technologies and ICT. I have already started to outline individual schools around the country which will benefit under the various parts of the programme throughout the year, with the announcement of 62 schools which have been given approval to start architectural planning and 740 schools which are being given funding under the summer works scheme to carry out essential small scale projects. I will announce details of the other aspects of the programme as we move through the year.
The principal features of the 2006 building and modernisation programme are: €277 million targeted at primary schools and €204 million in the post-primary sector; almost 200 major school building projects at construction during 2006; 105 primary school projects and 62 post-primary projects advancing in architectural design; further use of fast-track design solutions for primary schools.
It is expected that up to 12 primary schools will be built using a standardised design model or a design and build process. The first school built under this model opened in Balgaddy, Lucan in September 2005, having taken just ten months to build, and up to 200 primary schools will receive approval for devolved funding under the small school and permanent accommodation initiatives during the coming year. This is in addition to the 153 schools which will have projects at construction during 2006 under these initiatives. Small school and permanent accommodation initiatives, which were piloted over the last two years, will become a permanent feature of the building programme. This will enable schools to get works done faster by allowing them to run the projects themselves.
I assure the Deputy that the Government is fully committed to continuing the work it has started and consolidating the substantial progress already made to ensure the needs of schools throughout the country are met over time.
295 Mr. Durkan asked the Minister for Education and Science the extent to which pupil-teacher ratios in County Kildare compare with other parts of the country; her plans in this regard; and if she will make a statement on the matter. [6004/06]
Information on the pupil teacher ratio is not available in my Department on a county basis. Major improvements in school staffing have been made in recent years with the hiring of more than 5,000 additional primary teachers. This constitutes the largest increase in teacher numbers since the expansion of free education. 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. Under the action plan for tackling disadvantage published in 2005, there will be a reduction in class sizes of 24:1 at senior level and 20:1 at junior level in 150 primary schools serving communities with the highest concentrations of disadvantage. With more than 600 extra resource teachers put in place this school year, children with special needs are getting more support than ever before. It should be acknowledged how much progress has been made in this area in recent years.
Recently I announced that I have secured sufficient funding to provide even smaller classes in our primary schools in the next school year. The Minister for Finance has also committed to a further reduction in class size in the following year. Accordingly, over the next two years, my Department will put 500 extra teachers into primary schools to reduce class size and tackle disadvantage.
The staffing of a primary school is determined by reference to the enrolment of the school on 30 September of the previous school year. The actual number of mainstream posts sanctioned is determined by reference to a staffing schedule which is issued annually to all primary schools. The general rule is that the schedule provides at least one classroom teacher for every 29 pupils in the school. Schools with only one or two teachers have much lower staffing ratios than this — with two teachers for just 12 pupils in some cases and so on — but the general rule is that there is at least one classroom teacher for every 29 children in the school. Next year this will be reduced to 28 children per classroom teacher and in 2007-08 it will be reduced to 27 children per classroom teacher.
Officials of my Department are drawing up the revised staffing schedule necessary to achieve this. Schools will be asked to use the extra class teachers provided as a result of the revised schedule to provide for smaller classes in the junior grades. In speaking about staffing in our schools, we have consistently said that priority would be given in the first instance to children in disadvantaged schools and those with special needs. We have done this and now, in line with the Government commitment, mainstream class sizes are also being reduced.
296 Mr. Durkan asked the Minister for Education and Science the extent to which efforts have been made or are likely to be made to address the issue of high pupil-teacher ratios in schools throughout County Kildare; and if she will make a statement on the matter. [6005/06]
Major improvements in school staffing have been made in recent years with the hiring of more than 5,000 additional primary teachers. This constitutes the largest increase in teacher numbers since the expansion of free education. In 1996-97, the average class size in our primary schools was 27. The figure 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. Under the action plan for tackling disadvantage published in 2005, there will be a reduction in class sizes of 24:1 at senior level and 20:1 at junior level in 150 primary schools serving communities with the highest concentrations of disadvantage. With more than 600 extra resource teachers put in place this school year, children with special needs are getting more support than ever before. It should be acknowledged how much progress has been made in this area in recent years.
There is more to be done to reduce class sizes further. Recently I announced that I have secured sufficient funding to provide even smaller classes in our primary schools in the next school year. The Minister for Finance has also committed to a further reduction in class size in the following year. Accordingly, over the next two years my Department will put 500 extra teachers into our schools to reduce class size and to tackle disadvantage.
The staffing of a primary school is determined by reference to the enrolment of the school on 30 September of the previous school year. The actual number of mainstream posts sanctioned is determined by reference to a staffing schedule which is issued annually to all primary schools. The general rule is that the schedule provides at least one classroom teacher for every 29 pupils in the school. Schools with only one or two teachers have much lower staffing ratios than this — with two teachers for just 12 pupils in some cases and so on — but the general rule is that there is at least one classroom teacher for every 29 children in the school. Next year this will be reduced to 28 children per classroom teacher and in 2007-08 it will be reduced to 27 children per classroom teacher.
Officials of my Department are drawing up the revised staffing schedule necessary to achieve this. Schools will be asked to use the extra class teachers provided as a result of the revised schedule to provide for smaller classes in the junior grades. In speaking about staffing in our schools, we have consistently stated that priority would be given in the first instance to children in disadvantaged schools and those with special needs. We have done this and now, in line with the Government commitment, mainstream class sizes are also being reduced.
297 Mr. Durkan asked the Minister for Education and Science the extent to which she intends to meet the psychological assessment needs at primary and secondary level throughout County Kildare; and if she will make a statement on the matter. [6006/06]
All schools in County Kildare have access to psychological assessments for their pupils, either directly through my Department's National Educational Psychological Service — NEPS — psychologists or through the scheme for commissioning psychological assessments — SCPA — which is administered by NEPS. Schools that do not currently have NEPS psychologists assigned to them may avail of the SCPA, whereby the school can have an assessment carried out by a member of the panel of private psychologists approved by NEPS, and NEPS will pay the psychologist directly the fees for this assessment. Details of this process and the conditions that apply to the scheme are available on my Department's website.
NEPS provides assistance to all school communities which experience critical incidents, regardless of whether they have a NEPS psychologist assigned to them. Also, in relation to all schools, NEPS processes applications for reasonable accommodation in certificate examinations, RACE, for the State Examinations Commission, SEC.
In common with many other psychological services, NEPS operates a staged model of service to schools, whereby an initial referral usually leads to a consultation and provision of advice to teachers and parents on appropriate teaching and management strategies. Progress is kept under review and only those children who fail to respond to these interventions will need to see a psychologist. This allows the psychologists to offer early appointments to children who are in urgent need of support and early advice to teachers in respect to those children whose needs are perhaps less pressing but still need additional help in school.
The number of National Educational Psychological Service psychologists has increased from 43 on establishment to 121 at present. Five NEPS psychologists are currently involved in servicing County Kildare. The Public Appointments Service recently concluded a new recruitment competition for the appointment of educational psychologists to NEPS and my Department is in the process of appointing a number of psychologists from the panels. Two appointments are scheduled to be made to the south western area of the eastern region, servicing south and west Dublin, County Kildare and part of County Wicklow, from this process.
298 Mr. Durkan asked the Minister for Education and Science her proposals to identify and address the issue of school bullying at all levels; if she has identified the way in which to deal with this issue; and if she will make a statement on the matter. [6007/06]
I am acutely aware of the issue of bullying in schools and my Department has in place a multifaceted strategy to tackle the issue. The education of students in both primary and post-primary schools in relation to anti-bullying behaviour is a central part of the SPHE curriculum. SPHE is now a compulsory subject both at primary level and in the junior cycle of post-primary schools. The SPHE curriculum provides for the development of personal and social skills, including self-awareness, respect for others, self-esteem and communication skills, all of which are important elements in addressing the issue of bullying.
In primary education the issue of bullying is addressed in the SPHE curriculum in the strand, Myself and Others, from infant classes onwards. In second level education the issue of bullying is addressed from first year onwards in the SPHE curriculum at junior cycle, in the module, Belonging and Integrating. Each school is required to have in place a policy which includes specific measures to deal with bullying behaviour, within the framework of an overall school code of behaviour and discipline. Such a code, properly devised and implemented, can be the most influential measure in countering bullying behaviour in schools.
Recently, when I addressed the annual conference of the Irish Primary Principals Network, I asked school principals to ensure effective policies are in place in their schools and bullying is not tolerated in any way, shape or form. My Department, in its guidelines on countering bullying behaviour in schools, has provided a national framework within which individual school management authorities may meet their responsibilities for implementing effective school based policies to counter bullying. These guidelines were drawn up following consultation with representatives of school management, teachers and parents and are sufficiently flexible to allow each school authority to adapt them to suit the particular needs of the school. My Department will keep these guidelines under review with a view to updating them where necessary.
299 Mr. Durkan asked the Minister for Education and Science the progress which has taken place since the beginning of 2006 in respect of a project (details supplied) in County Kildare; and if she will make a statement on the matter. [6008/06]
I am pleased to inform the Deputy that a new eight classroom school was delivered for the north Kildare school project in 2003. My Department has not received an application from the school for any extra facilities.
300 Mr. Durkan asked the Minister for Education and Science if her attention has been drawn to the need to meet the accommodation requirements and other facilities needed at a school (details supplied) in County Kildare; if this project will be advanced in view of the pressing need; and if she will make a statement on the matter. [6009/06]
306 Mr. Durkan asked the Minister for Education and Science the extent to which progress is reported in relation to the settlement of primary and secondary level facilities at Clane, County Kildare; if this assessment will have full regard to the immediate and long-term needs of the area; when she expects to make an announcement arising from this assessment; and if she will make a statement on the matter. [6016/06]
313 Mr. Durkan asked the Minister for Education and Science the progress to date in 2006 in regard to the provision of the facilities required as determined by the school authorities at a school (details supplied) in County Kildare; the remaining developmental stages to be processed and the likely timescale; the extent to which she expects to be in a position to meet the requirements as set out; when she expects work to start on this project in view of the urgency generated by demographic trends; and if she will make a statement on the matter. [6025/06]
314 Mr. Durkan asked the Minister for Education and Science the progress to date in 2006 in regard to the provision of the facilities required as determined by the school authorities at a school (details supplied) in County Kildare; the remaining developmental stages to be processed and the likely timescale; the extent to which she expects to be in a position to meet the requirements as set out; when she expects work to start on this project in view of the urgency generated by demographic trends; and if she will make a statement on the matter. [6026/06]
315 Mr. Durkan asked the Minister for Education and Science the progress to date in 2006 in regard to the provision of the facilities required as determined by the school authorities at a school (details supplied) in County Kildare; the remaining developmental stages to be processed and the likely timescale; the extent to which she expects to be in a position to meet the requirements as set out; when she expects work to start on this project in view of the urgency generated by demographic trends; and if she will make a statement on the matter. [6027/06]
316 Mr. Durkan asked the Minister for Education and Science the progress to date in 2006 in regard to the provision of the facilities required as determined by the school authorities at a school (details supplied) in County Kildare; the remaining developmental stages to be processed and the likely timescale; the extent to which she expects to be in a position to meet the requirements as set out; when she expects work to start on this project in view of the urgency generated by demographic trends; and if she will make a statement on the matter. [6028/06]
317 Mr. Durkan asked the Minister for Education and Science the progress to date in 2006 in regard to the provision of the facilities required as determined by the school authorities at a school (details supplied) in County Kildare; the remaining developmental stages to be processed and the likely timescale; the extent to which she expects to be in a position to meet the requirements as set out; when she expects work to start on this project in view of the urgency generated by demographic trends; and if she will make a statement on the matter. [6029/06]
318 Mr. Durkan asked the Minister for Education and Science the progress to date in 2006 in regard to the provision of the facilities required as determined by the school authorities at a school (details supplied) in County Kildare; the remaining developmental stages to be processed and the likely timescale; the extent to which she expects to be in a position to meet the requirements as set out; when she expects work to start on this project in view of the urgency generated by demographic trends; and if she will make a statement on the matter. [6030/06]
319 Mr. Durkan asked the Minister for Education and Science the progress to date in 2006 in regard to the provision of the facilities required as determined by the school authorities at a school (details supplied) in County Kildare; the remaining developmental stages to be processed and the likely timescale; the extent to which she expects to be in a position to meet the requirements as set out; when she expects work to start on this project in view of the urgency generated by demographic trends; and if she will make a statement on the matter. [6031/06]
320 Mr. Durkan asked the Minister for Education and Science the progress to date in 2006 in regard to the provision of the facilities required as determined by the school authorities at a school (details supplied) in County Kildare; the remaining developmental stages to be processed and the likely timescale; the extent to which she expects to be in a position to meet the requirements as set out; when she expects work to start on this project in view of the urgency generated by demographic trends; and if she will make a statement on the matter. [6032/06]
321 Mr. Durkan asked the Minister for Education and Science the progress to date in 2006 in regard to the provision of the facilities required as determined by the school authorities at a school (details supplied) in County Kildare; the remaining developmental stages to be processed and the likely timescale; the extent to which she expects to be in a position to meet the requirements as set out; when she expects work to start on this project in view of the urgency generated by demographic trends; and if she will make a statement on the matter. [6033/06]
322 Mr. Durkan asked the Minister for Education and Science the progress to date in 2006 in regard to the provision of the facilities required as determined by the school authorities at a school (details supplied) in County Kildare; the remaining developmental stages to be processed and the likely timescale; the extent to which she expects to be in a position to meet the requirements as set out; when she expects work to start on this project in view of the urgency generated by demographic trends; and if she will make a statement on the matter. [6034/06]
I propose to take Questions Nos. 300, 306 and 313 to 322, inclusive, together.
The school planning section of my Department has received applications for major capital funding from the management authorities of the schools to which the Deputy refers. The applications have been assessed in accordance with the published prioritisation criteria for large scale projects. Progress on the proposed works is being considered in the context of the school building and modernisation programme from 2006 onwards.
301 Mr. Durkan asked the Minister for Education and Science the extent to which arrangements have been put in place to facilitate the provision of extra school facilities required at a school (details supplied) in County Kildare; if she is satisfied that the proposals are likely to meet the future needs of the area and region in view of the demographic changes; and if she will make a statement on the matter. [6010/06]
The building project for the school referred to by the Deputy is at an early stage of architectural planning. Officials from the Department of Education and Science visited the school in question in June of last year to carry out a technical inspection of the existing accommodation and to assess the needs of the pupils attending the school.
The school authorities have embarked on a major redevelopment programme which is currently at a very early design stage. They are assessing the needs into the future of the residents with special needs on the campus and outreach facilities and the many support services and industries around them.
The school's design team is preparing a development control plan for the site, of which this school forms part, and the Department of Education and Science is awaiting its response before the project can proceed further. In the meantime a member of the Department's inspectorate has drafted a schedule of overall accommodation to reflect the current educational needs of the pupils attending the school.
302 Mr. Durkan asked the Minister for Education and Science the position in regard to the area development plan for the N4/M4 corridor; the extent to which she expects her proposals for the areas in question to be put in place in 2006; and if she will make a statement on the matter. [6011/06]
As the Deputy will be aware, the local area development plan for the N4/M4 corridor outlines the Department of Education and Science's long-term educational strategy at both primary and post-primary level for the area concerned. The recommendations in the plan are being considered in the context of the school building and modernisation programme from 2006 onwards subject to the prioritisation criteria for large scale building projects.
303 Mr. Durkan asked the Minister for Education and Science the number of requests on hand for provision of psychological, speech and language therapy requirements, remedial, resource or other special needs teaching; the extent to which she expects to respond positively to these requests at an early date; and if she will make a statement on the matter. [6012/06]
The National Educational Psychological Service, NEPS, does not normally keep waiting lists of children requiring assessment in the sense of lists of names that are dealt with in chronological order. NEPS encourages a staged assessment process, whereby each school takes responsibility for initial assessment, educational planning and remedial intervention, in consultation with its assigned NEPS psychologist. Only if there is a failure to make reasonable progress in spite of the school's best efforts, will a child be referred for individual psychological assessment. This system allows the psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually.
Children who manifest very special needs in school, and who have not been previously assessed by a psychologist and are brought to the attention of a NEPS psychologist by the principal teacher, will normally be assessed by the psychologist within that school term.
Schools without NEPS psychologists assigned to them have access to educational psychological assessments through the scheme for commissioning psychological assessments, SCPA. Under this scheme, schools can commission assessments from a member of the panel of private practitioners approved by NEPS and NEPS will pay the fees directly to the psychologists concerned. Details of this scheme, including the conditions that apply to it, are available on the Department of Education and Science website. The prioritisation of urgent cases for assessment is a matter for the school principal in the first instance.
The Deputy will be aware that a new scheme for allocating resource teachers to schools to cater for the needs of children with high-incidence special needs such as mild general learning disability and learning support needs was introduced in schools in September 2005. Resource teachers will now be in place in the school from the start of the school year, so that children who need their assistance can get it straight away. The new system for allocating resource teachers in primary schools comprises a general allocation for pupils with learning difficulties and those with high incidence disabilities.
The Deputy may also be aware that the National Council for Special Education, NCSE, became operational from 1 January 2005. The council now has responsibility for the allocation of resource teaching provision, together with special needs assistant support, where appropriate, for pupils with special educational needs arising from the more complex low incidence disabilities, such as autism.
The provision of therapy services for people with disabilities, including speech and language therapy, is a matter for the Health Services Executive and funding is provided to the HSE for such purposes.
304 Mr. Durkan asked the Minister for Education and Science if consideration will be given to appointing a second teacher to the 13 one-teacher schools here; and if she will make a statement on the matter. [6013/06]
The mainstream teacher allocation of all primary schools, including one-teacher schools, is determined by reference to the enrolment of the school on the 30 September of the previous school year. The staffing schedule is outlined in a circular which is issued annually to all primary schools. In addition, such schools may be eligible for additional teacher or special needs assistant allocations in accordance with the criteria for the allocation of special needs resource. A detailed review of the position of the 13 one-teacher schools with fewer than 12 pupils enrolled on the 30 September 2004 is being undertaken and will be completed as speedily as possible.
305 Mr. Durkan asked the Minister for Education and Science the number of primary or second level schools here which have a higher than average pupil-teacher ratio; and if she will make a statement on the matter. [6014/06]
The Department of Education and Science does not keep figures on pupil-teacher ratio, PTR, on a school-by-school basis. However, significant improvements have been made in the PTR nationally at both primary and second level in recent years. At primary level, the PTR has dropped from 22.3:1 to 17.1:1 between 1996-97 and 2004-05. This reflects the fact that 5,000 extra primary teachers have been hired by the Government in recent years. In the case of second level, it has fallen from 16:1 in the 1996-97 school year to 13.4:1 in the 2004-05 school year.
307 Mr. Durkan asked the Minister for Education and Science if she has issued approval of contract documents in respect of the proposed new school at Ardclough, County Kildare; the timescale for the project; and if she will make a statement on the matter. [6017/06]
Draft contract documents have issued to the Office of Public Works. This documentation is now being examined by the Office of the Chief State Solicitor.
308 Mr. Durkan asked the Minister for Education and Science the position regarding the appointment of a design team for a school (details supplied) in County Kildare; and if she will make a statement on the matter. [6018/06]
310 Mr. Durkan asked the Minister for Education and Science the position in regard to the appointment of a design team in respect of a school (details supplied) in County Kildare; and if she will make a statement on the matter. [6020/06]
I propose to take Questions Nos. 308 and 310 together.
The schools to which the Deputy refers were included in my recent announcement of 62 large scale building projects which have been approved to progress under the school building and modernisation programme. These will be progressed by way of the appointment of a design team under the Department's capital programme for 2006.
The building section of the Department of Education and Science will shortly provide information to the schools concerned on how their projects will be advanced on foot of this announcement.
309 Mr. Durkan asked the Minister for Education and Science the position regarding the appointment of a design team for a school (details supplied) in County Kildare; and if she will make a statement on the matter. [6019/06]
The school to which the Deputy refers is one of those which, as I announced in January, would commence planning for a new school building with immediate effect.
The first key step in this process is the appointment of a suitably qualified design team. At an information seminar held recently in Tullamore by the school building section of the Department of Education and Science, the mechanics of appointing design teams and planning for the building of a school were explained to representatives from all 62 schools listed in my January announcement. As some of the schools will be responsible for appointing and delivering their own building project, this seminar was of crucial importance to them.
It is intended that a large percentage of these schools will be built using innovative methods such as standardised design model or design and build process, which have been successfully introduced by the Department of Education and Science in recent years. Officials in the school building section are currently assessing each project with a view to assigning each an appropriate build and procurement method and in the coming weeks the roll out of advertisements seeking design team consultants for the projects will begin.
311 Mr. Durkan asked the Minister for Education and Science if she will increase staff numbers at a school (details supplied) in County Kildare in anticipation of an increase in the next school year; and if she will make a statement on the matter. [6021/06]
The mainstream staffing of a primary school is determined by applying the enrolment of the school on 30 September of the previous school year to a staffing schedule which is issued annually to all primary schools. The general rule is that the schedule provides at least one classroom teacher for every 29 pupils in the school. Schools with only one or two teachers have much lower staffing ratios than that — with two teachers for just 12 pupils in some cases and so on — but the general rule is that there is at least one classroom teacher for every 29 children in the school.
Next year this is being reduced to 28 children per classroom teacher and in 2007-08 it will be reduced to 27 children per classroom teacher. Officials of my Department are currently drawing up the revised staffing schedule necessary to achieve that. Schools will be asked to use the extra class teachers provided as a result of the revised schedule to provide for smaller classes in the junior grades.
The mainstream staffing of the school referred to by the Deputy for the current school year is a principal and nine mainstream class teachers based on an enrolment of 243 pupils at 30 September 2004. The school also has one permanent learning support-resource post, one permanent special class post and the services of a shared permanent learning support-resource post, a shared temporary resource post and a shared temporary language support post all based in the school.
According to data submitted to my Department by the board of management, the enrolment in the school on 30 September 2005 was 248 pupils. The staffing for the 2006-07 school year will be determined on the basis of this figure and in accordance with the revised staffing schedule, which my Department will be issuing to schools in the near future.
312 Mr. Durkan asked the Minister for Education and Science if she has fully examined and assessed the educational needs at primary and secondary level including special needs in the Kill, Naas and Sallins areas of County Kildare, with particular reference to existing and future requirements and keeping in mind the existing and proposed development in the area; if children at all levels can expect a school place; and if she will make a statement on the matter. [6022/06]
I am aware that the areas to which the Deputy refers, like many areas located within close proximity to Dublin, continue to experience population growth, a position that almost inevitably places some strain on existing educational provision. I am pleased to inform the Deputy that a range of significant measures has been undertaken by my Department to address the current and future need for pupil places in the areas in question. While the information sought is not readily available in the format requested by the Deputy, the following is an outline of the measures undertaken by my Department to ensure that there are adequate places available in these areas to meet demand.
In the Naas locality, at primary level, an entire new school has been provided at Killashee while temporary accommodation has been provided at Scoil Corbain, St. Conleth's and St. Mary's national schools and St. Conleth's Naofa. Temporary accommodation has also been approved at Caragh national school, Gaelscoil Nás na Ríogh and Scoil Naomh Brighde.
A brand new state of the art, 16 classroom school, together with a double autistic unit, was also opened last September in Naas town. This project, in particular, will assist in easing any difficulties for primary pupil places that may exist in Naas. A brand new state of the art, 16 classroom school is planned for Gaelscoil Nás na Ríogh. This project has been approved to commence architectural planning this year. Additionally, there are proposals to improve accommodation at St. David's national school and Two Mile House national school. The long-term accommodation needs of the national schools at Ballycane, Caragh and the Convent of Mercy are also currently being assessed.
At post-primary level, the management authority of St. Patrick's post-primary school, County Kildare VEC, is currently progressing plans to relocate the school and extend capacity to 1,000 pupil places. Additionally, an extension project is under construction at St. Mary's College, which will increase capacity at the school to 900 pupils. A similar extension is under construction at Meánscoil Iognáid Rís and further accommodation needs at the school are currently in planning.
At Sallins national school, a seven classroom extension is under construction. When completed, this extension will increase capacity from nine to 16 classrooms. An extension to bring the school up to 24 classrooms commenced architectural planning this year.
In relation to Clane, in 2004, St. Patrick's boys' school was given capital funding which enabled the school to build two mainstream classrooms and three resource rooms. The school authority recently applied for further additional accommodation. At post-primary level, Clane community school has applied for additional accommodation. Both applications are currently being assessed in the school planning section of my Department.
Regarding provision for pupils with special educational needs, SEN, my Department's policy is to ensure the maximum possible integration of children with such needs into ordinary mainstream schools. Where mainstream provision is not appropriate, children can be catered for in special schools which are dedicated to particular disability groups. There are 107 special schools in the country at present. These schools cater for children from four to 18 years of age and each school enjoys a significantly reduced pupil teacher ratio and other staffing supports. Additional special needs assistant, SNA, support is provided if deemed necessary. Special schools also receive increased rates of capitation funding.
Children with SEN can also attend special classes attached to ordinary mainstream schools. All special classes enjoy the same increased levels of staffing and funding as are made available to the special schools. Children with SEN attending special classes attached to ordinary schools may also, where appropriate, be integrated into ordinary classes for periods of the school day.
A general allocation scheme has been introduced under which mainstream primary schools have been provided with resource teaching hours, based on enrolment figures, to cater for children with high incidence SEN such as dyslexia and those with learning support needs. All schools were notified of their general allocation for the 2005-06 school year last May.
The Deputy will be aware that the National Council for Special Education, NCSE, through the local special educational needs organiser, SENO, is responsible for processing applications from schools for special needs supports such as resource teaching hours and special needs assistant, SNA, support for children with low-incidence SEN, on the basis of applications in respect of individual pupils. Once a school has been advised of its general allocation and the SENO has allocated hours and SNA support if appropriate in respect of pupils with low-incidence SEN, it is a matter for the school authority to recruit the relevant staff.
There has been enormous progress made over the past number of years in increasing the number of teachers in our schools who are specifically dedicated to providing education for children with SEN. At primary level there are now approximately 5,000 teachers in our primary schools working directly with children with special needs, including those requiring learning support. This compares to under 1,500 in 1998. Indeed, one out of every five primary school teachers is now working specifically with children with special needs.
At second level, approximately 1,637 whole time equivalent additional teachers are in place to support pupils with special educational needs. This compares to the approximately 200 teachers who were in place in 1998 for such pupils. In addition, there are 532 whole time equivalent learning support teachers in our second level schools.
The precise model of provision made available at second level will depend on the assessed needs of the pupils involved. Some pupils are capable of attending ordinary classes on an integrated basis with additional teacher and-or SNA support. In other cases, placement in special dedicated classes or units attached to the school may be the more appropriate response. Such special classes operate at significantly reduced pupil-teacher ratios. Pupils attached to these special classes may be facilitated in attending ordinary subject classes on an integrated basis wherever possible.
Enormous progress has also been made in increasing the number of SNAs in our schools who specifically cater for the care needs of children with special educational needs. There are over 7,200 whole time equivalent SNAs in primary and second level schools supporting children with special needs.
All of these initiatives represent huge capital and human resource investment and demonstrate my commitment to meeting the needs of the areas concerned. The school planning section of my Department will keep the position under review to ensure that any additional emerging needs are met as expeditiously as possible.
323 Mr. Stanton asked the Minister for Education and Science if directives or regulations have been issued with regard to auditing of accounts or primary school procedures in place to govern the way such audits are to be carried out; the frequency of such audits; and if she will make a statement on the matter. [6038/06]
Section 18(2) of the Education Act 1998 provides that, except in the case of a school established or maintained by a vocational education committee, a board of management shall keep all proper and usual accounts and records of all moneys received by it or expenditure of such moneys incurred by it and shall ensure that in each year all such accounts are properly audited or certified in accordance with best accounting practice. Accounts kept in pursuance of this section shall be made available by the school concerned for inspection by the Minister and by parents of students in the school, in so far as those accounts relate to moneys provided in accordance with section 12 of the Act.
At primary level, section 19(iv) of the constitution and rules of procedure for boards of management state: "the school accounts shall also be available for audit by officers of the Department of Education and Science and officials of the Comptroller and Auditor General's Office if requested".
324 Mr. Deasy asked the Minister for Education and Science the number of applications received and the number of places provided under the vocational training opportunities scheme in each of the years 2002, 2003, 2004 and 2005; if her attention has been drawn to the fact that the number of people in receipt of unemployment assistance is currently over 86,000; her further views on whether the number of vocational training opportunities scheme places needs to be substantially increased to make a significant contribution to assisting people in receipt of unemployment assistance to return to work; and if she will make a statement on the matter. [6055/06]
The vocational training opportunities scheme, VTOS, provides full-time second chance education and training opportunities for unemployed adults who are at least 21 years of age and in receipt of specified social welfare payments for at least six months. The scheme is funded by my Department and operated through the 33 vocational education committees, VECs. The maximum number of places that can be filled annually is 5,000. My Department does not keep figures on the number of applications made to the VECs for places on VTOS courses.
There are a number of other options available to unemployed adults in further and higher education. For example, people in receipt of social welfare payments, including unemployment benefit and unemployment assistance, may return to education and training programmes under the Department of Social and Family Affairs' back to education allowance scheme. They may also qualify for an approved third level programme, or post-leaving certificate programmes. The back to education initiative, part-time, for which there are over 7,000 places available annually, is another option for adults wishing to return to education and training.
325 Mr. Deasy asked the Minister for Education and Science the number of applications received and the number of places provided under the vocational training opportunities scheme in each of the years 2002, 2003, 2004 and 2005 in Waterford city and county. [6056/06]
The vocational training opportunities scheme, VTOS, provides full-time second chance education and training opportunities for unemployed adults who are at least 21 years of age and in receipt of specified social welfare payments for at least six months. The scheme is funded by my Department and operated through the 33 vocational education committees, VECs.
Over the years 2002 to 2005, City of Waterford VEC was given an allocation of 200 VTOS places per year. Over the years 2002 to 2005, County Waterford VEC was given an allocation of 100 places per year. Almost all of the allocated places were filled by both VECs. As the scheme is administered by the VECs, information on the number of applicants to participate in it in any VEC area is not furnished to my Department.
There are a number of other options available to unemployed adults in further and higher education. For example, people in receipt of social welfare payments, including unemployment benefit and unemployment assistance, may return to education and training programmes under the Department of Social and Family Affairs' back to education allowance scheme. They may also qualify for an approved third level programme or post-leaving certificate programmes. The back to education initiative, part-time, for which there are over 7,000 places available annually, is another option for adults wishing to return to education and training.
326 Mr. Timmins asked the Minister for Defence the position regarding the height restriction for females who wish to join the Defence Forces; the changes he has made; the process which has been carried out to change the regulations; when legislation to change same will come before Dáil Éireann; and if he will make a statement on the matter. [5863/06]
The Government is committed to a policy of equal opportunity for men and women in the Defence Forces — Army, Air Corps, Naval Service — including the Reserve Defence Force, and to the full participation by women in all aspects of Defence Forces activities.
In effect this means that women are eligible on the same basis as men for participation in operational and ceremonial activities, for assignment to all military appointments and educational and training courses and for promotion. All female personnel undergo the same training and receive the same military education as their male counterparts. In order to encourage increased participation by women in the Defence Forces my predecessor decided in March 1998 to reduce the height requirement for all female recruits to 162.5cm — 5 ft. 4 ins. This height requirement now also applies to male recruits.
The Defence Forces actively encourage female applicants by: advertising — where possible, all graphical advertisements and booklets produced for the Defence Forces show both male and female personnel and emphasise that all applicants are assessed on an equal basis; recruitment fairs — stands at recruiting fairs are generally staffed by male and female personnel; visits to schools — when the Defence Forces are invited to give talks at all female or at mixed schools, every effort is made to have a female speaker.
Over the past eight years, the strength of female personnel in the Permanent Defence Force has increased from 244 at the end of 1997 to 529 at the end of December 2005. This constitutes an increase of over 100% in the number of females serving over this period.
On 5 August 2005 I wrote to the Departments of Education and Science and Justice, Equality and Law Reform along with a number of outside organisations seeking their views and recommendations on how more women might be encouraged to enlist in the Defence Forces. All the replies have now been received, the last on 17 January 2006, and are being examined. After this examination I propose that officials, civil and military, of the Department of Defence will meet with representatives of each of the organisations who made submissions along with the Representative Association of Commissioned Officers, RACO, and the Permanent Defence Force Other Ranks Representative Association, PDFORRA, to consider the ideas and suggestions and to see what, if any, improvements or changes can be made to the programme of recruitment so as to encourage more females to join the Defence Forces.
327 Mr. Ó Fearghaíl asked the Minister for Defence if his Department has received requests from Kildare County Council for special funding towards the cost of providing sheep grids on all public access roads to the Curragh Plains; and if he will make a statement on the matter. [5867/06]
Kildare County Council approached my Department in 2001 concerning a proposal being considered by the council at that time to install sheep grids and horse gates on all public access roads to the Curragh. In developing this proposal the council identified 23 locations where grids or gates would be required and sought a contribution from my Department towards the costs of any such works. The estimated cost was in excess of €1 million.
The Department informed Kildare County Council that it was not agreeable to providing such funding. Responsibility for the maintenance and upkeep of public access roads to the Curragh rests with Kildare County Council. In addition, it is the position of the Department that the question of the keeping of sheep on the Curragh is a matter for the sheep rights owners.
328 Mr. N. O’Keeffe asked the Minister for Defence the reason for the delay in having refuse removed from land owned by his Department. [5905/06]
My Department holds two small plots of land on a laneway which was part of the former military barracks in the locality in question. In recent years there has been unauthorised encroachment upon those plots by another party and my Department is addressing the matter of that encroachment in consultation with the Office of the Chief State Solicitor. The Department's properties officer plans to include a visit to this property shortly, at which time he will deal with the issue of refuse.
329 Mr. Cuffe asked the Minister for the Environment, Heritage and Local Government his plans to make it easier for staff to transfer between local authorities and the Civil Service. [5820/06]
Separate processes apply in the case of recruitment to posts in local authorities and the Civil Service. There are no formal arrangements at present for the direct transfer of staff between the sectors. However, a civil servant may apply for any post in the local authority service that is offered by open competition provided that he or she possesses the required qualifications. I understand my colleague, the Minister for Finance, will respond to the Deputy's question on the transfer of staff in local authorities into the Civil Service.
330 Mr. Kenny asked the Minister for the Environment, Heritage and Local Government the level of emission of carbon dioxide here for each of the past five years; the top ten highest producers of CO2 emissions for the years in question; and if he will make a statement on the matter. [5836/06]
The EPA is responsible for the collation and publication of inventories of greenhouse gas emissions, which are prepared on an annual basis pursuant to UN and EU obligations. Table 1 sets out the published figures for both carbon dioxide and total greenhouse gas emissions, excluding absorption of greenhouse gases from land-use and forestry, for each of the five most recent years for which figures have been published, together with increases on 1990 emissions in percentage terms.
|
Greenhouse Gas Emissions |
1999 |
2000 |
2001 |
2002 |
2003 |
|
CO2 Emissions (Kt) |
42,133.27 |
44,159.74 |
46,460.47 |
45,808.14 |
44,449.95 |
|
Total Emissions (Kt CO2 equivalent) |
66,888.81 |
68,968.25 |
70,741.77 |
69,384.50 |
67,554.47 |
|
Percentage above 1990 |
23.92% |
27.77% |
31.06% |
28.55% |
25.16% |
I understand the EPA will shortly publish information on greenhouse gas emissions in 2004 and revised greenhouse gas emissions data from 1990 to 2003. The revised data will be based on a number of improvements in both the methodologies and data used to calculate greenhouse gas emissions, which have recently been adopted by EPA.
The ten highest emitting installations of carbon dioxide for 2003, the latest year for which verified emissions figures are available, are listed in Table 2. All of the listed installations are participating in the EU emissions trading scheme and therefore have had their emissions capped from 2005 onwards.
|
Installation |
CO2 emissions (tonne) |
|
ESB — Moneypoint |
5,430,607 |
|
ESB — Poolbeg |
2,125,326 |
|
CRH plc (Irish Cement Platin) |
1,417,631 |
|
Aughinish Alumina |
1,067,406 |
|
Huntstown Power Company Ltd. |
1,019,763 |
|
Quinn Cement Ltd. |
937,124 |
|
ESB — Tarbert |
935,883 |
|
Synergen (Dublin Bay Power Plant) |
919,500 |
|
CRH plc (Irish Cement Limerick) |
811,471 |
|
Edenderry Power Ltd. |
810,680 |
331 Mr. Kenny asked the Minister for the Environment, Heritage and Local Government the progress by his Department in making arrangements to meet Ireland’s international commitments on greenhouse gases and gases that contribute to the problem of acid rain; the fundamental changes that his Department regards as a priority arising from the meeting of these international commitments; his programme of implementation of such change to meet these international commitments; and if he will make a statement on the matter. [5851/06]
Ireland is committed, pursuant to the Kyoto Protocol, to limiting growth in greenhouse gas emissions to 13% above 1990 levels in the 2008 to 2012 commitment period. In 2003, the latest year for which published figures are available, Ireland's emissions were approximately 25% above the 1990 level. I also refer to the reply to Question No. 330 on today's Order Paper.
The national climate change strategy provides the basis for Government policy and action to reducing greenhouse gas emissions in the most efficient and equitable manner and for ensuring that Ireland meets its commitments under the Kyoto Protocol. While my Department has overall responsibility for the strategy, it is a matter for Departments with direct responsibility for each sector identified in the strategy to implement the optimum mix of policies and measures to control and reduce Ireland's overall level of greenhouse gas emissions.
Among the measures that will facilitate reduced emissions of greenhouse gases are higher standards of energy conservation provided for in the building regulations, the development of planning guidelines on wind energy and reducing emissions from waste facilities. Progress is also demonstrated in more efficient power generation plants, support for renewable energy, improvements in public transport, tax incentives for more fuel-efficient cars and for the introduction of biofuels.
A review of the national climate change strategy has been under way in my Department to assess progress in its implementation and to identify possible additional measures for Ireland to meet its Kyoto Protocol target in the most cost effective way. I intend shortly to publish this review as a consultation document which will inform the preparation of a revised strategy.
A portion of Ireland's Kyoto target will also be achieved through emissions reductions by installations participating in the EU emissions trading scheme. This scheme commenced in 2005 on a pilot basis and will continue throughout the Kyoto Protocol commitment period 2008 to 2012. The Government will also avail of the flexible mechanisms in the Kyoto Protocol, which will allow it to meet part of its obligation by purchasing credits for carbon reductions sufficient to address any shortfall. The necessary institutional arrangements for the purchase of credits by the State are currently being put in place. They include the recent announcement by the Minister for Finance, in the context of budget 2006, of the designation of the National Treasury Management Agency as the purchasing agent for the State and the provision of an initial €20 million in 2006 to fund the purchase of credits.
In April 2005, the Government approved a national programme on transboundary pollutants for the progressive reduction of national emissions of transboundary pollutants by 2010. The pollutants concerned — sulphur dioxide, nitrogen oxides, volatile organic compounds and ammonia — contribute to acidification, eutrophication and ground level ozone. The National Emission Ceilings Regulations 2004 specify emission ceilings for the above four pollutants to be achieved by 2010. A number of measures which would tie in with the achievement of the ceilings were already being actively pursued under existing and planned legislation and policies, including cleaner fuels and vehicles, integrated pollution control licensing, organic solvent emissions reduction and a voluntary agreement with the solid fuel industry.
My Department has also submitted a national emission reduction plan for large-combustion plants to the European Commission. The plan, under Directive No. 2001/80/EC on the limitation of emissions of certain pollutants from large combustion plants, requires significant reductions of emissions of sulphur dioxide and nitrogen oxides from older ESB power plants and boilers in Aughinish Alumina from 2008.
The 2005 national programme sets out a number of significant developments in policies and measures in various sectors since 2003. A downward trend in emissions since 2001 is projected to continue to 2010, although it is clear that the nitrogen oxides ceiling in Directive No. 2001/81/EC on national ceilings for certain atmospheric pollutants presents significant challenges for Ireland, including the possibility that measures to achieve it could be disproportionately costly. The directive is due to be reviewed by the European Commission in 2006, taking into account the Thematic Strategy on Air Pollution, published by the Commission in September 2005.
This strategy significantly updates EU policy on air quality. It takes a medium perspective to 2020 and aims to cut the annual number of premature deaths from air pollution-related diseases by almost 40% by 2020, from the 2000 level, while also substantially reducing the area of forests and other ecosystems suffering damage from airborne pollutants. The national programme, which will be updated in 2006, recognises the synergies between reducing transboundary pollutants and the measures under the national climate change strategy.
332 Mr. G. Murphy asked the Minister for the Environment, Heritage and Local Government if he intends issuing new guidelines to local authorities on waste permits; and if he will make a statement on the difficulties builders are encountering disposing of rubble. [5859/06]
Last summer, I published the draft Waste Management (Facility Permit and Registration) Regulations and the draft Waste Management (Collection Permit) Regulations as part of a public consultation process. These draft regulations amend the Waste Management (Permit) Regulations 1998 and the Waste Management (Collection Permit) Regulations 2001, respectively.
Public advertisements invited relevant stakeholders and other interested parties to submit comments on the draft regulations to my Department. In excess of 50 comprehensive submissions were received, several of which came from stakeholders with an interest in the building/construction industry. My Department is currently examining all of the submissions in detail with a view to incorporating any necessary amendments into both sets of draft regulations. I will issue relevant guidelines to all local authorities once the new regulations are formally made.
On the more general issue of waste in the building industry, my Department has for a number of years been engaged, in partnership with industry, in developing standards and raising awareness to improve waste management practices. This is being done through the national construction and demolition waste council, NCDWC. In September 2004 the NCDWC launched the voluntary construction industry initiative, which involves all key participants in the construction industry committing to a series of specific actions to increase the levels of recycling in this waste stream. In tandem with this, my Department has developed draft best practice guidelines on the preparation of waste management plans for construction and demolition projects. The plans introduce the concept of on-site construction and demolition waste management plans which will apply to projects above certain specified thresholds.
Following a period of public consultation the guidelines have been finalised and are being put to the council for its formal endorsement. I expect to be in a position to publish the guidelines shortly.
333 Mr. Ó Fearghaíl asked the Minister for the Environment, Heritage and Local Government if his Department has received requests from Kildare County Council for special funding towards the cost of providing sheep grids on all public access roads to the Curragh plains; and if he will make a statement on the matter. [5869/06]
The improvement and maintenance of non-national roads in its area is a statutory function of each road authority in accordance with the provisions of section 13 of the Roads Act 1993. My Department has not received any request from Kildare County Council for funding towards the provision of sheep grids on non-national roads.
334 Mr. Ó Fearghaíl asked the Minister for the Environment, Heritage and Local Government if his Department is in receipt of an application from Kildare County Council for funding towards the upgrade of the village sewerage system at Kilberry, County Kildare; and if he will make a statement on the matter. [5870/06]
My Department has no proposals from Kildare County Council regarding a sewerage scheme at Kilberry, Athy, County Kildare, nor was such a proposal included in the list of schemes submitted by Kildare County Council in November 2003 in response to my Department's request to all local authorities to undertake fresh assessments of the needs for capital works in their areas and to prioritise their proposals on the basis of the assessments. The priority lists were taken into account in the framing of subsequent phases of the water services investment programme, published in 2004 and 2005. I envisage that local authorities will be afforded an opportunity in 2006 to undertake fresh assessments of their needs and priorities which will be considered in future phases of the programme.
335 Mr. Ó Fearghaíl asked the Minister for the Environment, Heritage and Local Government the correlation between the amount of money provided by his Department to Kildare County Council for non-national roads and the council’s own provision for works on such roads in the past five years; and if he will make a statement on the matter. [5871/06]
Details of non-national road grants paid by my Department to Kildare County Council and the council's own resources expenditure on non-national roads for each of the years 2001 to 2005 are set out in the following table. Own resources expenditure is based on returns received from Kildare County Council.
|
Year |
Grant Payments |
Own Resources |
|
€ |
€ |
|
|
2001 |
21,148,246 |
4,190,135 |
|
2002 |
23,340,437 |
1,608,064 |
|
2003 |
11,834,028 |
7,416,637 |
|
2004 |
17,453,601 |
7,673,826 |
|
2005 |
22,210,525 |
8,609,700(estimated) |
336 Mr. Quinn asked the Minister for the Environment, Heritage and Local Government the criteria used to define whether a person is homeless; the number of nights a person must spend on the street or in a hostel to be defined as homeless; and if he will make a statement on the matter. [5982/06]
Decisions as to the homeless status of individuals are matters for the local authority concerned. The definition of homelessness in the Housing Act 1988 provides for a wide range of circumstances on the basis of which, in the opinion of the authority, a person may be deemed homeless.
The independent review of the implementation of homeless strategies, which I published last week and which is being made available to the Oireachtas Library, recommended that the definition of "homelessness" should be revisited to produce a clearer, unambiguous understanding of what homelessness means for measurement and funding purposes, and that this should be used as the basis for a common information gathering system establishing the causes, extent and nature of homelessness and rolled out to all areas of the country. This issue will be taken forward in the context of a revised Government strategy on homelessness, to be prepared by my Department having regard to the independent review.
