Skip to main content
Normal View

Dáil Éireann debate -
Thursday, 7 Mar 2013

Vol. 795 No. 3

Other Questions

Schools Guidance Counsellors

Timmy Dooley

Question:

6. Deputy Timmy Dooley asked the Minister for Education and Skills the number of students training to become a career guidance counsellor this year compared to last year in teacher training colleges; if any courses have been cut or any discontinued; the number of students that will be affected; and if he will make a statement on the matter. [11973/13]

My Department recognises a number of postgraduate qualifications offered by universities as acceptable for school guidance work.

The Higher Education Authority does not allocate funding for specific courses. It is a matter for each university to determine which courses are run and the number of places they wish to offer. As such decisions are usually determined by reference to overall resourcing levels and the likely demand from students. Variations from year to year are not unusual.

I am informed that the HEA does not yet have the relevant information for the current academic year to allow comparison with 2012 enrolments. I understand that there was a slight drop in enrolments in 2011-12 from the previous year. However, there has been a 58% increase in enrolments on these programmes since 2008-09.

I am disappointed that we have not yet got the figures.

The step of moving the ex-quota allocation for career guidance is seen by those in the career-guidance sector - and also by those considering entering it - as an attack on the profession. It will undoubtedly have a very serious impact on the decisions being made by new graduates considering a career in career guidance. This profession was built up over many years to the point where we had 700 full-time career-guidance posts. We had guidance counsellors fully qualified and trained to provide counselling services as well as career-guidance services. Unless the Minister reverses his approach, we will see the decimation of that profession in coming years. I have no doubt we will see an effect in the numbers taking such third level courses. I hope we get those figures quickly.

I urge the Minister to use those figures when available to reassess where he is going in this regard. I strongly believe we need to re-establish an ex quota allocation to show that there is a real and steady need for guidance counsellors into the future.

On the Deputy's observation on the lack of figures at this point in the academic year, this is not confined to higher level education. It is also a problem at primary and second level. Our system is partially computerised and partially manual. We are dependent on the individual institutions returning data to us. In my view, this has not been satisfactory. I propose to take another look at this in the context of reform of the third level sector but it will also need to be done in the primary and second level sectors. For example, in response to a query to post-primary schools, the free voluntary sector, in regard to whether they operated book lending programmes, the response was poor. In terms of the information we can get for the Deputy, we are dependent on the active co-operation of the relevant institutions. I am not satisfied with the speed of the reply either.

The Deputy's reference to the decimation of the profession of guidance counsellors is somewhat extreme. The fact that guidance counsellors have been mainstreamed and are subject to redeployment by the principal, as distinct from their being ex quota, has caused disquiet among some guidance counsellors. There has also been a reaction to the recent health document published by myself and the Minister of State, Deputy Lynch, which provides that the well-being of the school population, including the mental health of students, some of whom may ultimately be suicidal, is the concern of the entire school community and not only guidance counsellors. This appears to be viewed by some guidance counsellors as an intrusion into their professional area. It is our view - I strongly support the group's conclusions - that the well-being of students is of concern to everybody. This matter was raised during Leaders' Questions this morning.

I ask that the Minister request his officials to obtain those figures relatively quickly. There are only a small number of courses involved. It is important we get those figures.

There are five institutions involved. The figure for last year is 54; for the previous year is 83 and for the year prior to that is 100. Five years ago the figure was 58. As such, there was a spike two years ago, which dropped off long before any changes were made to the budget.

I remind Members that on Other Questions only two minutes is allowed for the Minister's initial reply and one minute for supplementaries.

EPSEN Act 2004

Mick Wallace

Question:

7. Deputy Mick Wallace asked the Minister for Education and Skills when he will publish and take action on the plan to implement the EPSEN Act 2004 in view of the contents of a report (details supplied) from the Children's Rights Alliance; and if he will make a statement on the matter. [11887/13]

The Children's Rights Alliance report noted that the Department of Education and Skills received an overall "B-minus" grade for solid progress, particularly in literacy, patronage and school buildings. This is one of the highest grades given to any Department and reflects well on the overall performance of our education system. The report also notes that the level of investment in the area of special educational needs was maintained in the current school year but that implementation of the EPSEN Act has been delayed. I understand and acknowledge the concerns that have been expressed to date about the delay in implementing the EPSEN Act. In light of the very difficult economic situation, the previous Government deferred full implementation of it.

The National Council for Special Education, NCSE, has advised that an additional investment of up to €235 million per annum across the education and health sectors would be required to fully implement the EPSEN Act. In the Department's view, the level of investment required could be greater. While the Minister has done his best to date to preserve overall funding for special education, it has not been possible to identify additional resources from within the education budget to cover this cost.

The NCSE has been asked to provide policy advice on how the education system can best support children with special needs. This advice will guide the preparation of a plan on how aspects of EPSEN can be implemented, including prioritising access of children with special needs to an individual education plan.

I thank the Minister of State for his reply. We all recognise that children with special educational needs rely heavily on the State. Supports appropriately provided and administered early to improve their educational experience and outcomes are vital. I acknowledge that there is an enormous cost involved in the provision of SNA support. However, current demand for such support is phenomenal and growing. The proposed cap will put the service under severe pressure. I accept that we do not have an endless supply of money but special needs children are more vulnerable than the average child. In the past, many of these children were abandoned. They did not receive the type of support available to others during the past number of years. It is now recognised that with the right supports these children can flourish and become a positive part of mainstream society, which previously was not acknowledged.

I understand full implementation of the EPSEN Act will cost the State more. However, as has been stated many times, our top priority must be to assist those most in need. There is no doubt but that within the education system special needs children are the most dependent on the State.

I acknowledge the points made by the Deputy. As I stated earlier, the NCSE has been tasked with the provision of policy advice on the appropriate nature and configuration of educational supports required to be allocated in order to achieve as much as possible of EPSEN within the confines of the parcel of funding available in that regard. The Government will endeavour to ensure as much as possible of it is implemented.

The internal assessment is that the cost could be higher than the figure which I mentioned earlier. We will do our best to implement EPSEN within current constraints.

Depending on to whom one speakers the cost of full implementation of the EPSEN Act ranges from €235 million to €500 million. The first thing we need to do is determine the real cost.

In terms of the services currently being provided, I do not believe there is sufficient co-operation between the Departments of Education and Skills and Health in this regard. The HSE is currently reconfiguring delivery of its services. I have spoken to some of the principals and parents involved in the provision of special needs education. They believe there is not enough co-operation between the Departments of Education and Skills and Health in terms of the delivery of services. Some of the HSE's reconfiguration plans will affect the delivery of services.

Does the Minister of State foresee the EPSEN Act being implemented this year or is that too optimistic?

Without being facetious, that is too optimistic. A number of sections have already been implemented. I can provide a list of all the sections that have been implemented thus far but for the sake of brevity, I will not do so now.

I take the point made by Deputy O'Brien in regard to ensuring greater collaboration between the Departments of Education and Skills and Health and for people to think outside the traditional silos within which they exist in terms of delivery of policy outcomes. I note the point made in that regard.

School Guidelines on Mental Health

Brendan Smith

Question:

8. Deputy Brendan Smith asked the Minister for Education and Skills in view of the recent publication of the action plan on bullying and the interdepartmental guidelines for mental health promotion and suicide prevention in schools, his plans to provide funding for specialist training for teachers and principals; and the amount that has been allocated for such training. [11966/13]

I have allocated €500,000 to enable implementation of the action plan on bullying, the full detail of which is being worked out, to be progressed this year. This additional expenditure will complement other programmes that focus on assisting teachers and school management in dealing with bullying in primary and post-primary schools.

The guidelines for mental health promotion bring together existing guidance and programmes to ensure a more integrated and holistic policy approach is taken towards student well-being in post-primary schools. The guidelines, which are evidence based, are an essential reference point for teachers and school management in terms of their planning for the implementation of the SPHE curriculum, the whole-school guidance plan and for accessing the NEPS continuum of support framework. Relevant supports for schools are outlined in the document.

The Department's support services have been directed to review and prioritise support for schools with regard to the action plan on bullying and the guidelines.

I thank the Minister for his reply. I welcome the publication of the guidelines for mental health promotion and suicide prevention and the action plan on bullying. These are important initiatives and it is important that schools have guidance on the strategies they need to adopt to ensure children are safe in the school grounds and that their mental health is a core concern. The Minister mentioned €500,000 for the action plan on bullying. Has he allocated any money for supporting the guidelines for mental health promotion and suicide prevention alongside this?

No decision has yet been made on the breakdown of the detailed allocation of the moneys.

These are two important initiatives, but at the same time the Minister has removed €32 million which was specifically dedicated for guidance counsellors. While they did not play the only role in a school, they had a key role in liaising with students with particular difficulties with regard to mental health or bullying. The Minister is absolutely correct that everyone in the school needs to play their role, and it is important we support principals and teachers and provide training for them, but taking these measures at the same time as removing €32 million funding from those specifically trained does not add up or makes sense. The Minister is taking a very wrong approach. I ask the Minister to respond to this and explain how he can match this approach with his aim to try to improve child and adolescent mental health and deal with bullying.

I do not agree with the conclusion reached by the Deputy. Given the state of where we are, and what we now know with regard to the whole school environment and the health required for it, the approach must be to make it everybody's concern in the first instance. The Deputy spoke about the guidelines for mental health promotion, and these suggest three states of intervention, namely, a whole school approach to begin with; then identifying those who might be at risk and need support; and then possibly taking them out of the ambience of the school itself to get detailed professional assistance appropriate to the condition in which they find themselves. This skill may not necessarily rest with the guidance counsellor in the school. This is a more integrated and holistic way of approaching it and it mobilises existing resources in a different way to the situation previously. Having heard the presentation and listened to the Minister of State, Deputy Kathleen Lynch, and others I am convinced that given the situation we are in it is a better way to go rather than working back to the old system of guidance counsellors.

An holistic approach and ensuring all teachers are clued into what is going on is a good idea. Gorey Community School is the biggest school in Wexford with more than 1,500 pupils.

It is very big.

I coach six of the young fellows who attend the school. The school has a great deal of pressure at present from social problems and social issues. The Minister's hopes to develop a more holistic approach in all schools is good and I agree if every teacher is focused in the right area, and is copped on as to how to deal with these issues, it would definitely be progressive, but it does not change the fact that needs exist now and the cuts are deeply affecting schools. Until the Minister reaches the situation he would like to have, the schools need the support he has taken away from them, which is a cut of approximately 30%.

I recognise the very large size of Gorey Community School and a new VEC school is planned to be built there. It has still to come on-stream as the Deputy knows. There are special pressures in Gorey and I recognise this.

School Staffing

Niall Collins

Question:

9. Deputy Niall Collins asked the Minister for Education and Skills the role of the guidance counsellor in supporting and implementing the guidelines on mental health promotion and suicide prevention in view of the removal of the ex-quota allocation for guidance provision since September 2012; and if he will make a statement on the matter. [11967/13]

The guidelines on mental health promotion and suicide prevention are based on schools taking a co-ordinated whole school approach to preventing and, where necessary, tackling these issues. This involves building and integrating school self-evaluation processes, implementing the SPHE curriculum, developing the whole school guidance plan, adopting the NEPS continuum of support, and building effective interagency relationships.

With regard to guidance, the representative organisations for school principals and school management developed a framework that assists schools on how best to manage the provision of guidance from within their staffing allocation. This was a very positive and proactive response to a difficult budget decision.

Initial findings of a recent comprehensive survey by the National Centre for Guidance in Education on schools provision for guidance suggests that even through there has been a cut in the allocation schools continue to prioritise the guidance programme and within it have increased group work and class-based activity at senior cycle. This approach maximises the amount of time available for those pupils who need one to one support.

I thank the Minister. This question follows on from the previous one and is closely related to it. Various surveys which have been published indicate a drop in guidance hours, including one by the Institute of Guidance Counsellors which indicated a 21% drop. The Minister provided details of a survey the Department did, which showed a 25% cut in guidance hours. The survey from the Institute of Guidance Counsellors showed a real hit as a result of the policy on one to one time, which has decreased by 50% since last year. The Minister's previous response, in which he stated he did not think resourcing guidance counselling was the best way to approach the issue, is a sad comment on the value he puts on guidance counselling in schools. It is something which was built up over years. We have people in schools who are well trained, but the Minister's approach, as the figures show, is leading to a drain on these hours and people who are qualified at counselling have to go back to the classroom. Will the Minister comment on where he sees the role of guidance counselling? If he really values it he must reassess his policy and the position he is taking on it.

First and foremost I do value guidance counsellors. They have not been abolished. Against the background of the necessity to reduce expenditure across all heads of Departments I had a very stark option to meet the targets. One was to disimprove the pupil-teacher ratio across the entire post-primary sector, which would have had knock-on effects in terms of subject choice, and the other was to mainstream the guidance counsellors. I took the second option for reasons which were very compelling. I see that engaging the entire school in the process counteracts to a certain extent the impact guidance counsellors had in the past. Does it displace them? No it does not; it tries to rebalance the provision of this service in very difficult times against the overall reality.

The Minister had another choice, which was to protect the education budget and fight at the Cabinet table to ensure education was protected in the current environment.

Is the Deputy serious?

Unfortunately this is something the Minister did not manage to achieve and as a result we have seen cuts in the education sector. Yesterday we heard how the Minister intends to deliver another €44 million in cuts in the upcoming budget.

This is Question Time and I ask the Deputy to ask a question.

In a pre-budget submission we protected the education budget along with mental health and disability services. I encourage the Minister in the upcoming budget to do the same.

I commend the Deputy's ability to defy reality in his pre-budget submissions. The trail of economic management from Fianna Fáil has left us with a mess we are still trying to deal with in real terms.

Bullying in Schools

Michael Colreavy

Question:

10. Deputy Michael Colreavy asked the Minister for Education and Skills if he will respond to the latest findings from the 25 country EU Kids Online survey that claims that Irish children suffer the effects of cyber-bullying for longer than those in other EU countries; and his views on whether the Watch our Space action plan to combat cyber bullying and other measures designed to combat this issue should be enshrined in legislation. [11752/13]

As the Deputy is probably aware, on 29 January last, the Minister, Deputy Fitzgerald and I published the action plan on bullying which sets out 12 actions to help prevent and tackle bullying in primary and second level schools. I have ring-fenced €500,000 to support implementation of these actions this year. Central to promoting safer use of the Internet by young people is a strong commitment to changing behaviour and raising the knowledge, skills and attitudes around preventing, responding to and reporting cyber bullying incidents. Several actions in the action plan on bullying will increase capacity in these areas. One element of the action plan is the Watch Your Space media campaign, which I launched as part of Safer Internet Day. In terms of further legislation, the anti-bullying working group considered this issue and recommended that priority should be given, in the first instance, to implementing the actions proposed in the action plan and I have accepted their recommendation.

I am not sure if the Minister is familiar with the EU kids on-line survey quoted in the question and some of the statistics arising therefrom. It showed that 14% of children in Ireland aged between nine and 16 felt the effects of bullying for about two months after the incident occurred, compared to the European average of about 2%. In itself, that figure is a shocking statistic. I acknowledge that the Minister has brought forward the action plan on bullying, which contains some good measures, and we welcomed it at the time. A media campaign, Watch Your Space was launched recently and another, Connect with Respect, will be implemented in partnership with the Garda who will go into the schools and speak to students on the dangers of the Internet and the effects of cyber bullying.

The Minister mentioned that the group who looked at the whole area of bullying did not prioritise the introduction of new legislation. Most EU countries that are regarded as the leaders in anti-bullying have a background in legislation. They put the building blocks on the Statute Book and build on them. That is an issue we need to look at again. As part of implementation of the action plan is there any element that will continually consider the possibility of introducing legislation?

While I appreciate we are all on the same side on this issue, I ask Members to have regard to what progress has been made. The last set of guidelines on bullying in the Department which we built upon and considerably modernised were drawn up in 1993. There was no reference to homophobic bullying whatsoever in those guidelines as it was not part and parcel of the landscape in terms of recognising there were such issues around that whole agenda, with which we are now sadly very familiar. The actions we have taken on bullying since last May are, by any measure, much more substantial than anything that has gone before. That, combined with the mental health well-being guidelines published recently, throws a light of focus on an area that all of us in society - this is not a party partisan observation - either ignored or did not listen to carefully enough. We have had a few tragic suicides that have caught the imagination in a very emotional way and have brought home how real the problem is. A background note supplied to me states that bullying behaviour is a complex social issue and as the action plan on bullying highlights, it can happen in many different settings. Research shows that there is no single action which will produce significant or sustainable change. Complementary initiatives are required which target teachers, parents, children and young people. This is the approach we are pursuing in the action plan on bullying. As the anti-bullying working group suggested, the need for further legislation can be addressed once the actions of the action plan have been implemented.

In summary, let us implement it. If it throws up the need in a particular way for legislative measures, then I will bring forward those legislative measures. It is too soon at this stage to sit down and start to design them when we have not yet seen the reaction of the action plan.

I thank the Minister for not ruling out the possibility of introducing legislation once we have seen the implementation of the action plan. The Minister spoke about homophobic bullying and transphobic bullying. I commend him on sponsoring the Stand Up campaign which, I understand, he launched last night.

I thank the Deputy.

It is a welcome initiative. If we are serious about the issue we need to look at section 37, which I presume the Department is doing. Has the Minister any plans to bring forward legislation to correct that situation?

The Parliamentary Labour Party agreed yesterday in a Private Members' legislative initiative, similar to what the Deputy has brought forward and similar to what Senator Averil Power has brought forward, that it will, I understand, be taken in the Private Members' slot in the Seanad on 12 March. I hope it will progress from there. The legislation needs to be changed fairly soon. It is a commitment in the programme for Government. There is cross-party support for it. We will debate the components of the Bill as it comes through both Houses but I want to get it on the Statute Book as quickly as possible.

Does the Minister expect it to progress and that it will get the support of the Government?

Teaching Contracts

Peadar Tóibín

Question:

11. Deputy Peadar Tóibín asked the Minister for Education and Skills if he will list in tabular form the numbers of teachers, on a county basis, who in the 2012-13 academic year have been employed on a temporary basis; and the action being taken to address the problems arising from the casualisation of work practices in the teaching profession. [11993/13]

Sandra McLellan

Question:

60. Deputy Sandra McLellan asked the Minister for Education and Skills if he will list in tabular form the numbers of post primary school teachers who, since 2010, have been awarded full-time contracts under the European contracts of indefinitive duration directive; if he will provide a breakdown of teachers who have been awarded full-time contracts on hours that are less than the maximum 22 hours per week. [11994/13]

I propose to take Questions Nos. 11 and 60 together.

The information on the numbers of teachers is shown in the following tables. There are about 1,300 teachers directly involved. Fixed term and part-time teachers in primary schools who satisfy certain eligibility criteria can apply to be placed on a supplementary panel for access to permanent posts. The criteria and other details regarding the operation of the panel are set out in Department Circular 0038/2012.

The issue of the use of temporary and part-time contracts in the teaching profession has been a matter for discussion both at the Teachers Conciliation Council and the recent negotiations on an extension to the Croke Park agreement.

The public service trade unions are currently considering the outcome of these negotiations.

Voluntary Secondary and Community and Comprehensive Post Primary Schools

Full time CID appointments (22 hours)

2010/11

469

2011/12

660

2012/13 (to date)

585

Number of CID appointments of less than 22 hours each year

2010/11

219

2011/12

277

2012/13 (to date)

203

Number of Regular Part Time (RPT) appointments

2010/11

1905

2011/12

2040

2012/13 (to date)

2104

Secondments, career break, job sharing replacements are employed as RPT contracts RPT contracts may roll over on an annual basis depending on school allocation. The RPT figures include new and roll over contract numbers.

Numbers of temporary primary contracts by county in school year 2011/2012*

CARLOW

42

CAVAN

63

CLARE

70

CORK

355

DONEGAL

83

DUBLIN

831

GALWAY

158

KERRY

86

KILDARE

164

KILKENNY

60

LAOIS

45

LEITRIM

17

LIMERICK

121

LONGFORD

25

LOUTH

92

MAYO

83

MEATH

130

MONAGHAN

36

OFFALY

66

ROSCOMMON

33

SLIGO

41

TIPPERARY

72

WATERFORD

59

WESTMEATH

64

WEXFORD

94

WICKLOW

88

*Includes short term and long term temporary appointments.

I am sure the Minister will agree that the casualisation of work practices in the teaching profession is having a demoralising effect on newly qualified teachers. It is clear from OECD figures that about 73% of Irish post-primary teachers are in permanent positions compared to Denmark where the percentage is in the mid-90s. It is estimated that about 27% of teachers are on a contract basis. When a teacher is on a contract basis, it is a very difficult situation. We expect teachers to deliver a high quality education yet many are demoralised and do not feel appreciated. The Joint Committee on Education and Social Protection, of which I am a member, has returned from a recent trip to Finland where we studied the education system. The one thing we took from that trip was the high regard in which the teaching profession was held within society. The profession is held in higher regard than that of doctors and lawyers. It is practically the top profession and there is much respect for it. There is a misconception among the public that everyone in the teaching profession is in a full-time position but that is not the case. Many of our young teachers are struggling from week to week to find work, not to mention paying bills and putting food on the table. It is an issue that will have to be addressed by the unions, the Department and the Teaching Council.

I share the Deputy's view. The matter was brought to my attention when I was in Opposition and in my first year as Minister. Part of the outcome of Croke Park II will move in the direction of improving that overall situation. The problem is acute at the post-primary sector where there are subject teachers as distinct from teachers of young children. I share the Deputy's view. If we do not have teachers who are self-respecting in their own job and who feel they are appreciated, we will not get the best returns. They are among the lessons that can be learned from the Finnish experience. I hope we can move to improve the contractual arrangements and to reduce the amount of casual employment.

It is important because as has been pointed out, this pertains in the main to post-primary teachers. Much work will be undertaken in reforming the junior certificate cycle and that continuity of service among teachers is needed.

The last thing one needs when undertaking such a radical reform of the junior certificate cycle is to have teachers in schools who will not be there from one end of the year to the next. This issue must be addressed.

The issue of casualisation of the teaching profession at both primary and second level has become a real problem and I ask the Minister to comment on a particular matter about which I also seek some leniency from him. I refer to the position at primary level with regard to the temporary panel of teachers. Teachers who have completed three years of teaching are eligible to be placed on a temporary panel but this year, the closing date for this panel was brought back from the end of February to the end of December. As a result, a significant number of applications arrived late to the Department. This issue affects teachers who have completed three years but who now face the prospect of missing out on that panel, in many cases through no fault of their own, on foot of the date being brought forward and their not having been made aware of the relevant circular. I already have contacted the Department of Education and Skills on this issue but have not received a positive response. However, I ask the Minister whether there may be a way, in respect of those teachers who made late applications, for the Department to reassess the deadline for the temporary panel, thereby giving them some certainty regarding teaching posts from next September.

Through the Chair, I will have that matter considered and will revert specifically to the Deputy to see if something can be done in this regard. I am aware it is a problem.

School Staffing

Billy Kelleher

Question:

12. Deputy Billy Kelleher asked the Minister for Education and Skills the reason 153 retired teachers were on the payroll of his Department in December 2012; and if he will make a statement on the matter. [11979/13]

In May 2011 my Department issued Circular 31/2011, which sets out a cascading set of measures for appointment of teachers with effect from September 2011. These measures are stringent and require schools to prioritise unemployed teachers over those in receipt of a pension, where possible. I seem to recall that I read this out and dealt with it before.

You certainly did.

I propose that we move on.

As I did not come in on the previous question, may I comment?

This obviously is still a problem. I take the point that in some circumstances, there may be a real difficulty with regard to availability in exceptional circumstances. However, anecdotally and from experience, serious issues still persist in schools across the country whereby teachers who are retired are getting temporary contracts and contracts. Whatever about a day's subbing when someone rings in sick and it proves impossible to find someone else, an actual contract is a different kettle of fish. Given the number of young people who have been graduating at primary and secondary levels in recent years, I do not accept there is a shortage of teachers in any subject choice, particularly at second level. I believe the Minister not having taken a sufficiently hard approach on this issue has led to some retired teachers still remaining in those roles. I suggest that a much more formal structure be set up whereby any school that takes on a teacher who already has retired for an exceptional reason must immediately notify the Department and explain the reason. I believe that with immediate accountability on such decisions, it will deter schools from actually doing it. It also will mean that a retired teacher who gets a call at 8 a.m. because someone has called in sick will not feel reluctant to come in. It will avoid the scenario whereby such teachers will not come in, even in those rare situations when the school is unable to find anyone else, because they would be joining a group of people whom much public opinion is against. This will not be an issue if there are exceptional circumstances and if the Minister has in place a proper system whereby it is accounted for. However, I believe this issue persists and of the aforementioned 153 posts, many roles could have been taken up by newly qualified teachers instead.

I fully agree with both Deputies who have raised this matter. Circular 31/2011 arose after my visit to the teaching conferences in the preceding Easter. It was clear, given the strength of feeling, that this was a major issue in both primary and secondary levels. If the circular is not having the intended effect, I will take on board some of the suggestions Deputy McConalogue has made and the process will be made more stringent. I will be told, of course, that if I do make it extremely stringent, I will end up with some schools being unable to get a teacher at short notice. However, I believe both Deputies are referring to contracts to cover maternity leave and so on and not the one-off substitution to cover someone who telephones in sick.

They were referring to something with a longer and more extended period of weeks or something like that. However, this issue is of concern and I will give consideration to it.

Irish Language Issues

Seán Ó Fearghaíl

Question:

13. Deputy Seán Ó Fearghaíl asked the Minister for Education and Skills the impact of the amalgamation of An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta with the NCCA on the 20 year strategy for the Irish language; and if he will make a statement on the matter. [4459/13]

In November 2012, the integration of An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta, COGG, with the National Council for Curriculum and Assessment, NCCA, was announced. This decision means that both bodies will be co-located in one office building, they will be enabled to co-operate closely in their work to support the teaching of Irish and will be able to share back-office facilities. The decision does not affect the statutory responsibilities of either body. In reaching this decision, I paid particular attention to the context of my Department's support for both the 20 Year Strategy for the Irish Language 2010-2030 and to the Education Act 1998, the Gaeltacht Act 2012, the recommendations in the literacy and numeracy strategy and the framework for junior cycle which I published last October.

I believe that the integration of the COGG with the NCCA will enhance the capacity of the COGG to meet its statutory functions. The COGG will continue to advise on and support teaching through Irish. The NCCA has a significant amount of work currently under way or about to be started on Irish language curricula at primary and post-primary level. As the NCCA will prepare curricula for Irish for my consideration, the staff of COGG will co-operate closely with their NCCA colleagues and develop resources that will complement these curricula. This will, I believe, enhance the quality of the supports that COGG will provide for the teaching and learning of Irish.

Go raibh maith ag an Minister for the reply. There is some concern that somehow the resources that have been allocated specifically to An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta may become diluted as a result of the amalgamation with the NCCA. Can consideration be given to ensuring there is a ring-fenced budget to avoid a reduction in the amount of time delegated towards the development of the Irish language within the curriculum? Particularly at a time when there are staffing resource constraints across all sections, it is important, given the needs and challenges facing the Irish language, to ensure that proper resourcing is given to it. I ask the Minister to consider this issue and ensure that the separate identity and importance that is attached to developing the Irish language side of the curriculum is maintained and not reduced in any way.

I understand the Deputy's concern. That concern also has been expressed directly to me by other interested parties. This measure is about sharing back-office services and not about interfering with or reducing the actual front-line work being done in promoting the Irish language and developing the curricula to bring that about. Moreover, by achieving economies in the sharing of back-office service facilities, it pretty well ensures that the budget will be ring fenced. As the work is largely staff driven, the salaries self-evidently are ring-fenced and the resources around them will be considered. I will take on board the Deputy's remarks.

School Accommodation

Clare Daly

Question:

14. Deputy Clare Daly asked the Minister for Education and Skills his views regarding the urgent accommodation needs of a school (details supplied) in County Dublin and the fact that it had to refuse enrolment in the catchment area for September 2013; and the way he proposes to deal with this issue. [11910/13]

Clare Daly

Question:

42. Deputy Clare Daly asked the Minister for Education and Skills if he will meet representatives of a school (details supplied) in County Dublin in order to address their critical accommodation problems. [11911/13]

I propose to take Questions Nos. 14 and 42 together.

I can confirm for the Deputy that my Department is considering an application for additional classroom accommodation to meet an increase in pupil enrolments in respect of the school to which she refers. This application is being assessed at present and my officials will be in further contact with the school authority shortly. In that connection, I do not consider a meeting, as requested, is necessary at this time.

The school concerned also has an application with my Department for a major school project involving school refurbishment and the replacement of temporary accommodation. As the Deputy will be aware, the delivery of school projects in those areas where most demographic growth has been identified will be the main focus for capital investment over the five-year plan. In this regard, the area referred to by the Deputy has not been identified as an area of significant demographic growth. Projections indicate that pupil enrolments will remain relatively stable for the foreseeable future. It is not possible, therefore, to indicate at this point when a further project for the school in question will be progressed.

It is a matter of deep concern for parents and children in the Malahide area. Despite the Minister's comment on numbers and population growth in the area, the school is faced for the first time with having to refuse the admission of 40 infants next September, which has caused many problems. The parent body and the school staff say this increase in numbers had been anticipated. While the Minister said he is examining the application for temporary accommodation, one of the reasons the school is struggling is the deplorable condition of the existing temporary facilities. The fact that the school has some provision, albeit very poor, is a reason it has not been favourably looked on for a more secure form of extension and a better premises. The premises are of a poor standard. There is a meeting at the school tonight and parents and staff need to know the timescale of the application in front of the Minister. If he is not in a position to meet them now, will that be revised? When will they have an indication? Could something be done in order that the 40 infants can be accommodated next September?

Regrettably, I cannot give the Deputy a concrete response to the questions she has raised, but I will examine the issue again and try to get additional information for her as soon as possible.

Further Education and Training Programmes Provision

Thomas P. Broughan

Question:

15. Deputy Thomas P. Broughan asked the Minister for Education and Skills if he will report on the operation of the new MOMENTUM programme; his annual targets through the new programme for enabling citizens who have been long-term unemployed to access re-training and employment opportunities through MOMENTUM; and if he will make a statement on the matter. [11761/13]

The aim of MOMENTUM is to provide a range of high-quality, relevant education and training interventions for up to 6,500 individuals who are long-term unemployed. Courses under the programme include a significant work-based element. Training will be provided within the context of four themes. Three of the themes support occupational clusters where demand and vacancies exist within certain labour market sectors, while a fourth theme focuses on the specific needs of people under 25. A tendering process was advertised by FÁS last year. Interest in the fund was high, with FÁS receiving more than 200 applications for funding. The agency has entered into contracts with a number of selected providers. Under the eligibility criteria of MOMENTUM, all unemployed participants must be pre-approved by the Department of Social Protection before they can participate in the programme. This recruitment phase is under way and more than 700 people have commenced training.

I thank the Minister of State for his reply. Will it be possible for long-term unemployed people who are not in receipt of social welfare benefits because of their partners' income to apply for the MOMENTUM programme? Such people have been unfairly blocked from accessing similar programmes in the past. They also need access to retraining to get back into the workforce, even if they are not in receipt of social welfare payments.

Is the Deputy describing a cohort of people who are not in receipt of a jobseeker's payment?

Yes, but they are long-term unemployed.

There was extensive discussion between my Department and the Department of Social Protection about the eligibility criteria for the programme and it was decided that because we have one of the highest rates of youth unemployment in Europe - more than 100,000 people are in this cohort - the resources, scarce and all as they are, will be channelled towards them. A sum of €20 million is being invested in this fund. At this point in time, eligibility for the programme is restricted to those in receipt of jobseeker's allowance.

I ask the Minister of State and his ministerial colleagues to examine this issue. This is an unfortunate category of people who, because they have a partner in full-time employment, are not eligible for social welfare payments. They can be out of work for years but they are not recognised on the live register or by the State for the purposes of rejoining the workforce. These people are forced to live off their partners' resources. We must recognise people who want to return to work and give them options through the programmes the State is offering. That has not been done, and I ask the Minister of State to examine this. Such people are important even though they do not take a payment from the State every week. It is an unfortunate position for anybody to be in.

I fully acknowledge the desire of those people to get back into the workforce and make a contribution to our economic recovery, but at this point in time we must hone in on those who have no household income and who are determined to find a job and secure an income for their household. A number of training opportunities are available to anyone who wishes to avail of them through our VECs. The social welfare supports available under the MOMENTUM programme may not be available but if people can be flexible in their approach to education, by doing courses either in the evening or online, there are opportunities available, although they may not be as attractive as the MOMENTUM offering.

Written Answers follow Adjournment.
Top
Share