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Dáil Éireann debate -
Tuesday, 28 Jun 2016

Vol. 915 No. 2

Other Questions

Residential Institutions Statutory Fund

Clare Daly

Question:

6. Deputy Clare Daly asked the Minister for Education and Skills further to Parliamentary Question No. 116 of 16 June 2016, why the Residential Institutions Statutory Fund Act 2012 requirement for a review of the Caranua scheme after two years has not been carried out and when it will be carried out. [17912/16]

This question relates to the Residential Institutions Statutory Fund and the requirement in the legislation whereby the funds which were to be awarded to the victims of abuse in the industrial schools would be reviewed after a two-year period. There is huge disquiet among the survivor community about the allocations that are being made from that fund. Why has it not been reviewed yet and has the Minister any plans to do so?

I thank Deputy Daly for her question. The Residential Institutions Statutory Fund Act was enacted in July 2012 and provided for the establishment of a statutory fund to support the needs of victims of residential institutional abuse. The Act also provided for the dissolution of the Education Finance Board which was established in 2006 and financed by a €12.7 million contribution under the terms of the 2002 indemnity agreement.

Eligibility for assistance from the fund is confined to those former residents who received awards from the Residential Institutions Redress Board or similar awards or settlements in court proceedings and who would otherwise have received an award from the redress board. Approximately 15,000 survivors are eligible. The board adopted the service name Caranua in October 2013 and began accepting applications on 6 January 2014. The initial uptake on applications was small and in the first year payments amounting to €14.77 million had been made to or on behalf of 1,476 applicants. During the past year expenditure has increased significantly to €43 million to or on behalf of 2,927 applicants.

In response to calls for the eligibility for access to the fund to be widened during the passage of the legislation through the Houses of the Oireachtas, an undertaking was given to review the operation of the fund two years after its establishment. I remain committed to reviewing the scheme. Initial engagement between Caranua and my Department on developing terms of reference will take place in July with a view to the review commencing in the autumn.

The Minister has just given me an account of the way in which the system works, but I know that. My question related to the legislation which provides for a review after two years and it is now well past two years and a review has not yet taken place. The Minister's predecessors, the former Ministers, Ruairí Quinn and Deputy Jan O'Sullivan, both committed to me in the previous Dáil that they would have such a review and would examine widening eligibility to the fund. There is huge concern about this because of the age profile of the survivor community who are getting older. They feel that they have not been consulted on what might be new terms of reference. They are very keen that the children of survivors would be included in being enabled to access the fund. The idea of a €12,000 cap needs to be lifted together with clauses in the scheme about surplus money going to the children's hospital. This is quite urgent. I was hoping that the Minister would indicate a timeframe for a review on the one hand and outline a system whereby the survivor groups would also be consulted in setting out the terms of reference for that review which is long overdue.

This operation started in January 2014 and the review was to take place within two years and the period in respect of that has somewhat slipped but it will now take place. The terms of reference will be agreed in July and the review will take place in the autumn.

At the time when previous Ministers made commitments that was done having regard to the maximum funds available of €110 million and the potential pool of 15,000 applicants and that the question of reviewing eligibility could be considered following the establishment of fund in the event of application not resulting in a significant expenditure of the fund. It was envisaged that the maximum funds would be €110 million and it was only thereafter that new eligibility could be considered. At this point we have only 20% of the believed eligible people who have applied and €43 million has been expended. Those are the issues that will have to be examined in accordance with what was said during the debate in the previous Dáil. That is the backdrop to it as I understand it.

The Minister said that the terms of reference will be agreed in July and the review will take place in the autumn. I must stress, in the strongest possible terms, that the survivors groups would be consulted as part of that process in setting out the terms of reference. One of the problems that has been articulated, for example, is the huge level of administrative costs, with respect to survivors funds, that have been absorbed in the running of the Caranua scheme. I will read from a letter I received from a man who was incarcerated in a Christian Brothers institution in Galway for five years and who suffered mental, physical and sexual abuse as the hands of the Christian Brothers who were charged with his care through the Irish Government.

He said he had received a letter from Caranua stating all his needs had been met within the confines of the legislation and that it was not possible to accept further applications from him. He said he had received funding for things in the past for which he was grateful but that Caranua was making him feel like he was begging and had just cut him off. That is not good enough. There are many severely damaged people whose views need to be taken into account. They have already been abused by the State and need an effective remedy.

I do not have the full context of the legislation at my disposal, but I understand the role of the fund is to use the contribution of €110 million to fund approved services to support survivors' needs. The fund has 15,000 applicants and is processing their applications. Quite a number have been deemed to be eligible and payments will be made in respect of them. I do not have access here to the administrative cost, but substantial moneys have been paid out. I am sure it has been done in the most efficient way, but applications must be processed. I am sure the process is being managed as efficiently as possible. I will ask those who are putting together the terms of reference to consult others interested in the appropriate terms.

If the Minister could do so, it would address something critical. The people concerned were denied a voice in their youth and it is rubbing salt into their wounds that they are being ignored now. Many of their medical needs have not been met, albeit some of them have medical cards. Going back to training is not something those who are elderly want. They want some of the money to be used to assist their families and deal with other stresses. Their voices must be heard. If the review is imminent, it is particularly important to consult them without further delay. Some of the Minister's answers to my parliamentary questions on the amounts expended thus far give me severe cause for concern in terms of how the scheme is operating owing to the vulnerable nature of the group.

Will the Minister attend a meeting of the education committee in the next week or two and before the review is initiated to set out in detail what has actually happened to the fund? I have worked with and known personally for many years quite a few of those who were in different institutions. I continue to meet them all the time. People come up and tell me their stories. Before the Minister sets about a review, he needs to talk to the education committee in order that we can meet the need of those who were in these institutions to be respected rather than to simply have their cases closed off. This was one of the most traumatic events in Irish history, as has been said by Deputy Clare Daly. Many of the people involved are much older and have been through a great deal. Can the Minister come and hold a hearing or discussion at the committee? It is not really possible to do so in detail here.

We cannot have a debate on the matter.

I do not have any material with me which suggests how the fund is being managed, but I note that it is being managed by a former Secretary General of the Department of Defence who has been an Accounting Officer to the Houses and the Committee of Public Accounts. I have every reason to believe such an official is managing the funds in a prudent and careful way. I am willing, of course, at any stage to go to the Joint Committee on Education and Skills to discuss this or any other matter, but if the issue is around the management of funds, there is an Accounting Officer within my Department and it has been managed under the guidance of a former Accounting Officer. Certainly, I hope and expect the approach to the use of the moneys available has been careful and prudent and in accordance with the purpose intended - to support services for the very people whom the Deputy rightly says were abused in the past and neglected for many years. I hope the fund can meet many of their needs.

Special Educational Needs Service Provision

Mick Wallace

Question:

7. Deputy Mick Wallace asked the Minister for Education and Skills the measures he is taking to address the concerns of parents of children who are attending a school (details supplied) and the parents of children attending other schools in a similar position who have recently heard that their school could lose an assistant under the special needs assistant scheme for the 2016-17 school year; if the ratios as set out in the report of the special education review committee are sufficient to meet the needs of the children concerned; and if he will make a statement on the matter. [18073/16]

The Government's approach to special needs education seems to revolve around fitting needs to resources rather than putting the needs of individual children first. The SENOs who decide schools' SNA allocations every year often do not even meet the kids involved but make decisions which affect the rest of their lives. The announcement of 566 new resource teaching posts is welcome, but until the Government invests in needs-based supports on an individual basis, there will be issues. Is there a plan to implement the Education for Persons with Special Educational Needs Act 2004? It would change things dramatically.

The National Council for Special Education, NCSE, is responsible for allocating special needs assistants, SNAs, to schools in accordance with my Department's criteria for allocating such support. An additional 860 SNAs will be available for allocation to schools from September 2016, bringing to 12,900 the total number of SNA posts available, at a total annual cost of €425 million. The number of SNA posts has increased by almost 22% since 2011. As such, the number has been increased during the recession in the light of the individual needs to which the Deputy rightly points.

The criteria by which SNAs are allocated to schools are set out in my Department's circular to the committee to which the Deputy referred. The NCSE is not restricted solely to the allocation within the circular and can make additional SNA allocations for classes where necessary and taking into account the needs of individual pupils.

The level of SNA support allocated to a given school can change from year to year as students with care needs leave, new students with care needs enrol, or as students develop more independent living skills as they get older and their care needs diminish over time. It is open to any school to lodge an appeal in respect of the level of SNA support which has been made available via the appeals process available at www.ncse.ie.

I am asking the NCSE to undertake a comprehensive assessment of the SNA scheme in order to provide better outcomes for students with special needs and to ensure we are making the best additional investment for children with special needs.

The 2004 Act provides that children with special educational needs will be educated in an inclusive environment with children who do not have special educational needs. A mother in Wexford has contacted me who had two children in Scoil Mhuire. Her eldest son went through the process when the facilities available were far greater. At the time 57% of children transitioned into mainstream education. Today there is a 0% transition rate and her second child has not had the same opportunity. The Minister can talk about the extra numbers the Government is applying to this, but the truth is that the numbers who need help have increased dramatically and the Government has not kept pace. It is about resources rather than meeting individual needs. Unless the Government changes things, more and more children will fall through the cracks and it will actually cost the State more in the long term. Is there any chance the Government will look at the individual needs of the kids involved and address them accordingly by providing them with a proper chance to transition into mainstream education?

To put matters in context, the provision for special educational needs has been increased by 27% in the past few years while, for example, funding for higher education has fallen by approximately 22%. This area has not been neglected but rather is one in which the Government has, rightly, made significant contributions. The amounts are allocated on two bases. Some is provided as a general allocation to a school, while some is provided specifically for children with specific needs. The latter allocations are based on the report to which the Deputy referred and continue to be made on that basis. There is a continuing provision which commands more resources for these children. We are seeing more special classes in which they are being educated. This has been an area which badly needed investment and an investment in its development has been made. I am determined to ensure we will use the money in the best possible way. The Deputy is right in saying we need to move towards personal, individual plans and that we also need to deal with this issue in a whole-school environment, being sensitive to the support the children need to be within mainstream education and not separated from it. That is where the effort is being made.

While her oldest kid attended the school, 18 children had 18 special needs assistants, SNAs, and 57% of those children transitioned into mainstream schooling. In recent years, the 18 was cut to eight. Now, none is transitioning to mainstream schooling. This is not rocket science. I am not saying that there is an endless supply of money, but surely we have an obligation to give a greater priority to those who most need it. This State support makes a difference to kids' lives. An investment by the State prevents people from falling behind, but the woman's youngest son will never progress to mainstream schooling. What a difference between his situation and her eldest son's. It is time that cannot be bought back. The early years are a formative period, even more so for children with autism. We must address this issue more positively.

The allocation to children has not changed. It is being honoured throughout. There was a cut of 15% per child some time back, but the allocation has been provided throughout the period. My information is that there are still 18 SNAs in the school to which the Deputy referred and that there has been no cut to eight, but I will investigate the matter. The mother and child concerned are entitled to appeal to the National Council for Special Education, NCSE, which allocates on this basis and is charged with ensuring the child is properly catered for within the allocation. I will check and revert to the Deputy on the question of SNA allocations in the school. I am assured that although there has been one loss, it was due to natural turnaround in that the group of children being cared for can change from year to year. The allocation depends on the group's needs.

Teachers' Remuneration

Jackie Cahill

Question:

8. Deputy Jackie Cahill asked the Minister for Education and Skills his views on the serious low morale young primary school teachers are experiencing due to the their low level of starting pay; the impact of this on the education system; and if he will make a statement on the matter. [18259/16]

The Government has committed to establishing a public service pay commission to examine pay levels across the public service, including entry pay levels. The terms of reference and timescale for the commission's work are a matter for my colleague, the Minister for Public Expenditure and Reform.

The Government recognises the importance of being able to attract quality new entrants to the public service, particularly so in important professions like education. The restrictions in entry pay levels were introduced in 2011 and 2012 across the public service at a time when the pressure on public finances was severe and the scope for new recruitment was restricted. Under the Lansdowne Road agreement, the process of restoring public service pay is commencing. An important feature of this is the flat rate increase that is being implemented. This is proportionately more valuable to those early in their careers. Restoration of the supervision and substitution payment is provided for subject to co-operation with the Lansdowne Road agreement. The agreement did not address the issue of pay of new entrants.

My Department continues to seek to engage with teacher unions on issues of mutual concern and has recently reached agreement with the INTO and TUI in respect of discussions to improve the position of teachers in fixed-term and part-time teaching, a robust review of in-school management structures and an increase in the quantum of the extra Croke Park hours that do not have to be worked on a whole-school basis. The Government has also indicated that it will support the gradual negotiated unwinding of financial emergency measures in the public interest, FEMPI, having due regard to the priority to improve public services and in recognition of the essential role played by public servants.

My party supports the principle of equal treatment for newly recruited public servants, including those in the education sector. New entrants in the teaching profession do not receive the same allowances as long-serving teachers. This cannot be justified and is corroding morale within schools. It is wrong that an important profession like teaching has a two-tier salary system. We are all proud of our education system. Despite the funding pressures of the past eight years, our teachers are providing a top-class service. Everything must be done to ensure that morale is restored. Future pay agreements should focus on equalising pay for new entrants. My party is committed to restoring full equality of treatment for teachers. Will the Minister make the same commitment on behalf of the Government?

I welcome the establishment of a public sector pay commission to examine pay levels across the public service, including entry pay levels. This was a key demand of our party in the discussions on facilitating a minority Government. We will contribute constructively to the commission when it is established and seek an early conclusion of its work.

In the Deputy's question, he recognised that this measure applied across the public service. It is not confined to teaching. Indeed, it applies in the House where newer Deputies are on lower pay than long-standing ones. It will be resolved across the public service and within the context of collective agreements, which is the importance of the Lansdowne Road agreement.

We are determined to unwind FEMPI, but we must realise that there are crying needs to be met. For example, the House just discussed special education, and there are major needs to be met in health, education and housing. The Lansdowne Road agreement offers a way of balancing people's rightful ambition to see pay restored with the need to invest in public services. This is the Government's approach while recognising the importance of the issue the Deputy has raised.

With these young teachers taking on extra financial burdens as they enter their late 20s and early 30s, it is essential that their pay levels be restored. Some parents must still support children who are fully qualified and in full-time employment. This system will not attract the quality of teacher we want. The sooner that equal pay for all can be introduced, the better it will be for the education system.

Teachers have a rightful case to make for the restoration of pay. The Minister, Deputy Donohoe, pointed out that the Lansdowne Road agreement would cost the State €300 million this year. If the whole agreement was unwound in one go, it would cost €1.4 billion, more than double what is likely to be available for spending in the forthcoming budget. In recognising the pressures on hospital, housing, education and so on, a balance must be struck. That is what the Lansdowne Road agreement does. The pay commission will offer an open opportunity to address the issue the Deputy has raised.

Notwithstanding the fact that this matter is officially under the Department of Public Expenditure and Reform, the Department of Education and Skills is one of the key Departments affected by it. Throughout the recession, young teachers were employed because we needed teachers whereas staff were not taken on in other areas of the public service. A large cohort of young teachers have been in position for up to four or five years and rightly feel aggrieved and badly treated. I suggest the Minister make this matter a policy priority for his Department in its budget negotiations with the Department of Public Expenditure and Reform and the Government.

This issue has started to be addressed within the context of the Haddington Road and Lansdowne Road agreements, in that the former introduced an element of co-ordination of payscales to counter some of the impact. Under the Lansdowne Road agreement, teachers will get a flat-rate increase of €1,000 as well as the substitution payment of €796. These will be proportionally more valuable to young teachers at the bottom of the scale.

As the pay commission gets established, this matter will be a priority concern. It has not only been raised by teacher unions but by many groups across the public service. It needs to be addressed but in a collective approach to bargaining, which is the approach being taken by the Minister for Public Expenditure and Reform. I support that approach.

New Skills Agenda for Europe

Catherine Connolly

Question:

9. Deputy Catherine Connolly asked the Minister for Education and Skills the amount of funding he has applied for in the European Commission's New Skills Agenda for Europe; and if he will make a statement on the matter. [18292/16]

Will the Minister of State clarify the situation relating to the European Commission's New Skills Agenda for Europe, what money has been applied for and how the process stands?

The European Commission adopted its proposal for a New Skills Agenda for Europe on 10 June. It noted that all member states faced similar problems and opportunities with skills acquisition and development, the quality and relevance of the education and training available, including teaching standards, and learning in settings outside formal education.

The Skills Agenda for Europe proposal seeks to strengthen and, in some cases, streamline existing initiatives to better assist member states in their national reforms. There is no new funding available for this proposal. The EU has done much work on progressing the skills framework in the development of, for example, the key competency framework for lifelong learning, mutual recognition of qualifications, co-operation on vocational education and training, the European Alliance for Apprenticeships, student and academic mobility and co-operation, the Youth Guarantee and the Youth Employment Initiative. It provides the European Social Fund - €542 million for Ireland for the period 2014 to 2020 - and the Erasmus+ funding programmes to provide funding in support of its policies. These initiatives have assisted member states, including Ireland, in enhancing the relevance, efficiency and flexibility of our upskilling strategies and our labour markets to meet the challenges of increasingly competitive and globalised markets.

The proposal seeks a shared commitment to reform in a number of areas where European Union action brings most added value: improving the quality and relevance of skills formation; making skills and qualifications more visible and comparable; and improving skills intelligence and information for better career choices.

I thank the Minister of State for the clarification but I understand that funding was made available in addition to the European Social Fund money, including, in particular, €21.2 billion for social inclusion and €30.8 billion for sustainable and quality employment. I understood this new initiative was launched to great fanfare in June given that, extraordinarily, 70 million people in Europe lack the basic skills of reading and writing. In Ireland, 521,550 adults cannot read at the most basic level. The figures for numeracy are actually worse. The proportion of one in six represents some improvement but there are still over 500,000 people who have difficulty understanding everyday texts. I understood from the fanfare announcement that there was extra money available. That is what I am trying to clarify, particularly given the skills gaps that exist.

I acknowledge what the Deputy said. Some 70 million Europeans lack sufficient reading, writing and numeracy skills. Some 40% of the EU population lack sufficient digital skills, putting them at high risk of unemployment, poverty and social exclusion. On the other hand, 40% of European employers report that they cannot find people with the right skills to grow and innovate. At the same time, a large number of employees, particularly highly qualified young people, are working in jobs that do not match their talents and aspirations.

To answer the Deputy’s question, over the coming months the Commission will be making a proposal to reduce the high number of low-skilled adults throughout Europe. The initial proposal was made only on 10 June so there will be further communications with the European Union regarding funding.

The Commission is proposing that a skills guarantee be established in co-operation with social partners and education and training providers. This is exactly what will be done in Ireland over the next couple of months. The plan is to meet as many people as possible connected to education and further education, in addition to people who have taken themselves out of education and low-skilled employees who want to upskill. There is a plan, involving nine regional managers, that will be put in place shortly to deal with upskilling. Right now, the funding amounts to €542 million but we are in constant contact with the European Commission and other states to ascertain what funding will be needed to deal with the problems Ireland faces owing to low numeracy and literacy levels and underskilling.

I would appreciate it if the Minister of State reverted to me on money and timelines. Some 65 million people in Europe have achieved a qualification less than the equivalent of an upper secondary school qualification. We can quote the figures but it is clear there is a crisis given the number who experience serious literacy and numeracy problems through no fault of their own. We need a programme to deal with that. When we do work on this, the figures actually improve, so we are crying out for a particular programme. If it was announced that there was extra money for social inclusion and sustainable quality employment, where is that money? If the Minister of State cannot tell me today, I would certainly welcome it if he could revert to me.

Certainly, but the Deputy should not forget the Erasmus programme supports skills development, education and training. There is nearly €15 billion in that fund right across Europe. We get some funding from this. I am not too sure about the amount we get but I will most certainly revert to the Deputy on it.

There are also other funds, including the Asylum, Migration and Integration Fund, AIMF, and Horizon 2020, which relates to that agenda. I will revert to the Deputy over the next couple of weeks with all the details on all the funding and the particular areas it goes to, in addition to the planned objective for the strategy up to 2020.

School Accommodation

Éamon Ó Cuív

Question:

10. Deputy Éamon Ó Cuív asked the Minister for Education and Skills if it his policy to provide the necessary extra accommodation when two rural schools amalgamate; and if he will make a statement on the matter. [18277/16]

As the Minister knows, from time to time rural schools agree voluntarily to amalgamate. Is there a policy to ensure that in the event of a voluntary amalgamation, extra accommodation will be provided as a matter of priority in the school that is to become the new school, and that the necessary funds will be made available for whatever extra accommodation is needed?

I wish to advise the Deputy that in the case of proposed amalgamations, including those of rural schools, my Department is prepared to consider the provision of additional accommodation or other works, subject to available funding.

Requests for accommodation in the context of amalgamation proposals associated with an amalgamation may range from demands for new school builds or an extension or refurbishment of one of the existing school buildings earmarked for the amalgamated school. Alternatively, an amalgamation proposal may involve the amalgamated school operating on a split-site arrangement from the existing school buildings.

As the Deputy will appreciate, a demand for capital funding contained in amalgamation proposals can be considered only on the merits of each individual case. In that regard, the focus of my Department is towards the provision of the essential accommodation that will facilitate the progression of the amalgamation proposal. As the Deputy is also aware, any proposal to amalgamate schools must involve consultation with all of the relevant stakeholders and be planned and managed in a manner that accommodates the interests of pupils, parents, teachers and local communities.

Where two schools on two different sites decide voluntarily to amalgamate, giving rise to the need for additional accommodation in the school that is to remain open and to which the children in the closing school are to be transferred, and allowing that a school is not to be built, is such a case accorded priority in terms of funding subject to departmental agreement that the extra accommodation is needed to facilitate the amalgamation?

The Department adopts a flexible approach and seeks to facilitate amalgamations wherever it can. However, where capital funding is concerned, the merits of each case have to be assessed. If the Deputy has a particular instance in mind, I can ask the Department to assess the needs in that case. Clearly, this is an area in which the Department seeks to facilitate the wishes of patrons, pupils and parents.

A voluntary amalgamation protocol has been worked out with the Catholic Primary Schools Management Association, CPSMA, in order to anticipate obstacles that might arise in these circumstances. That protocol is being adopted and will be in place for the coming school year.

I thank the Minister for his offer. There is one specific case but I am also interested in the policy approach. Is the protocol available publicly? Could a copy be sent to me as a Deputy so I could make it available to the schools in question to facilitate their approach so they will not be taking a leap in the dark? There is a chicken-and-egg scenario for schools. If schools do not know the likely approach the Department will take or whether the Department will regard the proposed amalgamation as of high priority for funding, it is very difficult for them to agree to go down a road that might not have a happy ending.

Will the Minister confirm that priority funding will be allocated provided the project proceeds in the most efficient way possible? Will he assure me that the protocol will be sent to me on the basis that I will transmit it to the schools in question?

While the Department tries to take a flexible approach, I cannot offer the Deputy a blank cheque in respect of every proposal that is produced. These decisions are not taken at a political level but by the Department. The Department has developed a good protocol to ensure people have confidence in the way in which this matter is dealt with, notwithstanding which schools are involved. While the protocol has not been finalised, I am sure it will become publicly available, especially given that its purpose is to make it easier for people to engage in planning, as Deputy Ó Cuív noted. I hope it will give people who are considering this matter the confidence to assess it. I will be happy to facilitate the Deputy and provide him with a copy of the protocol as soon as it becomes available.

There is no reason for the Minister not to make the draft proposal available. I am surprised it has not been made available to the Joint Committee on Education and Skills for consideration. I understood that the new way of doing business would mean documents of this nature would not be kept from public representatives. Perhaps public representatives would like to have an input in drawing up the protocol. Will it be possible to make the draft protocol available to Members or is there some reason we would not be privy to a draft protocol that could not be commercially sensitive?

I cannot see any reason not to make it available other than that it is being developed with a particular association which, I presume, also wants to manage its stakeholder engagement, so to speak. I have no doubt it can be made available to the Deputy and I will ask that this be done.

School Curriculum

Paul Murphy

Question:

11. Deputy Paul Murphy asked the Minister for Education and Skills his views on the practice in schools where a child's parents or a young person over 18 years of age opts out of religious instruction; if he will issue guidelines to ensure this right is vindicated; and if he will make a statement on the matter. [18269/16]

Parents have a constitutional right to opt out of religious instruction for their children in schools, as do school pupils when they reach 18 years. In practice, this right is often only partially vindicated at best. Will the Minister issue guidelines to ensure it is fully vindicated?

Under the Constitution and in accordance with section 30 of the Education Act 1998, parents have a right to have their children opt out of religion classes if they so wish. The manner in which any school ensures the right to opt out of religion classes is upheld is a matter for the school concerned. Each individual school must determine the particular arrangements which are most appropriate in its individual circumstances, having regard to local issues such as available space, supervision requirements and how the school concerned organises classes, etc.

The follow-up paper to the report of the forum on patronage and pluralism in the primary sector, which was published in 2014, outlines good practice and options for promoting diversity in all schools. The paper gives an overview of different types of arrangements schools have put in place to facilitate those pupils who wish to opt out of religious education. The paper encourages school authorities to consider their policies and practices and review whether they are taking the steps necessary to welcome all pupils and make them feel included. I understand that in the case of Catholic schools, the Catholic Schools Partnership subsequently published guidelines for Catholic schools regarding the inclusion of all pupils and that this also contains suggestions on how such schools can manage the opt-out of religious education.

Difficulties could be avoided if, from the outset, a school's arrangements for those students who do not wish to attend religious instruction are made clear to parents. In that regard, the programme for Government contains a commitment to publish new school admissions legislation taking into account current draft proposals. The previously published Education (Admission to Schools) Bill included a specific requirement that school enrolment policies must include details of the school's arrangements for any students who do not wish to attend religious instruction. This is an important measure which will help ensure transparency from the outset as to how a school will uphold the rights of parents in this regard. It is my intention to retain this measure in the new legislative proposals. I have commenced a process of consultation and it is my intention to publish a new admissions Bill in the current Dáil session.

A crucial way of dealing with this issue is to provide additional choice to parents. In this regard, the programme for Government commits to increasing the rate of provision of multidenominational schools, reaching 400 by 2030.

We stand for the complete separation of church and State and for religious instruction to be carried out separately from schooling and entirely protected from any discrimination by the State. Leaving that aside for a moment, within the current framework, constitutional rights are not simply a matter for the schools concerned because the State has a role in vindicating and upholding constitutional rights. In most cases the response to people who express a wish that their children do not have religious instruction or do not have a particular type of religious instruction is problematic. There is no separation of religious instruction in State schools and children whose parents do not want them to participate in religious instruction often sit at the back of the classroom while religion is being taught where they hear and partially participate in the class. There are no set times during which parents can plan to remove their children from the school and there is no provision for separate supervision. Guidelines and instructions are clearly needed in this area.

We could consider this issue further. I understand the admissions policy will improve the position in that it will clarify the matter by requiring schools to set out their policy. If a schools policy were discriminatory, parents could pursue the matter through equal status legislation and they would also have redress through the Office of the Ombudsman for Children, which could investigate individual complaints concerning the actions of a recognised school. There are, therefore, procedures in place to address this issue.

The issue of ensuring religious instruction respects constitutional rights is one that is worthy of attention and I will examine it. A great deal is being done in this area. A Private Members' Bill on this issue will be tabled later and I intend to publish legislation on school admissions. I plan to take a very active approach to this issue. The priority will be to develop a range of schools in order that parents can have their children educated in the ethos of their choosing.

While I welcome the Minister's response, choice is not an alternative to equality. Children have a clear right to be educated and people have a right to freedom of religion. An increase in the number of multidenominational schools would be welcome, as would clarity on admission policies, but if choice is available only at the point at which parents choose schools, the position will remain problematic. Parents and students must be able to opt in or out of religious instruction, irrespective of what school the child attends. The fundamental point is that a direction should be issued requiring schools to separate religious instruction from normal classes, as opposed to integrating it into the curriculum, and to provide it outside core hours. Parents could then opt to have their child participate in these classes as opposed to having a system from which parents must opt out, with all the complications such a system has, including the potential to isolate children from their peers.

The Deputy's suggestion goes a good deal further. We must recognise that the Constitution protects the right of religions to run schools and provide for their religious ethos. Equally, parents have a constitutional right to choose not to have their children participate in religion instruction and their participation should be in a programme of values that does not make the child feel excluded from participation in the school. It is important that schools seek to deliver this right. At the same time, we must recognise that the Constitution protects religions and their right to organise their affairs. A balance must be struck and it is in the area of balance that I seek to operate.

Educational Disadvantage

Catherine Connolly

Question:

12. Deputy Catherine Connolly asked the Minister for Education and Skills if he will reinitiate the suspended delivering equality of opportunity in schools programme, given the necessity for it in particular areas and the disadvantage some schools which would qualify under the programme are experiencing; when he will complete his review; and if he will make a statement on the matter. [18291/16]

My question relates to the DEIS scheme. DEIS stands for delivery of equality of opportunity in schools. When is the programme going to be reinstated?

As the Deputy is aware, the review of the DEIS programme is under way and it is my intention that a new action plan for educational inclusion will be published by the end of this year. I advise the Deputy that the current DEIS scheme has not been suspended but that changes to the current programme will not be made pending the outcome of the review.

The current DEIS action plan was published in 2005 and now provides support to 836 schools serving a total of 169,500 pupils. There are 103,000 at primary level and 66,000 students at second level. The DEIS programme has been implemented in partnership with schools and other Departments and agencies such as Tusla, which manages the home-school liaison and school completion programmes, as well as the Department of Social Protection, which is responsible for the school meals programme.

The review covers all aspects of DEIS, including the identification process for the inclusion of schools in the programme - the concern raised by the Deputy - the range and impact of different elements of the school support programme and the scope for increased integration of services provided by other Departments and agencies to improve effectiveness. As part of the review, targeted measures in several key areas will be considered. These include supporting school leadership, networks and clusters for DEIS teachers and schools, teaching methodologies, exploring ways in which the work of schools could be better integrated with other State supports within the community, and in consultation with the Minister for Children and Youth Affairs, Deputy Zappone, making greater use of the home-school-community liaison. My intention is that innovative measures such as these, which are shown to work well in improving results for disadvantaged children and students, can form pilot schemes under a new schools support programme.

The number of additional schools to be included in the new programme will be determined by a new identification process for this purpose which is currently in development. Subject to Government approval, it is intended to begin to implement actions arising from an updated plan in the 2017-18 school year.

I welcome the reply but I am disappointed by it. I raised the matter with the Minister at a recent meeting and he clarified that it would be the end of the year. This represented some progress further to a question I tabled on 16 May. In the reply to that question, no deadline was given but the Minister has now given a deadline of the end of the year.

The DEIS programme has taken on no new schools since 2009. I am going to use my time to refer to the Merlin Woods primary school in the east of Galway city. I will set out the statistics for the school. A total of 85% of pupils come from non-English-speaking backgrounds. Approximately 25% of parents are lone parents and live in local authority housing. Up to 75% of the parent body is unemployed. The statistics go on.

A whole-school evaluation was conducted in June 2014 and gave superb feedback. However, the school is at breaking point. Those involved are trying to provide a school service without the benefit of the DEIS programme, although other schools in the area benefit from the programme. This is a clear breach of equality legislation. Will the Minister explain what is going to happen to that school pending his review?

The position is that we are now opening this process to new applications but only when we have a new process that can assess every school on an equitable basis. The Department is developing such a model. I hope it will be in force from the next school year. It will be a statistical model in the sense that it will use objective data from the census. As Deputy Connolly is aware, information is collected about people's income and various aspects of their occupations and positions. This provides a useful snapshot of the school and the pupils. This, coupled with data on reading and numeracy skills, will be used in a clear way in order that people in every school will know they are being treated fairly. That is important because there has been considerable friction over why some schools were excluded and not others. We need objective criteria, and that is what this will deliver. A school like the one Deputy Connolly has described will be a priority for that approach.

It is difficult to avoid the conclusion that DEIS has taken on no new schools to avoid spending extra money. I am unsure why it has taken so long. Some six years later, the evaluation still has not been carried out, yet when I look at reviews by the Department of Education and Skills inspectorate of national and international reports on literacy and numeracy, they refer to numerous reviews of DEIS, the evaluation of DEIS and so on. Appendix IV of one report refers to the achievements and characteristics of pupils attending rural DEIS schools in 2013. There are similar references for 2014.

Six years later why has the evaluation not been completed? When the Minister says it will be done in the next school year, could that be September of this year? Why is there a difficulty in carrying out the review? There has been six years of delay. There are many other schools like this one crying out for assistance. Could the new system be in place for September of this year?

The budget provision has been made for this year and includes 2,500 additional teachers and 860 additional special needs assistants, SNAs, in schools to provide support. There is a clear commitment to increase the support for education. The DEIS schools will be recipients of that support.

What we are doing now is reviewing the whole programme to see whether we can do better in DEIS schools. It has come into sharp relief that although there has been significant improvement in literacy and retention levels, DEIS schools have not succeeded in closing the gap with other schools. We need to look afresh. Are there innovations we could introduce? Are there new things we could do in terms of teaching methodologies, leadership in the schools or supports of one sort or another? That is what I am examining. That needs to be done. DEIS is not stationary. We do not leave it as it is for all time. We are doing a review. We will do the part that includes introducing new schools. More important, we will ensure we are not missing out on initiatives based on international experience that could bring better outcomes to these schools.

I asked a question about whether it would be September this year or September next year.

Perhaps you could have a conversation afterwards, Deputy.

My question was whether it would happen in September this year or September next year.

First, the evaluation is not complete so we are not in a position to complete that work. Moreover, the budget is committed at this point. The 2016 budget is already passed and the resources for deploying schools in September have been set.

School Accommodation Provision

Thomas Byrne

Question:

13. Deputy Thomas Byrne asked the Minister for Education and Skills to set out the status regarding the achievement of a permanent site for a school, details supplied. [18242/16]

The Minister will forgive me because I have tabled two questions with details supplied. I gather this one relates to St. Peter's national school in Dunboyne, which is a Church of Ireland school. It is the first since the foundation of the State to be established. It is an important school but there is no permanent site. I know the Minister is aware of it. At this stage there are not many schools in the country without a permanent site, although many are looking for buildings. What is the position? Parents want to know. We are aware of commercial sensitivities but these commercial sensitivities have been quoted for a considerable period on this project.

The Deputy is right. This has had something of a chequered history. The project to deliver a new school building was included as part of my Department's six-year capital programme announced in November 2015. The school is currently located in temporary accommodation. A potential site option was proposed by the school at an early stage in the process and, following assessment, was deemed to be suitable by the Department. The Department was willing to acquire this site, and departmental officials engaged in lengthy negotiations with the relevant landowner. Despite the best efforts of my officials, however, the land acquisition was not concluded due to issues outside the control of my Department.

Officials from my Department worked closely since with officials from Meath County Council to identify an alternative permanent site for the school. A number of site options were identified. Each was investigated by my Department in conjunction with officials from Meath County Council. Unfortunately, in the case of all options identified either the land could not be acquired from the landowner or the site was ultimately considered unfeasible to develop.

My Department has since identified a further site which is currently available and has been deemed suitable on technical examination. My officials have initiated negotiations with the landowner with a view to acquiring this site as a final solution.

I appreciate that the process has taken considerable time. In this case, although the Department was willing to acquire a site and despite the resources and time deployed, the process has been protracted and several options have been pursued. Unfortunately, none has yielded a successful outcome.

The inclusion of the project in the six-year capital programme demonstrates my Department's commitment to the delivery of a new school building for the school in question. I assure Deputy Byrne that my officials are working to acquire a suitable site as quickly as possible.

Will the Minister give a timeframe? How long will this process be? How long will it take? We have all been aware of the process at local level. We are keen for this to be done as soon as possible. Certainly, I have no wish to interfere in the commercial side of the Department or put pressure there.

In situations such as this and others that will arise as we need to build more schools in rapidly developing areas, the Minister will need to consider making greater use of compulsory purchase orders which have been used on a number of occasions for schools. He cannot just leave schools hanging. This has happened and should increasingly become part of the architecture of how we provide schools. If the Department can identify a suitable site, these powers are available and should be used. A school - a school such as this in particular - is a central part of the town. For the entire Church of Ireland community in south Meath, with its church, it is a crucial hub. We spoke earlier about school admissions and these schools must be protected. It is not enough for us just to speak about school admissions and protecting ethos, we need to invest in them to ensure they have the facilities they need.

It is encouraging that a suitable site has been identified. It is both technically suitable and available and negotiations have been initiated. Obviously, in a commercial situation I will not jeopardise it by seeking to identify timelines or deadlines, particularly given the history of disappointment.

The Deputy raises the wider issue of provision. In their planning of town development local authorities need to be more attentive to planning school needs. Our model only clicks in when the child is born and so on; that is what triggers provision. It is a good system in its own right. However, it would be helpful if local authorities that are planning housing and can anticipate the future need identified sites in their development plans.

I will ask officials to consider if CPOs should have a greater role than has been the case. It tends to be the nuclear option and can involve protracted legal disputes, as we have seen in other areas where they have been used. It is not an always a short and easy solution to issues. However, I will look at the issue.

I would be slightly concerned about the Minister's reference to the Department's model clicking in when children are born. I presume there is an earlier process because, obviously, once houses are planned and estates developed, one can assume the houses will be filled to some extent with children.

That is an issue worth looking at. Obviously, the first tangible piece of evidence is when a child is born. That is a very reliable data source for the Department. A PPS number is issued and enters the planning system. The child concerned is still four and a half or five years away from enrolment. It gives a planning horizon. Generally, the Department has very large catchments which are moving at fairly predictable levels. It would look at trends in births in particular areas. I will certainly ask officials if we can do better. It is a good model and has been pretty reliable. The Deputy is right in saying the integration with the local authority and planning could be better. I will ask if we can do better in that area.

Written Answers are published on the Oireachtas website.
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