Dáil Éireann Debate, Thursday - 3 February 2005
47 Dr. Upton asked the Minister for Education and Science her plans to review the level of State support to private fee-paying schools; the amount paid by her Department on salaries of teachers in fee-paying schools and other spending in 2004; and if she will make a statement on the matter. [2998/05]
View answerThe payment of teacher salaries is part of a complex scheme of funding for fee-charging schools, which has traditionally sought to balance considerations of equity, pragmatism and State support for minority religions. Teachers in fee-charging schools, irrespective of the denominational ethos of the school, are paid by the State. This may well reflect a long standing pragmatism that the State would be required to provide teachers for the pupils in question were they located within the free education scheme.
There are 58 fee-charging second level schools in the country; of which one is Jewish, 21 Protestant, two inter-denominational and the balance Catholic. The Protestant and Jewish schools receive funding by way of a block grant, which has its origins in the desire of the State to enable students of the Protestant and Jewish persuasion to attend schools which reflect their denominational ethos. The block grant includes payments in respect of capitation and these schools also qualify for payment of such grants as the transition year support grant and secretarial and caretaking grants. Fee-charging schools not embraced by the block grant do not qualify for payment of capitation or related supports.
Financial support provided to fee-charging voluntary secondary schools in 2003-04 school year amounted to some €86 million. Of this sum, some 90%, or €78 million, related to salaries and allowances of teachers. The balance includes the Protestant block grant, funding towards support services such as secretarial and caretaking services and miscellaneous grants.
I have no plans to withdraw State support for the payment of teachers in fee-charging schools. This support has been a long standing feature of our education system and one continued by successive Governments.
