Tuesday, 9 Oct 2012

Written Answers Nos. 1-81

School Staffing

Questions (60)

Brian Stanley

Question:

60. Deputy Brian Stanley asked the Minister for Education and Skills the number of teachers affected by the pay cut for new entrants to teaching, the cap on qualification allowances for new entrants to teaching and the abolition of qualification allowances for new entrants to teaching; if he will provide specific information on the number of teachers who commenced teaching between 1 January, 2011 and 5 December, 2011 at both primary level and at second level; the number of teachers who commenced teaching between 6 December 2011 and 31 January 2012 at both primary level and at second level; and the number of teachers who commenced teaching after 31 January 2012 at both primary level and at second level. [43111/12]

Written answers

Minister for Education and Skills

The number of new appointees paid for the first time on the Department's payrolls in the period from the first of January 2011 to the 5th December 2011 was one thousand six hundred and two primary teachers and one thousand eight hundred and eleven teachers in secondary and community/comprehensive schools.

The figures in the period from the 6th December 2011 to the 31st January 2012 were one hundred and seventy three and two hundred and fifty seven respectively.

The number paid from the 1st February 2012 to date is one thousand one hundred and fifteen primary teachers and nine hundred and twenty teachers in secondary and community comprehensive schools.

The figures include all categories of teachers (substitute, part-time, temporary and permanent) appointed during the periods in question.

Teachers appointed in the period 6 December 2011 to 31 January 2012 received basic pay as of the 1/1/2011 basic pay rate and qualification allowances to a maximum of the rate of an honours primary degree (€4,426).

Teachers appointed from the 1st February 2012 to date received basic pay as of the 1/1/2011 basic pay rate only.

Question No. 61 answered with Question No. 53.

Bullying in Schools

Questions (62)

Bernard Durkan

Question:

62. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which he continues to be made aware of incidents of all forms of school bullying including bullying of a physical, psychological and or electronic nature at primary and or second level schools throughout the country; if he favours any particular initiatives or strategies to identify and confront such incidents at an early stage; if studies have been done of such incidents which might illustrate particular issues arising and needing attention with a view to ensuring that children or students have access to supportive and preventative structures and facilities; and if he will make a statement on the matter. [42999/12]

Written answers

Minister for Education and Skills

I am fully aware of the seriousness of the issue of bullying and it was for that reason that an Anti-Bullying Forum was held in May this year.

As a follow on to that Forum, I invited the stakeholders and any other interested parties to submit their views on this important topic to my Department by 29th June 2012. As part of this consultation, interested parties were requested to indicate their views and proposals on any changes to existing practices and policies in schools that could improve how bullying can be tackled in schools.

As I have already outlined to the House, I have also recently established a working group to address the issue of tackling bullying in schools. During the course of its work, the working group will be considering the outcomes from the recent Anti-Bullying Forum and the views received from interested parties in the subsequent consultation process.

School Staffing

Questions (63)

Seamus Kirk

Question:

63. Deputy Seamus Kirk asked the Minister for Education and Skills if he has any concerns regarding the casualisation of the teaching profession at post primary level and the high numbers of second level teachers who are on short term temporary contracts; the measures he will take to address this issue; and if he will make a statement on the matter. [43068/12]

Written answers

Minister for Education and Skills

The issue of the use of temporary contracts in the teaching profession and the numbers who are on temporary or short term contracts at post primary level has been the subject of much comment and debate. My Department has committed to a process of engagement with teacher unions and management bodies to explore the scale of this issue, causal factors and options for future developments.

Pupil-Teacher Ratio

Questions (64)

Pádraig MacLochlainn

Question:

64. Deputy Pádraig Mac Lochlainn asked the Minister for Education and Skills if he will respond to the figures (details supplied) which show that 112,821 pupils were in classes of 30 or more for the last school year; and his plans to address the rise in primary school class sizes and increase in pupil teacher ratios resulting from cutbacks and an increasing school population. [43104/12]

Written answers

Minister for Education and Skills

The context for any discussion about class sizes is that my Department, like all other Government Departments, is operating within a budgetary programme that is designed to return the Government finances to a sustainable basis.

My focus is on ensuring we have school places and teachers for all the additional pupils entering our schools each year. There is no scope to give any consideration to the provision of additional teachers in order to reduce class sizes.

Classroom teachers are currently allocated under the published Staffing Schedule on the basis of a general average of 1 teacher for every 28 pupils with lower thresholds for DEIS Band 1 schools. The configuration of classes and the deployment of classroom teachers are done at local school level. My Department's guidance to schools is that variations in class sizes should be kept to the minimum.

Educational Disadvantage

Questions (65)

Robert Troy

Question:

65. Deputy Robert Troy asked the Minister for Education and Skills if he will ensure that all educational disadvantage schemes and supports are protected in Budget 2013; and if he will make a statement on the matter. [43079/12]

Written answers

Minister for Education and Skills

I do not propose to give any specific commitment on future budgetary decisions. This is a matter that I will have to consider with my colleagues in Cabinet in the context of the next budget and meeting our obligations under the EU/IMF Programme. The government will of course try to ensure all budget decisions are as fair and equitable as possible but I cannot give specific commitments here today.

DEIS (Delivering Equality of Opportunity in Schools) the Action Plan for Educational Inclusion remains my Department's policy instrument to address educational disadvantage which focuses on addressing and prioritising the educational needs of children and young people from disadvantaged communities, from pre-school through second-level education. It should be remembered that over 50% of disadvantaged students do not actually attend DEIS schools.

A key focus of the Government's education policy is to prioritise investment in favour of those most at risk and to optimise access, participation and outcomes at every level of the system for disadvantaged groups. Therefore it is my intention that the additional resources available to DEIS schools are utilised to optimum benefit to achieve identified outcomes for the most at risk pupils.

School Staffing

Questions (66, 70)

John Halligan

Question:

66. Deputy John Halligan asked the Minister for Education and Skills if he has any concerns that cuts on newly qualified teachers will have a detrimental effect on both their morale and the willingness of young persons to enter such a low paid profession; and if he will make a statement on the matter. [43050/12]

Charlie McConalogue

Question:

70. Deputy Charlie McConalogue asked the Minister for Education and Skills if he has any concerns that progress made over the past decade in attracting our brightest and most qualified young persons to the teaching profession will be eliminated as a result of cuts to qualification allowances; and if he will make a statement on the matter. [43051/12]

Written answers

Minister for Education and Skills

I propose to take Questions Nos. 66 and 70 together.

As I have indicated earlier, it is neither possible nor appropriate to attempt to separate measures such as those impacting on the pay of new entrants from their context. These measures have to be viewed against the backdrop of a very serious financial and budgetary situation. They reflect a position where this country has lost its economic sovereignty and no longer has full control over its economic affairs.

Reductions in the pay of new entrant public servants, including teachers, date back to the last Government. More recently, this Government has made further adjustments on foot of the allowances review.

In the case of teachers, while there has been a small decline in applications to the B.Ed for primary teaching between 2011 and 2012, the overall number of applications remains high. A similar trend obtains for the professional diploma in education (PDE), which is the main route to post-primary teaching. It is significant that successful applicants to the B.Ed courses in 2012 continue to be from the top quartile of Leaving Cert students, in terms of points. Ireland has always attracted students of the highest calibre to the teaching profession, a profession that enjoys the respect, trust and high regard of the public and I am confident that this will continue in the future.

State Examinations Issues

Questions (67)

Martin Ferris

Question:

67. Deputy Martin Ferris asked the Minister for Education and Skills if he will consider providing modern digital recording devices for use during State oral language exams to replace the cassette tape recorder that is currently in use. [43102/12]

Written answers

Minister for Education and Skills

The State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations. They have provided me with the following information on this matter.

There are a wide range of oral tests. The tests in each language are recorded by examiners onto cassette tapes supplied by the State Examinations Commission. However, the SEC does not supply examiners with the tape recording equipment; this is provided by schools.

The SEC must be mindful of the availability in schools of recording equipment as examiners must be provided with a recording device for the duration of their assignment in the school. The use of cassette tape for the recording of the oral tests provides a portable and reliable recording medium which is widely available in schools and which is easy to operate.

The SEC recognises that digital recording equipment has become more widely available and less expensive in recent years than it was in the past. The SEC will be reviewing the options in this regard in the future, subject to a clear identification of need and resource considerations. In the interim, the State Examinations Commission assures me that there is no diminution in quality or the proper administration of the Leaving Certificate examinations through the ongoing use of cassette tapes for the recording of the oral tests.

Information and Communications Technology Issues

Questions (68)

Timmy Dooley

Question:

68. Deputy Timmy Dooley asked the Minister for Education and Skills the steps he has taken to improve the use of technology at primary level; and if he will make a statement on the matter. [43061/12]

Written answers

Minister for Education and Skills

The integration of ICT into teaching and learning is supported through the ICT in Schools Programme. This programme addresses four main areas which need to work together to build capacity in this domain: Deployment of ICT infrastructure; Professional development for teachers, in the pedagogical use of ICT; Identifying and sharing suitable online content and resources; Broadband for schools.

Between November 2009 and November 2010, my Department distributed €46m in ICT grants directly to primary schools. Schools were asked firstly to equip each classroom with a teaching computer and digital projector. Once that baseline is in place schools can use remaining funding for other educational ICT requirements.

To help schools make the most of their investment, we have delivered some strategic national supports in tandem, including, ICT courses and elearning seminars for teachers through their local education centres, an internet safety programme and a portal for collaborative development and dissemination of curriculum-relevant digital content - Scoilnet.ie

Third Level Staff Remuneration

Questions (69)

Seán Crowe

Question:

69. Deputy Seán Crowe asked the Minister for Education and Skills if he will carry out an investigation into the unauthorised payment of €7.5 million in allowances to academics working in Irish third level institutions from 2005 – 2011; and if he will provide a list of the persons who received unauthorised allowances during that period. [43097/12]

Written answers

Minister for Education and Skills

At the request of my Department the Higher Education Authority (HEA) carried out an investigation, in conjunction with the Comptroller & Auditor General (C&AG), to determine definitively the quantum of monies in respect of unauthorised payments to senior staff in each of the universities between 2005 and 2011. The investigation identified total excess payments of €7.5 million to senior staff in the universities during that period.

Having regard to the requirements of data protection regulations it is not appropriate for me to provide a list of the persons who received unauthorised allowances, save to say the recipients were either at the level of President, Professor and equivalent grades, academic medical consultants or senior management positions.

Question No. 70 answered with Question No. 66.

Information and Communications Technology Issues

Questions (71, 112)

Clare Daly

Question:

71. Deputy Clare Daly asked the Minister for Education and Skills in view of recent trial schemes at second level schools involving replacing traditional school books with portable devices such as ipads and ebooks, if there is a timescale for the widespread introduction of this technology in the State's second level schools. [43041/12]

Eamonn Maloney

Question:

112. Deputy Eamonn Maloney asked the Minister for Education and Skills in view of the increasing trend to replace schoolbooks with ebooks and associated new technology, generally promoted by the main school book publishers, the steps he will take to ensure equality of opportunity for those children, parents and schools who cannot afford ebooks, i-Pads and personal computers; and if he will make a statement on the matter. [42642/12]

Written answers

Minister for Education and Skills

I propose to take Questions 71 and 112 together.

The decision to move to e-books is a matter for each Board of Management. In making this decision each school should consider all the available information and in this regard the Professional Development Service for Teachers – which now incorporates the ICT in Schools function - is available to advise schools. One of the main factors to be considered by schools is the cost and I would urge schools to consult with parents before they make any plans in this important area. My Department is not in a position to make new grant funding available for purchase of ebooks and associated services and devices. I would like to clarify that schools may choose to allocate the existing book grant provided by my Department towards purchase of electronic books if they wish.

It is vital that all students can participate equally in our schools, and also that students can move between classes and schools, without parents being forced to incur additional costs. I believe that we must continue working with industry to develop common standards that ensure free movement within our education system, and also funding mechanisms that can ensure equality of opportunity for all students in relation to ICT equipment. To that end, I expect that these issues will be advanced through the forum consisting of education and industry that advises on these matters.

Third Level Staff Remuneration

Questions (72)

Gerry Adams

Question:

72. Deputy Gerry Adams asked the Minister for Education and Skills his views on whether senior academics here earn on average 30% higher salaries than their counterparts in Britain; and if this is an aspect of the higher education budget that he is examining in order to protect frontline education services. [43092/12]

Written answers

Minister for Education and Skills

As the Deputy will be aware policy on rates of pay in the Education sector forms part of wider public pay policy, including related commitments and reforms under the Croke Park Agreement and to this extent academic salaries were reduced from January 2010 on foot of a Government decision to reduce Public Service pay.

At my request the Higher Education Authority (HEA) completed an initial study on sustainability of the current funding system. The HEA has advised that this report is preliminary and substantial additional work needs to be undertaken. Work is continuing in this area and I expect to receive further advice later this year.

All areas of Government spending are currently being looked at which will inform funding allocations for the coming years. In this context, the Deputy will appreciate that in line with normal practice I am unable to comment on this budgetary process.

Proposed Legislation

Questions (73)

Éamon Ó Cuív

Question:

73. Deputy Éamon Ó Cuív asked the Minister for Education and Skills when the draft heads of the legislation to establish SOLAS will be published; and if he will make a statement on the matter. [43075/12]

Written answers

Minister of State at the Department of Education and Skills

Following the Government Decision to create SOLAS, an Implementation Group was set up to establish SOLAS. The objective of the Group is to drive the implementation process forward. This complex process includes the enactment of any necessary legislation.

The Heads of a Bill for the establishment of SOLAS have been approved by Government in April 2012. The Bill will, among other things, provide for the establishment of SOLAS, the dissolution of FÁS and the transfer of FÁS training division to the newly formed Education and Training Boards. The Bill is being drafted in the Office of the Attorney General and I expect to publish this legislation in the current Dáil session.

Residential Institutions Redress Scheme

Questions (74)

Jonathan O'Brien

Question:

74. Deputy Jonathan O'Brien asked the Minister for Education and Skills the measures he is taking to address the continuing refusal of the religious congregations to meet their share of the costs of the compensation bill for victims of institutional residential abuse; and if he will provide an update on the establishment of the fund. [43090/12]

Written answers

Minister for Education and Skills

I, like other members of this House, believe that there is a strong moral obligation for Congregations to share 50% of the costs of the response to residential institutional child abuse. To facilitate a contribution by the Congregations concerned, I have proposed the transfer of school infrastructure to the State at no cost to the Exchequer. I am continuing to engage with the Congregations to seek a greater contribution from them and I will be reporting to my Cabinet colleagues on the position shortly.

I have sought expressions of interest in positions on the Residential Institutions Statutory Fund's Board and I expect to be in a position to appoint a Board in the near future. My Department is currently making arrangements for the Fund's establishment, which will be financed by the €110m cash contributions offered by the congregations. €22m has been received and a further €44m is expected on the Fund's establishment. I am pursuing the early realisation of the remaining cash offers.

Higher Education Institutions Issues

Questions (75)

Caoimhghín Ó Caoláin

Question:

75. Deputy Caoimhghín Ó Caoláin asked the Minister for Education and Skills his views on the practice of some higher education institutions setting up limited companies to attract international students when these limited companies would be used to pay staff over and above the agreed pay scales. [43095/12]

Written answers

Minister for Education and Skills

The legislation which provides for the establishment and operation of the universities and the institutes of technology (e.g. the Universities Act, 1997 and the Institutes of Technology Act, 2006) provides that they may establish or participate in the establishment of corporations. Over the years a number of corporations have been established particularly in the university sector. Generally, these corporations tend to be concerned with such activities as research, knowledge transfer, student residences, catering etc.

Such corporations are independent corporate bodies which set the terms and conditions and rates of salary applicable to their own employees. However, such corporations may only make payments to staff who are employees of a university or IoT working in the corporations which exceed the authorised rates of pay for such public sector employees, if there is a Framework in place which has been approved by the HEA to permit this. There is no such Framework currently in place that would permit such payments to be made.

My Department is not aware of any corporations established to date specifically for the purpose of attracting international students.

School Evaluations

Questions (76, 111)

Seán Crowe

Question:

76. Deputy Seán Crowe asked the Minister for Education and Skills in view of the fact that as the literacy and numeracy for learning and life strategy requires all schools to engage in robust self-evaluation and have in place a three year school improvement plan, if he will confirm when he will publish Guidelines for Self-Evaluation in order to facilitate schools to proceed with the requirements that he has established. [42641/12]

Dessie Ellis

Question:

111. Deputy Dessie Ellis asked the Minister for Education and Skills his views on the School Self Evaluation Guidelines which are supposed to be in place to facilitate the planning and improvement of schools here; and the reason these guidelines have not yet been implemented. [43099/12]

Written answers

Minister for Education and Skills

I proposed to take Questions Nos. 76 and 111 together.

The introduction of school self-evaluation is a key objective in the Programme for Government. In the 2011-12 school year, the Inspectorate of my Department prepared draft School Self-evaluation Guidelines. These draft Guidelines were trialled in a pilot scheme in a small number of primary and post-primary schools in the school year 2011-12. Detailed feedback on the operation of the guidelines was obtained from the pilot schools. The Inspectorate then engaged in an extensive consultation process about the Guidelines and set up an advisory group with representatives of all the education partners. Over a series of meetings between May and September 2012, the views of all partners were carefully considered together with the outcomes of the pilot phase. The guidelines have been re-written and an introductory booklet on school self-evaluation has also been prepared for schools. These publications are currently with designers and printers and I expect to publish them with an accompanying circular shortly. Web-based support, seminars for school principals, and advisory visits to schools by inspectors are among the range of supports that will be offered to schools to aid the introduction of school self-evaluation.

European Globalisation Fund

Questions (77)

Pearse Doherty

Question:

77. Deputy Pearse Doherty asked the Minister for Education and Skills if he will provide an update on the final reports to the European Commission relating to the Waterford Crystal, SR Technics and the three construction programmes; and if he will provide an estimate of the total moneys due to be returned to the European Commission from all of the now closed European Globalisation Fund programmes. [43117/12]

Written answers

Minister of State at the Department of Education and Skills

My Department has submitted final reports and statement of expenditure to the European Commission in respect of Waterford Crystal and SR Technics. As these programmes have not yet been formally closed by the Commission, the total amounts of reimbursements cannot be finally determined.

However, advance payments of 90% of the value of the EGF portion of unused programme funds to the European Commission are made prior to their formal closure. Last July, my Department made these payments amounting to €5,380,480, €4,066,320 and €506,332 in respect of Dell, SR Technics and Waterford Crystal respectively. The Department awaits further notification from the European Commission on any further residual reimbursements.

The three construction EGF programmes concluded on 9th June 2012. My Department does not yet have total expenditures for these programmes, which require to be submitted with final reports to the European Commission by 9th December 2012. A full picture of any reimbursements will only emerge after that date.

Special Educational Needs Staffing

Questions (78, 98)

Michael Moynihan

Question:

78. Deputy Michael Moynihan asked the Minister for Education and Skills if he will ensure that there will be no cuts to special needs education in this Budget 2013; and if he will make a statement on the matter. [43074/12]

John McGuinness

Question:

98. Deputy John McGuinness asked the Minister for Education and Skills if he will ensure that there will be no cuts to special needs education in Budget 2013; and if he will make a statement on the matter. [43073/12]

Written answers

Minister for Education and Skills

I propose to take Questions Nos. 78 and 98 together.

I wish to advise the Deputy that it is not possible to anticipate future budgetary decisions. This Government remains committed to the protection of front-line services for pupils with special educational needs.

The Programme for Government sets out that education will be a priority for this Government and that we will endeavour to protect and enhance the educational experience of children, young people and students.

Approximately 15% of the entire budget of my Department – some €1.3 billion – was spent in support of children with Special Educational Needs in 2011. The provision for the current year is in line with expenditure last year and shows that despite the current economic difficulties, the overall level of funding for special education has not been cut.

In line with this Government's commitment to front-line services for pupils with special educational needs: - 10,575 whole time equivalent (wte) Special Needs Assistant (SNA) posts are being provided for primary, post-primary and special schools for the coming school year in order to support the care needs of pupils with disabilities.

- Approximately 9,950 learning support/resource teacher posts, including those provided under the General Allocation Model, are also being provided in primary & post primary schools in order to provide additional teaching support to pupils with special educational needs.

- Over 1,100 teachers are also being provided for in special schools providing teaching to pupils with various disabilities at much reduced pupil:teacher ratios, for example the autism PTR is 6:1 and the moderate general learning disability PTR is 8:1.

- Enhanced levels of school capitation are payable to most special schools and special classes and special School Transport arrangements for pupils with disabilities are provided at a cost of over €60m per year.

- Approximately €1.3m is also provided annually to schools for assistive technology support.

- Early educational intervention is provided for children with autism from 2½ years of age. There are now 76 early intervention classes for children with autism attached to mainstream schools that are funded by the Department. Funding is also provided through the home tuition programme for children with autism aged from 2 ½ years to 5 who are unable to access an early intervention class.

- An extended school year is also currently available for pupils who have either a severe/profound general learning disability or who have autism. The continued commitment of this Government to special education provision, at a time when savings are being required across a range of expenditure areas has ensured that children with special educational needs can continue to have access to educational facilities in line with their requirements.

Finally, I wish to assure the Deputies that it is my intention that resources available to my Department are utilised to optimum benefit to ensure the best possible outcomes for students with special educational needs. In this regard my Department is seeking advice from the NCSE on policy options for the allocation of these resources in future, with a view to ensuring that the most appropriate and efficient model is in place in the coming years.

Student Grant Scheme Reform

Questions (79)

Brendan Smith

Question:

79. Deputy Brendan Smith asked the Minister for Education and Skills when the report of the Capital Asset Test Implementation Group regarding higher education grants will be published; if he has received this report; and if he will make a statement on the matter. [43080/12]

Written answers

Minister for Education and Skills

The Deputy will be aware that, following agreement in principle by the Government to broaden the current means testing arrangements for student grants by way of inclusion of the value of capital assets, I set up a dedicated implementation group to bring forward detailed proposals for implementation in 2013.

I have received a draft report from the implementation group. This is currently under consideration and I will consult further with my cabinet colleagues before the report is published.

Social Media in Education

Questions (80, 81, 90)

Frank Feighan

Question:

80. Deputy Frank Feighan asked the Minister for Education and Skills in view of the growing and worrying trend of youth self-harm and youth suicide, his plans to develop a policy to deal with the growth of social media in education and in particular the use of mobile phones, smart phones, i-pads and laptops during the normal school day; if he has examined the problem of cyber bullying, cyber abuse and the transmission of material including photographs by young persons in an unsupervised, uncontrolled and unacceptable way; in view of his policy to have high speed broadband available in most schools within a short period of time, his views on whether a national policy is required in relation to the use, abuse and misuse of social media in education; and if he will make a statement on the matter. [42810/12]

Derek Keating

Question:

81. Deputy Derek Keating asked the Minister for Education and Skills in view of the growing and worrying trend of youth self-harm and youth suicide, his plans to develop a policy to deal with the growth of social media in education and in particular the use of mobile phones, smart phones, i-pads and laptops during the normal school day; if he has examined the problem of cyber bullying, cyber abuse and the transmission of material including photographs by young persons in an unsupervised, uncontrolled and unacceptable way; in view of his policy to have high speed broadband available in most schools within a short period of time, his views on whether a national policy is required in relation to the use, abuse and misuse of social media in education [42648/12]

Pat Deering

Question:

90. Deputy Pat Deering asked the Minister for Education and Skills in view of the growing and worrying trend of youth self-harm and youth suicide, his plans to develop a policy to deal with the growth of social media in education and in particular the use of mobile phones, smart phones, i-pads and laptops during the normal school day; if he has examined the problem of cyber bullying, cyber abuse and the transmission of material including photographs by young persons in an unsupervised, uncontrolled and unacceptable way; in view of his policy to have high speed broadband available in most schools within a short period of time, his views on whether a national policy is required in relation to the use, abuse and misuse of social media in education; and if he will make a statement on the matter. [42647/12]

Written answers

Minister for Education and Skills

I propose to take Questions Nos. 80, 81 and 90 together.

My Department is strongly supportive of the integration of ICT tools and techniques into teaching practice. My Department's ICT in schools programme sets out a clear agenda to be pursued in this regard and schools are very much encouraged to plan for the integration of ICT into teaching practice.

It is, however, important for all of us to be vigilant and alert to the potential risks associated with the use and misuse of modern technologies. In this context, individual schools have the capacity to filter the content of what is accessible through the Schools Broadband Network. This allows teachers to use the Internet for teaching and learning in a manner that reduces the risk of pupils accessing inappropriate content. My Department also funds the Webwise initiative which focuses on raising the skills and understanding around Internet safety at school and in the home.

The Deputy will be aware that tackling the issue of bullying in schools is a key objective of this Government. It was for that reason that an Anti-Bullying Forum was held earlier this year.

As a follow on to that Forum, I invited the stakeholders and any other interested parties to submit their views on this important topic to my Department by 29th June 2012. As part of this consultation, interested parties were requested to indicate their views and proposals on any changes to existing practices and policies in schools that could improve how bullying can be tackled in schools.

I have also recently established a working group to address the issue of tackling bullying in schools, including cyberbullying. During the course of its work, the working group will be considering the outcomes from the Anti-Bullying Forum and the views received from interested parties in the subsequent consultation process.