Written Answers Nos. 120-140
120. Deputy Seamus Kirk asked the Minister for Education and Skills if he will publish a detailed implementation plan for the training of teachers from now until the beginning of the first phase of the new junior certificate cycle in 2014; if he will outline the details of the cost and savings associated with the new junior certificate cycle; and if he will make a statement on the matter. [51318/12]
View answerDetailed planning for the implementation of the Framework for Junior Cycle is underway in my Department. Teachers will receive professional development in educational assessment, including processes of moderation, and providing feedback to students. Continuing professional development (CPD) will be provided on a phased basis in line with the roll out of curriculum changes in each subject. The CPD programme will be developed over coming months and further information will be available when it is completed.
Costs will arise in relation to staffing and substitution of teachers for attendance at in-service. Estimated costs will be of the order of €3.6 million in 2013 and €10 million on a full year basis for a period of at least 5 years thereafter. From 2017 onwards there will be some savings in the budget of the State Examinations Commission but these will be absorbed in the reform of the Leaving Certificate.
121. Deputy Brendan Smith asked the Minister for Education and Skills the response to date to the first five parental surveys on patronage carried out by his Department; and if he will make a statement on the matter. [51310/12]
View answerAs the Deputy is aware, the closing date for completion of these surveys in the five pilot areas was last Friday, 9 November.
In the Arklow survey there were 384 responses representing 706 children.The Castlebar survey had 465 responses representing 932 children.The Tramore survey had 276 responses representing 563 children.The Trim survey had 300 responses representing 588 children and finally the Whitehall survey had 546 responses representing 987 children.
In summary there were a total of 1,971 responses representing a total of 3,776 children. This is preliminary data and may be subject to change following validation.
My Department is preparing a detailed report on the surveys which will be reviewed by the New Schools Establishment Group. When the analysis is finalised, and drawing on feedback from the patron bodies, consideration will be given to any appropriate modifications in implementing the surveys in the remainder of the identified 44 survey areas.
122. Deputy Michael Moynihan asked the Minister for Education and Skills the progress made to date in drawing up a plan for the implementation of the EPSEN Act 2004 to prioritise access for children with special needs to an individual education plan; and if he will make a statement on the matter. [51307/12]
View answerThe Deputy will be aware that a number of sections of the Education for Persons with Special Educational Needs (EPSEN) Act have been commenced.
The National Council for Special Education (NCSE) made recommendations which suggested that additional investment over a period of years of up to €235m per annum, across the education and health sectors, would be required to fully implement the EPSEN Act. My Department's opinion is that the level of investment required could be greater.
In the light of the very difficult economic situation, and these significant costs, the previous Government deferred the full implementation of EPSEN. The NCSE have been asked to provide comprehensive policy advice on how the education system can best support children with special educational needs. This advice will guide the preparation of a plan on how aspects of EPSEN can be implemented, including the prioritising of access to children with special needs to an individual education plan.
123. Deputy Robert Troy 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. [51311/12]
View answerThe 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 be consulting further with my cabinet colleagues in the coming weeks before the report is published.
124. Deputy Seamus Kirk asked the Minister for Education and Skills when he expects to publish the report of the working group on tackling bullying; and if he will make a statement on the matter. [51302/12]
View answerThe Working Group which I established alongside the Forum of 17 May this year, to examine issues related to tackling bullying in schools, including homophobic bullying, racist bullying and cyber bullying, is progressing with its task of producing an action plan to map the way forward. The Group has been considering the outcomes and recommendations from the Forum, along with the submissions received from interested parties, in its deliberations.
Over the last few months, the Group has also consulted with a range of stakeholders and with colleagues in Scotland and the UK. I have asked the Working Group to submit their action plan to me by the end of November.
125. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which his attention has been drawn to the threat to smaller rural schools; the number of any such schools likely to be faced with closure in the short and medium term; if he is conscious of local preferences in regards to such schools including traditional ethos; if he accepts the need to ensure that such communities are catered for in the future to the greatest extent possible notwithstanding the economic climate; and if he will make a statement on the matter. [51330/12]
View answer155. Deputy Denis Naughten asked the Minister for Education and Skills the progress made to date in addressing the specific issues of rural schools; and if he will make a statement on the matter. [51216/12]
View answerI propose to take Questions Nos. 125 and 155 together.
I am cognisant of the importance of schools to rural communities. Given our recent population growth we will have a much increased enrolment at all levels of education which is expected to continue in the medium term. Many pupil places are required in areas that currently have no school provision at all and we have schools in areas of stable or declining population with relatively low pupil numbers. Our current configuration of small primary schools is being examined by my Department in a value for money review. Among the issues the review will take into account are questions such as availability of diversity of provision, ethos of schools, parental choice, language of instruction, travel distances, transport costs and the impact of schools on dispersed rural communities. My Department expects to publish the analysis and findings shortly and I look forward to a constructive engagement on the matter.
126. Deputy Mick Wallace asked the Minister for Education and Skills if he will set out the tendering process for the awarding of legal contracts by University College Dublin; and if he will make a statement on the matter. [51333/12]
View answerUniversities are autonomous institutions and my Department does not have any function in their operational affairs, including tendering, for which the Governing Bodies and the management staff are responsible. However, officials of my Department have made enquiries and I understand that when the university needs to obtain external legal advice it does so from a panel of law firms.
The Code of Governance for Irish Universities set outs the requirement that competitive tendering is the standard practice to be adopted. In addition to the national procurement guidelines, there are also specific EU Directives which are applicable to all Member States in this regard.
It is the responsibility of the governing authority and management to ensure that appropriate systems and procedures are implemented to ensure that the requirements for public procurement are adhered to and that the current value thresholds for the application of EU and national procurement rules are respected.
127. Deputy Mary Lou McDonald asked the Minister for Education and Skills the criteria that had to be met by Dublin City Vocational Education Committee to win the tendering for administering third level applications under Student Universal Support Ireland including the allocation of staff and resources to replace the 66 VECs and local authorities that processed applications up until 2011. [51346/12]
View answerIn January 2011, the Department issued an Expression of Interest invitation to the VECs, local authorities or other public bodies who might be interested in taking on administrative responsibility for the centralised student grants awarding and payments function. A total of 10 proposals were received. These proposals were examined by an independent selection panel against the evaluation criteria which was an integral part of the Expression of Interest procedure. Four of these proposals were short-listed for oral presentation. Following this, the selection panel made a recommendation to the Minister for Education and Skills on the preferred proposal which was the City of Dublin VEC proposal to establish Student Universal Support Ireland (SUSI) as a unit of itself.
The selection panel evaluated the proposals under the following criteria: organisational capacity to perform the function; experience in dealing with comparable schemes/services; existing core management, expertise and resources available to be deployed to the function; capacity to deliver strong cost and efficiency benefits; overall quality of the proposal for delivery of a central student grants function.
Student Universal Support Ireland (SUSI)'s proposal was underpinned by a staffing of 65 whole-time equivalents, thereby reducing the number of administration staff currently operating the system in the 66 grant awarding bodies by some 105 posts once the transition is complete. The 65 whole-time equivalents would be made up a combination of core staff which would be employed all year round and seasonal staff. This provided for the staff in SUSI to rise during the peak processing months.
128. Deputy Michael McGrath asked the Minister for Education and Skills the amount, if any, of the miscalculation of the cost of recent retirements within his Department; if he will also clarify any other costs which were miscalculated and which will impact upon cuts to education in Budget 2013; and if he will make a statement on the matter. [51305/12]
View answerDue to the unique circumstances surrounding the public service retirement package this year, it was difficult to forecast an exact cost of superannuation payments on my Vote for 2012. Higher numbers of retirements than projected will result in excess expenditure on the relevant subheads. The final amount of this excess, and any other excesses on the Vote, will not be known until year-end. However, offsetting reduced expenditure on other subheads will allow me to remain within my overall 2012 allocation. This offsetting of savings against excesses is possible under the process of retirement.
I am required to identify savings of €77 million in 2013, as well as managing the cost of upward pressures that arise. While the net effect of these pressures is not possible to predict, they are currently projected to be approximately €13 million, and relate mainly to Teacher and SNA pay. The final picture here will emerge in the context of the 2013 Budget.
129. Deputy Billy Kelleher asked the Minister for Education and Skills if he will ensure that there are no cuts to funding for special needs assistants, resource and learning support teachers in Budget 2013; and if he will make a statement on the matter. [51328/12]
View answerI wish to advise the Deputy that it is not possible to anticipate future budgetary decisions.
This Government, however, remains committed to the protection of frontline services for pupils with special educational needs.
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. The total number of Special Needs Assistants and Resource teaching posts available for allocation this year has not been reduced.
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.
130. Deputy Mary Lou McDonald asked the Minister for Education and Skills if he will list the personnel and resources assigned to Student Universal Support Ireland; and if he will provide a breakdown of staff employed on a full-time and temporary basis. [51347/12]
View answerIn total there is now 96 staff working in Student Universal Support Ireland (SUSI), 33 of whom are permanent and 63 of whom are temporary. In addition, SUSI is supported by 79 temporary staff working on document management and helpdesk support in the outsourced company engaged by SUSI to support the processing of student grants. An additional 50 temporary staff have been approved on top of the 79 in the outsourced company.
131. Deputy Brian Stanley asked the Minister for Education and Skills his views on whether it is acceptable that less than 5% of applicants to Student Universal Support Ireland have received their grant payments; and the percentage of applicants who received their grant payments from the previous system administered by the 66 VECs and local authority. [51343/12]
View answerAs the Deputy may be aware, all new applications for the 2012/13 academic year are being processed and paid by SUSI, the new centralised grant awarding authority.
SUSI as at the 16 November, 2012 paid student grants to some 4,420 students. SUSI is continuing to make payments on a weekly basis to ensure students can get paid their grant as expeditiously as possible, once they have been awarded a grant. All new student grants approved for this academic year will be paid by electronic funds transfer on a monthly basis directly to students' bank accounts, rather than by cheque to the relevant college. Those awarded a grant must supply bank account details and confirmation of registration must be received from the institution in order for the first instalment to be paid.
SUSI is aiming to achieve a target of 33,000 awards in total by the end of the year. SUSI will endeavour to ensure that students who are awarded a maintenance grant will be paid before the end of the year. Some of those awarded may not receive their grant until the beginning of January due to the requirements in respect of the provision of bank details and verification of attendance, together with the banking restrictions over the holiday period. However, every effort will be made by SUSI to ensure that all successful grant applicants get paid by December.
Continuing students who are renewing their grant for attendance on an existing course with their existing awarding authority, which will be either a local authority or a VEC, will continue to have their applications processed and paid by the relevant grant awarding authority. Continuing students on a level 6 or level 7 course in the Institutes of Technology will continue to be paid their grant directly by their institution.
The 66 grant awarding authorities as at 2 November, 2012 paid student grants to some 20,672 renewal students. In addition, some 4,546 students were paid directly by their Institute. Accordingly some 76% of renewal students awarded a grant by the 66 grant awarding authorities have received their grant payments as at the 2 November, 2012. This data has been compiled from information provided to my Department by the 66 grant awarding authorities and the Institutes of Technology.
The Deputy should note that the migration of all new applications to SUSI has enabled the existing grant awarding authorities to process renewal applications more quickly. In addition, renewal applications are generally more straightforward and require significantly less documentary evidence.
132. Deputy Catherine Murphy asked the Minister for Education and Skills if he will provide information on the various types of ICT education which is offered in primary and post-primary schools; if he will provide a list of schools which do not offer ICT education; the measures he is proposing to ensure a high level of functional and theoretical ICT knowledge amongst school age children; and if he will make a statement on the matter. [51215/12]
View answerThe curriculum in schools is devised on the basis that ICT is a tool to be embedded into the teaching and learning of all subjects and therefore in all schools. A recent report by my Department's Inspectorate found that there is a trend towards the greater incorporation of ICT into classroom activities in our primary schools.
The National Council for Curriculum and Assessment has developed an ICT framework which sets out a structured approach to ICT in curriculum and assessment. This sets out the types of learning appropriate for students during the period of compulsory education and provides a guide to teachers for embedding ICT across the curriculum.
A Framework for Junior Cycle was published last month. It contains 24 Statements of Learning which students should experience. One of the Statements of Learning aims to ensure that all students "use ICT effectively and ethically in learning and in life". The key skills in Junior Cycle include the use of digital technology to ensure successful learning by students.
The Junior Cycle Framework will allow for the introduction of short courses. Seven short courses, including short courses on Digital Media Literacy and in Programming/ Coding, are currently being developed by the NCCA for use by schools from 2014. In addition, schools will have the opportunity to develop their own short courses, in accordance with set specifications, to reflect the needs and interests of their students.
My Department has introduced a number of measure to support the use of ICT in schools. These measure have included funding for increased broadband capacity in post-primary schools as well as funding for the provision of laptops/ PC and a data projector for teaching purposes in primary school classrooms.
There is also a Transition Year option in relation to Having Fun with Computer Programming and Games and, under the ICT Action Plan, this is being expanded nationally. At Senior Cycle, the development of ICT skills is important not only in the Leaving Certificate Vocational Programme and in the Leaving Certificate Applied but also in the study of Design Communication and Graphics where it is a core component of the learning.
133. Deputy Peadar Tóibín asked the Minister for Education and Skills the percentage of existing students that have received their initial grant payments from the 66 vocational educational committees and local authorities for the 2012/2013 academic year. [51341/12]
View answerAs the Deputy may be aware, all new applications for the 2012/13 academic year are being processed and paid by SUSI, the new centralised grant awarding authority. Continuing students who are renewing their grant for attendance on an existing course with their existing awarding authority, which will be either a local authority or a VEC, will continue to have their applications processed and paid by the relevant grant awarding authority. Continuing students on a level 6 or level 7 course in the Institutes of Technology will continue to be paid their grant directly by their institution.
The 66 grant awarding authorities as at 2 November, 2012 paid student grants to some 20,672 renewal students. In addition some 4546 students were paid directly by their Institute. Accordingly some 76% of renewal students awarded a grant by the 66 grant awarding authorities have received their grant payments as at the 2 November, 2012. This data has been compiled from information provided to my Department by the 66 grant awarding authorities and the Institutes of Technology.
The migration of the new applications to SUSI has enabled the 66 grant awarding authorities to process renewal applications on a more efficient basis - these are generally more straightforward and require significantly less documentary evidence.
134. Deputy Gerry Adams asked the Minister for Education and Skills if he is currently reviewing the school transport scheme for children with disabilities and or special educational needs; his views on whether the scheme recognises that the most appropriately resourced school for a child with SEN may not be the nearest local school; and if he will make a statement on the matter. [51344/12]
View answerUnder the terms of my Department's School Transport Scheme for Children with Special Educational Needs, which are not under review, children are eligible for transport where they:
- have special educational needs arising from a diagnosed disability in accordance with the designation of high and low incidence disability set out in Department of Education and Skill's (DES) Circular 02/05 and
- are attending the nearest recognised: mainstream school, special class/special school or a unit, that is or can be resourced, to meet their special educational needs.
Eligibility is determined following consultation with the National Council for Special Education (NCSE) through its network of Special Education Needs Organisers (SENOs). The NCSE has responsibility, through its network of SENOs, for the establishment of special education facilities and for allocating resource teachers and special needs assistants to schools to support children with special needs.
While it is the prerogative of parents to send their children to the school of their choice, eligibility for school transport is to the nearest school that is or can be resourced to meet a child's special educational needs; this school may or may not be the nearest local school.
135. Deputy Caoimhghín Ó Caoláin asked the Minister for Education and Skills if he plans to review the special educational resource allocation system administered by the National Counsel for Special Education which is currently based on diagnosis to also include arising need; and if he will make a statement on the matter. [51339/12]
View answerI wish to advise the Deputy that the National Council for Special Education (NCSE) has a formal role under the Education for Persons with Special Educational Needs (EPSEN) Act, 2004 in advising me in relation to any matter relating to the education of children and others with disabilities.
I have asked the NCSE to provide me with comprehensive advice on how the educational system currently places and supports children with special educational needs in schools. This advice will include:
- the identification and assessment of children with special needs
- the nature of supports provided for children
- the way in which supports are allocated to schools
- and how these supports are configured.
This advice is expected early in 2013.
It is my intention that the significant resources to support children with Special Educational Needs are deployed to ensure the best possible outcomes for students. The advice will be a key input into achieving this goal.
136. Deputy Denis Naughten asked the Minister for Education and Skills his intentions on the review of means assessments for higher education grants; and if he will make a statement on the matter. [51217/12]
View answerThe 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.
137. Deputy Clare Daly asked the Minister for Education and Skills the reason Skerries Educate Together, County Dublin, was informed in the last two weeks of the loss of a temporary EAL post which will result in a newly appointed permanent teacher being made redundant, despite meticulous adherence to recruitment rules by the school. [51265/12]
View answerThe criteria used for the allocation of teaching posts to schools, which is available on the Department website, includes the provision whereby schools experiencing rapid increases in enrolment can apply for additional permanent mainstream posts on developing grounds, using projected enrolment. Additional temporary EAL (language) support posts are provided, as necessary, to schools that have high concentrations of pupils that require language support in the 2012/13 school. The EAL allocations are made on the basis of appeals by a school to the Staffing Appeals Board.
The school referred to by the Deputy was approved for 3 permanent developing school posts and 1 temporary EAL support post, subject to achieving projected enrolments on 30 September, 2012.
The school achieved sufficient enrolment to retain 2 of the developing posts. The third developing post and the EAL post were suppressed. It is open to schools to submit an appeal to the Primary Staffing Appeals Board under certain criteria. The school submitted an appeal to the October meeting of the Primary Staffing Appeals Board. The appeal was refused. The Appeal Board operates independently of the Department and its decision is final.
Following the most recent NCSE allocations the resource hours of the school have increased and it has been approved for a fixed term resource post. The surplus permanent teacher in the school will be redeployed into this post.
138. Deputy Aengus Ó Snodaigh asked the Minister for Education and Skills the number of staff currently allocated across the 66 vocational educational committees and local authorities to process the grant applications of existing third level students; the total number of grant applications lodged with the 66 bodies; and the percentage of these applications that are awaiting outstanding documentation from applicants. [51340/12]
View answerAs the Deputy may be aware, all new applications for the 2012/13 academic year are being processed and paid by SUSI, the new centralised grant awarding authority. Continuing students who are renewing their grant for attendance on an existing course with their existing awarding authority, which will be either a local authority or a VEC, will continue to have their applications processed and paid by the relevant grant awarding authority. Continuing students on a level 6 or level 7 course in the Institutes of Technology will continue to be paid their grant directly by their institution.
The 66 grant awarding authorities as at 2 November, 2012 received 40,959 renewal applications. Some 11% of processed renewal applications are awaiting outstanding documentation. This data has been compiled from data supplied to my Department by the 66 grant awarding authorities.
The Deputy will appreciate that staffing resources and staffing costs associated with the processing of student grant applications are met by local authorities and vocational education committees within their overall resources and a breakdown of this data is not readily available.
139. Deputy Gerry Adams asked the Minister for Education and Skills the date on which he was first contacted by officials from Student Universal Support Ireland regarding problems and delays in processing third level applications; the additional resources that were requested by SUSI to address this backlog; the resources that have been allocated to SUSI to help process the backlog in applications. [51345/12]
View answerOfficials from my Department have been meeting with the SUSI management team on a monthly basis since the start of the year and more recently are meeting on a weekly basis. The processing of student grants by SUSI is being closely monitored and kept under continuous review by my Department. All additional staffing requests by SUSI have been sanctioned.
140. Deputy Michael Colreavy asked the Minister for Education and Skills when construction will begin on a school (details supplied) in County Dublin. [51348/12]
View answerThe school to which the Deputy refers has recently gone to tender. Assuming that no issues arise, it is anticipated that construction will commence in the second quarter of 2013.
