Wednesday, 17 Apr 2013

Written Answers Nos. 41-49

School Guidance Counsellors

Questions (41, 57)

Éamon Ó Cuív

Question:

41. Deputy Éamon Ó Cuív asked the Minister for Education and Skills his plans to revisit the cuts to the number of guidance counsellors; and if he will make a statement on the matter. [17552/13]

Pearse Doherty

Question:

57. Deputy Pearse Doherty asked the Minister for Education and Skills his views on whether the more marginalised children are suffering the worst effects of cuts to guidance counselling in schools; and his plans to have guidance and counselling staffed in an ex-quota manner. [17573/13]

Written answers

Minister for Education and Skills

I propose to take Questions Nos. 41 and 57 together.

The Minister for Education and Skills has already acknowledged to the House that bringing guidance within quota is challenging for schools. However the alternative was to adjust the PTR staffing allocations. The budget decision sheltered the impact for all DEIS post-primary schools by improving their standard staffing allocations. There are no plans to review this decision. It is important to note that the provision of guidance in schools is a whole school activity and it does not just involve the guidance counsellor.

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

Student Grant Scheme Administration

Questions (42, 64, 77)

Brendan Griffin

Question:

42. Deputy Brendan Griffin asked the Minister for Education and Skills if he has confidence in City of Dublin Vocational Education Committee to continue to administer Student Universal Support Ireland for the 2013/14 academic year in view of the fact that the 2012/13 experience has been disruptive for students and their families; if he has explored alternative options for the delivery of this service; and if he will make a statement on the matter. [17440/13]

Dessie Ellis

Question:

64. Deputy Dessie Ellis asked the Minister for Education and Skills if he will provide an update on the review that has been established to examine the way Student Universal Support Ireland functioned in the past year; and the measures he is planning to introduce to ensure that there will be no repeat of the problems that characterised the awarding of third level grants by the new centralised awarding authority. [17575/13]

Denis Naughten

Question:

77. Deputy Denis Naughten asked the Minister for Education and Skills the steps which he is taking to ensure that there is not a repeat of the failure by Student Universal Support Ireland to process 2012/13 higher education grant applications in a competent manner; the number of applicants who are still awaiting a final decision from SUSI; the number awaiting a decision on review; the number that are awaiting a decision on appeal; and if he will make a statement on the matter. [17438/13]

Written answers

Minister for Education and Skills

I propose to take Questions Nos. 42, 64 and 77 together.

I understand from Student Universal Support Ireland (SUSI) that at close of business on 14th April 2013, 603 applications are currently with SUSI for processing, There are 100 appeals awaiting a decision and 90 applications awaiting a re-assessment following an appeal.

Up to 2011, students applied to their local authority or VEC for their grants. Some 66 grant awarding authorities were involved, all using a variety of application, assessment and payment processes. Student Universal Support Ireland (SUSI) replaces all of these with a centralised, and on-line system of application. While there have been problems with the first year of the new system, I still believe that policy decision was correct, and that the establishment of a single grant awarding body will serve our students better in the long run. I am satisfied that City of Dublin Vocational Education Committee should continue to carry out this function for the coming 2013/14 academic year.

An external review of Student Universal Support Ireland's business processes is currently being undertaken to inform improvements in the system for the 2013/14 academic year. The review is at an advanced stage and is currently being finalised by Accenture the company carrying out the review.

In advance of the review, SUSI is currently undertaking a number of measures to improve the processing system for 2013/14. In order to reduce the volume of documents required to be supplied by applicants SUSI is currently liasing with other public service organisations such as Revenue and the CAO with a view to putting arrangements in place to facilitate block transfer of data directly from organisation to organisation in compliance with data protection requirements. It is also proposed that applicants will be able to track the progress of their application online.

Croke Park Agreement Issues

Questions (43)

Jonathan O'Brien

Question:

43. Deputy Jonathan O'Brien asked the Minister for Education and Skills his views on the TUI's rejection of the Croke Park II agreement; and if he will review the current proposals tabled by the Labour Relations Commission in the view of the anger expressed by teachers to cuts and changes to employment conditions imposed across the second level sector. [17561/13]

Written answers

Minister for Education and Skills

The proposals put forward by the Labour Relations Commission on an extension to the Croke Park Agreement arise from an intensive and difficult set of negotiations between the Public Services Committee of ICTU and the Government. These negotiations took place against a backdrop of continuing significant difficulties in the finances of the State.

The public service trade unions are currently considering the proposals and an outcome of that consideration is imminent. In light of that, I do not think that it would be helpful at this time for me to comment or elaborate upon proposals which were carefully constructed by the LRC.

Third Level Admissions Entry Requirements

Questions (44, 54)

Seamus Kirk

Question:

44. Deputy Seamus Kirk asked the Minister for Education and Skills his plans for reform of the points system for third level entry; and if he will make a statement on the matter. [17540/13]

John Browne

Question:

54. Deputy John Browne asked the Minister for Education and Skills his intentions for reform of the points system; and if he will make a statement on the matter. [17525/13]

Written answers

Minister for Education and Skills

I propose to take Questions Nos. 44 and 54 together.

At my request, my Department, the NCCA, the SEC, the HEA and the higher education institutions have been working together to agree a framework for reform of the important transition of school leavers from second level into higher education. This is a complex area and requires concerted action across 2nd and 3rd level. On 27th March, I launched the paper, "Supporting a Better Transition from second level to higher education: Key Directions and Next Steps". It contains three commitments to: Reduce the number of level 8 degree programmes in higher education and make them more broadly based; to reduce the number of grading bands in the leaving certificate examinations; to address problematic predictability in the leaving certificate exams. Significant progress has been made. There is further work to be done and I expect a further report with an implementation plan later this year.

School Health and Safety Issues

Questions (45)

Seán Crowe

Question:

45. Deputy Seán Crowe asked the Minister for Education and Skills his views on the findings of an Impact study that found 60% of special needs assistants SNAs in schools say they have been assaulted by the pupils they work with in the classroom; and his further views that persons working in schools should be afforded the same protection via a physical assault scheme that is available to staff working in the public health sector.; and if he will make a statement on the matter. [17571/13]

Written answers

Minister for Education and Skills (Deputy Ruairí Quinn)

The health and safety of school staff and pupils is a fundamental aspect of the day-to-day management of schools. My Department has a role in supporting schools in relation to how they discharge those responsibilities.

The survey conducted by IMPACT can be valuable in informing best practice in schools and I hope it will be made available to my Department and others.

On receipt of the survey I will ask my Department to bring it to the attention of the various organisations who represent school management. This will enable the management of schools who employ special needs assistants to take the findings of this survey into account when preparing or reviewing their school safety statement and arrangements.

Special Educational Needs Staffing

Questions (46, 53, 76, 101)

Robert Troy

Question:

46. Deputy Robert Troy asked the Minister for Education and Skills if he will remove the cap on the number of resource and learning support teachers working with special needs students; and if he will make a statement on the matter. [17560/13]

Timmy Dooley

Question:

53. Deputy Timmy Dooley asked the Minister for Education and Skills if he will provide for an increase in the number of special needs assistants, resource teachers or learning support teachers relative to the increase in the school going population; and if he will make a statement on the matter. [17534/13]

Michael McGrath

Question:

76. Deputy Michael McGrath asked the Minister for Education and Skills if he will remove the cap on the number of resource and learning support teachers working with special needs students; and if he will make a statement on the matter. [17545/13]

Denis Naughten

Question:

101. Deputy Denis Naughten asked the Minister for Education and Skills the steps he intends to take to address the increasing numbers of special needs pupils at primary level, in view of the curtailment in funding to support such pupils; if he has assessed the impact of the curtailment of special needs assistants on children with special needs; and if he will make a statement on the matter. [17885/13]

Written answers

Minister for Education and Skills

I propose to take Questions Nos. 46, 53, 76 and 101 together.

I wish to advise the Deputies that this Government is committed to the protection of frontline 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 2011/12. The provision for the 2012/13 school 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 been retained.

I wish to clarify also that the number of Special Needs Assistants and Resource and Learning Support Teachers has been maintained. 9,950 posts have been provided for Resource and Learning Support Teachers for the current school year and 10,575 posts have been provided for Special Needs Assistants. These are at the same levels as last year.

All schools have been advised to apply to the NCSE for resource teaching and SNA support for the 2013/14 school year before 15th March 2013 and schools will be notified by Special Educational Needs Organisers (SENOs) of their resource teaching and SNA allocations in advance of the new school year, based on the number of valid applications received.

The position for the coming school year will be considered in light of the number of applications for support received by the NCSE and the need to remain within the staffing limits set by the Government's Employment Control Framework.

Finally, I wish to advise the Deputies that my Department has requested the National Council for Special Education (NCSE) to provide policy advice to the Department, in accordance with its role under the the Education for Persons with Special Educational Needs (EPSEN) Act, on the appropriate nature and configuration of educational supports which should be provided to schools to support children with special educational needs. The advice from the NCSE is expected in the coming months.

It is intended 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.

School Inspectors

Questions (47)

Mick Wallace

Question:

47. Deputy Mick Wallace asked the Minister for Education and Skills if he will outline the procedures and criteria used in the selection of post primary school inspectors; and if he will make a statement on the matter. [17587/13]

Written answers

Minister for Education and Skills

Post-primary inspectors are appointed following an open competition organised through the Public Appointments Service (PAS). For the most recent competition the essential requirements were that an applicant must: hold a recognised, relevant first or second class honours primary degree (Level 8, National Qualifications Framework) in which the subject specialism required in the advertisement was taken as a major subject in the final honours degree examination; hold a recognised teacher education qualification relevant to the post-primary sector (minimum Level 8) gained through a concurrent or consecutive route be registered (without conditions) with the Teaching Council in Ireland on the basis of qualifications recognised for the purpose of registration as a teacher in the post-primary sector; or satisfy the Public Appointments Service that the applicant is eligible to be registered (without conditions) with the Teaching Council in Ireland under Regulation 4 (Post-Primary) of the Teaching Council [Registration] Regulations 2009; have at least five years' satisfactory service as a teacher at second level subsequent to the granting of full registration under the sector Post-primary with the Teaching Council in Ireland (or with an equivalent body in another jurisdiction); be able to demonstrate a comprehensive knowledge and understanding of the second-level school system in Ireland; be able to demonstrate an ability to communicate effectively in both English and Irish; and have excellent interpersonal and communication skills, including IT skills.

The selection procedures involve a competency-based competitive interview. The main categories of competence employed in the most recent competition included: working effectively with individuals and groups; commitment to on-going development of relevant knowledge and skills; evaluating and making recommendations for improvement; managing and organising workload effectively; and professional knowledge and expertise. The specific competencies are made available to candidates by the PAS at the time of application.

Question No. 49 answered with Question No. 35.

Question No. 48 answered with Question No. 7.