Written Answers Nos. 236-256
237. Deputy Timmy Dooley asked the Minister for Education and Skills when a person (details supplied) in County Clare who applied for a third level education grant to Student Universal Support Ireland in 2012 will receive a decision on their grant application; and if he will make a statement on the matter. [25192/13]
View answerOfficials in my Department have confirmed with Student Universal Support Ireland (SUSI) that the student referred to by the Deputy appealed their decision. SUSI reviewed his application and he was issued with a decision on the 23rd May 2013. Where an individual applicant has had an appeal turned down in writing by SUSI and remains of the view that the scheme has not been interpreted correctly in his/her case, an appeal form outlining the position may be submitted by the applicant to the independent Student Grant Appeals Board. The relevant appeal form will be available on request from SUSI.
238. Deputy John Deasy asked the Minister for Education and Skills the funding his Department has granted in respect of capital building and refurbishment projects, as well as rental accommodation, and to which schools, in Tramore, County Waterford, in each of the past five years. [25210/13]
View answerThe information requested in respect of the schools in Tramore, County Waterford, is provided in the tables for the five year period 2008 to 2012.
CAPITAL FUNDING
|
Year |
Roll No |
Name |
Amount |
|
2008 |
64922J |
Stella Maris Secondary School Tramore |
€137,083.03 |
|
2009 |
64922J |
Stella Maris Secondary School Tramore |
€300.00 |
|
2010 |
64922J |
Stella Maris Secondary School Tramore |
€98,529.80 |
|
2011 |
64922J |
Stella Maris Secondary School Tramore |
€8,600.08 |
|
2012 |
64922J |
Stella Maris Secondary School Tramore |
€2,034.07 |
|
Year |
Roll No |
Name |
Amount |
|
2008 |
64923L |
CBS Tramore |
€498,267.59 |
|
2009 |
64923L |
CBS Tramore |
€12,700.00 |
|
2010 |
64923L |
CBS Tramore |
€69,202.44 |
|
2011 |
64923L |
CBS Tramore |
nil |
|
2012 |
64923L |
CBS Tramore |
nil |
|
Year |
Roll No |
Name |
Amount |
|
2008 |
19885B |
Gaelscoil Phílíb Barún, Tramore |
€1,214.82 |
|
2009 |
19885B |
Gaelscoil Phílíb Barún, Tramore |
€137,502.62 |
|
2010 |
19885B |
Gaelscoil Phílíb Barún, Tramore |
€84,442.23 |
|
2011 |
19885B |
Gaelscoil Phílíb Barún, Tramore |
€9,496.00 |
|
2012 |
19885B |
Gaelscoil Phílíb Barún, Tramore |
€7,720.18 |
|
Year |
Roll No |
Name |
Amount |
|
2008 |
19629G |
Holy Cross NS, Tramore |
€5,994.34 |
|
2009 |
19629G |
Holy Cross NS, Tramore |
€266,377.54 |
|
2010 |
19629G |
Holy Cross NS, Tramore |
€1,036,200.80 |
|
2011 |
19629G |
Holy Cross NS, Tramore |
€2,419,207.78 |
|
2012 |
19629G |
Holy Cross NS, Tramore |
€107,342.35 |
|
Year |
Roll No |
Name |
Amount |
|
2008 |
20116H |
Glór na Mara NS, Tramore |
€18,397.26 |
|
2009 |
20116H |
Glór na Mara NS, Tramore |
nil |
|
2010 |
20116H |
Glór na Mara NS, Tramore |
€95,463.50 |
|
2011 |
20116H |
Glór na Mara NS, Tramore |
€26,760.38 |
|
2012 |
20116H |
Glór na Mara NS, Tramore |
nil |
|
Year |
Roll No |
Name |
Amount |
|
2008 |
17536M |
SN Dun Aill, Tramore |
€114,787.54 |
|
2009 |
17536M |
SN Dun Aill, Tramore |
€5,000.00 |
|
2010 |
17536M |
SN Dun Aill, Tramore |
€10,433.00 |
|
2011 |
17536M |
SN Dun Aill, Tramore |
€8,016.00 |
|
2012 |
17536M |
SN Dun Aill, Tramore |
€1,821.63 |
RENTAL ACCOMMODATION FUNDING
|
Year |
Roll No |
Name |
Amount |
|
2008 |
64922J |
Stella Maris Secondary School Tramore |
nil |
|
2009 |
64922J |
Stella Maris Secondary School Tramore |
nil |
|
2010 |
64922J |
Stella Maris Secondary School Tramore |
€9,228.27 |
|
2011 |
64922J |
Stella Maris Secondary School Tramore |
€27,684.80 |
|
2012 |
64922J |
Stella Maris Secondary School Tramore |
€27,913.60 |
|
Year |
Roll No |
Name |
Amount |
|
2008 |
64923L |
CBS Tramore |
nil |
|
2009 |
64923L |
CBS Tramore |
nil |
|
2010 |
64923L |
CBS Tramore |
€13,175.19 |
|
2011 |
64923L |
CBS Tramore |
€43,414.80 |
|
2012 |
64923L |
CBS Tramore |
€43,773.60 |
|
Year |
Roll No |
Name |
Amount |
|
2008 |
19885B |
Gaelscoil Phílíb Barún, Tramore |
€54,323.91 |
|
2009 |
19885B |
Gaelscoil Phílíb Barún, Tramore |
€61,837.22 |
|
2010 |
19885B |
Gaelscoil Phílíb Barún, Tramore |
€60,439.03 |
|
2011 |
19885B |
Gaelscoil Phílíb Barún, Tramore |
€62,215.30 |
|
2012 |
19885B |
Gaelscoil Phílíb Barún, Tramore |
€51,159.11 |
|
Year |
Roll No |
Name |
Amount |
|
2008 |
19629G |
Holy Cross NS, Tramore |
€210,619.63 |
|
2009 |
19629G |
Holy Cross NS, Tramore |
€236,740.46 |
|
2010 |
19629G |
Holy Cross NS, Tramore |
€224,839.20 |
|
2011 |
19629G |
Holy Cross NS, Tramore |
€106,634.29 |
|
2012 |
19629G |
Holy Cross NS, Tramore |
nil |
239. Deputy Patrick O'Donovan asked the Minister for Education and Skills the position regarding an application for a school (details supplied) in County Wexford; and if he will make a statement on the matter. [25215/13]
View answerThe Building Project for the school referred to by the Deputy is currently at an advanced stage of architectural planning. Due to competing demands on my Department's capital budget, imposed by the need to prioritise the limited funding available for the provision of additional school accommodation to meet increasing demographic requirements, it was not possible to include this project in the five year construction programme announced last year. School building projects, including the project referred to by the Deputy, which have not been included in the five year construction programme, but which were previously initiated will continue to be progressed to final planning stages in anticipation of the possibility of further funds being available to the Department in the future.
240. Deputy Bernard J. Durkan asked the Minister for Education and Skills if an application for higher education grant will be approved in the case of a person (details supplied) in County Kildare; and if he will make a statement on the matter. [25228/13]
View answerOfficials in my Department have confirmed with Student Universal Support Ireland that requested additional documentation was incomplete. The applicant referred to by the Deputy was issued with a decision on the 9th May, 2013 advising him that he was deemed ineligible to receive a grant. If an individual applicant considers that she/he has been unjustly refused a student grant, she/he may appeal, in the first instance, to the appeals officer in SUSI. Where an individual applicant has had an appeal turned down in writing by SUSI and remains of the view that the scheme has not been interpreted correctly in his/her case, an appeal form outlining the position may be submitted by the applicant to the independent Student Grant Appeals Board. The relevant appeal form will be available on request from SUSI.
241. Deputy Patrick Nulty asked the Minister for Education and Skills the outstanding actions that are needed to bring a school (details supplied) in Dublin 15 from stage 2b to stage 3 in the construction process. [25254/13]
View answerThe major building project for the school referred to by the Deputy is at an advanced stage of architectural planning. A revised stage 2(b) submission was received in my Department in December 2012. Further clarification has been sought from the VEC on this stage 2(b) submission and the Department is currently awaiting a response. The VEC is currently concluding the appointment of a replacement Engineer to the design team. Once that appointment is concluded the design team will then complete and submit the information necessary to complete stage 2(b).
Due to competing demands on the Department's capital budget imposed by the need to prioritise the limited funding available for the provision of additional school accommodation to meet increasing demographic requirements it was not possible to include this project in the 5 year construction programme announced in March 2012. School building projects, including the project referred to by the Deputy, which have not been included in the five year construction programme, but which were previously initiated will continue to be progressed to final planning stages in anticipation of the possibility of further funds being available to the Department in the future.
242. Deputy Patrick Nulty asked the Minister for Education and Skills if he will provide an update on the proposed extension to a school (details supplied) in Dublin 15; and if he will outline when construction will begin. [25255/13]
View answerThe major building project for the school referred to by the Deputy is at an early stage of architectural planning. Due to competing demands on the Department's capital budget imposed by the need to prioritise the limited funding available for the provision of additional school accommodation to meet increasing demographic requirements it was not possible to include this project in the 5 year construction programme. School building projects previously initiated but not included in the current five year construction programme will continue to be progressed to final planning stages in anticipation of the possibility of further funds being available to the Department in the future.
243. Deputy Tom Fleming asked the Minister for Education and Skills the reason a full special maintenance grant was not issued by Student Universal Support Ireland in respect of a person (details supplied) in County Kerry. [25257/13]
View answerThe decision on eligibility for a student grant is a matter for the relevant grant awarding authority. The Deputy will appreciate that in the absence of all of the relevant details that would be contained in an individual's application form, including those relating to eligibility for the special rate of maintenance grant , it would not be possible for me to say whether or not a student would qualify for a grant.
Officials in my Department have confirmed with Student Universal Support Ireland (SUSI) that the student referred to by the Deputy was ineligible for the special rate of maintenance grant as the reckonable income exceeded the threshold of €22,703. If an individual applicant considers that she/he has been unjustly refused a student grant, or that the rate of grant awarded is not the correct one, she/he may appeal, in the first instance, to SUSI. Where an individual applicant has had an appeal turned down, in writing, by SUSI, and remains of the view that SUSI has not interpreted the scheme correctly in his/her case, an appeal form outlining the position may be submitted by the applicant to the Student Grant Appeals Board. The relevant appeal form will be available on request from SUSI.
244. Deputy Michael Lowry asked the Minister for Education and Skills the reason that reasonable accommodations for the leaving certificate exam have not been granted to a person (details supplied) in County Kildare; if he will detail the reasons these accommodations have not been awarded to the person in question; if his attention has been drawn to the exceptional circumstances at play in this case; if his attention has been drawn to the distress and upset being caused to the person and their family as a result of this decision; his views on whether this decision is fair; if he will review this matter and ask that an exemption be made in this case; and if he will make a statement on the matter. [25306/13]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations. The State Examinations Commission operates a scheme of Reasonable Accommodations in the Certificate examinations. Applications for such accommodations are submitted by schools on behalf of their students. Full details of the scheme are available for downloading from their website: www.examinations.ie/candidates/reasonableaccommodations. In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
245. Deputy Seán Crowe asked the Minister for Education and Skills if he will confirm that there is a decision made to build schools (details supplied) in County Dublin; if he will outline the demand, needs and projections for these schools; and the way these new schools will impact on existing schools in the immediate area and its hinterland. [25347/13]
View answerI can confirm that my Department has plans to provide the schools to which the Deputy refers. They will commence operation in September 2013. Based on Child benefit data and other information sources, an extra 1,076 pupils will require places in the area up to 2016. This equates to an additional 38 classrooms at a pupil teacher ratio of 28:1. Given the scale of the demand, it is clear that the three schools in the immediate vicinity would not be able to meet it. The new schools are, therefore, being established to both ensure that no pupil is without a place and to add to the choice of school type available to parents. In addition, further lands are zoned for residential development in the area concerned. The proposed new schools will be well placed to meet any future development in this regard.
246. Deputy Robert Troy asked the Minister for Education and Skills if he will provide an update on each individual in Student Universal Support Ireland (details supplied); if he will ensure that each of these problems are rectified without delay. [25361/13]
View answerFurther to my answer in this case to Parliamentary Question No. 82 of 9th May, 2013, SUSI are unable to finalise an application until all the necessary information has been provided by the applicant as required under the Student Grant Schemes 2012. Since December 2012, SUSI have engaged in a number of proactive campaigns by telephone, email and post encouraging applicants to provide the information necessary to finalise their applications. Students who have outstanding issues are currently being contacted by SUSI as part of their close out strategy in relation to grant applications for the 2012/2013 academic year.
247. Deputy Eoghan Murphy asked the Minister for Education and Skills in relation to Student Universal Support Ireland student grant administration, the number of service providers that were invited to tender for the contract; the performance criteria set for delivery of the contract by City of Dublin Vocational Education Committee; if City of Dublin VEC will pay any financial penalty for their under performance over the past eight months; if the contract will be offered to other public and private service suppliers for the 2014/15 academic year as part of public sector reform and the date on which the Accenture report on SUSI's performance will be published. [25371/13]
View answerIn January 2011, my 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 were an integral part of the Expression of Interest procedure. On the basis of the review carried out by the panel at the initial stage of the process, four proposals were short-listed for oral presentation. Following oral presentation these proposals were assigned a ranking depending on their relative strengths under each of the evaluation criteria leading to the preferred proposal. The selection panel evaluated the proposals under each of 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.
Following this process, 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 that VEC. While indicative delivery costs were provided by each of the bodies, they were not as such tender prices, as this was an expression of interest process. These indicative costs were considered under the evaluation criteria which examined the capacity of the bodies to deliver strong cost and efficiency benefits. Each of the short-listed proposals was marked under all of the evaluation criteria heading.
City of Dublin VEC was designated as the single grant awarding authority and operated on a transitional basis accepting all new applications for the 2012/13 academic year. The independent review of the first year of operation of SUSI was commissioned by City of Dublin VEC and carried out by Accenture. The report was published on Friday 17th May 2013 and is available on www.cdvec.ie.
248. Deputy Joe McHugh asked the Minister for Education and Skills if he will consider a submission (details supplied) by a teacher; if he recognises this teacher's contribution to education; if he will address this teacher's specific concerns; and his views regarding the general issues that are addressed in the submission. [25381/13]
View answerThe core function of the redeployment arrangements is to facilitate the redeployment of all surplus permanent teachers to other schools that have vacancies. The redeployment of all surplus permanent teachers is key to the Department's ability to manage within its payroll budget and ceiling on teacher numbers. Thereafter, schools are required under the panel arrangements to fill permanent vacancies from supplementary panels comprised of eligible fixed-term (temporary/substitute) and part-time teachers. The application process for the supplementary panels was introduced for the 2012/13 school year.
The arrangements for panel access for fixed term (temporary/substitute) and part-time teachers for the 2013/14 school year are set out in Department Circular 0038/2012 which was published on 9 November 2012 on the Department website. The period for submitting applications was between 9 November 2012 and 14 December 2012. The circular made clear that late applications would not be considered. The Department has received a number of applications after the closing date which will not be processed.
249. Deputy Joe McHugh asked the Minister for Education and Skills his plans to establish a consultative process with parents of children with Down's syndrome in mainstream education; and if he will make a statement on the matter. [25407/13]
View answer265. Deputy Charlie McConalogue asked the Minister for Education and Skills if resource hours will be extended to Down's syndrome children with a mild intellectual disability in the new school year beginning September 2013; and if he will make a statement on the matter. [25581/13]
View answerI propose to take Questions Nos. 249 and 265 together.
The Deputy will be aware of this Government's ongoing commitment to ensuring that all children with special educational needs, including children with Down's syndrome, can have access to an education appropriate to their needs. The policy of my Department is to secure the maximum possible level of inclusion of students with special educational needs in mainstream primary and post-primary schools, or where a special school or special class placement may be required to ensure such placements are provided for.
Pupils with Down's syndrome attending mainstream schools may receive additional teaching support in primary schools, either under the terms of the General Allocation Model (GAM) of teaching supports, if the pupil's educational psychological assessment places the pupil in the mild general learning disability/high incidence disability category, or through an allocation of individual additional resource teaching hours which are allocated by the National Council for Special Education (NCSE), if the child is assessed as being within the low incidence category of special need, as defined by my Department's Circular Sp Ed 02/05.
Pupils with Down's syndrome may be allocated resources under the category of mild general learning disability, or under the categories of moderate general learning difficulty or Assessed Syndrome, in conjunction with another Low Incidence disability.
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. My Department requested that the NCSE consider the issue of whether Down's syndrome should be reclassified as a low incidence disability in all instances, regardless of assessed cognitive ability, in the context of its preparation of comprehensive advice on how the educational system supports children with special educational needs in schools.
The NCSE report on Supporting Children with Special Educational Needs in Schools has now been published and is available on the NCSE website www.ncse.ie. The report recommends that under the new resource allocation model proposed by the NCSE in its report, children should be allocated additional resources in line with their level of need, rather than by disability category. The NCSE has recommended that in the short-term, pupils with Down's syndrome pupils who are in the Mild General Learning Difficulty (Mild GLD) category should continue to be supported by schools' Learning Support allocation in the same way as other pupils with a Mild GLD.
It has not been recommended that an exception should be made for children with Down syndrome who are in the mild general learning difficulty range, over other children who are in the mild range and who also may have other co-morbid conditions. However, the NCSE report states that it is confident that the introduction of a new allocation model will overcome the difficulty posed by all children with mild general learning disabilities, including children with Down's syndrome, who have additional difficulties and who can be supported according to their level of need and in line with their learning plan process. In the meantime, schools are reminded that they can differentiate the level of learning support granted to ensure that available resources are used to support children in line with their needs.
I have requested the NCSE to immediately proceed to establish a Working Group in order to develop a proposal for a new Tailored Allocation Model, which is set out as one of the principal recommendations of the report. In making any changes to our supports for children with special needs consultation will be a key aspect in the implementation of any recommendations.
250. Deputy Joe McHugh asked the Minister for Education and Skills if he will consider incorporating literature (details supplied) related to bullying in the revised junior certificate syllabus; and if he will make a statement on the matter. [25414/13]
View answerAs the Deputy is aware, I published an Action Plan on Bullying in January last. Taking into account all of the research reviewed and submissions and presentations received, the Anti-Bullying Working Group that produced the Action Plan did not recommend a particular anti-bullying programme. However, they did recommend nine principles that should underpin a school's approach to preventing and tackling bullying. These are:
- A positive school culture and climate.
- A school wide approach.
- Effective leadership.
- A shared understanding of what bullying is and its impact.
- Anti-bullying policies.
- Consistent recording of reported bullying behaviour.
- Education and training.
- Prevention strategies including awareness raising.
- Established evidence-based intervention strategies.
It is therefore open to schools that have developed effective initiatives aimed at combatting bullying and cyber-bullying through transition year projects to use these for junior cycle classes if they so wish.
The NCCA is designing a range of short courses which will be available to schools from September 2014 including a short course in SPHE. Schools may choose to incorporate these short courses into their junior cycle programme either for certification purposes or not for certification. They may choose not to opt for the new short course and may choose to continue to use existing courses or other approaches to meet the Framework's Principles, Statements of Learning and Key Skills relevant to these areas. Schools will have the flexibility to determine how best to meet the range of Statements of Learning, Key Skills and Principles that relate to the areas currently covered in SPHE.
The new Framework for Junior Cycle which I published last October will, inter alia, aim to increase the importance of physical wellbeing in several ways. The Framework is based on eight Principles. The Principle of "Wellbeing" undertakes to ensure that "the student experience contributes directly to their physical wellbeing." The Principle of "Inclusive Education" undertakes to ensure that "the educational experience is inclusive of all students and contributes to equality of opportunity, participation and outcomes for all". Contained in the Junior Cycle's Statements of Learning is the stated aim that the student "takes action to safeguard and promote his/her wellbeing and that of others".
In addition, eight Key Skills are required for successful learning across the curriculum and beyond the school. This is in recognition of the fact that learning takes place both inside and outside of the formal school environment. One of these Key Skills is "Staying Well", which adopts a holistic approach to wellbeing and includes "Being healthy, physical and active".
251. Deputy Jonathan O'Brien asked the Minister for Education and Skills the efforts being made to secure all outstanding payments owed to teachers who were contracted by the ISM International School, Tripoli, Libya (details supplied); if he will instruct the State Examinations Commission to firmly request that ISM honour the payments of teacher contracts to be paid prior to commencement of the leaving certificate examinations on 5 June 2013; and if he will make a statement on the matter. [25415/13]
View answerThe International School of Martyrs (ISM) is a private educational institution located in Tripoli, Libya. The Irish Leaving Certificate examination is offered each year to candidates in the school. The role of the State Examinations Commission (SEC) is to provide examinations to candidates who have been entered for either the Junior or Leaving Certificate and in this regard I am informed by the SEC that it engages with the ISM school authorities on the delivery of the Leaving Certificate examinations for students from the school. For the purpose of the examination system ISM candidates are bound by the same rules and programmes as all other pupils taking the examinations, pay their examination fees to the State Examinations Commission (SEC) and sit their examinations under the same conditions.
Teachers working at ISM are directly recruited and engaged as employees of that school. Their terms and conditions are private contractual matters between themselves and the school authorities. Neither the SEC nor my Department has a role in relation to internal management or contractual issues between school employees and their employers.
252. Deputy Jonathan O'Brien asked the Minister for Education and Skills if he will confirm if press releases will be released simultaneously in Irish and in English as was outlined in his Department's first language scheme; if his Department will provide a dedicated telephone service to deal with inquiries in Irish; and if he will make a statement on the matter. [25416/13]
View answer254. Deputy Jonathan O'Brien asked the Minister for Education and Skills the reason the second language scheme for his Department, under section 11 of the Official Languages Act 2003, was not renewed until recently, particularly in view of the fact that the previous scheme has expired since 2008; and if he will make a statement on the matter. [25418/13]
View answer255. Deputy Jonathan O'Brien asked the Minister for Education and Skills the reason his Department has in its second language scheme under section 11 of the Official Languages Act 2003, not implemented some of the commitments which were given in the first language scheme, as regards the services which would be available to the public in Irish; and if he will make a statement on the matter. [25419/13]
View answerI propose to take Questions Nos. 252, 254 and 255 together.
My Department is committed to ensuring that it provides the best service possible, in both official languages, to the general public. My Department has implemented the commitments in its first Irish Language Scheme and will adhere to these commitments including those related to press releases and telephone service. The Deputy should note that in accordance with the commitments made in the first scheme, a dedicated telephone number for queries in Irish (01) 8896780 is in place. The purpose of this service is to provide an Irish language first point of contact for Irish language speakers.
The Second Irish Language Scheme was confirmed recently by my colleague, the Minister of State at the Department of Arts, Heritage and the Gaeltacht, Mr. Dinny McGinley T.D. and this Scheme will remain in place for a period of 3 years from April, 2013 or until a new scheme has been confirmed by the Minister pursuant to section 15 of the Act.
My Department's second Irish Language Scheme notes the objective to continue to deliver on the commitments set out in the first Scheme and build on the progress achieved across the Department over the preceding period. Most importantly, the commitments in this Scheme have been made in the context of what is practical and achievable over the coming three years given the current constraints on human and financial resources.
My Department's first Irish Language Scheme ran from 2005-2008. In 2009, Oifig an Choimisinéara Teanga conducted an Investigation of the Department's Irish Language Scheme under Paragraph 21(c) of the Official Languages Act 2003. Once this investigation was concluded, my Department commenced drawing up its second Irish Language Scheme and the draft Scheme was submitted to the Department of Arts, Heritage and the Gaeltacht thereafter. The 2nd scheme was commenced on the 22nd April, 2013.
253. Deputy Jonathan O'Brien asked the Minister for Education and Skills the basis on which he intends to withdraw a teaching post from a school (details supplied) in Dublin 3 for the 2013-14 academic year in view of the fact that the school will have in excess of the required 175 pupils to retain their current level of teaching posts. [25417/13]
View answerThe Government has protected frontline services in schools to the greatest extent possible in the recent budget and there will no reduction in teacher numbers in primary schools for the 2013/14 school year as a result of the recent budget. The DEIS scheme for disadvantaged schools is also fully protected with no overall changes to staffing levels or funding as a result of the budget. The criteria used for the allocation of teaching posts for the 2013/2014 school year is set out in the Staffing Schedule (Circular 0013/2013) which is available on the Department website. The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September.
The staffing schedule also includes an appeals mechanism for schools to submit an appeal under certain criteria to an independent Appeals Board. Details of the criteria for appeal are contained in the staffing schedule, Circular 0013/2013. The allocation process at individual school level is currently underway. The final staffing position for all schools will ultimately not be known until the Autumn. At that stage the allocation process will be fully completed and all appeals to the Staffing Appeals Board will have been considered.
256. Deputy Joanna Tuffy asked the Minister for Education and Skills if he will provide an update on the review group to develop a modern apprenticeship system; and when and the way in which members of the public will be able to make submissions to that review; and if he will make a statement on the matter. [25435/13]
View answerThe first meeting of the Apprenticeship Review Group took place yesterday, Monday 26th May. It will be up to this Independent Group to determine how best to proceed with the Review including the facilitation of submissions from relevant stakeholders.
