Written Answers Nos. 58-78
58. Deputy Jonathan O'Brien asked the Minister for Education and Skills if he will expand on comments he made recently when speaking at Tullamore College, County Offaly, when he said that science would be compulsory if there were laboratories in each of the State's 723 post primary schools; and the measures he intends to take to address this matter. [25398/13]
View answerIn phasing in implementation of junior cycle reform, from 2014 onwards, English, Mathematics and Irish will remain core full subjects for all students. 18 additional subjects, including science, will continue to be available. Overall, I am in favour of schools deciding what junior cycle programme they will offer, mindful of the need to reflect the interests of their students. Curricular choice has been shown to be an important factor in strengthening retention rates to completion of senior cycle in school.
Good and enthusiastic science teachers have the opportunity to inspire a real interest in their subject and so ensure that pupils will want to study science. In 2012, for example, 89.5% of students sat the Junior Certificate science examination. My Department has developed an online inventory facility to enable schools to provide information about their accommodation, including science laboratories and when all schools have completed the inventory this information will be available.
60. Deputy Catherine Murphy asked the Minister for Education and Skills if he will provide an update on the measures which have been taken to address the problems encountered by students using the Student Universal Support Ireland online student grant application system; if he will confirm that a workable triage system has been incorporated into the process to handle the volume and urgency of individual applications; and if he will make a statement on the matter. [25459/13]
View answerI understand that a triage system exists in Student Universal Support Ireland (SUSI) to provisionally assess all online applications and to refuse those applications that clearly do not meet the qualifying criteria and do not need to go through the complete application process. While it is acknowledged that there were significant difficulties in the operation of the assessment processes last year, I am informed by SUSI that, in preparation for the 2013/2014 academic year, both the on-line application system and the application assessment process are being further developed to enhance their effectiveness and efficiency and respond to experiences from year one.
For applicants applying through SUSI for the 2013/14 academic year, a number of new initiatives will make their application more efficient this year. The initiatives include direct information sharing between SUSI and Government bodies and agencies including the Revenue Commissioners, the Department of Social Protection, the General Register Office and the Central Applications Office. These links should reduce significantly the number of documents required from applicants themselves.
61. Deputy Richard Boyd Barrett asked the Minister for Education and Skills if he will release the statement sent to him by the City of Dublin VEC on the effect the change in the pupil-teacher ratio will have on colleges in the further education sector; and if he will make a statement on the matter. [25472/13]
View answerThe impact statement forwarded to my Department by CDVEC outlined the effect the regression in the PLC pupil teacher ratio would have on its PLC provision. It sought to retain 13.33 posts of the 48 they were due to lose in order to minimise the impact of the reduction on learners and on the provision of courses. A review of all impact statements received was conducted having regard to the need to operate within overall budgetary constraints and the Employment Control Framework. As a result of this review some alleviation of the reduction in teaching posts is being allowed as a transitional measure and CDVEC has been allowed retain 10 whole time equivalent teaching posts, that it was due to lose under the new pupil teacher ratio allocation, for the 2013/2014 academic year. I have arranged for officials in my Department to forward CDVECs impact statement to the Deputy.
62. D'fhiafraigh Deputy Maureen O'Sullivan den Aire Oideachais agus Scileanna cén fáth a ndearna sé neamhaird de mholtaí na Straitéise 20 Bliain don Ghaeilge, 2010 – 2030, nuair a thóg sé cinneadh an Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta, COGG, a chur faoin gComhairle Náisiúnta Curaclaim agus Measúnachta; cén fáth nár chloígh sé le moltaí na Straitéise go mbeadh príomhról ag COGG i gcur i bhfeidhm na Straitéise agus go mbeadh COGG ar an ngrúpa is airde leibhéil ó thaobh na straitéise de; cén fáth nach bhfuil sé ag cloí le moltaí na Straitéise, go háirithe nuair nach bhfuil coigilteas airgid i gceist leis an gcinneadh seo; an gciallaíonn sé seo nach bhfuil an tAire ag tabhairt tacaíochta don Straitéis 20 Bliain don Ghaeilge; céard is fiú straitéis a bheith ann mura bhfuil na Ranna Rialtais féin sásta í a chur i gcuntas; agus an ndéanfaidh sé ráiteas ina thaobh. [25040/13]
View answerCreidim go gcuirfidh mo chinneadh COGG a chomhlonnú leis an CNCM le forfheidhmiú moltaí na Straitéise 20 Bliain do Ghaeilge 2010-2030. Ar iarratas uaim agus de réir na Straitéise 20 Bliain and na Straitéise Náisiúnta Litearthachta agus Uimhearthachta, tá an CNCM taréis tosú ar leasuithe móra a dhéanamh ar na curaclaim Ghaeilge don bhunscolaíocht, don tsraith shóisearach agus don tsraith shinsearach. De réir mar a théann an obair seo ar aghaidh, beidh COGG ag obair go comhreathach agus go comhoibritheach chun ábhar acmhainne a sholáthar a thacóidh le múineadh agus teagasc na Gaeilge i scoileanna a mhúineann trí Ghaeilge agus scoileanna a mhúineann trí Bhéarla araon. Cuirfidh an cur chuige comhoibritheach seo le heispéireas foghlama den ardchaighdeán a chur chun cinn d'ár scoláirí agus le húsáid acmhainní a uasmhéadú. Tá Grúpa Ardleibhéil nua bunaithe chun tacú le forfheidhmiú na moltaí oideachais sa Straitéis. Tá COGG in eineacht le Foras na Gaeilge, Údarás na Gaeltachta, an Roinn Ealaíon, Oidhreachta agus Gaeltachta agus mo Roinn in a mball den Ghrúpa Ardleibhéil seo.
63. Deputy Martin Ferris asked the Minister for Education and Skills his views on the findings of the National Council for Special Education report, Supporting Students with Special Educational Needs in Schools, which highlighted concerns at the length of time many parents have to wait for a diagnosis to assess their child's individual needs and learning capacity; and the way his Department plans to address this issue. [25396/13]
View answerThe NCSE Report on Supporting Children with Special Educational Needs in schools makes clear that there are many aspects of the current system which parents and schools are very happy with. However, the report notes concerns in relation to some aspects of our current system, including in relation to the length of time some parents may have to wait for an assessment in order to determine their child's individual educational or care needs. The report recommends that proposals for a new resource allocation model should be developed by the NCSE, so that schools may be allocated additional teaching resources to support children in line with their level of educational need, rather than by a diagnosed disability category. I have requested the NCSE to develop a proposal for a revised Allocation Model for further consideration. In making any changes to our supports for children with special needs, consultation will be a key aspect in the implementation of any recommendations.
64. Deputy Michael Colreavy asked the Minister for Education and Skills the funding that is to be provided to implement the recommendations of the Accenture review into Student Universal Support Ireland; and the aspects of the review that are in place for the start of the new grant cycle. [25389/13]
View answerFunding for the administration of student grants by Student Universal Support Ireland (SUSI) is provided on a financial year basis. The funding provided by this Department to SUSI in the financial year 2012 which includes set-up and operational costs was some 6.7m. Funding requirements for the 2013 financial year are currently under review in light of the recommendations of the Review. The Review contains a series of recommendations, many of which are already being implemented by SUSI. In line with these recommendations and in preparation for the 2013/14 academic year, both the online application system and the application assessment process are being further developed to enhance their effectiveness and to deal with the difficulties experienced in year one.
A number of new initiatives will make the application process more efficient this year including: direct information sharing between SUSI and Government agencies such as the Revenue Commissioners, the Department of Social Protection, the General Register Office and the Central Applications Office. These links should significantly reduce the number of documents required from applicants themselves.
65. Deputy Barry Cowen asked the Minister for Education and Skills his plans to cut the rate of maintenance grants this year; and if he will make a statement on the matter. [25484/13]
View answerAs the Deputy may be aware, since 2008 the rates of student grant are considered as part of the annual Budget process in common with other welfare and income-support measures. There was no change in Budget 2013 to any of the student grant rates including the non-adjacent or adjacent rates of grant or the higher special rate of grant for the 2013 financial year.
66. Deputy Alan Farrell asked the Minister for Education and Skills his plan regarding the upcoming legislation on enrolment policy; the effect that this legislation will have on some of the more common enrolment policies such as siblings already attending schools; the child's age and the catchment area; if there will be a procedure for parents to enrol their children in more than one school in order to ensure their chances of receiving a place in the locality; and if he will make a statement on the matter. [25041/13]
View answerIn bringing forward legislative proposals, I do not want to unnecessarily intrude into how schools do their business. Our aim is to ensure that schools decide on applications for enrolment in a structured, fair and transparent manner. The legislative proposals will be published in draft form to facilitate a full public discussion. I will be reflecting carefully on the views expressed in the consultation process to ensure they strike the right balance between school autonomy and fairness in our education system. The draft legislation will make it clear that some methods of controlling admissions that are not fair or transparent will no longer be permitted. Other than these methods, schools will continue to have autonomy on the oversubscription criteria that they operate. Any school that is faithful to the Education Act in relation to providing maximum access will have nothing to fear from the proposals.
67. Deputy Patrick O'Donovan asked the Minister for Education and Skills if he is satisfied the traversable route policy being applied to the allocation of school transport is being applied fairly; if he is satisfied that roads which are not passable by buses or coaches are not being included for measurement purposes; and if he will make a statement on the matter. [25043/13]
View answerFrom the outset of the scheme, the measurement of the shortest traversable route from a child's home to the relevant education centre has been used to determine whether or not a child qualifies for school transport based on the distance criteria. To clarify, for measurement purposes this may be via either a pedestrian or vehicular route and the shortest route between home and school is not necessarily the route that the school bus takes. Bus Éireann Inspectors located throughout the country conduct these distance measurements and a GIS distance measurement solution may also be used to confirm the distance involved.
In cases where the distance to qualify is marginal or is in dispute, vehicles fitted with calibrated measuring devices which measure the distance down to the nearest metre are used in order to establish the exact distance. I am satisfied with the current requirements for determining eligibility.
68. Deputy Thomas P. Broughan asked the Minister for Education and Skills if he has considered the recent findings of the published report Suicide in Ireland 2003-2008, in particular the recommendation contained in the report that a national review of psychoeducation and mental health literacy needs to be considered and that an intensive and evaluated approach to suicide intervention needs to be brought forward in schools; if he will be making provision in his Department's expenditure in 2013 and 2014 to introduce positive measures for suicide intervention awareness in schools; and if he will make a statement on the matter. [25460/13]
View answerI am aware of the recently published report to which the Deputy refers. I am also aware of the serious problem of youth suicide and of the role that schools can play in the area of prevention and ensuring the education system is more responsive to those with emotional or mental health difficulties. I can inform the Deputy that last January I launched the Well-Being in Post-Primary Schools: Guidelines for Mental Health Promotion and Suicide Prevention, which were developed by my Department in conjunction with the Department of Health. They are informed by consultation with key education partners and by the findings of recent research. The guidelines provide practical guidance to post-primary schools on how they can promote mental health and well-being in an integrated way and they also provide evidence-based advice on how to support young people who may be at risk of suicidal behaviour.
The Guidelines have been developed to bring coherence to and build upon the multitude of practices that are already in place in schools to promote well-being. They emphasise the need to integrate all elements by using a coordinated whole-school approach in the promotion of positive mental health. This involves building and integrating school self-evaluation processes, implementing the Social, Personal and Health Education (SPHE) curriculum, developing the whole-school guidance plan, adopting the National Educational Psychological Service (NEPS) continuum of support, and building effective inter-agency relationships. Support for schools will be integrated into existing CPD work plans for the SPHE support service and will be coordinated nationally in collaboration with NEPS and HSE to ensure a streamlined approach. Copies of the Guidelines have been circulated to schools authorities.
In addition in the same period I had published, along with my colleague, Minister Fitzgerald, an Action Plan on Bullying which sets out twelve actions to help prevent and tackle bullying in primary and second level schools. I have ring-fenced €500,000 to support implementation of these actions this year. Officials from my Department have already commenced work on the implementation of the actions. In particular, an awareness raising initiative on cyber bullying targeted at young people is already underway and my Department is supporting the Stand Up! Awareness Week Against Homophobic & Transphobic Bullying in second level schools which took place in March.
Work has also commenced on developing new anti-bullying procedures for schools in consultation with the school management bodies, teacher unions and national parents councils. These new procedures are due to issue to schools for the start of the next school year. Preliminary work has commenced on other aspects of the Action Plan on Bullying. Implementation will continue in the coming months.
In addition, the Framework for Junior Cycle, published in October 2012, is underpinned by 8 principles one of which is "Wellbeing", Through Wellbeing "the student experience will contribute directly to their physical, mental, emotional and social wellbeing and resilience. Learning takes place in a climate focused on collective wellbeing of school, community and society". The Framework contains 24 Statements of Learning which students should experience. One of these statements aims to ensure that the student "takes action to safeguard and promote his/her wellbeing and that of others".
In addition, there are six key skills required for successful learning by students across the curriculum and for learning beyond school. One of the six key skills of Junior Cycle is "Staying Well". As part of the revised Junior Cycle, short courses are being prepared by the NCCA not only in PE but also in SPHE and will be available for schools from September 2014. These courses may be assessed as a part of the School Certificate in the new Junior Cycle.
69. Deputy Niall Collins asked the Minister for Education and Skills the number of personnel in whole-time equivalent terms who have been appointed to assist with implementing Aistear and Síolta at preschool and primary level; and if he will make a statement on the matter. [25482/13]
View answerSíolta and Aistear represent a comprehensive set of national practice guidelines which support the development of quality early childhood care and education in Ireland. Both Frameworks are based upon extensive research evidence on best practice in early childhood education and care and also have been developed through extensive consultation with all interested parties including parents, teachers, the broad range of staff working in early childhood care and education settings and children themselves. Implementation of these Frameworks to date has involved:
- Raising awareness of the contents of each framework though publication and dissemination of information, e.g., Síolta and Aistear manuals and guidelines; Aistear tip sheets for parents; Aistear Toolkit (online)
- Collaboration with City and County Childcare Committees, Voluntary Childcare Organisations in the development and delivery of the Síolta Quality Assurance Programme field test; establishment of the Aistear in Action Initiative (a collaboration between NCCA and Early Childhood Ireland) and the Aistear Tutor Initiative (a collaboration between NCCA and the network of Education Centres). Implementation of these Frameworks has had to be done within existing resources and additional personnel have not been assigned.
70. Deputy Joe Higgins asked the Minister for Education and Skills if funding will immediately be made available for the refurbishment, redevelopment and extension of a school (details supplied) in Dublin 15. [25463/13]
View answerThe major building project for the school referred to by the Deputy is at an early stage of architectural planning. The design team is currently working on the completion of the Stage 2(a) submission. When Stage 2(a) is approved, the project will then progress to stage 2(b) which includes applications for planning permission, Fire Safety Certification, Disability Access Certification and the preparation of tender documents.
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.
71. Deputy Aengus Ó Snodaigh asked the Minister for Education and Skills in respect of the announcement that eight new English medium schools are to be established in 2015/16, the processes his Department are putting in place to measure and assess the demand for the provision of an Aonad, Irish medium unit; the processes that are in place to measure this demand; the requirements there are on patrons to actively offer Irish-medium provision; and the supports his Department will provide to patrons who wish to establish an Aonad. [25391/13]
View answerUnder the new arrangements that I put in place for the establishment of new post-primary schools, prospective patrons must agree to establish an Aonad within an English-medium school subject to parental demand. I have made this known publicly and the matter was addressed at a recent information meeting that my Department held with prospective patrons. The measurement and assessment of parental demand for the commencement of an Aonad in these new schools will be a matter for the patron bodies to treat locally in the first instance. Parents will have the opportunity to express their wishes when they are being canvassed by patron bodies for support in this regard. The usual resources in terms of teaching and accommodation will be provided where any new Aonad is established. The Deputy will be interested to know that I recently approved 3 new stand alone Gaelcholáistí to commence operation between 2013 and 2014.
72. Deputy Michael Moynihan asked the Minister for Education and Skills if he will provide an update on consultations he has had with regard to junior certificate reform; and if he will make a statement on the matter. [25494/13]
View answerThere was extensive consultation over many months with stakeholders in relation to the NCCA document "Towards a Framework for Junior Cycle." The plans for a revised Junior Cycle, as announced by me last October, reflect the content of the "Towards a Framework" document. However, my proposals do go further in relation to assessment – and the move away from a terminal exam to school based assessment based on the evidence in support of this.
My Department has established an Education Partners Consultation Group to provide all the education stakeholders with a formal medium for assisting in the planning of the phased implementation of the Junior Cycle. In recent months officials from my Department have held information sessions for principals and deputy principals around the country. This was a two-way process allowing school management to highlight to the Department both the opportunities and challenges of the reform. Their concerns will be considered as the Framework is rolled out over the next 7 years.
I have received a copy of the ASTI report on their consultation process which I am considering. In the autumn an extensive continuing professional development programme will begin. The voices of teachers will be heard throughout the phased implementation process.
73. Deputy Sean Fleming asked the Minister for Education and Skills if he will reinstate the minor works grant; and if he will make a statement on the matter. [25488/13]
View answerWhen the Minor Works Grant last issued in November 2011 for the school year 2011/2012, I stated that given the need to focus on meeting the demand for additional school places, it was unlikely that funding would be available for the Minor Works Grant in the coming years. This is borne out by the fact that in 2012, 85% of the capital expenditure in the school sector was in respect of large scale projects, additional accommodation and prefab replacement. The balance was expended on site acquisition, emergency works, furniture and equipment provision and commitments arising from earlier years. The capital allocation that is available for the school sector in 2013 is expected to have a similar spend pattern as was the case in 2012 and at this time there are no plans to reinstate the Minor Works Grant.
74. Deputy Robert Troy asked the Minister for Education and Skills his plans to reinstate the modern languages in primary schools initiative; and if he will make a statement on the matter. [25498/13]
View answerThe initiative referred to by the Deputy came to an end last June. I have no plans to review the decision to end the modern languages in primary schools initiative. The Department's language policy, as detailed in the Government's National Literacy and Numeracy Strategy (2011), is that pupils will learn two languages, English and Irish in primary schools.
As part of the National Literacy and Numeracy Strategy, the National Council for Curriculum and Assessment is currently developing an integrated language curriculum for primary schools. While the focus of this curriculum will be on English and Irish, the integrated approach should help children to transfer skills acquired in one language to other languages and so establish a sound foundation for the learning of a foreign language in post-primary school. An integrated language curriculum would enable teachers to achieve learning efficiencies by explicitly drawing children's attention to similarities and differences between their languages.
75. Deputy Dara Calleary asked the Minister for Education and Skills the allocation of resource hours he proposes for children with Down's syndrome designated as mild on the intellectual disability spectrum; and if he will make a statement on the matter. [25477/13]
View answer96. Deputy Pearse Doherty asked the Minister for Education and Skills his views on the presentation made recently in the Oireachtas by Down's Syndrome Ireland and the fact that Down's syndrome is not included in one of the 11 low incidence disabilities that qualified for resource teaching hours; his views on whether Down's syndrome should be reclassified as a low incidence disability. [25402/13]
View answer266. Deputy Charlie McConalogue asked the Minister for Education and Skills if he will provide an update on the recommendations and advice that was given to him by the National Council for Special Education in relation to extending dedicated resource hours to Down's syndrome children with a mild intellectual disability; his plans, if any, in relation to this issue; and if he will make a statement on the matter. [25588/13]
View answerI propose to take Questions Nos. 75, 96 and 266 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's 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 consideration for a new Tailored Allocation Model, which is set out as one of the principal recommendations of the report.
77. Deputy Jonathan O'Brien asked the Minister for Education and Skills if he will provide in tabular form the numbers of teachers working casual hours or as substitutes who are being paid a rate given to unqualified people, meaning they are paid a daily rate of €115 instead of €159 and where others are being paid the old salary scale instead of the revised scale approved in autumn 2012. [25399/13]
View answerThere are currently 284 substitute and casual teachers in receipt of the daily unqualified rate of €115. I am pleased to inform the Deputy that these teachers will be paid on the correct rates of pay with effect from the 20th June 2013. Any arrears owed to them will be issued on the same date.
78. Deputy John McGuinness asked the Minister for Education and Skills his views on the plans of UCC to make medicine students cover the full cost of their accommodation for training placements required as part of their course; and if he will make a statement on the matter. [25493/13]
View answerThe position is that higher education institutions, including universities such as UCC, are autonomous bodies and I have no role in their day to day operational affairs including issues such as costs incurred by students for training placements. Such matters are the responsibility of the management authority and governing body of the University.
