Tuesday, 8 Oct 2013

School Enrolments

Questions (85)

Brendan Smith

Question:

85. Deputy Brendan Smith asked the Minister for Education and Skills his plans to regulate the admission of children to primary and post-primary schools; and if he will make a statement on the matter. [42255/13]

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Written answers

Minister for Education and Skills

My aim in bringing forward legislative proposals in relation to school admission is to improve the admissions process and to ensure that the way schools decide on applications is structured, fair and transparent.

The proposed new regulatory framework is aimed at substantially improving the experience between the public and schools on student admission.

I have published a draft General Scheme for an Education (Admission to Schools) Bill, 2013 as well as draft regulations for discussion ahead of enacting legislation. I have referred these draft proposals to the Oireachtas Joint Committee on Education and Social Protection, to allow a full public discussion of the proposed legislative framework, including inputs from parents, education partners and other stakeholders.

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.

Question No. 86 answered with Question No. 73.

State Examinations Issues

Questions (87)

Seán Ó Fearghaíl

Question:

87. Deputy Seán Ó Fearghaíl asked the Minister for Education and Skills the action he will take to ensure that there is no repeat of the events that happened with the mathematics paper in the leaving certificate; and if he will make a statement on the matter. [42250/13]

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Written answers

Minister for Education and Skills

The errors which occurred in Leaving Certificate Mathematics were the subject of a report to me by the SEC in August. The SEC acknowledges that these errors may have caused confusion and distress for some candidates and has apologised publicly. I am assured by the SEC that these errors were addressed through the marking process to ensure that candidates were not disadvantaged. In their report the SEC has set out a number of measures intended to minimise the risk of errors, these include:

- adopting a more formalised approach to strategic work-force planning

- Reviewing the personnel structures and protocols for paper preparation in each subject

- Analysing all post print errors with a view to identifying patterns and underlying causes. Overall the intention of these measures is to identify where training needs may arise or procedures and protocols might be strengthened. The SEC will brief me on the outcome of these measures in the coming weeks.

Pupil-Teacher Ratio

Questions (88)

Clare Daly

Question:

88. Deputy Clare Daly asked the Minister for Education and Skills the reason, in the context of 20% of children being educated in classes of over 30, for the way teachers are expected to cope with these numbers which are combined with the erosion of learning support, resource teaching hours, Traveller support, special needs assistants and EAL, which are causing an unmanageable crisis in many instances and disadvantancing many children. [42122/13]

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Written answers

Minister for Education and Skills

The context for any discussion about PTR or class sizes is that my Department, like all other Government Departments, is operating within a budgetary programme that is designed to return the Government finances to a sustainable basis. The Government will continue to protect front-line services as best as possible. However, it is important to note that all public servants are being asked to do more with less and the teachers in our schools cannot be exempt from this requirement.

Within the schools sector we know from international research that while class sizes is a factor the quality of teaching is a far more significant factor in determining outcomes. We therefore have to focus on the drivers of good performance. We need to have the right people becoming teachers. We need the right training for them in College. We need to support them with the right professional development throughout their career. To this end we are making significant changes to both the structure and format of initial teacher education so that our colleges and teachers are comparable with the best in the world.

National Procurement Service Framework Agreements

Questions (89)

Dara Calleary

Question:

89. Deputy Dara Calleary asked the Minister for Education and Skills the position regarding the ability of schools to purchase stationery supplies from local stationery businesses; and if he will make a statement on the matter. [42226/13]

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Written answers

Minister for Education and Skills

The National Procurement Service puts procurement frameworks and contracts in place for use by public bodies. The national stationery contract, which was put in place in April 2011, does not apply to the school sector. However, a Request for Tender has issued for the new stationery contract which will apply to schools after it is awarded. My colleague Minister Howlin has highlighted the importance of ensuring that the public sector is achieving maximum value for money and operational efficiency in its approach to public procurement. A recent circular (D/PER 16/13) places emphasis on the need for all public bodies to achieve value for money when procuring goods and services. In addition, given the financial constraints within which we must all now work, cost reductions and savings can go some way to helping Exchequer funded bodies, such as schools, manage within reducing financial budgets.

Departmental Appointments

Questions (90)

Jonathan O'Brien

Question:

90. Deputy Jonathan O'Brien asked the Minister for Education and Skills the number of retired or non-serving teachers or school principals or deputy principals who have been appointed to work with his Department to roll out the new junior cycle reforms; the years in which the retirees took up retirement; and if he will make a statement on the matter. [42188/13]

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Written answers

Minister for Education and Skills

My Department does not directly employ retired or non-serving teachers, principals or deputy principals for the purposes of the provision of in service training for teachers. However, a number of qualified teachers, including retirees, are employed on a part time basis through Blackrock Education Centre to assist national support services to deliver CPD for schools in identified priority areas. Generally, such personnel are engaged on a short-term basis to provide focussed support in specialist areas where there is no capacity within full-time teams or where full-time provision is not required. For example, in the school year 2011-2012 retired personnel worked in this capacity for an average of just over 5 days each.

Junior Cycle for Teachers (JCT), the professional development service for junior cycle reform is currently working with 33 part-time personnel, the majority of whom will be engaged in developing and facilitating CPD for school leaders. Of these, 5 have retired within the last 3 years.

Pupil-Teacher Ratio

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Bernard Durkan

Question:

249. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which he expects to be in a position to retain the best possible pupil-teacher ratios in all schools throughout the public and private sector, at primary and post-primary level, notwithstanding the budgetary conditions he inherited from his predecessors within which he is forced to work; and if he will make a statement on the matter. [42447/13]

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Joe Higgins

Question:

268. Deputy Joe Higgins asked the Minister for Education and Skills his views on the increase in class sizes and the impact this has on the educational welfare of the children who are affected; and if he will make a statement on the matter. [42528/13]

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Written answers

Minister for Education and Skills (Deputy Ruairí Quinn)

I propose to take Questions Nos. 91, 101, 109, 125, 236, 249 and 268 together.

The context for any discussion about PTR or class sizes is that my Department, like all other Government Departments, is operating within a budgetary programme that is designed to return the Government finances to a sustainable basis. My focus is on ensuring we have school places and teachers for the thousands of additional pupils entering our schools each year. These are all matters that I will consider with my colleagues in Cabinet in the context of next week's budget. The Government will endeavour to protect frontline education services as best as possible. However, this must be done within the context of bringing our overall public expenditure into line with what we can afford as a country.

Back to School Costs

Questions (92)

Dessie Ellis

Question:

92. Deputy Dessie Ellis asked the Minister for Education and Skills his views on the latest Central Statistics Office consumer price survey which shows the cost of education is 4.8% higher compared to September 2012; and his further views on whether the financial strain being placed on parents and students is reflected by the fact that the average third level grant amounts to €84 per week compared to the lowest rate of jobseeker's allowance which is €100. [42206/13]

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Written answers

Minister for Education and Skills

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. The aim of the student maintenance grant scheme has always been to make a contribution to the cost of going to college; covering the full cost has never been a feasible option. Students from welfare dependent families receive the special rate of grant which equates to €164 per week. As the Deputy will be aware, the reality of our economic situation presents significant challenges that have to be reconciled with limitations on public resources. This is a very stark reality, which, unfortunately, means that changes to any public service, including the student grant scheme, cannot be ruled out. I empathise with students and I am very conscious of the fundamental role played by the student grant scheme in supporting families who are putting their children through further and higher education. However, the state of the public finances is such that tough decisions had to be made to control public expenditure and to ensure sustainability in the long run.

Special Educational Needs Services Provision

Questions (93, 202)

Joan Collins

Question:

93. Deputy Joan Collins asked the Minister for Education and Skills his views on whether children with Down's syndrome have a low incidence disability and should be included on his Department's list of low incidence disabilities. [38602/13]

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Charlie McConalogue

Question:

202. Deputy Charlie McConalogue asked the Minister for Education and Skills the number of children with Down's Syndrome within the education system who do not receive any resource hours; and if he will make a statement on the matter. [41892/13]

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Written answers

Minister for Education and Skills

I propose to take Questions Nos. 93 and 202 together.

I wish to advise the Deputy that pupils with Down 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 Syndrome may therefore 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.

Regardless of the manner in which the resource hours are allocated to schools, resource teaching/learning support is available for all pupils with Down syndrome. 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 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 Syndrome who are in the Mild General Learning Disability (Mild GLD) category should continue to be supported by schools' Learning Support allocation in the same way as other pupils with a Mild GLD.

The NCSE policy advice did not recommend that an exception should be made for children with Down Syndrome who are in the Mild GLD 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 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.

The NCSE has established a Working Group 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. I understand that the Working will report its findings before the end of Spring 2014.

Bullying in Schools

Questions (94, 104, 108)

Aengus Ó Snodaigh

Question:

94. Deputy Aengus Ó Snodaigh asked the Minister for Education and Skills if he has contacted each board of management to see if they have complied with circular 045/2013; and the number of schools which have not complied with this circular. [42197/13]

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Michael McGrath

Question:

104. Deputy Michael McGrath asked the Minister for Education and Skills if he will provide detail of the anti-bullying initiative he announced last month; and if he will make a statement on the matter. [42242/13]

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Aengus Ó Snodaigh

Question:

108. Deputy Aengus Ó Snodaigh asked the Minister for Education and Skills his plans to place circular 045/2013 on a statutory footing; and the consequences for boards of management if they do not comply with this circular. [42196/13]

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Written answers

Minister for Education and Skills

I propose to take Questions Nos. 94, 104 and 108 together.

I was very pleased to recently publish new anti-bullying procedures for all primary and post primary schools. These new procedures have been developed following consultation with the relevant education partners and replace guidelines that were issued to schools in 1993.

The procedures are designed to give direction and guidance to school authorities and school personnel in preventing and tackling school-based bullying behaviour amongst its pupils. They place a strong focus on education and prevention strategies to deal with bullying behaviour including, in particular, cyberbullying and identity based bullying such as homophobic and transphobic bullying. School authorities and school personnel are required to adhere to these procedures in dealing with allegations and incidents of bullying.

In accordance with my Department's circular 045/2013, all schools are required to immediately commence the necessary arrangements for developing and formally adopting an anti-bullying policy that fully complies with the requirements of the new procedures. This is expected to be completed by each school as early as possible in the 2013/14 school year but in any event by no later than the end of the second term of the 2013/14 school year.Under the Education (Welfare) Act 2000, all schools must have a code of behaviour which has been drawn up in accordance with guidelines issued by the National Education Welfare Board. These NEWB guidelines specifically require all schools to have an anti-bullying policy within the framework of their overall code of behaviour. The new anti-bullying procedures are underpinned by this legal framework.

Schools Guidance Counsellors

Questions (95, 216)

Martin Ferris

Question:

95. Deputy Martin Ferris asked the Minister for Education and Skills his plans to introduce guidance for counselling teaching posts; and if he will make a statement on the matter. [42192/13]

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Michael Healy-Rae

Question:

216. Deputy Michael Healy-Rae asked the Minister for Education and Skills if he will review the cuts to current guidance counselling provision in schools (details supplied); and if he will make a statement on the matter. [42050/13]

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Written answers

Minister for Education and Skills

I propose to take Questions Nos. 95 and 216 together.

I have already acknowledged to the House that bringing guidance within quota is challenging for schools. However the alternative was to adjust the PTR staffing allocations. Guidance is a whole school activity and schools have autonomy on how best to prioritise their available resources to meet the requirements in relation to guidance and the provision of an appropriate range of subjects to students. This operates at local school level. The representative organisations for School Principals and school management developed a framework that assists schools on how best to manage the provision of guidance from within their staffing allocation. This approach puts a greater emphasis on group-work and class-based activity at senior cycle and maximises the amount of time available for those pupils that need one to one support.

The budget decision sheltered the impact for all DEIS post-primary schools by improving their standard staffing allocations – a fact which is often overlooked in this debate.

State Examinations Issues

Questions (96)

Micheál Martin

Question:

96. Deputy Micheál Martin asked the Minister for Education and Skills his assessment of the 2013 leaving certificate results; if there were any aspects of these that caused him concern; and if he will make a statement on the matter. [42241/13]

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Written answers

Minister for Education and Skills

With the exception of Irish and Mathematics, the overall results were in line with previous years. The results in Irish and Mathematics differed from previous years due to a significant increase in the number of candidates taking the Higher Level papers and due for example, to a greater weighting (40%, up from 25% for the examinations in 2012 and 2013), being allocated to the oral component for Irish, and the recent allocation of bonus points for Higher Level Mathematics.

The State Examinations Commission (SEC) was established as an independent agency in 2003 to deal with all operational issues relating to State Examinations. There was concern about errors in some Leaving Certificate papers, particularly in Mathematics. These errors were the subject of a report provided to me by the SEC in August. The SEC has set out a number of measures which, when put in place, are intended to minimise the risk of errors in the future. The SEC will brief me on the outcome of these measures in the coming weeks.

Further Education and Training Programmes Provision

Questions (97)

Patrick O'Donovan

Question:

97. Deputy Patrick O'Donovan asked the Minister for Education and Skills the progress that has been made in the establishment of SOLAS; and if he will make a statement on the matter. [41964/13]

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Written answers

Minister of State at the Department of Education and Skills

The establishment of SOLAS is part of a wider reform programme that has included the rationalisation of 33 VECS into 16 Education and Training Boards. The Further Education and Training Act, 2013 was enacted in July this year. The Act provides for the establishment of SOLAS, the dissolution of FAS and the transfer over time of FÁS training division to the Education and Training Boards recently established following the commencement of the Education and Training Boards Act, 2013.

A range of administrative processes is underway to facilitate commencement of the Further Education and Training Act and the establishment of SOLAS. In addition, the Chairman designate will meet the Joint Committee on Education and Social Protection tomorrow. SOLAS will be formally established in the coming weeks. In the interim, the Education and Training Boards and FÁS will continue to provide education and training services.

Student Assistance Fund Issues

Questions (98)

Timmy Dooley

Question:

98. Deputy Timmy Dooley asked the Minister for Education and Skills if he will ensure that there is an increase in the student assistance fund for this academic year to ensure that all students who experience hardship through the fund can be assisted; and if he will make a statement on the matter. [42232/13]

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Written answers

Minister for Education and Skills

The Third Level Access Measure comprises two sub-priorities: the Student Assistance Fund and the Fund for Students with Disabilities. The overall value of the measure for the 2013/14 academic year is €16.2m.

The management of the Third Level Access Measure Fund rests with the Higher Education Authority and the allocation of funding for the sub-priorities in a particular year is a matter for the authority.

The Authority approved in July of this year an allocation for the Student Assistance Fund for the 2013/14 academic year of €8m. Each participating institution was advised of its individual allocation in advance of the academic year in order to facilitate timely planning and disbursement to students.

Residential Institutions Redress Scheme

Questions (99, 124)

Sandra McLellan

Question:

99. Deputy Sandra McLellan asked the Minister for Education and Skills further to his recent comments that there is no scope for more education cuts, and that he does not know where he can make savings, the efforts his Department has made to force the religious institutions to meet their obligations to compensate the survivors of residential abuse. [42209/13]

View answer

Thomas Pringle

Question:

124. Deputy Thomas Pringle asked the Minister for Education and Skills the steps being made for the fund for awards from the redress board to be drawn down from central allocation; and if he will make a statement on the matter. [42178/13]

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Written answers

Minister for Education and Skills

I propose to take Questions Nos. 99 and 124 together.

Section 23 of the Residential Institutions Redress Act 2002 provided for the establishment of a Special Account which is used to pay awards made by the Redress Board and associated legal and settlement costs.

In addition to the moneys provided by the Oireachtas, funding for this Special Account comes from moneys contributed under the terms of the Indemnity Agreement between the State and the contributing congregations.No decisions have been taken with regard to savings required by my Department in the forthcoming budget. All options have to be considered during this process.

I can however confirm that provision will continue to be made in my Department's Vote for 2014 to meet any costs associated with the Redress Scheme.The Government maintains its belief that the costs of the response to residential institutional child abuse should be shared on a 50:50 basis between the tax payer and those responsible for managing the institutions.

The contributions offered by the congregations to date which comprise cash, property and other elements, fall far short of what is required to meet the costs on a 50:50 basis. I am continuing to pursue these issues with the congregations.

Under the Indemnity Agreement €54.42 million of the overall €128 million comprised cash contributions from the congregations. €12.7million was used to the fund educational supports via the now dissolved Education Finance Board while the remaining €41.72 million and the associated interest resulted in combined lodgements of €42.259million to the Special Account to fund awards of the Redress Board.The Government has agreed that the subsequent cash contribution offers, of up to €110 million will be used to fund the newly established Residential Institutions Statutory Fund. To date some €72m, comprising contributions of some €71 million and associated interest has been lodged to the Residential Institutions Statutory Fund. Any contributions that may be received in excess of the €110 million will be used towards the National Children's Hospital.

School Patronage

Questions (100, 259, 261)

Denis Naughten

Question:

100. Deputy Denis Naughten asked the Minister for Education and Skills the progress to date in addressing the specific issues of rural schools; and if he will make a statement on the matter. [42146/13]

View answer

Bernard Durkan

Question:

259. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which he continues to have discussions with the school authorities of smaller rural schools with a religious ethos who have expressed concerns regarding their future; if he will ensure that the concerns of such bodies are particularly borne in mind with a view to assuaging the concerns expressed; and if he will make a statement on the matter. [42457/13]

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Bernard Durkan

Question:

261. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which he and or his Department has engaged with patrons of smaller schools with a religious ethos who are concerned for the future of their schools; the extent to which he has been able to assuage their concerns; and if he will make a statement on the matter. [42459/13]

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Written answers

Minister for Education and Skills

I propose to take Questions Nos. 100, 259 and 261 together.

I am aware of the concerns of smaller schools and rural schools. Our overall primary school enrolment has been growing rapidly in recent years and this is going to continue. In managing the resource consequences of this, it is important that decisions on school provision and organisation are based on a rigorous evaluation of requirements and needs, not just at a local level but also at both regional and national levels. Our current configuration of small primary schools has been examined by my Department in a value for money review which is currently under consideration. This review takes account of the ethos of schools and the locations of small schools relative to other schools of a similar type. The report's contents will be carefully considered with my Government colleagues prior to its publication. The Government is mindful of the concerns of small schools and will take these concerns into account in considering any planning framework for future provision of primary schools.

Question No. 101 answered with Question No. 91.