Written Answers Nos. 95-113
95. Deputy Olivia Mitchell asked the Minister for Education and Skills if it is policy that contracts of indefinite duration are only awarded to teachers and tutors up to eligibility to claim State pension; the date on which was this policy was introduced; and if he will make a statement on the matter. [10659/14]
View answerThe end of the school year in which age 65 is reached is the maximum age to which pensionable service may be given by a teacher who is not "a new entrant" under the terms of the Public Service Superannuation (Miscellaneous Provisions) Act 2004. The implementation of the Fixed-Term Workers Act, 2003 in the education sector is governed by a transitional agreement of the education partners (2005) as updated by a number of circulars dating from 2005-2009. A person employed on a contract of indefinite duration means that the person "has an expectation that, subject to the normal date of retirement in the employment, she or he will be retained in the employment and will not be dismissed without there being any good reason such as misconduct or unfitness for their position, or other compelling or unavoidable circumstances. Any dismissal shall be achieved by the application of the agreed termination arrangements for the particular sector or the application of the relevant statute, as the case may be." The recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority, subject to procedures agreed under Section 24(3) of the Education Act 1998 (as amended by the Education (Amendment) Act 2012). Where there is a dispute regarding the award of a Contract of Indefinite Duration (CID) to a teacher, my Department's procedures provide for an appeal to an independent adjudicator. A teacher may also choose to avail of the Rights Commissioner Service.
96. Deputy Michael McGrath asked the Minister for Education and Skills the exact numbers of adults taking part in language courses at night in respect of the ten most popular languages throughout Ireland, particularly at beginner level; and the action being taken to incentivise the public to upskill and learn new languages once they have left the education system. [10682/14]
View answerAdult Education, including language courses, are provided by a range of public and private providers. The Department does not collect data on the numbers of adults that undertake language courses at night.
97. Deputy Michael McGrath asked the Minister for Education and Skills the top ten countries that the Irish student body partaking in Erasmus language exchange programmes and other similar official initiatives travel to on a yearly basis as part of their third level education. [10685/14]
View answerThe most recent information for the 2012/2013 academic year has been provided by the Higher Education Authority to my Department. The top ten countries that students from Irish higher education institutions travel to on a yearly basis as part of their third level education, under the Erasmus language exchange programmes and other similar initiatives, are listed as follows:
1. France
2. Spain
3. Germany
4. The Netherlands
5. UK
6. Sweden
7. Italy
8. Czech Republic
9. Denmark
10. Finland
98. Deputy Michael McGrath asked the Minister for Education and Skills the top ten non-English speaking countries of origin of overseas third level students. [10686/14]
View answerThe most recent information provided by Enterprise Ireland to my Department relates to the 2012/2013 academic year. The top ten non-English speaking origin countries of higher education students in that period were China, France, Germany, Malaysia, Sri Lanka, Spain, India, Saudi Arabia, Italy and Kuwait.
99. Deputy Patrick Nulty asked the Minister for Education and Skills when a school (details supplied) in Dublin 15 will be built and open for enrolment of students. [10715/14]
View answerThe outcome of the patronage determination process for the school in question was to defer the opening of the school pending a review of the demographics for the area. This process was overseen by the New Schools Establishment Group. The review has been carried out and supplementary information provided by the Patron has also been assessed. On foot of this review, the opening date for the school has been further deferred. My Department will continue to monitor the situation to determine when the school is needed.
100. Deputy Dan Neville asked the Minister for Education and Skills the position regarding a student grant in respect of a person (details supplied); and if this application will be re-opened. [10733/14]
View answerIt is the responsibility of the student to ensure that their application for a student grant is submitted before the deadline. The closing date for online applications was 1st August 2013 and this was further extended to 19 November 2013. Late applications may be accepted at the discretion of the awarding authority but not later than one month before the end of the academic year to which the application relates. Officials in my Department have confirmed with Student Universal Support Ireland (SUSI) that late applications are accepted for the academic year 2013/14 where a student has had a change in circumstances as outlined in Article 32 of the Student Grant Scheme 2013 or where a course commences in 2014. A late application was not accepted in the case of the student referred to by the Deputy as the details submitted by the student shows that the change in circumstances occurred a significant time before the opening date for applications for the 2013/14 academic year.
101. Deputy Dara Murphy asked the Minister for Education and Skills when a special educational needs organiser will be appointed to oversee a school (details supplied) in County Kildare; and if he will make a statement on the matter. [10759/14]
View answerThe school referred to by the Deputy was granted provisional recognition as a special school for children with autism in 2010, having previously participated in the ABA pilot scheme funded by my Department. The Deputy will be aware that the National Council for Special Education (NCSE) through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports, in accordance with my Department's established criteria. Although a SENO has been assigned to the school in question the responsibility for the staffing of the school remains currently with my Department. However the SENO is actively involved in processing applications for supports including school transport and assistive technology and collaborates with my Department on the staffing requirements for the school.
102. Deputy Billy Timmins asked the Minister for Education and Skills the position regarding a Student Universal Support Ireland grant in respect of a person (details supplied); and if he will make a statement on the matter. [10764/14]
View answerIt is the responsibility of the student to ensure that their application for a student grant is submitted before the deadline. The closing date for online applications was 1st August 2013 and this was further extended by SUSI to 19 November 2013. The decision on whether to accept a late application after that date is a matter for the grant awarding authority concerned, in this case - SUSI (Student Universal Support Ireland). Officials in my Department have confirmed with SUSI that late applications are accepted for the academic year 2013/14 where a student has had a change in circumstances as outlined in Article 32 of the Student Grant Scheme 2013 or where a course commences in 2014. A late application was not accepted in the case of the student referred to by the Deputy as it was confirmed that the course attended by the applicant did not start in 2014.
103. Deputy Charlie McConalogue asked the Minister for Education and Skills the number of additional resource teaching posts that would be required if Down's syndrome were reclassified as low incidence; and if he will make a statement on the matter. [10777/14]
View answerI wish to firstly explain to the Deputy that, 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. 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. There is not presently a distinct disability category of Down syndrome for resource allocation purposes. As such, it is not possible to say how many pupils with Down syndrome would be reclassified as low incidence and the extent of the additional resource teaching posts which would be required to provide for this. I wish to advise the Deputy also that the National Council for Special Education (NCSE) has a formal role under the Education for Persons with Special Educational Needs (EPSEN) Act, 2004 in advising me in relation to any matter relating to the education of children and others with disabilities. 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 Group will report its findings before the end of spring 2014.
104. Deputy Caoimhghín Ó Caoláin asked the Minister for Education and Skills if he will confirm that a Student Universal Support Ireland late application for grant assistance was received in respect of a person (details supplied) in County Monaghan; when a decision is likely to issue on this application; and if he will make a statement on the matter. [10788/14]
View answerOfficials in my Department have confirmed with Student Universal Support Ireland (SUSI) that in the case of the student referred to by the Deputy his application has been assessed and a letter regarding the outcome issued on 26th February 2014.
105. Deputy Charlie McConalogue asked the Minister for Education and Skills if it is the role of the clinical psychologist to make a recommendation that a child should attend a special needs class (details supplied); and if he will make a statement on the matter. [10810/14]
View answerI can inform the Deputy that it is the role of the clinical psychologist, or indeed any other health professional, to describe the presentation, strengths, abilities and needs of a child with disabilities. It is the role of the Department to provide transport to the nearest school which can meet those needs. The National Council for Special Education (NCSE) has announced that the allocation process for the 2014-2015 school year has commenced and that schools should submit applications by March 26th. In relation to the issues raised by the Deputy, there are discussions ongoing between officials at my Department, the Department of Health, the Health Service Executive and the National Council for Special Education in order to ensure that resolution be found in advance of the processing of these applications.
106. Deputy Willie O'Dea asked the Minister for Education and Skills if and when his Department will honour payment of money due under bench marking since 2007, following a Labour Court recommendation, to a number of ex-employees of an establishment (details supplied) in County Limerick; and if he will make a statement on the matter. [10877/14]
View answerI can confirm that no sanction was ever sought or received from my Department for the payment of Labour Court Recommendation LCR18901 while the complex which employed these staff was open. The staff concerned were not public servants, nor was the State ever the Employer of these staff. Concession of the labour court recommendation could potentially have significant cost implications for the Exchequer having regard to the myriad of non public service community organisations which are funded or part funded from public monies. Accordingly, my Department is not in a position to sanction the payment of any additional resources in this case given the current economic climate and the pressures on public finances.
107. Deputy Jonathan O'Brien asked the Minister for Education and Skills the details of any cost-benefit analysis undertaken by his Department regarding the payment of fees by parents for school transport, particularly with regard to having a monthly payment option, since 2007. [10880/14]
View answerI refer to my previous reply to the Deputy regarding this issue. No cost benefit analysis has been undertaken in relation to a monthly payment system for school transport. The scale of the School Transport Scheme, transporting some 114,000 children every school day on some 6,000 school transport routes utilising some 4,000 vehicles every school day makes it the largest public transport operation in the State. Consequently, the feasibility of allowing a monthly payment option would have to be considered in light of the size of the integrated school transport network.It makes sense that such an arrangement would significantly increase the administration costs involved given the significant increase in the number of invoices, payments and tickets that would need to be processed over the course of a school year. In addition, Bus Éireann advise that monthly ticketing would mean that services would have to be checked every month to ensure that several thousand children are travelling with valid tickets, demanding potentially greater supervision and follow-up activity from an administrative perspective, with added cost implications. The current arrangements ensure that school transport services are utilised in an efficient and cost effective manner.
108. Deputy Charlie McConalogue asked the Minister for Education and Skills his plans to increase the number of hours learning support under the general allocation model in an all-girls school to five hours per mainstream teacher; and if he will make a statement on the matter. [10885/14]
View answer122. Deputy Charlie McConalogue asked the Minister for Education and Skills with regard to his decision to allocate four hours per mainstream teacher under the general allocation model to an all girls school and five hours per mainstream teacher to mixed and all boys schools if this decision is dictated by legislation and if so what section of what legislation is he acting under; and if he will make a statement on the matter. [10975/14]
View answerI propose to take Questions Nos. 108 and 122 together. I wish to advise the Deputy that differing teacher allocation ratios are applied under the General Allocation Model (GAM) in relation to boys, girls and mixed schools in order to account for differentials of prevalence of learning difficulty between boys and girls. The objective of this differentiation is to ensure that resources provided to schools to support children who have additional learning needs are targeted to ensure that those children most in need benefit from these resources. The rationale for the differing ratios is not dictated by legislation, but is based on international literature on the incidence of disability as well as international and national surveys of literacy and numeracy which indicate that there is a greater incidence of disability/learning difficulty in boys than girls. The NCSE recently published a report 'A study of the Prevalence of Special Educational Needs' which is available at www.ncse.ie and which contains details regarding the prevalence of special needs among the pupil population. The criteria for the allocation of GAM hours is outlined in Circular 0007/2014, which is available on my Department's website at www.education.ie. Finally, I wish to advise the Deputy that the NCSE report on Supporting Children with Special Educational Needs has recommended that under a proposed new allocation model, all children should be allocated additional resources in line with their level of need, rather than by disability category. While there are no plans to increase the number of hours under the General Allocation Model in an all girls school, 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 Group will report its findings before the end of spring 2014.
109. Deputy Dan Neville asked the Minister for Education and Skills the position regarding a student grant in respect of a person (details supplied) in County Limerick; and if he will make a statement on the matter. [10888/14]
View answerOfficials in my Department have been informed by Student Universal Support Ireland (SUSI) that the letter issued cancelling the application of the student referred to by the Deputy was sent in error. The Deputy will appreciate that some errors may inevitably arise when handling a high volume of applications within a relatively short timeframe. SUSI has confirmed that on review the grant has been refused and a refusal letter will issue shortly. If an individual applicant considers that she/he has been unjustly refused a student grant, 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 is available to download from http://www.studentfinance.ie/downloads/1375344221/2013_SGAB_appeal_form.pdf.
110. Deputy Charlie McConalogue asked the Minister for Education and Skills if he will provide in tabular form the names of the primary schools in the country which are all-girl schools; the DEIS status of those schools together with the total number of pupils; the total number of mainstream teachers in each of those same schools; and if he will make a statement on the matter. [10890/14]
View answerThe following table shows a list of all girl primary schools with the total number of pupils, mainstream class teachers and DEIS status in the 2012/13 school year. Publication of all data at first level and a final list of schools and their enrolments for 2013/14 will be on my Department's website by the end of the school year
|
Roll No. |
Official School Name |
Address Line 1 |
Address Line 2 |
Address Line 3 |
County Name |
Mainstream Class Teachers |
Total Boys |
Total Girls |
Total Pupils |
DEIS (Y/N) |
|
00359V |
ST. LOUIS GIRLS NATIONAL SCHOOL |
PARK ROAD |
MONAGHAN TOWN |
Monaghan |
10 |
0 |
250 |
250 |
N |
|
|
00729F |
CLOCHAR LORETO N S |
GRANGE ROAD |
RATHFARNHAM |
DUBLIN 14 |
Dublin |
19 |
0 |
520 |
520 |
N |
|
00779U |
PRESENTATION GIRLS PRIMARY SCHOOL |
MAYNOOTH |
CO KILDARE |
Kildare |
18 |
0 |
494 |
494 |
N |
|
|
00851C |
PRESENTATION CONVENT |
BALLYMAKENNY ROAD |
DROGHEDA |
CO LOUTH |
Louth |
14 |
0 |
365 |
365 |
Y |
|
01862M |
TIPPERARY G N S |
ST.MICHAEL'S ST |
TIPPERARY |
Tipperary |
7 |
0 |
188 |
188 |
N |
|
|
02707F |
SUNDAYS WELL G N S |
CORK |
CO CORK |
Cork |
6 |
0 |
163 |
163 |
Y |
|
|
03220F |
MERCY PRIMARY SCHOOL |
BIRR |
CO OFFALY |
Offaly |
9 |
0 |
219 |
219 |
Y |
|
|
04062S |
LISTOWEL PRESENTATION PRIMARY |
LISTOWEL |
CO KERRY |
Kerry |
10 |
0 |
232 |
232 |
N |
|
|
05257P |
PRESENTATION CONVENT |
BANDON |
CO CORK |
Cork |
7 |
0 |
185 |
185 |
N |
|
|
05437R |
PRESENTATION CONVENT G.N.S. |
MOONCOIN |
CO KILKENNY |
Kilkenny |
4 |
0 |
113 |
113 |
N |
|
|
05508O |
ST COLUMBAS N.S |
WITH FACILITY FOR DEAF CHILDREN |
DUGHLAS |
CORCAIGH |
Cork |
19 |
0 |
471 |
471 |
N |
|
07183W |
ST JOSEPHS GIRLS N.S. |
DAVITT ROAD |
MOUNTMELLICK |
CO LAOIS. |
Laois |
10 |
0 |
270 |
270 |
N |
|
07651G |
CONVENT OF MERCY |
CLONAKILTY |
CO CORK |
Cork |
8 |
0 |
220 |
220 |
N |
|
|
07722D |
ST PETERS N S SNR |
ATHLONE |
CO WESTMEATH |
Westmeath |
6 |
0 |
115 |
115 |
Y |
|
|
08430S |
SCOIL NAOMH SEOSAMH |
SKIBBEREEN |
CO CORK |
Cork |
7 |
0 |
172 |
172 |
N |
|
|
08958O |
S N AN EANAIGH CAILINI |
BALLYGLUNIN |
CO GALWAY |
Galway |
2 |
0 |
42 |
42 |
N |
|
|
09296W |
OUR LADYS ABBEY |
SCOIL NA GCAILINI |
ADARE |
CO LIMERICK |
Limerick |
5 |
0 |
139 |
139 |
N |
|
09432E |
ST JOSEPHS PRIMARY SCHOOL |
Murgasty Road |
Tipperary Town |
Tipperary |
Tipperary |
6 |
0 |
162 |
162 |
N |
|
11894I |
SCOIL MHUIRE |
Gilford Road |
Sandymount |
Dublin 4 |
Dublin |
10 |
0 |
275 |
275 |
N |
|
11976K |
SCOIL CHÓCA NAOFA |
CILL CHÓCA, |
CO. CHILL DARA. |
Kildare |
13 |
0 |
338 |
338 |
N |
|
|
12007G |
OUR LADY OF GOOD COUNSEL GNS |
FERRYBANK |
WATERFORD |
Waterford |
8 |
0 |
215 |
215 |
N |
|
|
12535I |
S N URSULA NAOFA |
URSULINE CONVENT |
WATERFORD |
Waterford |
23 |
0 |
653 |
653 |
N |
|
|
12975N |
ST JOSEPHS CONVENT |
NEWCASTLE WEST |
CO LIMERICK |
Limerick |
8 |
0 |
219 |
219 |
N |
|
|
13118U |
CLARA CONVENT N S |
CLARA |
CO OFFALY |
Offaly |
8 |
0 |
208 |
208 |
Y |
|
|
13343E |
SCOIL BHRIDE |
STILL BROOK |
MOUNTRATH |
CO LAOIS |
Laois |
5 |
0 |
117 |
117 |
N |
|
13447Q |
SCOIL MHUIRE |
LUCAN |
CO DUBLIN |
Dublin |
24 |
0 |
688 |
688 |
N |
|
|
13507I |
S N MUIRE LOURDES |
TULLOW |
CO CARLOW |
Carlow |
9 |
0 |
211 |
211 |
N |
|
|
13542K |
CAHIRCIVEEN CONVENT |
CAHIRCIVEEN |
CO KERRY |
Kerry |
3 |
0 |
72 |
72 |
Y |
|
|
13612F |
PRESENTATION PRIMARY SCHOOL |
TERENURE |
DUBLIN 6W |
Dublin |
20 |
0 |
549 |
549 |
N |
|
|
13661S |
DUNMANWAY CONVENT N S |
DUNMANWAY |
CO CORK |
Cork |
4 |
0 |
92 |
92 |
N |
|
|
13910N |
S N BUN AN TSABHAIRNE |
CROSSHAVEN |
CO CORK |
Cork |
7 |
0 |
186 |
186 |
N |
|
|
13932A |
S N NAOMH MICHAEL |
ARKLOW |
CO WICKLOW |
Wicklow |
14 |
0 |
371 |
371 |
N |
|
|
14651U |
CASTLETOWN RD CONVENT |
CASTLETOWN RD |
DUNDALK |
CO LOUTH |
Louth |
9 |
0 |
183 |
183 |
Y |
|
15056L |
S N SAN VINSEANN CAILIN |
NORTH WILLIAM ST |
DUBLIN 1 |
Dublin |
11 |
0 |
196 |
196 |
Y |
|
|
15253N |
ST PATRICKS GIRLS NS |
CAMBRIDGE ROAD |
DUBLIN 4 |
Dublin |
7 |
0 |
152 |
152 |
Y |
|
|
15259C |
S N N MAOLMHAODHAGH C |
DUNDALK |
CO LOUTH |
Louth |
10 |
0 |
249 |
249 |
N |
|
|
15329U |
BUN SCOIL LOUIS NAOFA |
CLOUGHVALLEY |
CARRICKMACROSS |
CO MONAGHAN |
Monaghan |
9 |
0 |
259 |
259 |
N |
|
15632V |
ST JOSEPH GIRLS N.S. SCHOOL |
KILMACOW |
CO. KILKENNY |
VIA WATERFORD |
Kilkenny |
4 |
0 |
91 |
91 |
N |
|
16112A |
ST MARYS CONVENT |
NENAGH |
CO TIPPERARY |
Tipperary |
16 |
0 |
398 |
398 |
N |
|
|
16159D |
Convent National School |
MALLOW |
CO CORK |
Cork |
10 |
0 |
250 |
250 |
N |
|
|
16202B |
CASTLEBLAYNEY CONVENT |
CASTLEBLAYNEY |
CO MONAGHAN |
Monaghan |
5 |
0 |
121 |
121 |
Y |
|
|
16353W |
ST BRIGIDS GIRLS N S |
The Park |
Cabinteely |
Dublin 18 |
Dublin |
19 |
0 |
515 |
515 |
N |
|
16444C |
SCOIL PADRAIG NAOFA C |
DUBLIN ROAD |
LIMERICK |
Limerick |
8 |
0 |
221 |
221 |
N |
|
|
16566Q |
SCOIL BRID |
MAIN STREET |
CELBRIDGE |
CO KILDARE |
Kildare |
20 |
0 |
543 |
543 |
N |
|
16577V |
ST BRIGIDS CONVENT |
GLASNEVIN |
DUBLIN 11 |
111 |
Dublin |
16 |
0 |
467 |
467 |
N |
|
16636L |
CURRAGH CAMP G N S |
CURRAGH CAMP |
CO KILDARE |
Kildare |
6 |
0 |
121 |
121 |
Y |
|
|
16648S |
ATH TREASNA G N S |
ATH TREASNA |
CO CORK |
Cork |
4 |
0 |
98 |
98 |
N |
|
|
16753P |
ST VINCENT DE PAULS GIRLS SCHOOL |
GRIFFITH AVENUE |
DUBLIN 9 |
103 |
Dublin |
11 |
0 |
295 |
295 |
N |
|
16792C |
ST BRIGIDS CONVENT N S |
KILLESTER |
DUBLIN 5 |
105 |
Dublin |
16 |
0 |
436 |
436 |
N |
|
16793E |
MARY IMMACULATE NS |
COLLOONEY |
CO SLIGO |
Sligo |
3 |
0 |
62 |
62 |
Y |
|
|
16821G |
CLOCHAR PADRAIG NAOFA |
CARNDONAGH |
CO DONEGAL |
Donegal |
9 |
0 |
179 |
179 |
Y |
|
|
16860Q |
CORPUS CHRISTI N S |
HOME FARM ROAD |
DRUMCONDRA |
DUBLIN 9 |
Dublin |
14 |
0 |
395 |
395 |
N |
|
16874E |
S N NAOMH IOSEF G |
RATHNEW |
CO WICKLOW |
Wicklow |
5 |
0 |
111 |
111 |
Y |
|
|
16928B |
S N NAOMH PHILOMENA |
TULLAMORE |
CO OFFALY |
Offaly |
6 |
0 |
160 |
160 |
Y |
|
|
16964F |
SCOIL MHUIRE OGH 1 |
LORETO COLLEGE |
CRUMLIN RD |
DUBLIN 12 |
Dublin |
8 |
0 |
172 |
172 |
Y |
|
16989V |
CHRIST THE KING G N S |
CABRA |
DUBLIN 7 |
107 |
Dublin |
5 |
0 |
92 |
92 |
Y |
|
17060M |
CONVENT OF MERCY N S |
ABBEYFEALE |
CO LIMERICK |
Limerick |
6 |
0 |
154 |
154 |
N |
|
|
17103E |
ST MARYS CONVENT G |
CARRIGTWOHILL |
CO CORK |
Cork |
16 |
0 |
399 |
399 |
N |
|
|
17105I |
MUIRE GAN SMAL C |
GLASHEEN |
CORK |
Cork |
9 |
0 |
197 |
197 |
Y |
|
|
17148D |
S N EOIN BAISDE G SEN |
SEAFIELD ROAD |
CLONTARF |
DUBLIN 3 |
Dublin |
15 |
0 |
419 |
419 |
N |
|
17156C |
SCOIL NAOMH AINE |
CHARLEVILLE |
CO CORK |
Cork |
7 |
0 |
165 |
165 |
N |
|
|
17228B |
CLOCHAR MUIRE N S |
RATHDRUM |
CO WICKLOW |
Wicklow |
5 |
0 |
124 |
124 |
N |
|
|
17313P |
OUR LADY OF LOURDES |
BALLINLOUGH |
CORK |
Cork |
9 |
0 |
245 |
245 |
N |
|
|
17314R |
SCOIL NAOMH EOIN DEA |
KILKENNY |
CO KILKENNY |
Kilkenny |
13 |
0 |
340 |
340 |
N |
|
|
17355I |
MUIRE NA DEA COIRLE G |
MOURNE ROAD |
DRIMNAGH |
DUBLIN 12 |
Dublin |
7 |
0 |
133 |
133 |
Y |
|
17367P |
SCOIL MHUIRE GNS |
NAVAN ROAD |
DUBLIN 7 |
107 |
Dublin |
16 |
0 |
425 |
425 |
N |
|
17457Q |
NMH IOSEPH N S |
NEW ROSS |
CO WEXFORD |
Wexford |
14 |
0 |
345 |
345 |
Y |
|
|
17459U |
CHRIST THE KING I G |
CABRA |
DUBLIN 7 |
107 |
Dublin |
3 |
0 |
62 |
62 |
Y |
|
17465P |
DOMINICAN CONVENT GIRLS |
CABRA |
DUBLIN 7 |
107 |
Dublin |
8 |
0 |
171 |
171 |
Y |
|
17470I |
ST RAPHAELAS N S |
UPPER KILMACUD ROAD |
STILLORGAN |
CO DUBLIN |
Dublin |
13 |
0 |
369 |
369 |
N |
|
17525H |
Light of Christ National School |
DUNMORE EAST |
CO WATERFORD |
Waterford |
5 |
0 |
117 |
117 |
N |
|
|
17671S |
MARIA AUXILIATRIX N S |
FERNBANK |
LIMERICK |
Limerick |
8 |
0 |
198 |
198 |
N |
|
|
17755B |
SCOIL NAOMH MHUIRE C |
BALLINCOLLIG |
CO CORK |
Cork |
15 |
0 |
404 |
404 |
N |
|
|
17840P |
S N BHEININ NAOFA C |
DULEEK |
CO MEATH |
Meath |
10 |
0 |
291 |
291 |
N |
|
|
17891J |
SCOIL MHUIRE |
MOUNT SACKVILLE CONVENT |
CHAPELIZOD |
DUBLIN 20 |
Dublin |
8 |
0 |
246 |
246 |
N |
|
17970F |
OUR LADY OF MERCY CONVENT SCHOOL |
ROSEMOUNT TERRACE |
BOOTERSTOWN |
CO. DUBLIN |
Dublin |
8 |
0 |
217 |
217 |
N |
|
17977T |
SCOIL AINE C |
RAHENY |
DUBLIN 5 |
105 |
Dublin |
11 |
0 |
316 |
316 |
N |
|
17979A |
S N CNOC AINBHIL |
LR KILMACUD RD |
STILLORGAN/BLACKROCK |
CO DUBLIN. |
Dublin |
15 |
0 |
426 |
426 |
N |
|
18047C |
SCOIL BRIDE C |
BLANCHARDSTOWN |
DUBLIN 15 |
Dublin |
13 |
0 |
322 |
322 |
N |
|
|
18052S |
S N MUIRE GAN SMAL |
CLOCHAR LORETO |
LEITIR CEANAINN |
CO DHUN NA NGALL |
Donegal |
19 |
0 |
477 |
477 |
N |
|
18073D |
S N MHUIRE C |
ALLENWOOD |
NAAS |
CO KILDARE |
Kildare |
5 |
0 |
122 |
122 |
N |
|
18098T |
S N BHRIDE C |
BOTHAR BRUGHA |
DROGHEDA |
CO LOUTH |
Louth |
13 |
0 |
313 |
313 |
Y |
|
18099V |
S N MUIRE NA TROCAIRE |
ARDEE |
CO LOUTH |
Louth |
9 |
0 |
235 |
235 |
N |
|
|
18153B |
S N PADRAIG NAOFA C |
DILLONS CROSS |
CORK |
Cork |
11 |
0 |
219 |
219 |
Y |
|
|
18170B |
SN MUIRE NA FREASTOGALA |
SIURACHA NA CARTHANACHR |
BAILE UAILCIN |
BAILE ATHA CLIATH 12 |
Dublin |
8 |
0 |
184 |
184 |
N |
|
18212O |
SCOIL NA MAIGHDINE MHUIRE |
P.O.BOX 8, |
HARBOUR STREET, |
MULLINGAR, |
Westmeath |
9 |
0 |
209 |
209 |
N |
|
18253F |
SCOIL NAOMH CAITRIONA |
MODEL FARM ROAD |
CORCAIGH |
Cork |
14 |
0 |
381 |
381 |
N |
|
|
18324C |
SCOIL BRIDE C |
PALMERSTOWN |
DUBLIN 20 |
Dublin |
14 |
0 |
353 |
353 |
N |
|
|
18361I |
S N CAITRIONA C |
COOLOCK |
DUBLIN 5 |
Dublin |
9 |
0 |
193 |
193 |
Y |
|
|
18363M |
S N MUIRE GAN SMAL |
GREEN LANE |
CARLOW |
Carlow |
16 |
0 |
434 |
434 |
N |
|
|
18412W |
S N C NAOMH PADRAIG |
DONABATE |
CO DUBLIN |
Dublin |
16 |
0 |
443 |
443 |
N |
|
|
18455R |
OUR LADY OF ASSUMPTION |
SIURACHA NA CARTHANACHA |
BAILE UAILCIN |
BAILE ATHA CLIATH 12 |
Dublin |
8 |
0 |
225 |
225 |
N |
|
18509O |
AN TEAGHLAIGH NAOFA |
CLOCHAR NA TROCAIRE |
PORT LAIRGE |
Waterford |
13 |
0 |
302 |
302 |
Y |
|
|
18535P |
ST. JOHNS GIRLS N S |
BALLEA RD |
CARRIGALINE |
CO CORK |
Cork |
19 |
0 |
546 |
546 |
N |
|
18563U |
SCOIL NAOMH BRID C |
EGLANTINE HOUSE |
BALLINLOUGH |
CORK |
Cork |
20 |
0 |
555 |
555 |
N |
|
18566D |
S N ATHAIR MAITIU C |
AN TOCHAIR |
CORCAIGH |
Cork |
11 |
0 |
276 |
276 |
N |
|
|
18587L |
SCOIL MHUIRE BANRION |
MAYFIELD |
CORK |
Cork |
10 |
0 |
208 |
208 |
Y |
|
|
18624O |
MERCY CONVENT KILLALOE |
KILLALOE |
CO CLARE |
Clare |
4 |
0 |
85 |
85 |
N |
|
|
18683H |
ST CANICES G N S |
FINGLAS |
DUBLIN 11 |
Dublin |
15 |
0 |
401 |
401 |
Y |
|
|
18689T |
OUR LADY OF MERCY SENIOR P.S. |
MILITARY ROAD |
WATERFORD |
Waterford |
12 |
0 |
310 |
310 |
Y |
|
|
18694M |
CONVENT OF MERCY N S |
CASTLEBAR |
CO MAYO |
Mayo |
15 |
0 |
368 |
368 |
N |
|
|
18767N |
S N REALT NA MARA (C) |
DOMHNACH CEARNAIGH |
MORNINGTON |
DROGHEDA |
Meath |
16 |
0 |
398 |
398 |
N |
|
18793O |
SC NAOMH EOIN LE DIA |
PASSAGE ROAD |
WATERFORD |
Waterford |
10 |
0 |
267 |
267 |
N |
|
|
18911R |
BANTIARNA NA MBUANNA G |
BAILE MUNNA |
DUBLIN 9 |
Dublin |
8 |
0 |
165 |
165 |
Y |
|
|
18969C |
ST EITHNES SENIOR G N S |
EDENMORE |
RAHENY |
DUBLIN 5 |
Dublin |
7 |
0 |
152 |
152 |
Y |
|
18977B |
S N CHOLMCILLE C |
SWORDS |
CO DUBLIN |
Dublin |
17 |
0 |
468 |
468 |
N |
|
|
19000E |
S N AN SPIORAID NAOMH C |
CURRAHEEN RD |
BISHOPSTOWN |
CORK |
Cork |
10 |
0 |
240 |
240 |
N |
|
19007S |
EOIN BAISDE C NAOIDH |
SEAFIELD ROAD |
CLONTARF |
DUBLIN 3 |
Dublin |
9 |
0 |
258 |
258 |
N |
|
19015R |
ST JOSEPHS G N S |
BARRY AVENUE |
FINGLAS WEST |
DUBLIN 11 |
Dublin |
8 |
0 |
184 |
184 |
Y |
|
19037E |
ST MONICAS N S |
EDENMORE |
RAHENY |
DUBLIN 5 |
Dublin |
4 |
0 |
70 |
70 |
Y |
|
19159S |
ST PAULS G N S |
GREENHILLS |
KIMMAGE WEST |
DUBLIN 12 |
Dublin |
11 |
0 |
274 |
274 |
N |
|
19178W |
ST PIUS X G N S |
FORTFIELD PARK |
TERENURE |
DUBLIN 6 |
Dublin |
17 |
0 |
525 |
525 |
N |
|
19209H |
SN AN SPIORAID NAIOMH C |
SILLOGUE RD |
BALLYMUN |
DUBLIN 11 |
Dublin |
13 |
0 |
277 |
277 |
Y |
|
19215C |
S N ARD MHUIRE C |
BALLSGROVE |
DROGHEDA |
CO LOUTH |
Louth |
18 |
0 |
356 |
356 |
Y |
|
19232C |
S N BARRA NAOFA CAILINI |
BEAUMONT |
CORK |
Cork |
9 |
0 |
260 |
260 |
N |
|
|
19247P |
S N AN TSLANAITHEORA C |
ARD EASMUINN |
DUN DEALGAN |
CO LOUTH |
Louth |
5 |
0 |
102 |
102 |
Y |
|
19259W |
ST PATRICKS GNS |
FOXROCK AVE |
FOXROCK |
DUBLIN 18 |
Dublin |
19 |
0 |
526 |
526 |
N |
|
19298J |
SCOIL NAIS IDE CAILINI |
KILMORE ROAD WEST |
ARTANE |
DUBLIN 5 |
Dublin |
9 |
0 |
178 |
178 |
Y |
|
19303W |
NA MAIGHDINE MHUIRE |
SHANGAN ROAD |
BALLYMUN |
DUBLIN 9 |
Dublin |
7 |
0 |
123 |
123 |
Y |
|
19321B |
OUR LADY GOOD COUNSEL GNS |
JOHNSTOWN |
DUN LAOGHAIRE |
CO DUBLIN |
Dublin |
16 |
0 |
435 |
435 |
N |
|
19332G |
S N MUIRE NA HEIREANN |
CAHERDAVIN |
LIMERICK City |
Limerick |
11 |
0 |
299 |
299 |
N |
|
|
19396J |
NA MAIGHDINE MUIRE GIRL |
BALLINTEER |
DUBLIN 16 |
Dublin |
10 |
0 |
249 |
249 |
N |
|
|
19427R |
S N BHREANNDAIN C |
AN GHLEANN |
CORCAIGH |
Cork |
5 |
0 |
90 |
90 |
Y |
|
|
19466E |
ST KEVINS GIRLS |
KILNAMANAGH |
TALLAGHT |
DUBLIN 24 |
Dublin |
10 |
0 |
270 |
270 |
N |
|
19478L |
Holy Family Girls N S |
ASKEA |
CARLOW |
CO CARLOW |
Carlow |
14 |
0 |
371 |
371 |
Y |
|
19623R |
ST PAULS JUN NS |
GREENHILLS |
WALKINSTOWN |
DUBLIN 12 |
Dublin |
9 |
0 |
237 |
237 |
N |
|
19692N |
ST JOHN THE BAPTIST |
OLD ROAD |
CASHEL |
CO. TIPPERARY |
Tipperary |
11 |
0 |
286 |
286 |
N |
|
19797E |
SCOIL NAISIUNTA BHRIDE |
PROSPEROUS ROAD |
CLANE |
CO. KILDARE |
Kildare |
16 |
0 |
422 |
422 |
N |
|
19895E |
SCOIL MHUIR S IOSAF |
ST MARYS PLACE |
PLAS MHUIRE |
OFF DORSET STREET |
Dublin |
5 |
0 |
88 |
88 |
Y |
|
19920A |
ST JOHN OF GOD N S |
KILMORE ROAD |
ARTANE |
DUBLIN 5 |
Dublin |
8 |
0 |
160 |
160 |
Y |
|
19929S |
ST BRIGIDS SENIOR GIRLS |
FINGLAS WEST |
DUBLIN 11 |
Dublin |
9 |
0 |
171 |
171 |
Y |
|
|
19955T |
Presentation Primary School |
Slievekeale Road |
WATERFORD |
Waterford |
18 |
0 |
412 |
412 |
Y |
|
|
19988L |
ST MARYS NATIONAL SCHOOL |
GRANGE ROAD |
BALDOYLE |
DUBLIN 13 |
Dublin |
8 |
0 |
198 |
198 |
N |
|
20038N |
SCOIL AISEIRI CHRIOST |
FARRANREE, |
CORK. |
Cork |
20 |
0 |
372 |
372 |
Y |
|
|
20228S |
ST LAURENCE O TOOLES GIRLS SCHOOL |
49 SEVILLE PLACE |
NORTH WALL |
DUBLIN 1 |
Dublin |
8 |
0 |
90 |
90 |
Y |
|
20389T |
Scoil Maria Assumpta |
Ballyphehane |
Cork |
Cork |
10 |
0 |
212 |
212 |
Y |
111. Deputy Jonathan O'Brien asked the Minister for Education and Skills the resources he has allocated to training teachers for implementation of the new junior certificate reforms. [10892/14]
View answerA new dedicated continuing professional development (CPD) service for schools - Junior Cycle for Teachers (JCT) was established in 2013. JCT commenced the roll-out of CPD events for both school leaders and teachers in November 2013. A range of resources and supports will also be made available online. A variety of CPD delivery methods will be employed including in-school CPD, some of which will be teacher-led, along with off-site workshops delivered by JCT. A multifaceted approach will be adopted, which will help promote professional dialogue and sharing of experiences among school leaders and teaching staff, and support schools in focussing on their own needs and aims, thereby allowing the CPD to impact more directly on teaching and learning in each school context. English teachers will receive a minimum of 4.5 days of training or continuous professional development (CPD). All other subject teachers will receive a minimum of 4 days CPD for each subject. All schools will have the equivalent of one full day of CPD annually for each year of the roll-out of the JCSA. Schools can close to facilitate this CPD for all teaching staff. This will mean that for a teacher of two subjects, the total CPD received will be in the region of 16 days or its equivalent and even more for teachers of English. Substitution cover is provided to allow teachers to engage in these activities.The CPD being planned by the JCT also builds on the substantial amount of CPD and resources already offered to English teachers and post-primary schools' literacy link teachers over the last 2 years by the PDST, which has been leading the delivery of CPD related to the literacy and numeracy strategy. The reforms arising from the Literacy and Numeracy Strategy, including literacy and numeracy development, school self-evaluation and junior cycle, are closely aligned and interlinked; CPD and improvements in one area should impact across the others at school level.The supports for the new Junior Cycle, including ICT supports, are currently being discussed with the education stakeholders
112. Deputy Jonathan O'Brien asked the Minister for Education and Skills the details of any costing or feasibility studies undertaken for the new junior certificate programmes. [10893/14]
View answer113. Deputy Jonathan O'Brien asked the Minister for Education and Skills the details of supports and supervision that will be available to teachers on introduction of the new junior certificate reforms. [10894/14]
View answerI propose to take Questions Nos. 112 and 113 together. The new Junior Cycle is based on the advice provided by the National Council for Curriculum Assessment which, in turn, was based on a range of research carried out for it. The NCCA documentation on junior cycle development was in part based, among other sources, on the commissioned research reports from the ESRI's longitudinal study of the experience of students in post-primary schooling and beyond, in particular the volumes Moving Up: The experiences of First Year Students in Post-Primary School Pathways through the Junior Cycle Gearing Up for the Exam; The Experience of Junior Certificate Students No Way Back?; The Dynamics of Early School Leaving Choices and Challenges: Moving from Junior Cycle to Senior Cycle; Education Behind the Scenes? A Study of Parental Involvement in Post-Primary Education. A commissioned research study on 'Wellbeing and Post-Primary Schooling: A review of the literature and research' by Dr. Maeve O'Brien and the Human Development Team of St. Patrick's College, Dublin. A commissioned research study on international experiences of Standardised Testing in Lower Secondary Education by the Educational Research Centre, Dublin. A commissioned research report from on Curriculum Structures and Stages in Education: Audit of Policy Across Jurisdictions by the National Foundation for Educational Research (UK). In addition, the background work on NCCA documentation involved investigation of international developments in lower secondary education in the OECD countries and specifically in countries/jurisdictions such as Scotland, Northern Ireland, New Zealand, The Netherlands, Finland, Canada and Australia. It is true than I have gone further than the NCCA advice in relation to assessment. I made this decision having considered international best practice. As the Deputy is aware, my officials are currently engaged in intensive discussions with the education stakeholders on the resources and the detailed modalities in relation to workload and implementation issues for schools and teachers; quality assurance and teacher assessment and for CPD to support implementation. I do not wish to pre-empt the results of these discussions. I expect to receive a detailed report on these issues from the National Working Group in May. However, the deputy should note that CPD is currently being rolled out to English teachers and school leaders. €4.8 m was provided for the reform of Junior Cycle in Budget 2014.
