Tuesday, 8 Apr 2014

Written Answers Nos. 216 - 238

School Enrolments

Questions (216)

Jonathan O'Brien

Question:

216. Deputy Jonathan O'Brien asked the Minister for Education and Skills the position regarding school places in respect of persons (details supplied). [16534/14]

Written answers

Minister for Education and Skills

The Educational Welfare Service of the Child and Family Agency (EWS) is the statutory agency which can assist parents who are experiencing difficulty in securing a school place for their child. The EWS may be able to offer assistance and advice on securing a school placement within the pupil's area. The contact details for the EWS is Educational Welfare Service of the Child and Family Agency, Block 3, Floor 1, Grove Court, Blanchardsown, Dublin 15, phone number 01-8103260.

The selection and enrolment of pupils in schools is the responsibility of the authorities of the individual school. My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in an area. However, this may result in some pupils not obtaining a place in the school of their first choice. As schools may not have a place for every applicant, a selection process may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. Under section 15 (2) (d) of the Education Act, 1998, each school is legally obliged to disclose its enrolment policy and to ensure that as regards that policy that principles of equality and the right of parents to send their children to a school of the parents choice are respected.

Section 29 of the Education Act, 1998 provides for an appeal by a parent or guardian to the Secretary General of my Department, or in the case of an Educational Training Board (ETB) school to the ETB in the first instance, where a Board of Management of a school, or a person acting on behalf of the Board, refuses to enrol a student in a school, expels a student or suspends a student for 20 or more days in any school year. My Department has no authority to compel a school to admit a pupil, except in the case of an appeal under section 29 of the Education Act, 1998 being upheld. Application forms for taking a section 29 appeal are available on my Departments website at the following link http://www.education.ie/en/Parents/Services/Appeal-against-Permanent-Exclusion-Suspension-or-Refusal-to-Enrol/Section-29-Appeals-Application-Form.doc, or by contacting Section 29 Administration Unit, Friars Mill Road, Mullingar, Co. Westmeath, phone [phone].

The Deputy may be aware that the Government has approved the drafting of the Education(Admissions to Schools) Bill 2014. This new legislation aims to ensure that the enrolment process in all schools is inclusive, transparent and fair.

Education and Training Provision

Questions (217, 222)

Billy Kelleher

Question:

217. Deputy Billy Kelleher asked the Minister for Education and Skills the amount of funding his Department will be allocating to an organisation (details supplied) in County Cork in 2014 to assist it in meeting the educational needs of young persons who have fallen outside the mainstream education system; and if he will make a statement on the matter. [16541/14]

Billy Kelleher

Question:

222. Deputy Billy Kelleher asked the Minister for Education and Skills his view of the work being carried out by an organisation (details supplied) in County Cork who cater for students who have fallen outside mainstream education; his Department's support for their programme; and if he will make a statement on the matter. [16572/14]

Written answers

Minister for Education and Skills

I propose to take Questions Nos. 217 and 222 together.

In 2014 my Department will allocate 968 teacher co-operation hours, provided under the Co-operation Hours Scheme operated by the local Education and Training Board (ETB), as well as €47,500 in non-pay funding.

I understand that this organisation, established by the Christian Brothers in 1996, with the assistance of the Holy Faith Sisters, caters for approximately 40 young people who are out of the mainstream school system and provides a model of high support educational provision incorporating intensive personal, social and educational support. The ETB through the use of co-operation hours employ tutors to work with these young people delivering tuition in Reading, Literacy, Arts and Crafts, Woodwork, Home Economics and Civic Social and Political Education. The annual grant of €47,500 is provided to meet day to day running costs of the centre.

This Government is committed to addressing educational disadvantage and while services such as this centre meet a particular demand it is also important to reflect on the significant additional targeted resources which are deployed for the purpose of combating educational disadvantage and early school leaving. These include intensive literacy and numeracy programmes, out-of-school, after school and holiday time supports as well as special needs supports provided to assist young people at risk.

It should be noted that there has been a substantial expansion of these initiatives since the establishment of this facility by the Christian Brothers in 1996.The difficult situation in which the organisation finds itself in, arises primarily from the withdrawal of direct funding by the Christian Brothers. The major budgetary pressures within my Department place significant constraints on its capacity to support existing programmes and, consequently, given the significant range of educational disadvantage interventions already supported by my Department, there is no scope to meet a request for addition funding for this organisation beyond the level of support currently allocated.

Schools Building Projects Status

Questions (218)

Niall Collins

Question:

218. Deputy Niall Collins asked the Minister for Education and Skills the position regarding plans for a second level school (details supplied) in Dublin 24; the schedule being followed and proposals for the management of the school; and if he will make a statement on the matter. [16550/14]

Written answers

Minister for Education and Skills

I wish to confirm for the Deputy that architectural planning has commenced for the provision of a new 1,000 pupil post primary school in the area in question. The project was included in the Department's 5 Year Construction Programme announced in March 2012 and is expected to progress to construction in 2015/2016.

The Patronage of the school has been awarded to Dublin and Dun Laoghaire Education Training Board.

Schools Building Projects Status

Questions (219)

Niall Collins

Question:

219. Deputy Niall Collins asked the Minister for Education and Skills his plans for the development of new school accommodation for a school (details supplied) in Dublin 24; and if he will make a statement on the matter. [16551/14]

Written answers

Minister for Education and Skills

A site has been identified for the school referred to by the Deputy. The progression of the school project within architectural planning is currently underway. A design team is working on the accommodation brief to provide for a new 17 classroom school.

Schools Building Projects Status

Questions (220)

Niall Collins

Question:

220. Deputy Niall Collins asked the Minister for Education and Skills his plans to develop a new second level school in Knocklyon, Dublin 16; and if he will make a statement on the matter. [16552/14]

Written answers

Minister for Education and Skills

In June 2011, I announced that some 20 new post primary schools are to be established up to 2017 to cater for increasing demographics across a number of locations. That announcement did not include a proposal to establish a new school in Knocklyon, Dublin 16.

My Department is currently analysing the demographics for all areas, including those for the Dublin 16 area, to determine where any further new schools may be needed into the future.

Higher Education Courses Provision

Questions (221)

John McGuinness

Question:

221. Deputy John McGuinness asked the Minister for Education and Skills the number of places that are allocated to FETAC level 5 students for nursing each year; and the criteria necessary to be allocated a college place to study nursing. [16567/14]

Written answers

Minister for Education and Skills

Information regarding the number of places that are allocated to Fetac level 5 students for nursing each year has been provided by the Higher Education Authority, and is available in the link below.

As regards the question concerning the criteria necessary to be allocated a college place to study nursing, Universities and Institutes of Technology are autonomous institutions within the meaning of the Universities Act 1997 and the Institutes of Technology Act 2006. The management of their academic affairs, including admissions criteria for studying nursing, are therefore matters for the individual institutions concerned. Higher education institutions vary in their criteria regarding their admissions policies and procedures.

Reply

Question No. 222 answered with Question No. 217.

School Accommodation

Questions (223)

Billy Kelleher

Question:

223. Deputy Billy Kelleher asked the Minister for Education and Skills if he is prepared to give a funding commitment to a school (details supplied) which will allow it to secure a lease to remain at its current premises, as he will appreciate negotiations have an urgency to them; and if he will make a statement on the matter. [16576/14]

Written answers

Minister for Education and Skills

I understand that the school to which the Deputy refers has advised my Department that it wishes to enter a further lease in respect of its current school accommodation. My Department has been in contact with the school authorities to obtain further clarity in relation to the lease arrangements concerned and also to obtain the Patrons views, whose approval to the lease is also required. Once a response has been received, the matter can be considered further.

Parliamentary Questions Costs

Questions (224)

Joan Collins

Question:

224. Deputy Joan Collins asked the Minister for Education and Skills the costs to his Department to process and respond to a priority, an oral and a written parliamentary question. [16589/14]

Written answers

Minister for Education and Skills

The cost of answering a Parliamentary Question and the time taken to answer all questions vary considerably according to the level of information requested.

Staff are not assigned full time to deal with Parliamentary Questions, they are dealt with, as the need arises, by officials in the sections dealing with the particular issue(s) raised in Parliamentary Questions. Time spent on an individual answer depends on the complexity of the issue raised and whether priority, oral or written. In 2013 my Department responded to 3,764 Parliamentary Questions and to date in 2014 has responded to 1,115 Parliamentary Questions. A considerable amount of time is spent answering Parliamentary Questions however it is not possible to quantify the costs involved.

Information and Communications Technology

Questions (225)

Luke 'Ming' Flanagan

Question:

225. Deputy Luke 'Ming' Flanagan asked the Minister for Education and Skills further to Parliamentary Question No. 102 of 27 February 2014, the reason the professional development service for teachers is sanctioning the use and purchase of iPads by students, when a much cheaper and more useful tablet is available on which one can use Microsoft Office applications and study for ECDL and many other computer courses, unlike the iPad, which is not compatible with the most common applications such as Word and Excel; and if he will make a statement on the matter. [16652/14]

Written answers

Minister for Education and Skills

I do not endorse or promote any product for use in schools. The decision on which device to use in a school to support implementation of the curriculum is made by each individual school themselves. The Professional Development Service for Teachers (Technology in Education) does not sanction the use and purchase of any particular brand of tablet device. They are available to advise schools on how to integrate technology in teaching and learning including the introduction of Tablets in a school.

Information and Communications Technology

Questions (226)

Luke 'Ming' Flanagan

Question:

226. Deputy Luke 'Ming' Flanagan asked the Minister for Education and Skills further to Parliamentary Question No. 140 of 11 March 2014, when teachers can choose a tablet such as the Microsoft Surface 2 which is, compatible with Microsoft Office applications such as, Word, Excel and Powerpoint, can be used for ECDL examination preparation and training for teachers and students and can be used for learning of visual basic, C sharp and C++ programming and SQL database language, but instead, the teachers choose a toy fashion accessory, the Apple iPad, at twice the cost to parents, and which cannot be used for any of the aforementioned learning, is the Professional Development Service for Teachers (Technology in Education) completely neutral in respect of this damaging choice by teachers; his views that this is a damaging decision and one on which he will take immediate action to rectify and in order to prevent further damage to the prospects and opportunities of our students and in order to minimise expense to parents; and if he will make a statement on the matter. [16653/14]

Written answers

Minister for Education and Skills

The Professional Development Service for Teachers (Technology in Education) does not endorse or promote any product for use in schools. They are available to advise schools on how to integrate technology in teaching and learning. The decision on the introduction of tablet devices and the type of tablet purchased is one that rests with the Board of Managment of a school.

School Textbooks

Questions (227)

Luke 'Ming' Flanagan

Question:

227. Deputy Luke 'Ming' Flanagan asked the Minister for Education and Skills the date of the decision to use workbooks in national primary schools; the persons involved in this decision; and if he will make a statement on the matter. [16654/14]

Written answers

Minister for Education and Skills

As I stated in a previous reply to the Deputy, it is a matter for the Board of Management of each individual school to decide on its own school policy regarding whether or not workbooks are to be used in the school. Therefore, there was no decision made by the Department of Education and Skills or by any Minister to use workbooks in national schools.

Student Grant Scheme Eligibility

Questions (228)

Robert Troy

Question:

228. Deputy Robert Troy asked the Minister for Education and Skills his plans to change the eligibility criteria for higher education grants to ensure that they are reflective of families' large expenses; and if he will make a statement on the matter. [16656/14]

Written answers

Minister for Education and Skills

Under the terms of the student grant scheme, grant assistance is awarded to students who meet the prescribed conditions of funding including those relating to nationality, residency, previous academic attainment and means. The assessment of means under my Department's student grant scheme is based on gross income from all sources. Therefore, all income is assessed from the same starting point, eliminating any distortion which might arise from different spending decisions. The means test arrangements of the student grant scheme are applied nationally. In the case of both employed and self-employed applicants, gross income is assessed with certain specified social welfare and health service executive payments excluded.

The eligibility of an applicant, or the level of the grant awarded, may be re-assessed by SUSI in the event of a change of circumstances in the academic year. The applicant should in the first instance contact the relevant awarding body and notify them of the change in circumstances. I have no plans at present to depart from the above practice in respect of the determination of income. In addition, the Student Assistance Fund will continue to be made available through the access offices of third-level institutions to assist students in exceptional financial need. The access offices themselves also provide support and advice to students to enable them to continue with their studies.

School Textbooks

Questions (229)

Luke 'Ming' Flanagan

Question:

229. Deputy Luke 'Ming' Flanagan asked the Minister for Education and Skills further to Parliamentary Question No. 141 of 11 March 2014, regarding decisions on the use of workbooks, in his answer on the use of textbooks, quotes what he calls, The Guidelines that accompany the Primary School Curriculum, 1999, which state that it should be noted that textbooks, of their very nature, cannot adequately cover local history studies and should therefore be regarded as only one source among many for the teaching of history; the resource that students will rely on for their learning of local history, bearing in mind that most history teachers are not natives of the places in which they teach; with this new emphasis on local history, if the cutback in other history teaching will be that of national or European history or will there be an increase in the hours spent teaching history; with the new emphasis on local history, his views that, for example, Roscommon or Sligo people would be less interested in Humbert’s arrival in Killala than Mayo people, or that Dublin people would have no interest in the Battle of the Boyne; and if he will make a statement on the matter. [16657/14]

Written answers

Minister for Education and Skills

The Deputy should be aware that while the current Primary School Curriculum was introduced into schools in 1999, the inclusion of local history has been a feature of the history curriculum since 1971. The introduction to the Primary School Curriculum states that "The exploration of local history remains a central element of the curriculum at all levels, but as children mature they encounter a widening range of peoples, events and periods. These are drawn from local, national, European and non-European contexts and from diverse social, cultural, ethnic and religious backgrounds, so that children acquire a balanced understanding of local, Irish and international history." A range of useful resources for teachers for teaching local history is available in the Teacher Guidelines for teaching History.

School Textbooks

Questions (230)

Luke 'Ming' Flanagan

Question:

230. Deputy Luke 'Ming' Flanagan asked the Minister for Education and Skills further to Parliamentary Question No. 141 of 11 March 2014, regarding decisions on the use of workbooks, in which he stated that the Education Act, 1998, places a responsibility on boards of management to manage the school on behalf of the patron of the school and for the benefit of the students and parents, and to provide or cause to be provided an appropriate education for each student at the school, boards of management, in exercising their function to ensure that an appropriate education is provided for students, have the authority to determine school policy on this matter, it seems clear, that he is saying that boards of management have the authority to determine school policy on this matter, however in the next sentence he states that, teachers under the guidance of the senior management of the school must make decisions on the textbooks or workbooks to be used in line with the school policy determined by the board, if he will explain, whether it is the board of management or the teachers who determine whether or not workbooks are used in a school in the event of a disagreement between the board of management and the teachers as to whether these workbooks should or should not be used; and if he will make a statement on the matter. [16659/14]

Written answers

Minister for Education and Skills (Deputy Ruairí Quinn)

As my answer to your Parliamentary Question Number 141 of 11 March made clear, it is a matter for each Board of Management of a school to decide on its own school policy in relation to the use of workbooks. Any decisions of the teaching staff in relation to the use of workbooks must be in line with the school policy.

School Textbooks

Questions (231)

Luke 'Ming' Flanagan

Question:

231. Deputy Luke 'Ming' Flanagan asked the Minister for Education and Skills further to Parliamentary Question No. 141 of 11 March 2014, in which he states that, he is conscious of the additional costs that may have to be borne by parents if workbooks are used extensively in schools and the Guidelines for Developing Textbook Rental Schemes in Schools, published by my Department in 2012, to outline a number of strategies that can be used to obviate the need for such workbooks; the definitions of the word "obviate" in my Concise Oxford Dictionary are, "clear away, get rid of, get round, neutralise"; subsumed in his answer is the belief, on his part, that there is a need for these workbooks; the reason he considers that there is a need for these workbooks; and if he will make a statement on the matter. [16661/14]

Written answers

Minister for Education and Skills

There should be no assumption by the Deputy that I consider that there is a need for workbooks in schools. In fact, the Guidelines for Developing Textbook Rental Schemes that I commissioned state clearly that "A number of strategies can be used to avoid the need for workbooks".

School Textbooks

Questions (232)

Luke 'Ming' Flanagan

Question:

232. Deputy Luke 'Ming' Flanagan asked the Minister for Education and Skills further to Parliamentary Question No. 141 of 11 March 2014, in which he states that, the Guidelines that accompany the Primary School Curriculum, 1999 acknowledge that carefully selected textbooks may play a role in supporting the implementation of the curriculum but they also warn against an over-reliance on textbooks, stating, for example, in regard to history, that it should be noted that textbooks, of their very nature, cannot adequately cover local history studies and should therefore be regarded as only one source among many for the teaching of history, he has already stated publicly that, for example in County Wexford, students should be taught about Vinegar Hill, his views on whether different history is taught in different parts of the country and whether the landing of Humbert in Killala is of interest to and should be taught only to County Mayo people, or that the Siege of Limerick, should only be taught to County Limerick people; his views on whether there is a need for authoritative and well reviewed textbooks for students as a need to overcome the shortcomings of the many awful and inadequate history teachers; his views on whether there is a need for authoritative and well reviewed textbooks for students in order to ensure that there is consistency in the teaching of history throughout the country and that there can be no disadvantages arising for students of a particular area when taking examinations; and if he will make a statement on the matter. [16662/14]

Written answers

Minister for Education and Skills

The Primary History curriculum delineates historical skills that are to be developed progressively by children and a number of strands which outline the historical topics and periods to be explored by the child. The strands have been designed to ensure that children experience a broadly balanced history programme. They reflect major historical periods, important genres of historical enquiry and particular methodological approaches. The arrangement of material within the strands respects the professional autonomy of teachers and school principals, and has been designed to provide maximum flexibility to them in the planning of the history curriculum that they offer to children. The number of strands, and hence the scope of historical enquiry, increases as the child gets older. However, it is an important principle of the curriculum that at each level children should experience material from a range of historical periods and from local, national and international contexts. It is to be expected, therefore, that many common elements of national and international history will be taught in schools, but that schools will also respond in various ways to meet the diverse needs of pupils and to ensure that the history curriculum reflects the local environment and experiences of the local community in the past. The Teacher Guidelines that accompany the Primary History curriculum (pages 33-39) outline a broad range of sources and materials that may be used to support the teaching of history. These guidelines make clear that "carefully chosen, well-produced textbooks may be an important source for the teaching of history" but also advise that "textbooks, of their very nature, cannot adequately cover local history studies and should therefore be regarded as only one source among many for the teaching of history" and that "the exclusive use of one textbook per class could have a constricting influence on the selection of strand units" by the teacher. This guidance is in line with best international practice in the teaching of history. The deputy should note that primary school pupils are not required to take any examinations in history. Finally, I must state that I have no evidence to support the deputy's assertion that there are "many awful and inadequate history teachers".

School Transport Administration

Questions (233)

Clare Daly

Question:

233. Deputy Clare Daly asked the Minister for Education and Skills further to Parliamentary Question No. 208 on the 1 April 2014, if he will define what he means by the term "rebated"; and will he explain his reasons for using the word rebated. [16682/14]

Written answers

Minister of State at the Department of Education and Skills

The rebate is the difference between what the Company is due under the calculation as set out in the 1975 Summary of Accounting Arrangements and the amount actually paid.

This is an appropriate description.

Gaelscoileanna Issues

Questions (234, 235)

Peadar Tóibín

Question:

234. Deputy Peadar Tóibín asked the Minister for Education and Skills the position regarding the establishment of a Gaelscoil in the Celbridge area of County Kildare in view of the fact that parents in this area cannot access places in the surrounding areas, especially for those children born in 2009 and in 2010. [16713/14]

Peadar Tóibín

Question:

235. Deputy Peadar Tóibín asked the Minister for Education and Skills his plans to deal with demand for Gaelscoil education in Kells and Oldcastle, County Meath; and his plans to deal with extra demand in Navan, County Meath. [16714/14]

Written answers

Minister for Education and Skills

I propose to take Questions Nos. 234 and 235 together.

In June 2011, I announced that some 20 new primary schools are to be established up to 2017 to cater for increasing demographics across a number of locations. That announcement did not include a proposal to establish a new school in any of the areas referred to by the Deputy. My Department continues to analyse demographic data on a nationwide basis to determine where further school accommodation might be needed. Where further new schools are being established, it will be open to all patron bodies, including all-Irish providers, to make an application for patronage in line with published criteria.

It is, of course, open to all existing schools, including Gaelscoileanna, to make an application for additional school accommodation, where this need arises. I can confirm that the existing Gaelscoil in Navan, County Meath has made no application to my Department in this regard.

Schools Administration

Questions (236)

Willie Penrose

Question:

236. Deputy Willie Penrose asked the Minister for Education and Skills the guidelines in place to permit amalgamations of schools; the level of consultation, surveys and assessments that are carried out prior to making a definitive decision thereon; and if he will make a statement on the matter. [16723/14]

Written answers

Minister for Education and Skills

I wish to advise the Deputy that the decision making authority for any amalgamation belongs to the Patron of a school, subject to the approval of the Minister for Education and Skills. My Department's role is to facilitate any such proposal or discussions between the relevant parties. The initiative for any amalgamation may come from a variety of sources, such as parents, staff, Board of Management and patron(s). I have said on several occasions that any decisions to amalgamate schools will be voluntary and follow decisions taken at a local level.

Amalgamation proposals must first involve consultation with all of the relevant stakeholders, including students, parents, teachers, and local communities. It must be well planned and managed in a manner that accommodates the interests of all stakeholders and contributes to an inclusive education system. The Patron and relevant stakeholders are required to consider the implications that any amalgamation proposal may have on school funding, school staffing and school transport so that an informed decision can be made.

All agreed amalgamation proposals must be submitted to my Department for approval. Proposals that may have major capital implications can only be considered within the context of my Department's capital budget and the challenges facing my Department in meeting national demographic demands.

School Management

Questions (237)

Willie Penrose

Question:

237. Deputy Willie Penrose asked the Minister for Education and Skills the legislative and-or administrative basis for putting in place a board of management for primary schools; if it is mandatory for such a board to be put in place; the role and functions of the chairperson of any such board; and if he will make a statement on the matter. [16725/14]

Written answers

Minister for Education and Skills

Under the Education Act 1998, it is the duty of the patron to appoint, where practicable, a Board of Management.

The agreed procedures for the appointment of Boards of Management of primary schools are set out in my Department's publication "Constitution of Boards and Rules of Procedures 2011". The booklet is available on my Department's website www.education.ie. This booklet also sets out the role and duties of the Chairperson of the Board of Management. The Education Act 1998 also provides that the patron may appoint a person or persons to manage the school in circumstances where the appointment of a Board is not practicable or where the patron has dissolved the Board and pending the appointment of a new board.

Institutes of Technology

Questions (238)

Seán Kyne

Question:

238. Deputy Seán Kyne asked the Minister for Education and Skills in the context of the investment and development of the Dublin Institute of Technology which is preparing to relocate its constituent colleges to Grangegorman, the plans envisaged for the buildings currently in use by DIT such as those on Bolton Street and Cathal Brugha Street which have a long association of educational use for the public; and if he will make a statement on the matter. [16759/14]

Written answers

Minister for Education and Skills

It is envisaged that the property portfolio of Dublin Institute of Technology shall be disposed of with proceeds utilised against the overall costs of development of the Grangegorman site.