Written Answers Nos. 72-78
72. Deputy Jonathan O'Brien asked the Minister for Education and Skills the budget allocated to the labour market activation fund during each of the past three years; the number of projects supported during each of those years and their names; the number of participants on each of them; and the funding allocated to each project. [20522/14]
View answerThe Labour Market Activation Fund (LMAF) was launched in March 2010 in order to support the creation of training and education programmes for specific priority groups among the unemployed. These groups were the low skilled and those formerly employed in declining sectors - construction, retail and manufacturing sectors - with particular emphasis on the under 35s and the long-term unemployed. It operated across 2010 and 2011 at a total cost of €29.4m. Following evaluation of that scheme, the Labour Market Education and Training Fund (LMETF), known as MOMENTUM, was established in 2012 with a budget of €20m to provide up to 6,500 places for long term unemployed individuals to participate on education and training programmes in specific sectors where employment opportunities existed. Budget 2014 included a provision for a further round of MOMENTUM, with up to 6,000 places available, which will be rolled out in 2014. As SOLAS is responsible for the management and delivery of the MOMENTUM Programme I have asked SOLAS to reply directly to the Deputy with the information requested.
73. Deputy Jonathan O'Brien asked the Minister for Education and Skills the budget allocated to Skillnets during each of the past three years and the number of participants during each year. [20523/14]
View answerI can confirm that in each of the years 2011, 2012 and 2013 Skillnets was allocated a budget of €14.5 m. 42,113 individuals participated on their programmes in 2011. 43,974 individuals were trained in 2012. In 2013, 45,712 individuals participated on programmes. These figures include training for both the employed and unemployed.
74. Deputy Jonathan O'Brien asked the Minister for Education and Skills the number of places on post-leaving certificate courses available during each of the past three years. [20524/14]
View answerThere were 32,688 approved Post Leaving Certificate (PLC) places available in the last three academic years.
75. Deputy Jonathan O'Brien asked the Minister for Education and Skills the number of apprentices registered during each year since 2010; and details of supports available for redundant apprentices. [20525/14]
View answerThe number of apprentices registered during each year since 2010 are as follows:
|
Year: |
Registrations: |
|
2010 |
1,204 |
|
2011 |
1,307 |
|
2012 |
1,434 |
|
2013 |
1,479 |
|
2014 (YTD 28/4/14) |
804 |
If a SOLAS registered apprentice's employment has been terminated due to insufficient work being available he/she should: inform their SOLAS Training Adviser immediately of his/her redundant status; register with the local Employment Services Office for assistance in securing new employment to enable him/her to continue their apprenticeship training; and keep the SOLAS Training Adviser informed of all details relating to the apprenticeship employment with a SOLAS approved employer so that this time may be credited in calculating the finish date of his/her apprenticeship To assist redundant apprentices to complete their apprenticeship SOLAS has put the following interim measures in place:
1. Redundant Apprentices will be scheduled to their next off-the-job phase in accordance with existing scheduling criteria based on the longest waiting.
2 Redundant apprentices may also avail of existing skills training courses which enhance their employable skills. They may also avail of the range of night courses which are available in Training Centres.
3. SOLAS has introduced a Competency Determination Mechanism (CDM). This mechanism will provide redundant apprentices with the opportunity to demonstrate their skills and knowledge against the occupational standard for specified trade over a number of days in a Training Centre. Further details are available from the apprentice's SOLAS Training Adviser. Those who successfully pass the Competency Determination Mechanism will be progressed for the award of the Level 6 Advanced Certificate – Craft. To be eligible for the Competency Determination Mechanism, redundant apprentices must meet the following criteria:-
- Be redundant as an apprentice as notified by their employer and be registered with Employment Services and
- Have successfully completed all Phases 1 – 7 inclusive, reaching the minimum standard, and
- Have not completed 4 years in employment as an apprentice in the trade.
Redundant apprentices will receive a letter from SOLAS inviting them to register their interest in participating in CDM.
4. Redundant apprentices registered for 4 years who have successfully completed all Phases 1-7 but have not completed the required 4 years in employment as an apprentice in the trade, (excluding Air Craft Mechanic) will be contacted by SOLAS to submit a portfolio of evidence under Recognition of Prior Learning for consideration by the National Apprenticeship Advisory Sub-committee for the award of the Advanced Certificate – Craft.
76. Deputy Jonathan O'Brien asked the Minister for Education and Skills if he will provide the detail of funding received under the European Globalisation Fund; and the way it was spent. [20526/14]
View answerEU co-financing contributions totalling €63,285,933 have been received by Ireland to date in respect of seven successful applications for assistance from the European Globalisation Adjustment Fund (EGF). Final reports on the Dell, Waterford Crystal, SR Technics and NACE 41, 43 & 71 construction sub-sector EGF programmes were submitted to the European Commission between 23 December 2011 and 7 December 2012 as required under the EU EGF Regulation No. 1927 of 2006 as amended by EU EGF Regulation No. 546 of 2009. Total expenditure under these six programmes was €55,955,469.80, of which the EU co-financed contribution was €36,371,055.37. The final reports for these EGF programmes along with related post-programme labour market outcome information is publicly available at the Department's dedicated website http://egf.ie/final-reports-for-completed-egf-programmes/. Both EU and the national contributions were spent in all EGF programmes on a wide variety of measures including occupational guidance, training (including apprenticeship supports as appropriate) further education, higher education and enterprise supports, provided to a total of 9,783 redundant workers. The Department is preparing a final report on the Talk Talk EGF programme which ended on 28 February 2014 and for which €2,696,382 was received in EU co-funding, which is required to be submitted to the Commission by 28 August 2014. The EGF Regulation then provides for the European Commission to wind up the financial contribution from the EGF within a further 6 months. Following this process, the final report will be made publicly available. Full details of EGF programme funding allocation and expenditure is set out in the following table.
|
EGF Programme |
Programme Allocation (EU & National) |
Programme Allocation (EU) |
Programme Spend (EU & National) |
Programme Spend (EU) |
|
DELL |
22,817,000.00 |
14,831,040.00 |
13,619,598.04 |
8,852,738.73 |
|
Waterford Crystal |
3,955,159.00 |
2,570,843.00 |
3,089,633.08 |
2,008,261.50 |
|
SR Technics |
11,455,173.99 |
7,445,863.00 |
4,504,198.40 |
2,927,728.96 |
|
NACE 41 construction buildings |
19,522,828.88 |
12,689,838.00 |
12,626,175.10 |
8,207,013.82 |
|
NACE 43 specialised construction |
33,329,459.31 |
21,664,148.00 |
20,304,792.56 |
13,198,115.16 |
|
NACE 71 architectural services |
2,135,107.32 |
1,387,819.00 |
1,811,072.62 |
1,177,197.20 |
|
Talk Talk |
5,392,765.00 |
2,696,382.00 |
n/a |
n/a |
|
Total |
98,607,493.50 |
63,285,933.00 |
55,955,469.80 |
36,371,055.37 |
77. Deputy Jonathan O'Brien asked the Minister for Education and Skills the number of psychologists employed by the National Educational Psychological Service. [20527/14]
View answerThe Deputy may be aware that my Department's National Educational Psychological Service (NEPS) provides educational psychology service to all primary and post primary schools through an assigned NEPS psychologist and in some cases through the Scheme for Commissioning Psychological Assessments (SCPA), full details of which are on the Department's website. Under this scheme schools can have an assessment carried out by a member of the panel of private psychologists approved by NEPS, and NEPS will pay the psychologist the fees for this assessment directly. I can inform the Deputy that my Department's NEPS service currently employ 178 educational psychologists (169 whole-time equivalents). Arrangements are in place currently, and at an advanced stage, to recruit 2 additional personnel and another individual is due shortly to return from a long-term absence.
78. Deputy Jonathan O'Brien asked the Minister for Education and Skills where Traveller history and culture is included in both the primary or secondary school curriculum; and his plans to improve this situation. [20528/14]
View answerThe Intercultural Education Strategy, published in 2010, has moved Irish education in the direction of embracing and teaching proactively about Traveller culture, and other cultures, in Ireland. The Intercultural Education Strategy was influenced by the Report and Recommendations for a Traveller Education Strategy published in 2006. Inclusion was a core principle of that report as was the provision of an education that affirms and supports Travellers and their culture. The Irish Traveller Movement initiated the Yellow Flag Programme. It is a programme of equality and diversity for both primary and post-primary schools which promotes and supports diversity. In the past few years, the number of schools in the Yellow Flag programme has been growing steadily with my Department's encouragement. Ireland also became a full member of the International Holocaust Remembrance Alliance in 2011. This body helps to promote respect for nomadic cultures through raising awareness of the extermination of European groups like the Roma and Sinti, as well as of the Shoah against Jews. The greater flexibility anticipated in current curricular reforms will also support schools, teachers, and students in engaging with historical and cultural studies which relate in a meaningful way, to their own interests and backgrounds. At primary level, schools are expected to provide a broad and balanced curriculum that reflects the interests of their pupils and the school's context. The importance of promoting interculturalism within the school is also highlighted by this DES. The Primary Curriculum 1999 is complemented by Guidelines on Traveller Education in Primary Schools (DES, 2002) and Intercultural Education in the Primary School (NCCA, 2005). These guidelines promote an intercultural approach in the classroom and provide practical examples of how intercultural themes, including Traveller culture, can be accommodated through the various curriculum areas.
The Framework for Junior Cycle which I published in October 2012 has eight principles - one of which is inclusive education - whereby the educational experience is inclusive of all students and contributes to equality of opportunity, participation and outcomes for all. Inclusion in all its forms, including Travellers, is a key component of our primary and post-primary education.
