Thursday, 19 Jun 2014

Written Answers Nos. 48-60

Economic Policy

Questions (48)

Terence Flanagan

Question:

48. Deputy Terence Flanagan asked the Minister for Finance the forecasting that his Department carries out; the future period this covers; and if he will make a statement on the matter. [26511/14]

Written answers

Minister for Finance

Up until recently, the forecasting period covered in the Budget and Stability Programme included the current year, and at least three future years, for example 2014 - 2017. Under the new European fiscal framework, Ireland is required to provide forecasts in the Budget and the Stability Programme for a period until the medium-term budgetary objective (also known as MTO) is achieved, which in Ireland's case is estimated to be 2018. In order to provide economic and strategic guidance over a longer term period, my Department published the Medium Term Economic Strategy last December. This provided projections out to 2020 for the first time, to give a focus for the future direction of the Irish state.

Question No. 49 answered with Question No. 47.

Fiscal Policy

Questions (50)

Terence Flanagan

Question:

50. Deputy Terence Flanagan asked the Minister for Finance the major issues he raised with euro area Finance Ministers when he reviewed other countries budgets last year; and if he will make a statement on the matter. [26513/14]

Written answers

Minister for Finance

Member States subject to a macroeconomic adjustment programme are exempt from submitting a Draft Budgetary Plan (DBP). Cyprus, Greece, Portugal and Ireland did not have to present a DBP, as the surveillance took place in the context of the programme. Therefore the assessment of the euro area was based on the 13 Member States that submitted DBPs. In the case of Austria, Germany and Luxembourg, DBPs were submitted by outgoing governments and on a no-policy change basis. Ministers carefully scrutinised and discussed each other's Draft Budgetary Plans. It was agreed that the fiscal plans for 2014 were broadly appropriate. The Eurogroup welcomed the fact that no draft budgetary plan was found  to be in serious non-compliance with the obligations of the SGP and that consequently no resubmission of a DBP would be requested by the Commission. I agreed with my colleagues on this conclusion. The Eurogroup concluded that fiscal consolidation efforts are delivering results and that the euro area is making its way out of the crisis. The euro area's government debt level is expected to stabilise in 2014 and the deficit is planned to fall below 3 per cent of GDP.

Departmental Staff Remuneration

Questions (51)

Seán Fleming

Question:

51. Deputy Sean Fleming asked the Minister for Finance the cumulative total of unapproved salary top-ups currently being paid under the remit of his Department; and if he will make a statement on the matter. [27084/14]

Written answers

Minister for Finance

The cumulative total of unapproved salary top-ups currently being paid under the remit of my Department is nil.

School Curriculum

Questions (52, 53)

Thomas P. Broughan

Question:

52. Deputy Thomas P. Broughan asked the Minister for Education and Skills if civil, social and political education will be removed as a compulsory State examinable subject under the new junior cycle curriculum; and the way students will be educated in areas such as aspects of active citizenship, human rights and the political system under the new curriculum. [26368/14]

Thomas P. Broughan

Question:

53. Deputy Thomas P. Broughan asked the Minister for Education and Skills if his attention has been drawn to Ireland’s obligations under a number of United Nation's conventions, including the United Nation's Convention on the Rights of the Child 1989, to provide education on human rights to children; and the way this obligation will continue to be fulfilled if and when the junior cycle curriculum is reformed. [26369/14]

Written answers

Minister for Education and Skills

I propose to take Questions Nos. 52 and 53 together.

In the context of the implementation of the new Framework for Junior Cycle the only subjects that will be "compulsory" are English, Mathematics and Irish. This decision has been taken to give schools the flexibility to develop their Junior Cycle programme mindful of the educational needs of their own students and mindful of the principles, statements of learning and key skills as set out in the Framework. In fact, the new Framework includes a strong focus on education for active citizenship and the promotion of human rights and responsibilities.

Education about active citizenship and human rights issues are an integral component of the Framework for Junior Cycle. For example, one of the 24 'Statements of Learning', that encompass the key knowledge and skills that students will develop during their junior cycle, requires that students will " value what it means to be an active citizen with rights and responsibilities in local and wider context". In addition, the 8 key skills which underpin the new Framework for Junior Cycle, include "working with others" whereby students should realise and experience how they can "contribute to making the world a better place". As students will be expected to experience these principles, statements of learning and key skills, it is anticipated that education for active citizenship and education about human rights and responsibilities will continue to be an important part of the new Junior Cycle.

I recently approved a new short course in CSPE that has been developed by the National Council for Curriculum and Assessment (NCCA). This short course will be available to schools to implement from this September, should they wish to do so, as part of their Junior Cycle programme. This programme is in fact designed for 100 hours of teaching compared to less than 70 hours for the existing CSPE syllabus. The new short course aims to inform, inspire, empower and enable young people to participate as active citizens in contemporary society at local, national and global levels based on an understanding of human rights and social responsibilities. One of the three strands in the short course focuses on 'rights and responsibilities'. The United Nations Declaration of Human Rights (UNDHR), the United Nations Convention on the Rights of the Child (UNCRC), and the European Convention on Human Rights (ECHR), are key documents which underpin the course. Informed by these documents, CSPE students will be expected to participate in activities which include designing a campaign to highlight a human rights issue.

As with Junior Cycle, education about active citizenship and human rights issues are also reflected at Senior Cycle. As part of transition year, students are afforded the opportunity to further interrogate some of the themes encountered in CSPE at Junior Cycle. This is facilitated by the availability of resources and materials that have been developed by as number of NGOs, including Amnesty International, for use by transition year pupils.

I have also indicated my intention to introduce 'Politics and Society' as a new optional Leaving Certificate subject. One of the objectives of the draft syllabus, which has been developed by the NCCA, is to develop 'a sense of care for others and a respect for and a valuing of diversity in all areas of human life within the parameters of human rights principles'. In addition, the draft syllabus is structured around four key areas. One of these areas is 'Active Citizenship'. The Politics and Society subject will be made available to schools once the NCCA has advised my Department on a number of outstanding issues.

Student Grant Scheme Eligibility

Questions (54)

Joan Collins

Question:

54. Deputy Joan Collins asked the Minister for Education and Skills the supports in place for parents of multiple birth children in respect of the transition from second to third level education (details supplied). [26375/14]

Written answers

Minister for Education and Skills

The assessment of means under my Department's student grant scheme is based on gross income from all sources. 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. There are no particular supports in place through SUSI for parents of multiple birth children in relation to the transition from secondary to third level education. However, the Deputy may be aware that various income thresholds apply depending on the number of dependent children in a family and/or the number of relevant persons attending further or higher education.

Officials in my Department have been informed by Student Universal Support Ireland (SUSI) that the three students referred to by the Deputy applied for student grants for the academic year 2014-2015 and each was refused as the reckonable income for their household was in excess of the maximum allowable in order to qualify for funding. If an individual applicant considers that she/he has been unjustly refused a student grant, she/he may appeal, in the first instance, to the appeals officer in SUSI. Where an individual applicant has had an appeal turned down in writing by SUSI and remains of the view that the scheme has not been interpreted correctly in his/her case, an appeal form outlining the position may be submitted by the applicant to the independent Student Grants Appeals Board. The relevant appeal form is available to download from http://www.studentfinance.ie/downloads/1375344221/2013_SGAB_appeal_form.pdf.

Student Grant Scheme Eligibility

Questions (55)

Brian Walsh

Question:

55. Deputy Brian Walsh asked the Minister for Education and Skills the circumstances in which an applicant is considered estranged for the purposes of a grant application; the documentation required as proof of estrangement; and if he will make a statement on the matter. [26383/14]

Written answers

Minister for Education and Skills

A student may be assessed as an independent mature student if he or she has attained the age of 23 on the 1st of January of the year of first entry to an approved course or of re-entry following a break in studies of at least three years and is not ordinarily resident with his/her parents from the previous October. Otherwise he or she would continue to be assessed on the basis of parental income. Only in exceptional cases, where compelling independent evidence of estrangement from parents/guardians is provided, can candidates who are under 23 be assessed without reference to their parents/guardians income or address.

The assessment of a case of estrangement is carefully considered to ensure there is sufficient evidence to demonstrate that the exceptional circumstances pertaining in such cases genuinely exists. The type of evidence required is dependent on the applicant's individual circumstances. Compelling independent evidence of irreconcilable estrangement must be provided to allow a grant awarding authority to fully satisfy itself that the conditions for the application of exemption are met. Evidence from services, including the Courts services and the Health Service Executive, working in a professional capacity with the family or the student, which demonstrates and confirms the genuine and irreconcilable nature of the estrangement would generally be necessary for an awarding authority to satisfy itself of the veracity of the case. The appropriate officer(s) depends the individual's particular circumstances.

Schools Site Acquisitions

Questions (56, 57, 58, 59, 60)

Michael P. Kitt

Question:

56. Deputy Michael P. Kitt asked the Minister for Education and Skills when a site will be purchased for the construction of a 12-teacher school building for a school (details supplied) in County Galway; and if he will make a statement on the matter. [26417/14]

Michael P. Kitt

Question:

57. Deputy Michael P. Kitt asked the Minister for Education and Skills if he has been in contact with Galway County Council regarding investigating all possible sites simultaneously in respect of a school (details supplied) in County Galway; and if he will make a statement on the matter. [26418/14]

Michael P. Kitt

Question:

58. Deputy Michael P. Kitt asked the Minister for Education and Skills if a school (details supplied) in County Galway is designated as a rapid build project, ensuring construction by 2015 or 2016; and if he will make a statement on the matter. [26419/14]

Michael P. Kitt

Question:

59. Deputy Michael P. Kitt asked the Minister for Education and Skills if it would be appropriate to commence a compulsory purchase order process due to the clear difficulties in site acquisition in respect of a school (details supplied) in County Galway; and if he will make a statement on the matter. [26420/14]

Michael P. Kitt

Question:

60. Deputy Michael P. Kitt asked the Minister for Education and Skills if he will meet representatives from a school (details supplied) in County Galway and its patron in order to outline the way this matter will be progressed; and if he will make a statement on the matter. [26421/14]

Written answers

Minister for Education and Skills

I propose to take Questions Nos. 56 to 60, inclusive, together.

I wish to advise the Deputy that my Department is progressing a site acquisition to provide permanent accommodation for the school referred to by the Deputy. My Department works closely with Galway County Council in relation to all site acquisitions and my officials are in regular contact with Galway County Council in that regard. However, as I am sure the Deputy will appreciate, there are sensitivities associated with land acquisitions which limits the information which can be provided. At this time I am not in a position to provide further information in relation to the ongoing work to acquire a site. The project to provide a new school building for the school was included in my Department's 5 year School Building plan and listed among those expected to proceed to construction in 2015 or 2016. Officials in my Department are progressing the site acquisition process with a view to maintaining this position, subject to no issues arising.