Written Answers Nos. 222-253
222. Deputy Sean Fleming asked the Minister for Education and Skills if an application for school transport, taxi-escort service or a grant for transport in respect of a child (details supplied) in County Laois with autism to a school will be approved; and if she will make a statement on the matter. [32223/14]
View answerThe School Transport Section of my Department has not received an application for school transport for the child referred to by the Deputy for the 2014/15 school year. The Deputy will be aware that children with special educational needs are eligible for school transport if they are attending the nearest recognised: mainstream school, special class/special school or a unit, that is or can be resourced, to meet their special educational needs under Department of Education and Skills' criteria.
Eligibility for school transport is determined following consultation with the National Council for Special Education through its network of Special Education Needs Organisers (SENO). In this regard, the family in question should liaise with the relevant SENO should they wish to apply for school transport.
223. Deputy Sean Fleming asked the Minister for Education and Skills the number of agencies or State bodies under the aegis of her Department that have been abolished since 2011; and if she will make a statement on the matter. [32238/14]
View answer224. Deputy Sean Fleming asked the Minister for Education and Skills the number of new agencies or State bodies that have been established under the aegis of her Department since 2011; and if he will make a statement on the matter. [32253/14]
View answerI propose to take Questions Nos. 223 and 224 together.
For the Deputy's information, under the Public Service Reform plan the following were identified for rationalisation or merger and the following actions have taken place. The Irish Research Council for Science, Engineering and Technology and Irish Research Council for Humanities and Social Sciences were merged in March 2012 to form the Irish Research Council (IRC). The IRC has been established as a sub-board of the Higher Education Authority (HEA). Under the provisions of the Qualifications and Quality Assurance (Education and Training) Act 2012, the National Qualifications Authority of Ireland (NQAI), the Higher Education Training Awards Council (HETAC) and the Further Education Training Awards Council (FETAC) were amalgamated to form a new agency, the Quality and Qualifications Ireland (QQI). Under the provisions of the Education and Training Boards Act 2013 the Vocational Education Committee (VEC) system was reconfigured, with the number of further education bodies being reduced from 33 to 16. Under the provisions of the Further Education and Training Act 2013 FÁS was dissolved in October 2013, with a new training authority, An tSeirbhís Oideachais Leanúnaigh agus Scileanna (SOLAS) being created with responsibility for funding, planning and co-ordinating training and further education programmes. Following the enactment of the Residential Institutions Statutory Fund Act 2012, the necessary steps have been taken to dissolve the Education Finance Board in March 2013 and establish the Residential Institutions Statutory Fund Board (Cara Nua). This body will be funded from the contributions of the religious congregations offered in response to the request for additional contributions, following the publication of the Ryan Report.
225. Deputy Sean Fleming asked the Minister for Education and Skills the total value of bonus payments made to staff under the aegis of her Department in 2013 and to date in 2014; and if he will make a statement on the matter. [32268/14]
View answerNo bonus payments were made to officials at my Department or to staff employed at bodies under the aegis of my Department in the years mentioned by the Deputy.
226. Deputy Seán Ó Fearghaíl asked the Minister for Education and Skills the total number of appointments to State boards since March 2011 under the aegis of her Department; the total number of appointments that have been advertised on her Department’s website; and if he will make a statement on the matter. [32298/14]
View answerThe information requested on the number of appointments made to State boards since March 2011 is outlined in the following table.
The Deputy should note that Board appointments, while made by me as Minister, are not in all cases made at my sole discretion. Individuals may be nominated for appointment by various organisations as specified in the relevant statute of the body concerned.
Vacancies on other boards of Bodies under the aegis of my Department that arise will continue to be advertised on my Department's website and at www.publicjobs.ie. The Deputy should further note that in making any direct Ministerial appointments, I am not necessarily confined to those who make such expressions of interest but will ensure that all of those appointed have the relevant skills and competencies for the positions.
|
Name of Board |
Number of appointments made to state boards since 2011 |
Number of positions advertised over whcih the Minister can directly appoint [Note1] |
Appointments made from members of the public who applied through PAS process |
|
An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta (COGG) |
2 |
0 |
0 |
|
National Council for Curriculum and Assessment (NCCA) |
26 [Note 3] |
3 |
2 |
|
National Centre for Guidance in Education (NCGE) |
12 |
1 |
0 |
|
State Examinations Commission (SEC) |
5 |
5 |
2 |
|
An Foras Áiseanna Saothair (FÁS) |
3 [Note 2] |
0 |
0 |
|
An tSeirbhís Oideachais Leanúnaigh agus Scileanna (SOLAS) |
13 |
9 |
9 |
|
Grangegorman Development Agency (GDA) |
16 |
7 |
3 |
|
Higher Education Authority (HEA) |
24 |
9 |
2 |
|
Irish Research Council |
14 |
0 |
0 |
|
Irish Research Council for Humanities and Social Sciences (IRCHSS) |
|||
|
Irish Research Council for Science, Engineering and Technology (IRCSET) |
14 |
||
|
Léargas |
12 |
9 |
0 |
|
National Council for Special Education (NCSE) |
14 |
13 |
2 |
|
Quality and Qualifications Ireland (QQI) |
11 |
8 |
3 |
|
Skillnets Ltd |
4 |
0 |
0 |
|
Teaching Council |
39 [Note 4] |
3 |
0 |
|
Residential Institutions Statutory Fund (RISF) |
12 [Note 5] |
9 |
6 [Note 5] |
|
Residential Institution Redress Board (RIRB) |
See [Note 6] |
||
|
Residential Institution Review Committee (RIRC) |
See [Note 6] |
||
|
Education Finance Board (EFB) |
See [Note 6] |
Note1: Appointments, while made by the Minister, are not in all cases made at her sole discretion. Individuals may be nominated for appointment by various organisations as specified in the relevant statute of the body concerned.
Note 2: Two interim appointments were made to the Board of Foras Áiseanna Saothair (FÁS) in January 2013 pending the dissolution of the body in October 2013. Accordingly, these vacancies were not published on PAS. Appointments to the Board of FÁS were made following consultation with the Minister for Social Protection and the Minister for Jobs, Enterprise and Innovation.
Note 3: The 25 member NCCA was appointed in 2012 with one resignee being replaced in November 2013.
Note 4: Includes 2 replacements.
Note 5: In addition to the appointment of persons who applied to PAS a further two appointees applied directly to the Department. Following the resignation of two appointees in 2013, the consequential vacancies were filled by persons who had submitted expressions of interest to PAS (one vacancy was filled in 2013, the other in 2014). An appointee who had not submitted an expression of Interest to PAS resigned in 2014 and was replaced by a person who had not submitted an expression of interest to PAS.
Note 6: The existing members of the Residential Institutions Redress Board (RIRB) and the Residential Institutions Review Committee (RIRC) were re-appointed in December 2011 for a period of two years and again in December 2013 for a further period of 5 months, and were reappointed in June 2014 until 31st December 2014 or until such time as the bodies have completed their work, whichever is the sooner. The Chairperson of the RIRB is paid an annual salary equivalent to the President of the Circuit Court (in February 2012) subject to pension abatement while the Chairperson of the RIRC is paid an annual salary equivalent to a Supreme Court Judge subject to pension abatement. Since October 2011 the Chairperson has taken a 50% voluntary reduction in salary. The other board members of both the RIRB and the RIRC are paid a per diem rate and pension abatement applies in the case of members receiving a pension from the State. The per diem rate from June 2014 is €525.
The final membership of the Education Finance Board (EFB) were appointed in February 2012 for a one year term or until the Residential Institutions Statutory Fund (RISF) was established whichever was the earlier. The RISF was established and the EFB dissolved in March 2013. The 9 member Board consisted of a Chairperson, four former residents of institutions and four ordinary members. The views of survivor groups and other interested parties were sought on appointments of former resident members of the Board. The members were not remunerated.
227. Deputy Seán Ó Fearghaíl asked the Minister for Education and Skills the number of chairpersons appointed to State boards under the aegis of her Department since March 2011 that have appeared before the relevant joint Oireachtas committee; and if she will make a statement on the matter. [32313/14]
View answerFor the Deputies information since March 2011, 7 chairpersons appointed to State boards under the aegis of my Department have appeared before the Joint Oireachtas Committee on Education and Social Protection.
228. Deputy Seán Ó Fearghaíl asked the Minister for Education and Skills the number of retired public servants who have been awarded temporary or term-time posts in her Department in 2011, 2012, 2013 and to date in 2014. [32328/14]
View answerNo retired civil or public servants have been engaged on temporary contracts to cover absences due to term time or otherwise in the years mentioned by the Deputy.
229. Deputy Brendan Griffin asked the Minister for Education and Skills the position regarding the construction of the new primary and secondary schools in Milltown, County Kerry; the timeframe and completion dates for the projects; and if he will make a statement on the matter. [32347/14]
View answerThe delivery of the schools referred to by the Deputy has been devolved to the National Development Finance Agency (NDFA). Construction of both schools commenced in March of this year. It is envisaged that the Primary School will be completed in mid-2015 and the Post Primary School is due for completion in late 2015.
230. Deputy Catherine Murphy asked the Minister for Education and Skills her views on the relationship between SOLAS and the Education and Training Boards; the way the two bodies cooperate to achieve the best outcomes for citizens' skill needs; and if he will make a statement on the matter. [32377/14]
View answerThe respective roles of SOLAS and the Education and Training Boards (ETBs) are set out in the Further Education and Training Act 2013 and the Education and Training Boards Act 2013. SOLAS is responsible for the funding, strategic co-ordination and direction of further education and training (FET) in Ireland. The provision of this education and training is undertaken by the 16 ETBs. The framework for the development of the sector is set out in the FET Strategy 2014-2019, which was published by SOLAS in April. One of the five strategic objectives set out in the strategy is to improve the way in which FET is planned and funded. This will be done through the preparation of annual integrated education and training service plans, the first of which was published earlier this year. The plans will bring together the full range of provision in the sector. The service planning process will enable provision to be planned to best serve the needs of the labour market and learners. The process will also involve target setting and ongoing evaluation in areas such as participation, retention and certification. The annual service planning process is defined by SOLAS and they prepare the plans based on information supplied by the ETBs following extensive local consultation with employers, Intreo offices and other key stakeholders.
Strategic co-operation between SOLAS and the ETBs will also be critical to delivering under the remaining strategic objectives set out in the FET strategy, such as improving the quality and standing of FET.
231. Deputy Seán Ó Fearghaíl asked the Minister for Education and Skills if she will provide in tabular format the commitments under the programme for Government which her Department is responsible for; the progress made to date with regard to each commitment; and if she will make a statement on the matter. [32393/14]
View answerThe timeline for delivery of the Programme for Government commitments is over the lifetime of this Government. To date, the Government has published three annual progress reports, which set out the progress in implementing an extensive number of commitments.
With regard to the commitments relating to my Department, the following table shows the progress made on each. As will be seen from the table, there has been progress in relation to issues such as:- Empowering schools to improve standards;- Protecting frontline services in education;- Enactment of legislation establishing the Education and Training Boards and Solas, the Further Education and Training Authority;- Implementing the National Literacy and Numeracy Strategy;- Investing in the School Building Programme, including the Grangegorman project;- Delivering Equity in Education;- Supporting Children with Special Needs;- Promoting inclusiveness in primary schools;- Reforming the Irish curriculum in schools; and- Reforming Third Level Education.
|
REF |
COMMITMENT |
STATUS |
|
1.2.1 |
We will - within the first 100 days – resource a Jobs Fund which will provide resources for an additional 15,000 places in training, work experience and educational opportunities for those who are out of work |
Completed |
|
1.3.2 |
We will provide a range of initiatives to increase access to further higher level education for the unemployed. |
In Progress |
|
1.3.3 |
We will make Literacy and basic workplace skills a national priority, with literacy training incorporated into wider variety of further education and training. |
In Progress |
|
1.3.4 |
Within this total, we will provide 30,000 additional training places across the education and training system, distributed in line with the recommendations of the Expert Group on Future Skills Needs |
Completed |
|
1.12.15 |
Undertake a full review of the Hunt and OECD reports into third level funding before end of 2011. Our goal is to introduce a funding system that will provide third level institutions with reliable funding but does not impact access for students; |
In Progress |
|
1.8.18 |
A National Strategy for International Education will be implemented, to develop the ‘Education Ireland’ brand, to encourage more international students to study here and to create new jobs in the sector. |
In Progress |
|
1.8.19 |
Our objective will be to double number of international students studying in Ireland, particularly targeting students from India, China and the Middle East. |
In Progress |
|
1.8.20 |
This policy will be pursued in line with employment, academic and skill requirements of overall economy and education sector. |
In Progress |
|
2.13.2 |
Schools will publish annual reports. |
In Progress |
|
3.15.1 |
A priority in education will be to recruit, train and support the highest calibre of teachers. School leadership will be fundamental to furthering this aim. |
In Progress |
|
3.15.2 |
Give greater freedom and autonomy to school principals and boards to raise educational standards by devolving more responsibility locally, with greater freedom to allocate and manage staff with required flexibility and to delegate management responsibilities to teachers as school priorities require. |
In Progress |
|
3.15.3 |
Require schools, with the support of the Inspectorate, to draw up five year development plans for their schools and individual teachers. |
In Progress |
|
3.15.4 |
Administrative functions, relating to maintenance, school building projects and coordination of support services currently carried out by principals will be devolved locally. |
In Progress |
|
3.16.1 |
Endeavour to protect frontline services in education, and seek efficiencies in work and school practices, in line with the Croke Park Agreement. |
In Progress |
|
3.17.1 |
A longer term aim of this Government will be to position Ireland in the top ten performing countries in the OECD Programme for International Student Assessment (PISA). |
In Progress |
|
3.17.2 |
We will review Junior and Leaving Certificate systems and implement reforms necessary to encourage greater innovation and independent learning, building on the National Council for Curriculum and Assessment’s work in this area. |
In Progress |
|
3.17.3 |
Maths and science teaching at second level will be reformed, including making science a compulsory Junior Cert subject by 2014. Professional development for maths and science teachers will be prioritised. |
In Progress |
|
3.17.4 |
The system for evaluating schools will be reformed so parents have access to more information when choosing a school for their family. A new system of self-evaluation will be introduced, requiring all schools to evaluate their own performance year on year and publish information across a wide range of criteria. |
Completed |
|
3.17.5 |
A bonus points system for maths, which is linked to specific maths or science courses, will be introduced to encourage greater participation in courses where skills shortages currently exist. |
Completed |
|
3.18.1 |
Develop a national literacy strategy for children and young people with school-level targets that are related to national targets. Every school will be required to have a literacy action plan, with demonstrable outcomes. Responsibility for achieving these outcomes will be vested in the school principals, who will also receive continuous professional development to support the implementation of the strategy. |
Completed |
|
3.18.2 |
Pre-service and in-service training in teaching of literacy for all primary and secondary school teachers will be improved, with dedicated literacy mentors to work intensively with teachers in most disadvantaged primary schools. |
Completed |
|
3.18.3 |
DEIS primary schools will be required to teach literacy for 120 minutes per day; non-DEIS schools to teach literacy for 90 minutes per day. This time includes incorporating structured literacy tuition into teaching of other subjects. |
In Progress |
|
3.19.1 |
Merge the National Centre for Technology in Education with the National Council for Curriculum and Assessment. |
Completed |
|
3.19.2 |
Develop a new plan to develop ICT in teaching, learning and assessment. This plan will incorporate the integration of ICT policy across other agencies, such as the Professional Development Services for Teachers, the State Examinations Commission, and Project Maths. |
In Progress |
|
3.19.3 |
The primary priority for investment in ICT in the immediate term will be the integration of ICT in teaching and learning across the curriculum and investing in broadband development to ensure schools have access to fibre-powered broadband. Investment in ICT will be maximised through pooling of ICT procurement. |
In Progress |
|
3.19.4 |
Greater use of online platforms will be made to offer a wide range of subjects and lessons online, and to enable schools to ‘share’ teachers via live web casts. These online lessons will be made available through a new Digital School Resource, bringing together existing resources from National Council for Curriculum Assessment, Department of Education and other sources as a cost effective means of sharing expertise between schools. |
In Progress |
|
3.19.5 |
Engage with the publishing industry to develop more online learning resources and new mediums for their learning materials. |
In Progress |
|
3.20.1 |
Prioritise school building projects in a revised national development plan. |
Completed |
|
3.20.2 |
Progressively phase out the inefficient renting of school prefabs. In the interim the negotiation of prefab rental contracts will be part of a reformed public procurement policy to encourage greater value for money, transparency and reduce dependency on temporary accommodation. |
In Progress |
|
3.20.3 |
The devolution of an annual capital budget to schools will be piloted to allow schools to plan for capital projects. |
Will not be progressed |
|
3.20.4 |
The Department of Education’s central database of school accommodation will be overhauled to ensure a complete inventory of school buildings and associated structures is maintained so deficiencies are easily identifiable. |
In Progress |
|
3.20.5 |
In areas of demographic growth, Shared Educational Campuses will be the preferred model for future development of educational infrastructure. New schools will be built to grow with their communities and to provide for more interactive, child-friendly model of education |
In Progress |
|
3.20.7 |
Negotiate the transfer of school infrastructure currently owned by 18 religious orders cited in Ryan Report, at no extra cost, to the State. In principle, school buildings and land will be zoned for educational use, so that they cannot easily be sold and lost to system. |
In Progress |
|
3.21.1 |
Consider the recommendations of the review of the DEIS programme and use it as platform for new initiatives to deliver better outcomes for students in disadvantaged areas. |
In Progress |
|
3.21.2 |
Examine how to make existing expenditure on educational disadvantage more effective, and innovative ways in which teenagers at risk of leaving school system can stay connected, for example through use of ICT-based distance learning and projects such as iScoil. |
In Progress |
|
3.21.3 |
Publish a plan for the implementation of the EPSEN Act 2004 to prioritise access for children with special needs to an individual education plan. The priority will be to move to a system where necessary supports follow a child from primary to second level and to achieve greater integration of special needs-related services. |
In Progress |
|
3.21.4 |
Support diversity in education of children with special needs, recognising that both intensive education and mainstreaming can be seen to work for individual children. |
In Progress |
|
3.21.5 |
We recognise the critical importance of early diagnosis of autism and early intervention and address current deficits in this area. We will reverse the cut to the number of psychologists in National Educational Psychological Service (NEPS) in Budget 2011. |
In Progress |
|
3.21.6 |
Encourage schools to develop anti-bullying policies and in particular, strategies to combat homophobic bullying to support students |
In Progress |
|
3.21.8 |
Examine supports in place for gifted students and create improved links with third level institutions on regional basis, to provide gifted students with access to new programmes or educational resources. |
In Progress |
|
3.22.1 |
Initiate a time-limited Forum on Patronage and Pluralism in the Primary Sector to allow all stakeholders including parents to engage in open debate on change of patronage in communities where it is appropriate and necessary. The Forum will have concise terms of reference and will sit for a maximum of 12 months. |
Completed |
|
3.22.2 |
The Forum’s recommendations will be drawn up into White Paper for consideration and implementation by Government to ensure that education system can provide sufficiently diverse number of schools, catering for all religions and none. |
Completed |
|
3.22.3 |
Give parents and local communities the opportunity to have a say in the patronage of existing and future schools, for example by direct ballot. |
In Progress |
|
3.22.4 |
Move towards a more pluralist system of patronage at second level, recognising a wider number of patrons. |
Completed |
|
3.22.5 |
People of non-faith or minority religious backgrounds and publicly identified LGBT people should not be deterred from training or taking up employment as teachers in the State. |
In Progress |
|
3.23.1 |
Review the recommendations of Hunt report on higher education. A reform of third level will be driven by the need to improve learning outcomes of undergraduate degree students, as well as providing high quality research. |
In Progress |
|
3.23.2 |
Initiate a time-limited audit of level 8 qualifications on offer and learning outcomes for graduates of these courses |
In Progress |
|
3.23.3 |
Introduce radical reform in third level institutions to maximise existing funding, in particular reform of academic contracts and will encourage greater specialisation by educational institutions. |
In Progress |
|
3.23.4 |
We support the relocation of DIT to Grangegorman as resources permit. |
In Progress |
|
3.23.5 |
We will explore the establishment of a multi campus Technical University in the South East. |
In Progress |
|
3.23.7 |
We will merge the existing accreditation authorities; National Qualifications Authority, FETAC and HETAC to increase transparency. |
Completed |
|
3.24.1 |
We will expand training options for jobseekers across the VEC, further and higher education sectors to facilitate upskilling of the labour force. |
In Progress |
|
3.24.2 |
We will address the widespread and persistent problem of adult literacy through the integration of literacy in vocational training and through community education. |
In Progress |
|
3.34.11 |
Update the out-dated drugs awareness programmes in schools to reflect current attitudes and reality of recreational drug use amongst teens. |
Completed |
|
3.41.3 |
Encourage schools to develop anti-bullying policies and in particular, strategies to combat homophobic bullying. |
In Progress |
|
3.42.2 |
Facilitate people with disabilities in achieving a greater level of participation in employment, training and education. |
In Progress |
|
4.6.2 |
We will undertake a thorough reform of the Irish curriculum and the way in which Irish is taught at primary and second levels of education. We will reform the curriculum so more emphasis is put on oral and aural skills. We will allocate 50% of marks to the oral Irish exam at Leaving Certificate level. |
In Progress |
|
4.6.3 |
We will aim to double the proportion of Irish students sitting the Higher Level Leaving Certificate exam by 2018. |
In Progress |
|
4.6.7 |
We will take steps to improve the quality and effectiveness of the teaching of Irish at second level. When these steps have been implemented, we will consider the question of whether Irish should be optional at Leaving Certificate. |
In Progress |
232. Deputy Jim Daly asked the Minister for Education and Skills if all publicly funded schools here will be able to monitor and report on their energy usage and reductions from January 2015 as legally required in accordance with Statutory Instrument 542 of 2009; the savings in energy use and in spending on energy as a percentage of capitation funding her Department has targeted from all schools for 2015 and 2016; and if he will make a statement on the matter. [32411/14]
View answerThe Department of Communications, Energy and Natural Resources (DCENR) and the Sustainable Authority of Ireland (SEAI) have responsibility to collate all energy consumption data for the public sector in line with Statutory Instrument 542 of 2009. SEAI and the DCENR have developed an online energy monitoring and reporting (M and R) system to satisfy the reporting requirements of both S.I. 542 of 2009 and the National Energy Efficiency Action Plan.
An online Monitoring and Reporting system is being developed and tested at present so public bodies, including schools, can report their energy consumption for all fuel types (e.g. electricity, gas, and oil). Testing and pilot project with schools has been completed in 2014.
To ensure the process is as simple and concise as possible SEAI will: Invite feedback on the monitoring and reporting system from organisations in the education sector; Roll-out to all schools will commence in January 2015. As well as enabling schools to report and track their energy data annually, the system will generate, for each school, its own scorecard that will present a powerful snapshot of both the school's progress to date and its performance compared to its peers. It will be a powerful tool for tracking, benchmarking and improving energy performance and will assist schools in targeting energy savings. The savings which each school will make will depend on factors specific to the school including the level of expenditure on energy which will vary from school to school. It is not possible, at this time, to express such savings as a percentage of the capitation funding which will be available to schools in 2015 and 2016.
233. Deputy Michael McGrath asked the Minister for Education and Skills the progress that has been made in securing a permanent site for a new school building (details supplied) in County Cork; and if he will make a statement on the matter. [32419/14]
View answerI wish to advise the Deputy that my Department has been working in conjunction with Cork County Council to secure a permanent site to meet the needs of the school to which the Deputy refers. Whilst I can advise that options are under consideration, due to the sensitivities associated with land acquisitions generally I am not in a position to provide further information at this time. However I can assure you that every effort is being made to acquire a site.
234. Deputy Ruth Coppinger asked the Minister for Education and Skills if she will reverse the student service charge for apprentices attending third level colleges; and if he will make a statement on the matter. [32436/14]
View answer237. Deputy Éamon Ó Cuív asked the Minister for Education and Skills the reason apprentices are to be charged the students services charge of up to €1,433 per annum despite the fact that student services are not available to or availed of by apprentices, and despite the fact that apprentices are not full time students but rather are employees; and if he will make a statement on the matter. [32507/14]
View answer243. Deputy Clare Daly asked the Minister for Education and Skills her plans to reverse the student service charge on apprentices. [32524/14]
View answerI propose to take Questions Nos. 234, 237 and 243 together. The Annual Student Contribution is levied on apprentices and students attending Institutes of Technology. This contribution has been levied by Institutes of Technology in respect of apprentices since 2004, with FÁS/SOLAS paying 70% of the contribution and apprentices themselves paying the remainder. As part of Budget 2014, SOLAS will cease making this payment to the Institutes of Technology and apprentices themselves will pay the full pro rata Annual Student Contribution.
From January 2014 up to the end of the academic year in June, apprentices paid €833 (1/3 of €2,500) per typical attendance block of 10 weeks. The exam fee is included in this payment. Apprentices pay the same contribution as students, apportioned for the time they spend in the Institutes.
Apprentices are paid a training allowance by SOLAS for phases of their training spent in Institutes of Technology. This allowance is equivalent to the wages they receive from their employers for on the job phases and is unaffected by the budgetary changes.
This decision was taken against a difficult budgetary background and there is no scope to re-visit it.
235. Deputy Ruth Coppinger asked the Minister for Education and Skills the cost to remove all fees, including registration fees, for third level education. [32437/14]
View answer236. Deputy Ruth Coppinger asked the Minister for Education and Skills the cost of abolishing fees including registration fees for all third level students normally resident here or here on student exchange programmes such as Erasmus. [32438/14]
View answerI propose to take Questions Nos. 235 and 236 together. The costs associated with the abolition of fees would be dependent on varying factors associated with type study i.e. full-time or part-time, undergraduate or post-graduate, varying fees associated with different course types and higher fees for international students.
The position is that the Exchequer meets the cost of tuition fees, through my Department's free fees schemes, in respect of full-time undergraduate students who meet the terms of the scheme, including those relating to nationality and residency. Some 129,000 students qualified for free fees in the 2012/13 academic year at a cost of over €326m. Students who qualify for free fees must pay the student contribution directly to their higher education institution which will stand at €2,750 for the next academic year. Some 50% of students who qualify for free fees have the student contribution paid on their behalf by the Exchequer under my Department's Student Grant Scheme.
My Department has no plans at present to extend the terms of the free fees schemes to other cohorts of students.
238. Deputy Éamon Ó Cuív asked the Minister for Education and Skills her plans to ensure the continued viability of small rural primary schools belonging to minority Christian faiths; if she will reverse the decision in relation to pupil-teacher ratios in these schools, many of which are one or two teacher schools; and if she will make a statement on the matter. [32508/14]
View answerThe Government recognises that small schools are an important part of the social fabric of rural communities. They will continue to be a feature of our education landscape. As part of the Budget 2012 decisions, the number of pupils required to gain and retain a classroom teaching post in small primary schools is being gradually increased between September 2012 and September 2014. In these extremely challenging times, all public servants are being asked to deliver our public services on a reduced level of resources and teachers in small schools cannot be immune from this requirement. The phasing of these measures can provide the schools concerned with time to consider the potential for amalgamation with other schools where this is feasible. If amalgamations do take place, they will be voluntary and follow decisions taken by local communities and not by the Department.
How best to sustain provision for widely dispersed and small Protestant communities does present as a particular challenge especially in any locality where enrolment in their schools is declining to single figures and amalgamation is not an option because there is no other school nearby. The Government is intent in fostering pluralism in school provision. Supporting minority churches in maintaining their schools is part of that policy.
Our current configuration of small primary schools has been examined by the Department in a value for money (VFM) review. This review took account of the ethos of schools and the locations of small schools relative to other schools of a similar type. I will be considering this review in consultation with my Government colleagues and I intend to publish the report on completion of this consideration process.
It should also be noted that my Department has expanded the existing appeals process so that it is accessible to the schools that are affected by the budget measure. In this regard small schools will not lose their classroom post if they are projecting sustainable increased enrolments in September 2014 that would be sufficient to allow them to retain their existing classroom posts over the longer term. The detailed arrangements in relation to the appeals process are set in the Department's Staffing Circular 0007/2014. The Appeals Board operates independently of the Department and its decision is final.
239. Deputy Éamon Ó Cuív asked the Minister for Education and Skills the number of minority Christian faith primary schools located in rural Ireland with four or fewer than four mainstream class teachers broken down by county and by the number of mainstream class teachers in each school; and if she will make a statement on the matter. [32509/14]
View answer241. Deputy Éamon Ó Cuív asked the Minister for Education and Skills the number of one teacher schools in the State in each of the school years commencing in 2011, 2012, 2013 and to date in 2014 respectively broken down by county giving the ethos of each school and their name, address and roll number; and if he will make a statement on the matter. [32522/14]
View answerI propose to take Questions Nos. 239 and 241 together.
There is detailed historical information contained in the Statistics Section of my Department's website relating to the number of teaching posts in schools and school ethos. The most recent published information relates to the 2013/2014 school year.
240. Deputy Éamon Ó Cuív asked the Minister for Education and Skills the names, addresses and roll numbers of the 27 schools that will lose a classroom teacher in September 2014 as a result of the budget 2012 measure, broken down by county; the number of teachers in each of these schools at present; the number in each school next September; and if she will make a statement on the matter. [32521/14]
View answer242. Deputy Éamon Ó Cuív asked the Minister for Education and Skills the number of schools in total, giving their names, addresses and roll numbers that have lost a teacher due to the budget changes announced in budget 2012 in relation to small schools, broken down by county, and giving the number of teachers in each school prior to these budget changes and next September; and if she will make a statement on the matter. [32523/14]
View answerI propose to take Questions Nos. 240 and 242 together.
Some 39 small primary schools are losing a classroom post for the coming school year due to the increased pupil thresholds announced in Budget 2012. The loss of a classroom post in 12 of these schools is due to the final phase of the Budget 2012 measure. The loss of a classroom post in each of the other 27 schools is due to the effect of the earlier phase of the Budget 2012 measure combined with a reduction in enrolments.
The list of these schools is being given to the Deputy.
Schools of all sizes, including small schools, can also gain or lose a classroom post due entirely to changes in their enrolments. The final overall position in relation to staffing will be known in the Autumn when actual enrolments are confirmed.
Small primary schools losing a classroom post for 2014/15 school year as a result of the application of the increased pupil thresholds announced in Budget 2012
|
County |
Roll |
School Name |
Mainstream Teachers 13/14 |
Mainstream Teachers 14/15 |
|
Carlow |
18510W |
St Patrick's National School, Ballymurphy, Borris, Co Carlow |
3 |
2 |
|
Cavan |
12713G |
Corratober N S, Arva, Co Cavan |
2 |
1 |
|
Cavan |
15452T |
Kildallon N S, Ardlougher, Belturbet, Co Cavan |
3 |
2 |
|
Clare |
12633I |
Coolmeen N S, Kilmurray Mcmahon, Kilrush, Co Clare |
2 |
1 |
|
Clare |
18740Q |
Shannon Airport No 2 Ns, Shannon Airport, Co Clare |
2 |
1 |
|
Cork |
04054T |
Ballindangan Mixed N S, Mitchelstown, Co Cork |
2 |
1 |
|
Cork |
18100D |
Lisgriffin N S, Goleen, Skibbereen, Co Cork |
2 |
1 |
|
Cork |
18657G |
Scoil Na Mbraithre, Doneraile, Co Cork |
3 |
2 |
|
Cork |
19501D |
Cahermore New Central S, Cahermore, Allihies, Beara, Co Cork |
3 |
2 |
|
Galway |
07455G |
Scoil Mhuire Gan Smal, Ballygar, Co Roscommon |
4 |
3 |
|
Galway |
11675T |
S N An Eanaigh B, Ballyglunin, Co Galway |
3 |
2 |
|
Galway |
14425L |
S N Doire Ui Bhriain, Baile Locha Riabhach, Co Na Gaillimhe |
2 |
1 |
|
Galway |
16091S |
Gort Inse Guaire B N S, Gort Inse Guaire, Gort, Co Na Gaillimhe |
3 |
2 |
|
Galway |
17273G |
S N Baile Na Cille, Baile Locha Riach, Co Na Gaillimhe |
3 |
2 |
|
Galway |
17547R |
S N Breandan Naofa, Doire Iubhair, Gurteeny Woodford, Loughrea Co Galway |
2 |
1 |
|
Galway |
20345W |
S N Leitir Meallain, Leitir Meallain, Co Na Gaillimhe |
3 |
2 |
|
Kerry |
08530W |
Lauragh National School, Killarney, Co Kerry |
2 |
1 |
|
Kilkenny |
06621P |
Ringville National School, Ballinlaw, Slieverue, Co Kilkenny, (Via Waterford) |
3 |
2 |
|
Longford |
12736S |
Naomh Guasachta N S, Bunlahy, Ballinalee, Co Longford |
3 |
2 |
|
Mayo |
09040K |
Newtownwhite NS, Ballysokerry, Ballina, Co Mayo |
2 |
1 |
|
Mayo |
12808R |
Shraheen N S, Cnoc Mhor, Foxford, Co Mayo |
2 |
1 |
|
Mayo |
14534Q |
Gortjordan N S, Kilmaine, Claremorris, Co Mayo |
3 |
2 |
|
Mayo |
14865Q |
Killocrann N S, Castle Hill, Ballina, Co Mayo |
2 |
1 |
|
Mayo |
16379R |
Valley N S, Dugort, Achill, Co Mayo |
2 |
1 |
|
Mayo |
17039V |
S N Coill Mor, Drummin, Westport, Co Mayo |
2 |
1 |
|
Mayo |
17922R |
Cloghans Hill N S, Tuam, Co Galway |
2 |
1 |
|
Mayo |
18175L |
S N Beannchair, Carrowmore, Ballina, Co Mayo |
2 |
1 |
|
Mayo |
18922W |
S N Chluain Luifin, Ballinrobe, Co Mayo |
4 |
3 |
|
Mayo |
19488O |
Scoil Naomh Feichin, Sn Ath Ti Mheasaigh, Beal Atha An Fheadha, Co Mhaigheo |
3 |
2 |
|
Mayo |
19776T |
Geesala Central School, Beal An Atha, Co Mhaigh Eo |
3 |
2 |
|
Roscommon |
17094G |
S N Rath Cruachan, Beal Atha Na Gcearr, Caislean Riabhach, Co Roscommon |
2 |
1 |
|
Sligo |
18029A |
S N Muire Gan Smal, Druimeanna, Tubbercurry, Co Sligo |
4 |
3 |
|
Tipperary |
17679L |
S N Brighde, Fantan, Borrisoleigh Thurles, Co Tipperary |
2 |
1 |
|
Tipperary |
18528S |
Annacarty N S, Annacarty, Co Tipperary |
4 |
3 |
|
Tipperary |
19421F |
Kilross Ns, Kilross, Co Tipperary |
2 |
1 |
|
Tipperary |
19879G |
Naomh Padraig Junior, Drangan, Thurles, Co Tipperary |
3 |
2 |
|
Westmeath |
16961W |
Kilcumeragh N S, Kilcumeragh, Mota, Grainne Oige, Co Westmeath |
4 |
3 |
|
Wexford |
17812K |
St Marys N S, St Marys N.S., Parnell Avenue, Enniscorthy, Co Wexford |
4 |
3 |
|
Wicklow |
17500O |
S N Muire Mxd, Barndarrig, Co Wicklow |
4 |
3 |
244. Deputy Charlie McConalogue asked the Minister for Education and Skills the number of teachers on secondment overseas in association with EU programmes or other programmes; the arrangements in respect of these secondments; if the full Irish teachers' salary continues to be paid while working overseas; the other payments that are made as part of the programme to the person overseas under these programmes; the maximum number of years a person will remain on secondment; if the Irish salary or the salary received in respect of the work overseas is partly funded by the EU or some other programme; the cost of this in 2013; the estimate for 2014; and if he will make a statement on the matter. [32526/14]
View answerIrish teachers are seconded to the European Schools System in fulfilment of Ireland's obligations under an intergovernmental protocol – the Convention Defining the Statute of the European Schools. The number of teachers currently on secondment to the European Schools System is 63.
The European Schools are a system of nursery, primary and secondary schools established and maintained by the European Union and its Member States. The schools serve the needs of children whose parents are officials of the EU Commission, European Parliament and other official European institutions. The secondment of a teacher to the European Schools System is subject to the agreement of the board of management in the teacher's school in Ireland. If the board of management is agreeable to the secondment, the board is authorised to appoint a fully qualified temporary teacher (whose salary is paid by the Department) during the period of secondment of the teacher.
Teachers seconded from Ireland to the European Schools receive their current salary (including normal increments and increases) from the Department of Education and Skills. Normal deductions from salary continue to be made. Teachers on secondment to the European Schools also receive an additional salary from the European Schools which will be linked to the level of their salary in Ireland. An adjustment is made to the European salary to equalise the tax paid in Ireland with the rates of tax paid by EU officials.
Teachers may also be entitled to family allowances (household, dependent child and education allowances), an annual allowance for travelling home to Ireland, an expatriation allowance (equal to 16% of the basic European Schools salary and of any household and dependent child allowances), and installation and departure allowances on taking up and leaving the post, as well as removal expenses. The maximum number of years a person remains on secondment is 9 years - in exceptional circumstances a 10th year is allowed.
The cost in 2013 was some €3.1m and the estimated cost for 2014 is of the order of €3.2m.
245. Deputy Charlie McConalogue asked the Minister for Education and Skills the expenditure for her Department to the end of June both current and capital; if the expenditure to date is in line with the projected expenditure profile at the beginning of the year; and if he will make a statement on the matter. [32527/14]
View answerProvisional net overall expenditure to the end of June by my Department is more or less on target. Expenditure of almost €3.88 billion is running €24 million or 0.6% behind profile (€7 million on current expenditure and €17 million on capital expenditure).
My Department will continue to closely monitor the financial position during the remaining months of 2014 with a view to ensuring that expenditure remains within budget for the year.
246. Deputy Charlie McConalogue asked the Minister for Education and Skills the position regarding the work of the capital asset test implementation group regarding higher education grants; when she expects to receive these proposals; and if she will make a statement on the matter. [32528/14]
View answerThe Deputy will be aware that, following agreement in principle by the Government to broaden the current means testing arrangements for student grants by way of inclusion of the value of capital assets, my Department set up a dedicated implementation group to bring forward detailed proposals and subsequently received a draft report from the group.
However, there is currently no agreement between the two parties in coalition on broadening the base of the assessment from household income to reserves, savings or capital assets. The matter remains under review.
247. Deputy Charlie McConalogue asked the Minister for Education and Skills the number of third level students from a farming background who qualified for a student maintenance grant in each of the past five years. [32529/14]
View answerFollowing the introduction by SUSI of a universal online application process in 2012, 99% of new grant applicants made their grant applications using an online application form in place of the former paper form. The online form included optional questions regarding the previous occupation of the student applicant and the current occupation of any parent, spouse, cohabitant or civil partner associated with the application. These questions are included for statistical purposes only and are not required as part of the grant eligibility assessment process.
In the 2012-13 academic year 1,695 (8% of new awards) new third level grant applicants to SUSI received a maintenance grant and where they indicated in their application form that either their own occupation or that of a parent, spouse, cohabitant or civil partner associated with the application was either "agricultural worker" or "farmer". In the 2013-14 academic year, the figure was 1,672 (8% of new awards).
It is understood from SUSI that some 6,000 applicants who were awarded a maintenance grant in those years either did not indicate an occupation or indicated that they were in gainful employment without specifying their occupation. Therefore, it is likely that this figure will also contain some students from a farming background.
The following table shows the percentage of new awards made by local authorities and VECS (which may include maintenance and/or fees) made to students in higher education from farming backgrounds for the five academic years 2009/10 to 2011/12. These indicative data are subject to considerable qualification for interpretation purposes in relation to the reliability due to, inter alia, the level of undeclared status among the returns from the awarding authorities and the provision of accurate and or/adequate information in respect of occupation by the principal earner to enable the awarding authorities to classify them by socio-economic background. The information contained in the table has been supplied to my Department by the awarding authorities who submitted a return.
PQ 32529/14 for 17th July - % of New Awards who indicated a farming or agricultural worker background
|
2008/09 |
2009/10 |
2010/11 |
2011/12 |
|
8.10% |
8.78% |
7.02% |
5.52% |
248. Deputy Charlie McConalogue asked the Minister for Education and Skills the number of third level students who qualified for a student maintenance grant in each of the past five years. [32530/14]
View answerThe following table shows the number of students in higher education courses who qualified for a grant (which may include a maintenance grant and/or a fee grant) for the five academic years 2008/09 to 2012/13. The figures do not include those students in receipt of a student grant in further education courses.
PQ 32530/14 for 17th July 2014 - Higher Education grantholders
|
2008/09 |
2009/10 |
2010/11 |
2011/12 |
2012/13 |
|
47,751 |
56,492 |
61,456 |
67,650 |
70,393 |
249. Deputy Charlie McConalogue asked the Minister for Education and Skills the amount that was spent on the provision of counselling services at third level in each year for the past five years; the amount that has been allocated for the year 2014-2015; and if she will make a statement on the matter. [32531/14]
View answerAs the Deputy will be aware the student services charge was replaced with the student contribution with effect from the 2011/12 academic year. A working group was subsequently set up by the Higher Education Authority, at the request of my Department, to review and update the Framework of Good Practice for the provision of student services. This working group agreed that among others, welfare and guidance were areas to be included together with counselling as part of student services.
The HEA recently undertook a review of expenditure on student services in the sector and has advised that expenditure on counselling services amounted to some €5.55m in 2010/11, €5.84m in 2011/12 and €5.97m in 2012/13. Information is not yet available for the 2013/14 academic year.
250. Deputy Charlie McConalogue asked the Minister for Education and Skills if she will provide a breakdown of the number of full-time counsellors that are available in each third level institution; the ratio of counsellors to students in each institution; and if she will make a statement on the matter. [32532/14]
View answerIn the higher education sector, the internal allocation of budgets for various grades is a matter for individual institutions. My Department has no role in this matter and therefore the information sought by the Deputy is not held by my Department.
251. Deputy Charlie McConalogue asked the Minister for Education and Skills the number of retired teachers working in primary and post primary schools at end of May 2014; and if he will make a statement on the matter. [32533/14]
View answerTeachers are employed by the managerial authorities of schools. During the period 19th May 2014 to the 30th May 2014, there were sixty retired post primary teachers and one hundred and nine retired primary teachers employed by schools on a casual/non casual basis. This represents only 0.003% of the total teachers paid on my Department's payroll.
A retired teacher who returns to teaching on or after 1 February 2012 in a non casual basis commences at the first point of the incremental salary scale. Details of the scale are outlined for primary teachers in circular 32/2013 and for post primary teachers in circular 5/2014. Retired teachers employed in a casual basis are paid at the casual qualified rates as outlined in these circulars.
252. Deputy Charlie McConalogue asked the Minister for Education and Skills the ratio of students to teaching staff in each year for the past five years at third level; and if he will make a statement on the matter. [32534/14]
View answerThe information requested by the Deputy is contained in the following table.
|
Year |
Universities |
Institutes of Technology |
|
2008 -9 |
18.7 |
13.7 |
|
2009-10 |
20.9 |
14.8 |
|
2010- 11 |
21.7 |
15.6 |
|
2011- 12 |
22.5 |
16.3 |
|
2012 - 13 |
23.3 |
16.7 |
253. Deputy Charlie McConalogue asked the Minister for Education and Skills the amount given for minor works grants in schools in each of the past five years. [32535/14]
View answerUnder the Grant Scheme for Minor Works to National School Properties (The Minor Works Grant) the following annual amounts have been allocated to schools in the primary sector with full recognition: 2013 - €27.996m; 2012 - €0.032m; 2011 - €28.233m; 2010 - €28.169m; 2009 - €29.161m.
