Jonathan O'Brien
Question:1326. Deputy Jonathan O'Brien asked the Minister for Education and Skills the supports currently in place for gifted students. [33697/14]
View answerSpecial Educational Needs Service Provision
Questions (1326)
Written answers
The 1998 Education Act requires Boards of Management of each school to publish the policy of the school relating to participation by students with special educational needs, including students who are exceptionally able. The measures schools take in this regard are required to be stated in the school plan. It is the duty of the Board of Management to ensure that appropriate education services are made available to such students.
Schools at both primary and second level use strategies such as curriculum differentiation, curriculum enrichment and acceleration to facilitate the development of pupils who are exceptionally able.
Syllabi and curricula for second-level schools have been designed in such a way to enable teachers cater for the wide range of pupil ability. The revised primary curriculum, which has been supplied to every primary teacher, recognises the importance of developing the full potential of the child and caters for pupil diversity, including meeting the needs of exceptionally able pupils.
Content is outlined in the curricula at both levels and process is also heavily emphasised. Enabling children to learn how to learn is stressed and facilitated. The development of language skills, investigatory and problem-solving skills, higher-order thinking skills and working individually, and as a member of a group, are all encouraged at both levels. While the use of information and communication technologies and the use of class and school libraries are of benefit in project work with all pupils, they have a special importance for pupils who are exceptionally able.
The National Council for Curriculum and Assessment (NCCA), in collaboration with its counterparts in Northern Ireland, the Council for Curriculum Examination and Assessment (CCEA), produced guidelines entitled "Exceptionally Able Students – Draft Guidelines for Teachers" which issued to all Primary and Post Primary schools in November 2007 along with a questionnaire for feedback.
The NCCA/CCEA guidelines are designed to raise awareness of the social, emotional and academic needs of exceptionally able students and to assist teachers in planning their teaching and learning. The guidelines provide advice to schools on identification of gifted children, set out profiles of students, and whole school and classroom strategies and case studies which demonstrate how schools can best meet the needs of such students. The general strategies include differentiated teaching, acceleration and enrichment approaches in the context of participation in mainstream schools.
The Special Education Support Service (SESS) is a service under the management of my Department which provides support for teachers to assist them in meeting the needs of all pupils with special educational needs, including those pupils who are exceptionally able. The service is available to schools who may be seeking advice or support relating to a specific special education issue in the school. More information on the range of programmes offered by the SESS is available on www.sess.ie.
In addition, the Professional Development Service for Teachers (PDST), also under the management of my Department, provides training in differentiation, in terms of differentiating for all pupils, whether less able/more able. Issues around exceptional ability and giftedness are addressed as part of the school planning process which is facilitated by the PDST.
Finally, I wish to advise the Deputy that this Government is committed, as set out in the Programme for Government, to examining supports in place for gifted students and specifically to the creation of improved links with third level institutions on a regional basis, to provide gifted students with access to new programmes or educational resources.
School Patronage
Questions (1327)
Jonathan O'Brien
Question:1327. Deputy Jonathan O'Brien asked the Minister for Education and Skills if she has commissioned a white paper on divestment of patronage in schools; the persons tasked to draft this paper; the date on which it will be published; and if she will make a statement on the matter. [33698/14]
View answerWritten answers
The Report of the Forum on Patronage and Pluralism in the Primary Sector made a series of recommendations on divesting school patronage. The Report recommended that, in areas of stable population, where there is evidence of demand for different types of patronage, this demand could be met by divesting patronage of existing schools.
A follow-up paper to the Forum Report, entitled "Forum on Patronage and Pluralism in the Primary Sector: Progress to Date and Future Directions" was published on 1 July 2014. The paper gives an update on the progress made to date on implementing the Forum's recommendations including divesting of patronage.
As part of the implementation of these recommendations, surveys of parental preferences in 43 areas were undertaken and sufficient parental demand for a wider choice of school patron emerged in 28 of the areas. The demand demonstrated was for English medium multidenominational education in 27 of these areas, while one area demonstrated demand for an Irish-language national school (35 of the 43 areas surveyed already have a Gaelscoil option available).
Five new primary schools have opened so far under the patronage divestment process. All five schools are operating under the patronage of Educate Together.
Institutes of Technology
Questions (1328)
Jonathan O'Brien
Question:1328. Deputy Jonathan O'Brien asked the Minister for Education and Skills if she will provide an update on the status of the Grangegorman DIT relocation project and the date on which this will be completed. [33699/14]
View answerWritten answers
I recently visited the Grangegorman site, along with other members of the cabinet. I was impressed by the renovation of several historic buildings which has enabled 1,000 students transfer to the campus this month. The contract to carry out these renovations is one of a number of recent contracts which have been placed and managed by the Grangegorman Development Agency, assisted by officials in my Department. These contracts will enable the construction of two quadrangles by way of Public Private Partnerships (PPP).
The PPP quadrangles will facilitate the relocation of an additional 10,000 students who are currently accommodated in various locations around the city. The contract award of the PPP project is targeted for early 2015 and it is envisaged that 50,000sqm of accommodation will be delivered in late 2017. This will provide for the relocation of 50% of the students of DIT to the Grangegorman site.
Student Grant Scheme Eligibility
Questions (1329)
Michael McCarthy
Question:1329. Deputy Michael McCarthy asked the Minister for Education and Skills the grant/financial assistance/bursary available to Irish persons who wish to commence studying a postgraduate in nursing in a university (details supplied) in Scotland in September 2014; and if she will make a statement on the matter. [33701/14]
View answerWritten answers
The student grant scheme does not extend to postgraduate courses pursued outside of Ireland. Given the level of demand on the student grant budget from first time students and students that are progressing with their studies to a higher level, there are no plans at present to extend post graduate funding to students studying abroad.
However, tax relief at the standard rate of tax may be claimed in respect of tuition fees paid for approved courses at approved colleges of higher education including approved undergraduate and postgraduate courses in EU Member States and in non-EU countries. Further information on this tax relief is available from the Revenue Commissioners.
Educational Disadvantage
Questions (1330)
Jonathan O'Brien
Question:1330. Deputy Jonathan O'Brien asked the Minister for Education and Skills the exact title of the review of the DEIS scheme that is referred to in the Programme for Government. [33702/14]
View answerWritten answers
The DEIS programme is the subject of ongoing evaluation by both the Educational Research Centre and the Department's Inspectorate who have produced a series of reports to date. A list of the relevant evaluation reports is set out. This research was the subject of a research seminar in May 2014 entitled Learning from DEIS.
At this seminar, the former Minister for Education and Skills, announced plans to commission one further piece of research in relation to DEIS to provide recommendations for a renewal of the Government's policy in relation to educational disadvantage, including DEIS. A procurement process to produce a "Consolidated Report on the Learning from the Evaluation of DEIS" is currently under way.
DEIS Evaluation and Related Reports
1. ERC and Inspectorate DEIS Evaluation reports published to date:
The achievements and characteristics of pupils attending rural schools participating in DEIS (Susan Weir and Laura Mc Avinue, Dublin: Educational Research Centre, 2013)
The Evaluation of the School Support Programme under DEIS – Changes in pupil achievement between 2007 and 2013 – Bulletin Report – Susan Weir and Sylvia Denner Dublin: ERC 2013
The impact of DEIS on class size in primary schools. Dublin: Educational Research Centre. Weir, S., & McAvinue, L. (2012).
A report on the first phase of the evaluation of DEIS. Dublin: Educational Research Centre. Weir, S., Archer, P., O’Flaherty, A., & Gilleece, L. (2011).
An evaluation of planning processes in DEIS primary schools (DES Inspectorate) 2011
An evaluation of planning processes in DEIS post primary schools (DES Inspectorate) 2011
Educational disadvantage in primary schools in rural areas. Weir, S., Archer, P., & Millar, D. Report No. 1: Analysis of English reading and mathematics achievement in schools in the rural dimension of the School Support Programme. Report to the Department of Education and Science. Dublin: Educational Research Centre. (2009).
The assessment of levels of disadvantage in Primary Schools for DEIS. Dublin: Educational Research Centre. Archer, P., & Sofroniou, N. (2008).
A report on the procedures used to identify post-primary schools for inclusion in the School Support Programme under DEIS. Dublin: Educational Research Centre. Weir, S. (2006).
2. Other Relevant Reports published to date:
Effective Literacy and Numeracy Practices in DEIS Schools (DES Inspectorate) 2009
Retention Data for DEIS and non-DEIS Post Primary Schools (DES Statistics Section) 2013
Early Leavers – What Next? ( DES Statistics Section) 2013
The first in a series of reports which tracks students enrolled in DES-aided post primary schools.
Report of Dormant Accounts Funded Scheme to Enable DEIS Schools in Limerick City to Maximise Community use of Premises and Facilities – OSCAILT (Network of Limerick DEIS School Principals), Transforming Education through Dialogue (TED) Project Mary Immaculate College and DES – 2013
3. Evaluation Reports scheduled for release in 2014.
A report on the evaluation of DEIS at second level. (ERC)
Data from the 2012/13 fieldwork exercise to form the basis of a report on the implementation of DEIS at second level. Monitoring of key trends over time in key areas e.g. Leaving Certificate retention rates
The organisation of learning support and resource teaching in a sample of urban primary schools serving disadvantaged areas. (ERC)
Findings of a study conducted in 2011/12 on the organisation of learning support and classroom traffic in a sample of 1,391 classrooms in 120 urban schools which participated in the achievement testing phases of the evaluation in 2007 and 2010.
Looking at Planning Processes in DEIS Schools 2010-2014: Primary (Inspectorate)
Looking at Planning Processes in DEIS Schools 2010-2014: Post-Primary (Inspectorate)
Question No. 1331 answered with Question No. 1315.
Student Grant Scheme Payments
Questions (1332)
Michael P. Kitt
Question:1332. Deputy Michael P. Kitt asked the Minister for Education and Skills if her attention has been drawn to the need to provide extra support for students in third-level education in view of the shortage of accommodation, increased rents and costs; and if she will make a statement on the matter. [33705/14]
View answerWritten answers
Under the terms of the student grant scheme, grant assistance is awarded to students who meet the prescribed conditions of funding including those which relate to nationality, residency, previous academic attainment and means.
The aim of the student grant scheme has always been to make a contribution to the cost of going to college, covering the full cost has never been a feasible option.
I empathise with students and I am very conscious of the fundamental role played by the student grant scheme in supporting families who are putting their children through further and higher education. However, the state of the public finances is such that tough decisions had to be made to control public expenditure and to ensure sustainability in the long run.
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.
Higher Education Schemes
Questions (1333)
Jonathan O'Brien
Question:1333. Deputy Jonathan O'Brien asked the Minister for Education and Skills if she will provide an overview of any changes that have taken place to the PhD framework during this Government’s lifetime including any consolidation and collaboration among providers. [33708/14]
View answerWritten answers
The Higher Education Authority (HEA) and Quality and Qualifications Ireland (QQI) have been working to develop a National Doctoral Framework, whose purpose is to facilitate consistent and enhanced excellence in the quality of doctoral education and training (including Masters Research) in order to ensure that Ireland has high quality, international standard PhD programmes. The Framework will enable higher-education institutions to work more closely in the delivery of an improved learner experience and outcomes. It will ensure discipline-specific knowledge, and the development of relevant transferable skills in order to maximise the employability across a broad range of employment sectors, including academia and industry.
The implementation of the Framework will be the subject of ongoing dialogue between the HEA, QQI, higher-education institutions, funding agencies, industry and other relevant stakeholders. It is anticipated that the National Doctoral Framework will be published by the end of the year.
Higher Education Institutions
Questions (1334)
Jonathan O'Brien
Question:1334. Deputy Jonathan O'Brien asked the Minister for Education and Skills if she will amend the criteria for assessing liability for fees at third level in order that they are based on residency rather than citizenship of a potential/current student in order to bring the State in to line with its European counterparts. [33710/14]
View answerWritten answers
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 schemes, including those relating to nationality and residency. The Department of Justice and Equality has established a working group to look at all the issues that affect asylum seekers and in that context my Department will be working with the group to explore solutions to the points raised by the Deputy.
Where students do not meet the terms of the free fees schemes it is the higher education institutions that determine, in accordance with their own criteria, the rate of tuition fees (EU or non-EU) to be paid by such students.
School Transport Provision
Questions (1335)
Michael P. Kitt
Question:1335. Deputy Michael P. Kitt asked the Minister for Education and Skills when the last pilot programme on school transport was introduced; the total number of pilot programmes in the country; if there was one pilot programme in each province; her plans to improve a new pilot programme; if she will give details of same; and if she will make a statement on the matter. [33718/14]
View answerWritten answers
The last pilot programme conducted on school transport commenced in 2008 and related to a Warning Flashing Light System on school buses.
No other pilot programme specific to school transport provision has been undertaken since 2008 and there are currently no plans to undertake new pilot programmes.
School Staff
Questions (1336)
Michael P. Kitt
Question:1336. Deputy Michael P. Kitt asked the Minister for Education and Skills if her Department has made plans for additional school accommodation, staffing and funding for school transport to first level and second level schools, in view of increased school numbers in this school year; the expected increase in the school going population in the coming years; and if she will make a statement on the matter. [33719/14]
View answerWritten answers
There is a growing population of young people in this country and despite the difficult financial circumstances being faced as a country, education was prioritised so that the number of teachers in the system has also grown in order to protect pupil teacher ratios.
While there has been a moratorium on recruitment across other sectors in the public service, this has not applied to teaching and shows the commitment this Government has to educating our future generations. To this effect, there were a thousand more teachers employed in schools around the country in the 2013/14 school year than there was the year before.
The main priority for any additional resources for the foreseeable future will be to cater for the continuing increase in demographics at all levels in the education system.
Furthermore, in June 2011, the Minister announced that some 40 new primary and post primary schools would be established up to 2017. Most of these schools have already commenced operation with the remainder due to start between now and 2016. Accommodation is provided to commence these schools as and when needed. In addition, accommodation for existing schools experiencing increases in their enrolment has been provided as appropriate. The Department is currently engaged in a nationwide demographic exercise to ascertain where additional school accommodation might be needed from 2015 onwards.
In relation to school transport, the purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
School transport is a demand led service and eligible children applying for school transport will continue to be accommodated in accordance with the terms of the scheme.
School Transport Eligibility
Questions (1337)
Michelle Mulherin
Question:1337. Deputy Michelle Mulherin asked the Minister for Education and Skills the specific guidelines that the school transport section of her Department applies to amalgamating schools; and if she will make a statement on the matter. [33725/14]
View answerWritten answers
Under the terms of my Department's Primary School Transport Scheme, children are eligible for transport where they reside not less than 3.2 kms from and are attending their nearest national school as determined by my Department/Bus Éireann, having regard to ethos and language.
The eligibility criteria are applied to all children attending a national school including those children who are attending a school of amalgamation.
Schools Amalgamation
Questions (1338, 1339)
Michelle Mulherin
Question:1338. Deputy Michelle Mulherin asked the Minister for Education and Skills the specific guidelines that the school governance section of her Department applies to amalgamating schools; and if she will make a statement on the matter. [33726/14]
View answerMichelle Mulherin
Question:1339. Deputy Michelle Mulherin asked the Minister for Education and Skills the specific guidelines that the teacher allocation unit of her Department applies to amalgamating schools; and if she will make a statement on the matter. [33727/14]
View answerWritten answers
I propose to take Questions Nos. 1338 and 1339 together.
Under the current amalgamation arrangements there is a provision for the allocation of a concessionary mainstream teaching post in cases where the approved number of mainstream teachers serving in the schools at the time the amalgamation takes place exceeds the number of mainstream posts warranted by the total enrolment on the basis of the staffing schedule. The continued allocation of the concessionary post is dependent on the teachers concerned remaining on the staff of the school and the appropriate enrolment figures being maintained.
The Governance requirements for amalgamated schools are the same as those for all other schools.
Schools Amalgamation
Questions (1340)
Michelle Mulherin
Question:1340. Deputy Michelle Mulherin asked the Minister for Education and Skills the specific guidelines that the school capital appraisal section of her Department applies to amalgamating schools; and if she will make a statement on the matter. [33728/14]
View answerWritten answers
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. The initiative for any amalgamation may come from a variety of sources, such as parents, staff, Board of Management and patron(s). The position is 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 advised in advance of arriving at a final decision in the matter 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.
Schools Building Projects Administration
Questions (1341)
Michael Creed
Question:1341. Deputy Michael Creed asked the Minister for Education and Skills if she is satisfied that the building contract used by her Department in school buildings adequately protects subcontractors; if she will provide a comprehensive report on the dealings by her Department with the main contractor in respect of a school (details supplied) in County Dublin; if in this instance she or her Department are aware of the adverse financial implications for subcontractors involved in this project; and if she will make a statement on the matter. [33761/14]
View answerWritten answers
School building projects which are funded from public monies, including the school project to which the Deputy refers, are required to use the forms of contract provided under the Capital Works Management Framework which includes a suite of public works contracts, standard conditions of engagement, model forms, suitability assessment questionnaires and guidance notes published by the Office of Government Procurement (OGP). The OGP is an office within the Department of Public Expenditure & Reform which has been tasked with centralising public sector procurement arrangements for common goods and services.
A building project is a complex arrangement of contractual relationships between the client, the main contractor, specialist sub-contractors, domestic sub-contractors, suppliers of materials, suppliers of plant etc. In general all sub-contractors employed on education sector building projects are employed directly by the Main Contractor or indirectly by the Main Contractor through other sub-contractors. It is a matter for all sub-contractors to agree terms and conditions and a schedule of payments with the Main Contractor as their direct employer.
The School Authority is the Client/Employer under the Contract for the particular project to which the Deputy refers. While my Department is the funding authority for the project, it is not a party to the Contract and, as such, my Department has had no direct dealings with the Contractor regarding this particular project.
The Deputy may be aware that the Construction Contracts Act 2013, is intended to provide statutory arrangements for payments under construction contracts. The Act, when commenced, will then provide certain protections for companies and individuals, including sub-contractors, engaged in construction related activities who enter into construction contracts covered by the Act. The Department of Public Expenditure and Reform is the lead Department in respect of this legislation.
Questions (1342)
Jonathan O'Brien
Question:1342. Deputy Jonathan O'Brien asked the Minister for Education and Skills if she will provide in tabular form the schools that have fewer than 100 pupils throughout the State; their patrons; their locations; and if they are gaelscoileanna. [33769/14]
View answerWritten answers
The following table shows a list of primary and post-primary schools with under 100 pupils including their roll number, name, address, county, Irish classification, patron and total enrolment. All-Irish classification means that Irish is the normal language of communication with the class for all subjects & activities, except the teaching of English. The all-Irish schools include gaelscoileanna (outside Gaeltacht areas) and Irish speaking schools in the Gaeltacht. Part-Irish means that Irish is the normal language of communication with the class for at least one subject or activity, other than Irish. No Irish means that Irish is not used as the normal language of communication for any subject or activity, with the exception of Irish.
Question No. 1343 answered with Question No. 1273.
School Staff
Questions (1344)
Jonathan O'Brien
Question:1344. Deputy Jonathan O'Brien asked the Minister for Education and Skills the circular used to provide guidance on teacher ratios for schools, small schools, Gaeltacht schools and minority religious ethos schools. [33771/14]
View answerWritten answers
The staffing arrangements for all schools are published annually on my Department's website. At primary level, this is done via what is known as the Staffing Schedule and the relevant circular in relation to it for the 2014/15 school year is Circular 0007/2014. The Staffing Schedule currently operates on the basis of a general average of 1 classroom teacher for every 28 pupils.
At post-primary level, the staffing arrangements for the 2014/15 school year are also published on the Department's website although not in Circular format. Teachers at post-primary level are allocated using a PTR of 19:1 (18:25 to 1 in the case of DEIS schools and 23:1 in the case of fee-charging schools).
School Curriculum
Questions (1345)
Jonathan O'Brien
Question:1345. Deputy Jonathan O'Brien asked the Minister for Education and Skills if she will provide an update on the development of the digital schools strategy. [33785/14]
View answerWritten answers
Work commenced in July 2013 on the development of a new Digital Strategy for Schools to ensure the continued integration of ICT into teaching, learning and assessment in schools. ICT is seen as central to the achievement of the key reforms outlined in my Department's policy at a number of levels including the Literacy and Numeracy Strategy and the new Framework for Junior Cycle now being implemented. ICT is important in the context of the future skills needs for the smart economy and the uptake of STEM subjects.
A number of research projects have taken place including an online census of teachers and principals, a public consultation process and focus groups with students. Analysis and consultation continue with a view to completing the strategy before the end of the year.
School Transport Provision
Questions (1346)
Robert Troy
Question:1346. Deputy Robert Troy asked the Minister for Education and Skills if she will add an additional stop to the Mullingar to Kilynon Turin secondary school Bus Éireann route (details supplied); and if she will make a statement on the matter. [33809/14]
View answerWritten answers
The Deputy will be aware that Bus Éireann is responsible for the planning and timetabling of school transport routes. Bus Éireann endeavours, within available resources, to ensure that each eligible child has a reasonable level of school transport service in the context of the Scheme nationally.
Routes are planned so that, as far as possible, no eligible child will have more than 3.2 kilometres to travel to a pick-up point. Children living off the main route of a service are generally expected to make their own way, or to be brought to convenient pick-up points along the main route. Home pick-ups were never envisaged as being part of the Post Primary School Transport Scheme as the cost involved on a national level would be prohibitive.
Bus Éireann has advised that eligible children who avail of the service in question have a service within the guidelines of the scheme. Accordingly, there are no proposals to change the current service.
Schools Extra Curricular Activities
Questions (1347)
Ciaran Lynch
Question:1347. Deputy Ciarán Lynch asked the Minister for Education and Skills the supports available to a school (details supplied) to assist in promoting a science, technology engineering and maths after school club; and if she will make a statement on the matter. [33822/14]
View answerWritten answers
The Department provides capitation funding to all recognised primary schools.
Given the scale of our economic crisis, I have no scope to introduce new or additional funding measures to assist primary schools, such as those referred to by the Deputy.
Question No. 1348 answered with Question No. 1315.
Third Level Facilities
Questions (1349)
Finian McGrath
Question:1349. Deputy Finian McGrath asked the Minister for Education and Skills the position regarding student accommodation (details supplied); and if she will make a statement on the matter. [33852/14]
View answerWritten answers
The matters raised by the Deputy fall within the responsibilities of the Governing Authority of the University to deal with. However, the Deputy may wish to note that I have already called upon third level institutions to do everything they can to support students who are searching for accommodation.
Early Years Strategy Implementation
Questions (1350)
Jonathan O'Brien
Question:1350. Deputy Jonathan O'Brien asked the Minister for Education and Skills her plans to improve early years education in order to improve the rates of disadvantaged students progressing to higher level education; and if she will make a statement on the matter. [33856/14]
View answerWritten answers
My Department is working closely with the Department of Children and Youth Affairs on progressing the quality agenda for early years care and education. This includes cooperation on the new national quality support service, education focused inspections, and a review that I announced recently of education and training programmes that lead to qualifications in early childhood care and education.
The provision of quality early years education and other supports for young children should not be conditional on the expectation that more disadvantaged students will progress to higher level education. Early childhood education is 'a significant and distinct time in life that must be nurtured, respected, valued and supported in its own right.' This is a fundamental principle in Síolta, the national quality framework for early childhood education.
Student Councils
Questions (1351)
Jonathan O'Brien
Question:1351. Deputy Jonathan O'Brien asked the Minister for Education and Skills her plans to get second level students more involved in policy changes; and the ways in which this will differ from the current set up. [33857/14]
View answerWritten answers
The voice of second level students is important. Schools have student councils so that the voice of the student has a formal opportunity for being heard. The latest data, taken from the 'Lifeskills' survey of 2012, is that approximately 97% of second level schools have a student council.
More and more the voice of students is informing policy making by my Department. For example, in the work of the Transition Reform Group, which is looking to strengthen the transition from second-level to higher education, and also for the Forum on Patronage and Pluralism there was a consultation process with students to obtain their views on these very important issues.
The National Council for Curriculum and Assessment also sought the views of students in relation to proposed reforms in Junior Cycle. The outcome of this consultation process was published in 2011 as 'A consultation with young people on reform of the Junior Cycle'.
My Department also funds the Irish Second-level Students' Union (ISSU), who published a report of their views on Transition Year (May, 2014) which is very informative.
The National Strategy on Education for Sustainable Development (ESD) which was published by my Department in July 2014 recognises the key role that ESD can play in developing and enhancing participatory democracy, particularly among young people.
One of the 7 priorities in the Strategy is on 'Promoting participation by young people' in policies and decisions that affect them. The Strategy contains a number of recommendations that are intended to strengthen the voice of children and young people within the education system.
Parent and Student Charter
Questions (1352, 1353)
Jonathan O'Brien
Question:1352. Deputy Jonathan O'Brien asked the Minister for Education and Skills the dates on which she will publish the students' charter and the parents' charter. [33858/14]
View answerJonathan O'Brien
Question:1353. Deputy Jonathan O'Brien asked the Minister for Education and Skills the input that second level students have had into the development of the students' charter to date. [33859/14]
View answerWritten answers
I propose to take Questions Nos. 1352 and 1353 together.
The Deputy will be aware that changes to the Education Act, 1998 will be necessary to provide for and support the introduction of a Parent and Student Charter.
With this in mind, a set of principles will be required to act as a charter to strengthen the relationship between parents, students and schools, and the position of parents and students generally within the school system.
My Department plans to engage with all the education partners, including the Irish Second-Level Students' Union, in order to develop the principles required for such a Charter.