Written Answers Nos 161-180
161. Deputy Bernard J. Durkan asked the Minister for Education and Skills if and when a higher education grant will be granted in the case of a person (details supplied) in County Kildare; and if she will make a statement on the matter. [38326/14]
View answerOfficials in my Department understand from Student Universal Support Ireland (SUSI) that the application from the student in question has been assessed.
SUSI has made direct contact with the student regarding the outcome of this assessment.
162. Deputy Eoghan Murphy asked the Minister for Education and Skills if she will provide a list of the commissions of investigation, inquiries and similar investigations established under her Department during the past 12 months or being considered for establishment during the next 12 months, and in each case the person or persons conducting the inquiry and the timeframe, including start and end date envisaged. [38332/14]
View answerI can confirm to the Deputy that no commissions of investigation, inquiries or similar investigations have been established under my Department during the past 12 months nor is there any being considered for establishment in the next 12 months.
163. Deputy Sean Fleming asked the Minister for Education and Skills her views on the support for the fair funding campaign being organised on behalf of fee paying schools; and if she will make a statement on the matter. [38346/14]
View answer198. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which she has had dialogue with voluntary or private fee paying schools with a view to recognising the needs of such schools; and if she will make a statement on the matter. [38470/14]
View answer205. Deputy Brendan Smith asked the Minister for Education and Skills if her attention has been drawn to the concerns of the smaller fee charging schools, particularly small schools in rural areas under the patronage of minority churches, in respect of the reduction in financial support for them in the past three years such as through changes in pupil-teacher ratio; the proposals, she has to ensure that these schools are adequately supported to remain viable; and if she will make a statement on the matter. [38522/14]
View answerI propose to take Questions Nos. 163, 198 and 205 together.
I wish to inform the Deputies that I have been in discussions with all the education partners, which included Pre-Budget matters.
I met with the Joint Managerial Body which represents all voluntary secondary schools, including fee charging schools.
I received their Pre-Budget 2015 submissions, which covered the matters raised by the Deputies.
I am not in a position to engage with the Deputies on what may or may not be in next week's budget announcements.
164. Deputy Ciarán Lynch asked the Minister for Education and Skills her views on the concerns raised by a person (details supplied) in regard to the minor capital works grant; and if she will make a statement on the matter. [38347/14]
View answerCircular Letter 0062/2013 which was published as the Minor Works Grant for the school year 2013/2014 issued last November states "the grant will only be paid in future years as funding permits". The focus under the Infrastructure and Capital Investment Programme 2012-2016 is on meeting the demand for additional school places. Consequently, there is no funding provided at this time in the 2014 capital allocation for the payment of a Minor Works Grant.
Funds transferred to schools under the Minor Works Grant must be spent on the physical infrastructure of the school or on items of furniture and equipment for educational use including IT related equipment. As the Minor Works Grant may not be used for items of a non-capital nature, it has no role to play in the day-to-day running costs of a primary school such as the payment of electricity and telephone accounts, the purchase of fuel and other current expenses.
The Calendar of Grants has not included reference to the Minor Works Grant over the last number of years as payment of the grant no longer issues from the Central Funds Section in my Department.
I am aware that whenever my Department is in a position to issue a Minor Works Grant (to all primary schools with permanent recognition) that it is welcomed by school communities and management bodies as a valuable contribution towards the cost of maintaining school infrastructure.
165. Deputy Peter Mathews asked the Minister for Education and Skills for each higher education institution for each year since 2004, the percentage of persons who at examination for a PhD fail this examination; the percentage of persons enrolled in masters degrees who fail; and if she will make a statement on the matter. [38352/14]
View answerThe information requested by the Deputy is not available to my Department or the HEA (Higher Education Authority).
166. Deputy Michael McCarthy asked the Minister for Education and Skills further to Parliamentary Question No. 281 of 15 July 2014, when departmental officials will make contact with the school concerned regarding both its immediate and long-term accommodation needs; and if she will make a statement on the matter. [38354/14]
View answerAs the Deputy may be aware, the longer term options in respect of the provision of permanent accommodation for the school in question, are currently being considered in the context of other school developments in the area and the reorganisation of existing accommodation.
In that context, I wish to advise that my Department is currently liaising with Cork Education and Training Board with a view to agreeing a permanent accommodation solution for the school. My Department will be in further contact with the school authorities shortly in this regard.
167. Deputy Ciarán Lynch asked the Minister for Education and Skills her views on the concerns raised by a person (details supplied) regarding a student teacher Gaeltacht placement; and if she will make a statement on the matter. [38359/14]
View answerChanges to the structure and content of the Gaeltacht Placement arose from the Teaching Council's new accreditation criteria, published in June 2011 (Initial Teacher Education: Criteria and Guidelines for Programme Providers) which provide, inter alia, for "an extended and reconceptualised Gaeltacht residency which will now form part of the overall programme and be under the direct jurisdiction of the teacher education providers."
The Teaching Council established a Gaeltacht Placement Working Group and published a report in May 2012 which, among other things, provides for the placement duration to be extended to take place in two blocks of two weeks and a common course content across all initial teacher education providers. Initial teacher education providers have responsibility for quality assuring the content, teaching and assessment of the Gaeltacht element of initial teacher education programmes. Any concerns in this regard should be taken up directly with the provider in the first instance and/or the Teaching Council. My Department supports the changes as contributing to overall quality improvement in initial teacher education.
A decision was made to abolish payments by my Department towards the cost of attendance at Gaeltacht courses by initial teacher education students with effect from September 2012. In making difficult decisions such as this, priority was given to protecting resources for front line education services as far as possible in the coming years, which is especially challenging with rising numbers of school-going children. The changes to the gaeltacht placement grant were publicised in advance of implementation so that students would be aware of the new arrangements before embarking on Initial Teacher Education programmes.
I can appreciate that supporting a student through third level education can be challenging. However, I am not in a position to reinstate funding to this area.
168. Deputy Jonathan O'Brien asked the Minister for Education and Skills if a site survey was carried out by an architect or other person contracted by or employed by or connected to her Department, on the Dominican site where a school (details supplied) is located; if a report based on this survey was produced; if she will make the report available to parents of students attending this school. [38376/14]
View answerI wish to advise the Deputy that a Department architect visited the Dominican site and prepared a descriptive report of the current accommodation in the schools concerned on the basis of the information provided by the schools.
This outline indicated that a more in depth examination of the accommodation would be required to determine the extent, if any, of additional accommodation that may be required in the event of any amalgamation. I will ask the Patron to make the relevant information available to the Board of Management and the parents' representatives.
169. Deputy Noel Coonan asked the Minister for Education and Skills the position regarding a school (details supplied) in County Tipperary that has applied for an extension; the timeframe for completion of works; and if she will make a statement on the matter. [38408/14]
View answerThe Department of Education and Skills, through the services of a Department based Architect, has secured planning permission for the school building project referred to by the Deputy. A tender exercise to appoint the remaining members of a design team is expected to commence shortly. Once appointed, the full design team will progress the project through the remaining stages of architectural planning including the completion of the design and the preparation of tender documents.
Due to competing demands on my Department's capital budget imposed by the need to prioritise the limited funding available for the provision of additional school accommodation to meet increasing demographic requirements it was not possible to include this project in the 5 year construction programme announced in March 2012.School building projects, including the project for this school, which have been initiated but not included in the current five year construction programme will continue to be progressed to final planning stages in anticipation of the possibility of further funds being available to my Department in the future.
170. Deputy Charlie McConalogue asked the Minister for Education and Skills if she will provide an update on the progress of a new school building for a primary school (details supplied) in County Dublin; and if she will make a statement on the matter. [38412/14]
View answerI wish to confirm to the Deputy that it is my Department's intention to provide improved accommodation for the school to which he refers. It is intended that the school will be accommodated in a former school building currently occupied by a special school pending the construction of a new school for the special school.
The building project for the special school is included in my Department's Five Year Construction Plan and is scheduled to proceed to tender/construction in 2014/15.
171. Deputy Sandra McLellan asked the Minister for Education and Skills when the site identified for a new school (details supplied) in County Cork is to be transferred to her Department; the reason for the delay; and if she will make a statement on the matter. [38415/14]
View answerThe conveyancing process for the site referred to by the Deputy is currently underway, and due diligence must be performed in this regard. My officials will however ensure that the process is completed as soon as possible.
Once the site acquisition is completed, my Department will be in contact with the relevant school authorities in relation to the progression of the building project.
172. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which she expects to be in a position to address the issue of class sizes in the course of the next two years at primary and post-primary level with particular reference to those schools located in areas of expanding population; the extent to which a strategy is being developed to deal with the situation; and if she will make a statement on the matter. [38444/14]
View answerMy 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. We have a growing population of young people in this country and despite the difficult financial circumstances we face as a country, we prioritised education so that the number of teachers we have in the system has also grown in order to protect existing pupil teacher ratios. Between this year and last year this has involved an increase of around 2,300 teachers in our primary and post-primary schools. This is a very significant investment at a time of scarce resources. There is no funding available for additional teachers to reduce class sizes and it is premature within our budgetary context to be looking for this to be done.
If in future years there is funding available to reduce class sizes my preference is that it would be targeted at reducing class sizes at the infant years.
173. Deputy Bernard J. Durkan asked the Minister for Education and Skills the position regarding the replacement for the intermediate school examination at second level; the extent to which the various stakeholders have reached agreement on the issue; and if she will make a statement on the matter. [38445/14]
View answerSince I have come into office I have met with parents, teacher and school management representatives and discussed Junior Cycle reform with all these groups. At my invitation, the teacher unions have outlined to me their concerns in relation to aspects of the proposed reforms. In doing so, the unions underlined teacher support for the reforms that will lead to better quality teaching and learning experiences and thence outcomes for students I am currently considering the concerns which were raised by teacher representatives, and what different forms of engagement might be considered to facilitate an overall agreement.
174. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which the primary, second and third level educational sectors are currently focused on meeting the skills requirements subsequent to their education; and if she will make a statement on the matter. [38446/14]
View answerThe Deputy will be aware that there is a wide ranging programme of reform underway across the education and training sector and one of the key aims is to ensure the continued development of skills appropriate to enterprise, particularly through the implementation of the National Literacy and Numeracy Strategy, reform of the Junior Cycle, the establishment of the local Education and Training Boards and SOLAS, reform of Higher Education and the Review of Apprenticeships.
Since 2011, targeted funding continues to be allocated for further and higher education and training opportunities in areas where there are skills shortages identified by the Expert Group on Future Skills Needs.
The HEA has recently published the first System Performance Report on how higher education performance will align with the broader national objectives of the Higher Education Strategy. While the report has noted that programmes and disciplines are well aligned to what the market needs, there are high rates of employer satisfaction with graduates entering the workforce, and there is good and improving graduate employment, it also recognises that there is a need for improved liaison between the HEIs and industry/enterprise. The HEA acknowledges the need to continue to monitor and report on this engagement. With this in mind, the HEA is developing an engagement strategy as part of its 2014 work plan, the completed strategy is expected by the end of this year.
175. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which any changes in the school curriculum are required or have been identified as necessary to facilitate work place requirements; and if she will make a statement on the matter. [38447/14]
View answerAs the Deputy is aware, the new Junior Cycle programme is currently being introduced to schools on a phased basis. As part of this change key skills are being built into every subject. These include skills such as communicating, working with other and managing information and thinking. Over the course of the three year Junior Cycle, every student should have the opportunity to "take initiative, be innovative and develop Entrepreneurial skills".
There are already measures in place to support students in gaining useful skills for the workplace. For example, in Transition Year as well as the opportunity for work placement, students can take part in enterprise units and in student enterprise competitions such as the Student Enterprise award and the mini company "Get up and Go" competition. The mini-company involves students in research, planning, establishing a business, perhaps experiencing some risks and some failures – before getting it right, marketing, making or providing a service/product, drafting accounts, writing a report and finally winding down the company.
Furthermore, in Senior Cycle students taking the Leaving Certificate Vocational Programme and the Leaving Certificate Applied are provided with specific opportunities to acquire enterprise skills. These programmes place a strong focus on active learning, community-based approaches, personal development and teamwork. Students also engage in work experience.
176. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which the issue of school bullying during and after school hours continues to be monitored by her Department with particular reference to early identification and assistance; and if she will make a statement on the matter. [38448/14]
View answerThere is no requirement on schools to report bullying incidents to my Department.
The School Principal under the anti-bullying procedures for all schools is required to report regularly to the Board of Management on the overall number of bullying cases and provide confirmation that these are being dealt with in accordance with the procedures.
The Board is required to undertake an annual review and publish the schools anti-bullying policy on their website.
Arising from commitments made in the Action Plan on Bullying, my Department's Inspectorate is placing a stronger focus on the actions schools take to create a positive school culture and to prevent and tackle bullying. For example, parent and student questionnaires issued as part of whole school evaluations, include, since January 2014, additional questions to get a clearer picture of how the school deals with bullying. Furthermore, the Inspectorate's plan for the current school year provides for a focussed evaluation to be conducted in a sample of schools to examine the school's work to create and sustain safe and healthy environments.
This work will give a better overview on how well the procedures are being implemented at school level.
This is also an issue that will need to be considered in the context of developing a Parent and Students Charter that each school will be obliged to have. An important aspect of the Charter will be how parents receive information and feedback on the operation of school policies and how parents concerns are addressed.
177. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which education continues to meet the skills requirement of the workplace; and if she will make a statement on the matter. [38449/14]
View answerAn Enterprise Engagement Forum, chaired by the Secretary General of the Department of Education and Skills, provides a regular opportunity for the major organisations representing enterprise and employers in Ireland to input to and discuss interests and concerns relevant to education and training policy and provision. The agenda for meetings are agreed with employer representatives and span the full range of education and training provision from school level through further education and onto higher education participation and research.
At school level, there are a range of subjects which foster workplace skills. As the new Junior Cycle is being introduced to schools, key skills are being built into every subject. These include skills such as communicating, working with other and managing information and thinking. Over the course of the three year Junior Cycle, every student should have an opportunity to "take initiative, be innovative and develop Entrepreneurial skills".
In Transition Year as well as the opportunity for work placement, students can take part in enterprise units and in student enterprise competitions such as the Student Enterprise award and the mini company "Get up and Go" competition. The latter is specifically for transition year students with an emphasis on team work. The mini-company involves students in research, planning, establishing a business, perhaps experiencing some risks and some failures – before you get it right, marketing, making or providing a service/product, drafting accounts, writing a report and finally winding down the company.
In Senior Cycle students taking the Leaving Certificate Vocational Programme and the Leaving Certificate Applied are provided with specific opportunities to acquire enterprise skills. These programmes place a strong focus on active learning, community-based approaches, personal development and teamwork. Students also engage in work experience.
My Department has a number of strategies and initiatives in place to ensure that further education and training meets the skills requirements of the workplace. SOLAS with the assistance of relevant experts such as the ESRI, employers and local and national organisations have published a five year strategy for the further education and training sector which provides us with a strategic roadmap for this crucial element of the education and training system. The strategy includes a vision of a flexible, quality-driven, labour market-relevant, integrated and responsive sector that supports learner progression, transitions into employment and personal development. In addition to the 5 year Strategy, SOLAS has published a first ever integrated Further Education and Training Services Plan for 2014 and it will provide information on the range of further education and training funded by the Irish Government and it will set out in detail how the State's investment in 2014 will be used by SOLAS and the Education and Training Boards to meet the skills needs of learners and employers.
Following on from the Apprenticeship Review an Apprenticeship Implementation Plan was published in June 2014. As part of this plan a new Apprenticeship Council is in the process of being established. The Council will be enterprise led and have representatives from business, trade unions, further and higher education bodies. The first job of work of the new Apprenticeship Council will be a call for proposals from industry for new apprenticeships. Along side this work, the curricula for current apprenticeships will continue to be reviewed under existing structures.
In the Higher Education Sector, engagement with enterprise is one of the core pillars of the National Strategy for Higher Education and provides a detailed framework and range of recommendations to ensure the system continues to respond to enterprise needs. This includes structured employer surveys and interaction, alignment of funding to national priorities, including skills needs, increased work placement opportunities, staff mobility into enterprise, a focus on the development of generic skills in undergraduate programmes and the establishment of higher education institutional clusters at a regional level to support enterprise development and employment needs. In the Higher Education Sector, to address specific skills needs of enterprise and support jobseekers into employment my Department funds the Springboard and the ICT Conversion Programmes under the ICT Action Plan.
My Department, in conjunction with the Department of An Taoiseach, the Department of Social Protection and the relevant agencies– has developed an awareness campaign targeted at both the unemployed and employers - which brings together some of the range of enterprise-focused re-skilling initiatives that have been introduced in recent years. The 'brand' is entitled 'Skills to Work' and has been rolled out at various roadshows in recent months.
178. Deputy Bernard J. Durkan asked the Minister for Education and Skills the total number of schools throughout the country likely to benefit from refurbishment or replacement in the coming year; the extent to which adequate budgetary provisions have been made in this regard; and if she will make a statement on the matter. [38450/14]
View answer180. Deputy Bernard J. Durkan asked the Minister for Education and Skills the steps she has taken or proposes to take to meet the school building requirements at primary and second level throughout the country in the coming year; and if she will make a statement on the matter. [38452/14]
View answerI propose to take Questions Nos. 178 and 180 together.
The Five Year Construction Plan that was announced in March 2012 as part of the Department's €2 billion capital investment programme, outlines the major school projects that are scheduled to commence construction over the duration of the Plan. These have been prioritised on the basis of meeting significant demographic needs.
In addition, my Department will also consider applications from individual schools for devolved funding to meet an immediate accommodation requirement because of increased enrolments and where an additional teacher is being appointed.
My Department will continue to analyse demographic trends and to monitor enrolments in all areas, to determine the level of additional school provision which may be required into the future and to ensure that this is provided in a timely manner.
The current status of all projects on the school building programme may be viewed on my Department's website at www.education.ie and this is updated regularly throughout the year.
179. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which she remains satisfied regarding the adequacy of teacher numbers at primary and second level schools throughout the country; if she has received communications from the various school authorities in this regard; and if she will make a statement on the matter. [38451/14]
View answerTeaching resources are allocated to schools on a school year basis. The bulk of teaching posts in schools are allocated on a permanent basis. Unlike most other areas of the public service teaching vacancies continue to be filled in accordance with published Department criteria. The Government has prioritised, as best as possible, the filling of front-line posts in the Education sector within the constraints of the Employment Control Framework.
We have a growing population of young people in this country and despite the difficult financial circumstances we face as a country, we prioritised education so that the number of teachers we have in the system has also grown in order to protect pupil teacher ratios. Between this year and last year this has involved an increase of around 2,300 teachers in our primary and post-primary schools. This is a very significant investment at a time of scarce resources.
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.
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.
