Written Answers Nos. 420-434
420. Deputy Ciarán Lynch asked the Minister for Education and Skills her views on whether it is acceptable that a child living adjacent to a State-funded primary school is refused admission to that school on grounds of religion; and if she will make a statement on the matter. [44775/14]
View answerIt is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998. In this regard a Board of Management may find it necessary to restrict enrolment to children from a particular area or a particular age group or on the basis of some other criterion. The criteria to be applied by schools in such circumstances are a matter for the schools themselves. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. Under section 15 (2) (d) of the Education Act 1998, each school is legally obliged to publish its enrolment policy.
Equality legislation, which also outlaws discrimination in relation to the admission of a student, makes provision for exemptions to apply in the case of single sex schools and in the case of schools where the objective is to provide education in an environment that promotes certain religious values. The legislation provides that any school that has this objective may admit a student of a particular religious denomination in preference to other students.
Section 29 of the Education Act 1998, provides parents with an appeal process where a board of management of a school or a person acting on behalf of the Board refuses enrolment to a student. Where a school refuses to enrol a pupil, the school is obliged to inform parents of their right under Section 29 of the Education Act 1998 to appeal that decision to either the relevant Educational Training Board or to the Secretary General of my Department.
The Child and Family Agency, is the statutory agency which can assist parents who are experiencing difficulty in securing a school place for their child. The Agency can be contacted at 01 6352854 or by E-mail at info@tusla.ie.
The Deputy may be aware that the Government gave approval in March of this year for drafting the Education (Admission to Schools) Bill 2014 and drafting is currently underway.
The objective of the Admission to Schools Bill is to provide an over-arching framework to ensure that how schools decide on who is enrolled and who is refused a place in schools is more structured, fair and transparent.
A key objective in designing the framework is to create greater confidence for parents that the admission criteria laid down by schools are legitimate, reasonable and fair.
421. Deputy Finian McGrath asked the Minister for Education and Skills her views on matters regarding repairs in respect of a school (details supplied) in Dublin 3; and if she will make a statement on the matter. [44810/14]
View answerMy Department's Planning and Building Unit has no record of receiving an application for funding from the school referred to by the Deputy for repair works.
If the school in question considers that there are works of an emergency nature requiring attention it is open to the school authority to submit an application for funding under the Emergency Works Scheme. The main purpose of the scheme is to ensure the availability of funding for urgent works to those schools that are most in need of resources as a result of an emergency situation.
Details of the scheme, together with an application form for grant assistance, can be accessed on my Department's website.
422. Deputy Éamon Ó Cuív asked the Minister for Education and Skills the position regarding a school (details supplied) in Dublin 3 that is waiting over 15 years for a new extension; the length of time the school is on the waiting list; the exact work that is planned; the position on the list for refurbishment this school is placed; the expected commencement day for works; and if she will make a statement on the matter. [44825/14]
View answerThe Extension Refurbishment Project for the school referred to by the Deputy is currently at an advanced stage of architectural planning - Stage 2b - Detailed Design. All statutory approvals have been obtained and the Stage 2b Detailed Design Submission is currently under review by my Department.
Due to competing demands on the 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 referred to by the Deputy, which were 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 the Department in the future.
423. Deputy Arthur Spring asked the Minister for Education and Skills if her attention has been drawn to a dispute between workers and contractors involved in the construction project at Kishoge community college; and if she will make a statement on the matter. [44857/14]
View answerI am aware of an issue at the school site referred to by the Deputy and I would encourage all parties involved to use the appropriate industrial relations channels to resolve this current matter.
As the Deputy is aware school building projects which are funded from public monies, including the school project in question, 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).
Dublin and Dún Laoghaire Education and Training Board 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.
424. Deputy Seán Kyne asked the Minister for Education and Skills the procedure for a child to be assessed under the National Educational Psychological Service; the number of children on the waiting list for assessment; the number assessed per school year on average; the waiting list in Galway; her plans to improve the service; and if she will make a statement on the matter. [44861/14]
View answerI can inform the Deputy that my Department's National Educational Psychological Service (NEPS) provides educational psychology service to all primary and post primary schools through an assigned NEPS psychologist and in some cases through the Scheme for Commissioning Psychological Assessments (SCPA). Under this scheme schools can have an assessment carried out by a member of the panel of private psychologists approved by NEPS, and NEPS will pay the psychologist the fees for this assessment directly.
NEPS does not keep waiting lists for assessments of children but in common with many other psychological services and best international practice, NEPS has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution focused consultative approach to maximize positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for pupils with learning, emotional or behavioural difficulties.
Teachers may consult their NEPS psychologist should they need to at this stage in the process. Only in the event of a failure to make reasonable progress, in spite of the school's best efforts in consultation with NEPS, will the psychologist become involved with an individual child for intensive intervention. This system allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually. It also ensures that children are not referred unnecessarily for psychological intervention. This process has been embedded by NEPS psychologists in the Primary sector with the production by the Department of Special Educational Needs – A Continuum of Support guidance and resource materials which has been distributed to all schools since 2007/8. In late 2010 similar support documentation was produced in relation to Emotional and Behavioural difficulties in the Primary sector and in relation to a formal Post-Primary Continuum process.
The continua described above all involve a graduated problem solving model of assessment and intervention in schools processes which moves from basic classroom based interventions to more specialised and individual interventions and comprise three distinct school based phases characterised as follows:
Classroom Support – is an intervention which is co-ordinated by the Class Teacher and is carried out in the regular classroom.
School Support - is an assessment and intervention process which is usually co-ordinated by the learning support/resource teacher working alongside the class teacher. Interventions at this stage will be additional to those provided through classroom support.
School Support Plus – is generally characterised by the school requesting the involvement by the relevant external service (predominantly NEPS) in more detailed assessment and development of intervention programmes. This level of intervention is for children with complex and/or enduring needs and whose progress is considered inadequate, despite carefully planned interventions at previous levels.
The staged model recognises that pupils present with a wide range of issues and difficulties and allows for their amelioration and intervention at the level most appropriate to the particular need. The continuum approach ensures that pupils presenting within this range are dealt with quickly and at the appropriate level without the establishment of a waiting list for formal assessment.
If parents have specific concerns about the educational progress of their child I would advise, in the first instance, that they speak to the Principal of the school with a view to raising these concerns with the assigned NEPS psychologist.
For the Deputy's information, during 2013/14 NEPS psychologists engaged directly with over 8,000 named individual pupils, SCPA psychologists with an additional 1,500 (approx.). At a broader level NEPs psychologists consulted with schools in respect of an estimated 25,000 unnamed pupils in the period.
I can also inform the Deputy that this Government has maintained, and indeed increased, the number of psychologists directly employed in NEPS. This number currently stands at 177 (168 w.t.e. when work-sharing arrangements are factored in), with a further 5 staff in the course of recruitment.
425. Deputy Dara Calleary asked the Minister for Education and Skills her views that it is appropriate that students requiring special examination aids such as CD-DVDs and USB devices must pay for those aids; her further views that it is appropriate that such students must incur such expenses that other students do not; and if she will make a statement on the matter. [44879/14]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
426. Deputy Micheál Martin asked the Minister for Education and Skills if it is the case that from January 2015 international students on courses in private colleges accredited by organisations such as City and Guilds, Edexcel, ICM and CT will not be granted visas; if it is the case that only students in colleges providing FETAC courses accredited by Quality and Qualifications Ireland will be allowed visas; if it is the case that it can take FETAC course providers up to a year to gain accreditation from QQI; her views that this will put many private colleges under severe pressure in the interim; and if she will make a statement on the matter. [44931/14]
View answerA number of reforms which I announced together with the Minister for Justice and Equality on 2nd September are currently being implemented to strengthen the regulation of international education in Ireland. The policy document Regulatory Reform of the International Education Sector and the Student Immigration Regime, which explains the rationale for these reforms, was published in September 2014. It contains a number of changes, adopted by Government, to immigration policy that governs the recruitment of international students by providers.
The current Internationalisation Register will be replaced by an 'Interim List of Eligible Programmes for Student Immigration Permission' from 1st January 2015. The Interim List will act as a reference point for the Irish Naturalisation and Immigration Service (INIS) of the Department of Justice and Equality in considering visa and residency applications from non-EEA applicants wishing to study on a full-time basis in Ireland and to avail of a concession to take up casual employment in the State with certain restrictions. The granting of student visas remains at the sole discretion of the Minister for Justice and Equality.
One of the criteria for inclusion on the Interim List from 1st January 2015 relates to programme accreditation: only programmes which are accredited or recognised by Irish awarding bodies, such as the universities or QQI, in the English language and higher education sectors will be permitted to be listed. Therefore providers will not be permitted to recruit non-EEA students to programmes leading to the awards referred to by the Deputy. Detailed information on the criteria for inclusion of programmes on the Interim List can be found on www.intregister.ie.
It is important to be clear that these reforms pertain solely to the immigration status of non-EEA nationals. No change has been made which will restrict the ability of private colleges to educate Irish citizens or to attract international students from within the European market of over half a billion people. These reforms are necessary to protect the educational and consumer interests of genuine international students, to tackle abuse of the labour market and the immigration regime and to safeguard the strong international reputation of high-quality Irish education providers.
Regarding the length of time to gain FETAC course accreditation from QQI, QQI has advised that the length of time taken is very much dependent on the level of preparedness and responsiveness of the applying provider.
427. Deputy Pat Rabbitte asked the Minister for Education and Skills the position regarding the proposed amalgamation of schools (details supplied) in Dublin 12; and if she will make a statement on the matter. [44934/14]
View answerI can confirm that my Department is aware of the Patron's proposal to amalgamate the schools referred to by the Deputy.
As the Deputy will be aware, 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.
Amalgamation proposals must first involve consultation with all of the relevant stakeholders, including students, parents, teachers, and local communities. My Department understands that this process is in train. Any amalgamation 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.
428. Deputy James Bannon asked the Minister for Education and Skills if she will expedite Student Universal Support Ireland grant application in respect of a person (details supplied) in County Longford; and if she will make a statement on the matter. [44941/14]
View answerAs part of a comprehensive customer service and communications strategy provided by Student Universal Support Ireland (SUSI), to ensure that all necessary avenues are open to applicants to receive the information they need, a dedicated email and phone line service is provided by SUSI for Oireachtas members. This was established to meet an identified need for applicants who choose to engage the assistance of their public representatives in making enquiries about their grant applications.
This service compliments the established channels provided by SUSI which include online application tracking, a dedicated website, a telephone helpdesk, email and social media, including Facebook and Twitter.
Enquiries may be emailed direct to SUSI at oireachtas@susi.ie. SUSI are responding to email queries within a matter of days.
If an individual applicant considers that she/he has been unjustly refused a student grant, or that the rate of grant awarded is not the correct one, she/he may appeal, in the first instance, to SUSI.
Where an individual applicant has had an appeal turned down in writing by SUSI and remains of the view that the scheme has not been interpreted correctly in his/her case, an appeal form outlining the position may be submitted by the applicant to the independent Student Grants Appeals Board.
429. Deputy Eric Byrne asked the Minister for Education and Skills if her attention has been drawn to a school (details supplied) in Dublin 12 that is planning to close in the near future; if an approach has been made by the owners of this private school for its acquisition by her Department; and if she will make a statement on the matter. [44983/14]
View answer430. Deputy Eric Byrne asked the Minister for Education and Skills if her Department will be in a position to secure the site of a school (details supplied) in Dublin 12, acquire it as a matter of urgency and maintain it as a going concern as it serves an important role in the provision of education in the catchment area; and if she will make a statement on the matter. [44986/14]
View answerI propose to take Questions Nos. 429 and 430 together.
I can confirm to the Deputy that my Department is aware, that owing to the death of the school's owner, that the school in question will close. The school management indicated that they have advised the school community of the impending closure so that parents can make alternative arrangements for their children. The school did not enrol a first year intake in September 2014. The area is serviced by 9 post-primary schools and there is spare capacity in a number of these schools.
My Department has not been approached to acquire the school and has no plans to acquire the property as a going concern.
431. Deputy Michael McCarthy asked the Minister for Education and Skills if she will review an issue (details supplied) in County Cork regarding student transport; and if she will make a statement on the matter. [45021/14]
View answerThe Deputy will be aware that under the terms of my Department's Post Primary School Transport Scheme, children are eligible for transport where they reside not less than 4.8 kilometres from and are attending their nearest education centre as determined by my Department/Bus Éireann, having regard to ethos and language.
The pupils referred to by the Deputy are not attending their nearest Post Primary Centre and are therefore not eligible for school transport.
In general children who are not eligible for school transport may apply for transport on a concessionary basis subject to a number of terms and conditions that are detailed in the scheme.
Bus Éireann which operates the School Transport Scheme has advised that there are spare seats available on the service in question. However, the times of the service may not be suitable for pupils attending the schools referred to by the Deputy due to the distance that must be travelled after alighting the bus.
In this regard the families should liaise with their local Bus Éireann office at 021 - 4557137.
432. Deputy Tony McLoughlin asked the Minister for Education and Skills the financial contribution her Department makes to running the National Association for Principals and Deputy Principals; and if she will make a statement on the matter. [45025/14]
View answerThe National Association for Principals and Deputy Principals (NAPD) is a recognised representative body for Principals and Deputy Principals at post-primary level.
Funding provided by my Department to the NAPD relates to a non-recoupable secondment in respect of the position of Director and funding in respect of the provision by NAPD of supports, training & seminars for principals and deputy principals, including newly appointed principals and deputy principals. The NAPD works in collaboration with the Professional Development Service for Teachers to provide leadership programmes and continuous professional development opportunities. The funding given to the NAPD supports my Departments national priorities in the areas of Literacy & Numeracy and Leadership for schools. My Department also co-funds with the Department of Arts, Heritage & Gaeltacht an annual grant to fund a specific Creative Arts project run by the NAPD.
The total funding by my Department in this regard in 2014 will be approximately €350,000.
433. Deputy Tony McLoughlin asked the Minister for Education and Skills the number of teachers working in the 16 education and training boards who are on indefinite duration contracts; and if she will make a statement on the matter. [45026/14]
View answerThe position is that Education and Training Boards are statutory bodies with their own corporate status established under the Education and Training Boards Act 2013.
The recruitment and appointment of teachers to fill teaching posts is a matter for the individual ETB subject to provisions set out in Section 24 of the Education Act 1998, as amended.
The information requested by the Deputy is not readily available in my Department and would involve an inordinate amount of administrative time to compile.
434. Deputy Tony McLoughlin asked the Minister for Education and Skills the reduction in expenditure since July 2013, provided to the 16 education and training boards; if she will provide the estimated savings from this reduction; and if she will make a statement on the matter. [45027/14]
View answerThe financial allocation to the Education and Training Boards (ETBs) to pay teachers, special needs assistants, administrative and maintenance staff, for the day to day running of schools and head offices and for certain other programmes is known as the general and post primary programme grant. The grant is divided between pay and non-pay. Funding in respect of 2013 was allocated on a 12 month basis and based on the pre-existing VEC configuration.
The total pay grant in 2013 amounted to some €710m. Of this, €361m was allocated to the VECs between January and June and €349m to the ETBs from July to December. In 2014 the ETBs were given an initial pay grant of €668m. This figure included adjustments for additional teachers and anticipated savings from the Haddington Road Agreement. The amount of the final pay grant for 2014 has not yet been determined.
The general and post primary non-pay grant to each ETB is to meet costs associated with schools, the ETB's administrative offices and certain other items, for example the schools services support fund, DEIS schools and the book grant.
In 2013 the general and post primary non-pay grant to VECs/ETBs was reduced by €13.2 million. This decision took account of the capacity of VECs/ETBs to utilise cash balances on a once off basis. The total non-pay grant in 2013 amounted to some €58m. Of this, approximately €30m was allocated to the VECs between January and June and €28m to the ETBs from July to December.
In 2014, this reduction in exchequer funding was mostly reinstated. However due to other factors, the Department was not in a position to fully restore the non-pay grant, which in 2014 amounts to €69m approximately.
