Written Answers Nos. 99-126
99. Deputy Michael Creed asked the Minister for Education and Skills the amount of funding approved by her Department for expenditure on the provision of escorts for children with special needs whilst being transported to school; if she will provide a breakdown of the escort cost for each individual school; and if she will make a statement on the matter. [46403/14]
View answer103. Deputy Michael Creed asked the Minister for Education and Skills the amount of funding spent in 2010, 2011, 2012 and 2013 on school transport arrangements for children with special needs; and if she will make a statement on the matter. [46404/14]
View answerI propose to take Questions Nos. 99 and 103 together.
The purpose of my Department's School Transport Scheme for Children with Special Educational Needs is, having regard to available resources, to support the transport to and from school of children with special educational needs arising from a diagnosed disability.
Children are eligible for transport where they:
- have special educational needs arising from a diagnosed disability in accordance with the designation of high and low incidence disability set out in Department of Education and Skill's (DES) Circular 02/05; and
- 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
My Department also allocates funding to schools, for the employment of escorts to accompany children who are eligible for school transport and whose care and safety needs are such as to require the support of an escort.
In this regard funding totalling over €18m was provided to over 400 schools employing some 1600 escorts in 2014; the breakdown on an individual school basis is not readily available. However, if the Deputy has a particular school in mind it may be possible to provide more detailed information.
The total annual expenditure on School Transport services since 2010 was as follows:
|
Year |
Funding Spent |
|
2010 |
€181m. |
|
2011 |
€171m |
|
2012 |
€168m |
|
2013 |
€171m. |
It is estimated that currently over 35% of school transport expenditure is on services, escorts or transport grants provided for children with special educational needs.
100. Deputy Jonathan O'Brien asked the Minister for Education and Skills the projected savings from introducing school-based assessment for the junior cycle. [46395/14]
View answerThe Department does not anticipate that there will be a saving from introducing school based assessment for the Junior Cycle. In fact an additional €5million has been announced for Junior Cycle reform in 2015. This will bring the budget for Junior Cycle reform to €9.3m in 2015.
101. Deputy Jonathan O'Brien asked the Minister for Education and Skills the moneys spent on junior certificate marking during each of the past ten years; and if she will make a statement on the matter. [46396/14]
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.
102. Deputy Jonathan O'Brien asked the Minister for Education and Skills the data protection measures in place in schools when they are holding information that contains students' personal public service numbers. [46401/14]
View answerThe personal public service numbers, similar to other personal data of students, must be obtained and processed in compliance with Data Protection Acts. The responsibility for compliance with the legislation rests with each individual school.
104. Deputy Charlie McConalogue asked the Minister for Education and Skills if she will provide references for any research she or her Department has drawn from to demonstrate the benefits of having teachers assess their own students' project work instead of external assessors as part of the proposed junior certificate reforms; and if she will make a statement on the matter. [46417/14]
View answerThe benefits of having teachers assess their own students work, was based on a range of research findings including, for example:
- Black and Wiliam, (1998). Inside the Black Box, Raising Standards Through Classroom Assessment. London: School of Education, King's College.
- Crooks, T (1988). The Impact of Classroom Evaluation Practices on Students," Review of Educational Research, 58 (4), pp. 438- 481.
- Easley and Zwoyer, (1975). In Crooks, T (1988). "The Impact of Classroom Evaluation Practices on Students," Review of Educational Research, 58 (4), p 469.
- Gipps, C (1994). Beyond Testing: Towards a Theory of Educational Assessment. London. The Falmer Press.
- Green, J (1998). Constructing the Way Forward. Keynote address:"Innovations for effective schools". OECD Conference, Christchurch.
- Harlen, W (1998). Classroom Assessment: A Dimension of Purposes and Procedures. Paper presented at the Annual Conference of the NZARE, Dunedin, December.
- Hattie, J (1999). Influences on Student Learning. Inaugural Lecture.Professor of Education, University of Auckland, August 2002.
Keyconet.eun.org research findings
- Sadler, R (1989). "Formative Assessment in the Design of Instructional Systems," Instructional Science, 18, pp. 119-144.
- Sutton, R (2000). Year 8 and Year 9 Overcoming the Muddle in the Middle.
- Tunstall, P and Gipps, C (1996). "Teacher Feedback to Young Children in Formative Assessment: A Typology," British Educational Research Journal, 22 (4).
- Wiggins, G (1998). Educative Assessment: Designing Assessments to Inform and Improve Student Performance. San Francisco: Jossey-Bass.
Some further references to some of the most important texts on classroom and school-based assessment. Note in particular the OECD's Synergies for Better Learning which is an extensive and authoritative source of many of the key ideas underscoring the junior cycle and other developments. Some relevant quotes from Synergies for Better Learning are also set out as follows:
References
- Assessment Reform Group (2008) Changing assessment Practice-Process, Principles and Practice. ARG
- Black, P. and Wiliam D, (1998) Inside the Black Box: Raising Standards through Classroom Assessment. London School of Education, King's College.
- Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam D. (2002) Working inside the Black Box: Assessment for Learning in the Classroom. London School of Education, King's College.
- Black, P. Harrison, C., Hodgen. J., Marsall, M. and Serret, N. (2011) Can teachers' summative judgements produce dependable results and also enhance classroom learning? Assessment in Education (18)
- Fullan, M (1993) The Complexity of the change Process. In Change forces: Probing the depth of educational reform. Falmer Press.
- Harlen W. (2012) On the Relationship between Assessment for Formative and Summative purposes in Assessment for Learning edited by Gardner J. Sage Press
- Hattie, J. and Timperley, H. (2007) The Power of Feedback. rer.sagepub.com
- Hattie, J (2011) Visible Learning for Teachers: Maximising Impact on Learning. Routledge
- Hayward L., Priestley M., and Young M. (2004) Ruffling the calm of the ocean floor.
Taylor and Francis From OECD (2013) Synergies for Better Learning OECD.
105. Deputy Charlie McConalogue asked the Minister for Education and Skills the number of teachers working in the 16 education and training boards who are on contracts of indefinite duration; the number in permanent positions; and if she will make a statement on the matter. [46418/14]
View answer111. Deputy Tony McLoughlin asked the Minister for Education and Skills the number of teachers working in each of the 16 education and training boards who are on indefinite duration contracts; and if she will make a statement on the matter. [46457/14]
View answerI propose to take Questions Nos. 105 and 111 together.
The criteria used for the allocation of teachers to schools are published annually on my Department's website. The key factor for determining the level of staffing resources provided at individual school level for the current school year is the pupil enrolment at 30 September 2013. There are currently 9,700 WTE (whole time equivalent) posts allocated to the ETB sector.
The information requested by the Deputy in relation to teachers employed in the ETB sector and the status of their posts is not available in my Department as it is held at individual ETB level. It is a matter for the individual ETB scheme, as employer, to determine whether a teacher is entitled to hold a contract of indefinite duration.
106. Deputy Finian McGrath asked the Minister for Education and Skills her views on a matter regarding the options available in respect of persons (details supplied) for their child being educated in their local school without discrimination; and if she will make a statement on the matter. [46428/14]
View answerThe selection and enrolment of pupils in schools is the responsibility of the authorities of the individual school. This Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in an area. However, this may result in some pupils not obtaining a place in the school of their first choice. As schools may not have a place for every applicant, a selection process may be necessary. 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 disclose its enrolment policy and to ensure that as regards that policy that principles of equality and the right of parents to send their children to a school of the parents' choice are respected.
Section 29 of the Education Act, 1998 provides for an appeal by a parent or guardian to the Secretary General of my Department, or in the case of an Educational Training Board (ETB) school to the ETB in the first instance, where a Board of Management of a school, or a person acting on behalf of the Board, refuses to enrol a student in a school, expels a student or suspends a student for 20 or more days in any school year. This Department has no authority to compel a school to admit a pupil, except in the case of an appeal under section 29 of the Education Act, 1998 being upheld. Application forms for taking a section 29 appeal are available on my Departments website at the following link http://www.education.ie/en/Parents/Services/Appeal-against-Permanent-Exclusion-Suspension-or-Refusal-to-Enrol/Section-29-Appeals-Application-Form.doc, or by contacting Section 29 Administration Unit, Friars Mill Road, Mullingar, Co. Westmeath, phone 0761 108588.
The Deputy will be aware that it is my firm view that all schools should be inclusive. It is with this spirit of inclusiveness that the proposed Admissions to Schools Bill is designed. The regulatory framework should see improved access to schools for all pupils and ensure there is consistency, fairness and transparency in the admissions policies of schools and in the service they provide to parents. If the parent feels that they may have experienced discrimination, they may wish to contact the Equality Tribunal which is an independent State body set up to investigate or mediate complaints of discrimination. They can be contacted at The Equality Tribunal, Davitt House, 65A Adelaide Road, Dublin 2, Tel: +353 1 6136800 or Email: info@equalitytribunal.ie.
107. Deputy Tony McLoughlin asked the Minister for Education and Skills the financial contribution her Department made towards the running of the National Parents Council Post Primary in the years 2010, 2011, 2012 and 2013; and if she will make a statement on the matter. [46440/14]
View answer110. Deputy Tony McLoughlin asked the Minister for Education and Skills the financial contribution her Department made towards the running of parents' associations (details supplied) in the years 2010, 2011, 2012 and 2013; and if she will make a statement on the matter. [46456/14]
View answerI propose to take Questions Nos. 107 and 110 together.
My Department does not fund individual Parent Associations, or the Constituent Bodies of the National Parent Council, Post-Primary, as mentioned in the Deputy's question. My Department funds the NPCPP in their capacity as the umbrella body for these associations. The information requested by the Deputy is contained in the table.
Table 1: National Parents’ Council (post-primary), Department of Education and Skills funding 2010 to 2013
|
Year |
Core Grant Outturn |
Training Grant Outturn |
Total |
|
2013 |
€202,000 |
€12,079 |
€214,079 |
|
2012 |
€202,000 |
€45,460 |
€247,460 |
|
2011 |
€202,000 |
€38,831 |
€240,831 |
|
2010 |
€177,000 |
€33,300 |
€210,300 |
108. Deputy Tony McLoughlin asked the Minister for Education and Skills the financial contribution her Department made to running the National Association of Principals and Deputy Principals in the years 2010, 2011, 2012 and 2013; and if she will make a statement on the matter. [46441/14]
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 Department's national priorities in the areas of Literacy & Numeracy and Leadership for schools. The table outlines the total funding for the years 2010 to 2013.
Department of Education and Skills funding to the NAPD
|
Organisation |
Year |
Total |
|
NAPD |
2010 |
219,056 |
|
NAPD |
2011 |
261,405 |
|
NAPD |
2012 |
261,515 |
|
NAPD |
2013* |
347,611 |
*In 2013 the Department entered into a joint venture co-funded with the Department of Arts, Heritage & Gaeltacht to provide an annual grant to fund a specific Creative Arts project run by the NAPD.
109. Deputy Catherine Murphy asked the Minister for Education and Skills if she is satisfied that information which schools are requested to collect on parents, medical card status, social welfare status and then forward to the NCSE in accordance with the latest allocation model for resources for children with special needs is done in full compliance with data protection legislation; if she will indicate the use made of this information; and if she will make a statement on the matter. [46452/14]
View answerI wish to advise the Deputy that the data which schools were requested to return as part of the social context survey was non-personal, anonymised data. Schools were not asked to return data in relation to the social circumstances of individual pupils.
The Office of the Data Protection Commissioner had advised that the data protection legislation did not apply to the collection of non personal data.
This data was returned to the Educational Research Centre (ERC). It will be considered by the ERC, and the results of this consideration by my Department and the National Council for Special Education, but will not be shared with other Departments or statutory bodies.
My Department has collected this data in order to consider potential revisions to the system of allocating Resource Teaching and Learning Support to schools on foot of recommendations set out in the National Council for Special Education (NCSE) Policy Advice on "Supporting Students with Special Educational Needs in Schools (May 2013) and the recommendations of the NCSE Working Group Report "A Proposed New Model for Allocating Teaching Resources for Students with Special Educational Needs" (2014).
The Working Group report recommended that a school's social context should be used because it can contribute strongly to the level of learning needs that students have. The report considered that, on the basis of available research evidence, the use of a school's social context is valid in developing an educational profile, as socioeconomic disadvantage is associated with the incidence of certain types of special educational needs, including low achievement in academic learning and emotional or behavioural disorders.
The report also noted that a school within a disadvantaged social context may have a higher share of students presenting with emotional or behavioural disorders. While some of these needs are likely to be reflected in low test scores, others may not, as students with relatively high levels of educational achievement can have emotional and behavioural disorders.
Accordingly, it was recommended that consideration of a schools social context should form part of any proposed new resource allocation model.
Pending the availability of a more objective source of information, the working group stated that it was confident that survey reporting by school principals could produce robust up to date data on school context in a similar manner to DEIS and earlier initiatives.
The Department therefore, in conjunction with the NCSE, asked the Educational Research Centre (ERC) to conduct a survey of schools to assist the development of an educational profile.
Though recognising that all schools would not be able to have specific detail regarding all of the questions asked in relation to their pupil populations, schools were asked to provide their best possible estimates in relation to the questions being asked in the survey, in order to ensure that as accurate as possible a social context allocation component of any revised allocation model could be developed for each school.
At all stages of the development of the advice and in particular in the work of the working group there was comprehensive consultation with education partners and stakeholders and through this consultation there was awareness and broad support for the proposed approach including the deployment of a survey.
The data which schools were requested to return as part of the survey was non-personal, anonymised data. Schools were not asked to return data in relation to the social circumstances of individual pupils.
Schools were also advised that the ERC had put in place a dedicated phone help line in order to provide assistance and support to schools in completing the questionnaire. I understand that many schools used this help line to gain assistance in completing the questionnaire.
Whereas I understand that the return of this survey has caused extra work and some difficulties for some schools, I am confident that having up to date social context data will be highly beneficial to the Department and the NCSE in developing proposals for a new profiled allocation model for schools.
112. Deputy Terence Flanagan asked the Minister for Education and Skills the position regarding school funding in respect of a school (details supplied); and if she will make a statement on the matter. [46459/14]
View answerThe project to provide permanent accommodation for the school to which the Deputy refers is currently completing Stage 2a (Developed Design) of the architectural planning process. When that stage is complete, and subject to no other issues arising, the project will progress to Stage 2b (Detailed Design) which includes applications for Planning Permission, Fire Safety Certification, Disability Access Certification and the preparation of tender documents.
The project is on the published School Building Programme to move to tender and construction in 2014/15.
113. Deputy Bernard J. Durkan asked the Minister for Education and Skills if she will grant the assistance of a special needs assistant in the case of a person (details supplied) in County Kildare whose speech therapist and pre-school teacher have indicated that they will strongly benefit from the provision of an SNA; and if she will make a statement on the matter. [46467/14]
View answerI wish to advise the Deputy that the National Council for Special Education (NCSE), through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports, including the allocation of Special Needs Assistants (SNAs) to schools. The NCSE operates within my Department's established criteria for the allocation of Special Education supports and the staffing resources available to my Department.
The criteria by which SNA support is allocated to pupils is set out in my Department's Circular 0030/2014, which is available on my Department's website at www.education.ie.
SNAs are allocated to schools to enable them to support pupils with disabilities who also have significant care needs. The NCSE allocates a quantum of SNA support for each school annually, taking into account the care needs of all of the qualifying children enrolled in the school, and on the basis of the assessed care needs of the children.
In considering applications for SNA supports for individual pupils, the SENOs take account of the pupils' needs and consider the resources available to the school to identify whether additionality is needed or whether the school might reasonably be expected to meet the needs of the pupils from its current level of resources.
It is a matter for schools to make applications to the NCSE for SNA support for pupils who are enrolled to their schools. Schools who wish to make new applications for SNA support for pupils may continue to make such applications to the NCSE.
All schools have the names and contact details of their local SENO. Parents may also contact their local SENO directly to discuss their child's special educational needs, using the contact details available on www.ncse.ie.
114. Deputy Charlie McConalogue asked the Minister for Education and Skills the position regarding redundancy payments in respect of an external school supervisor (details supplied) in County Donegal made redundant as a result of teachers taking on student supervision responsibilities following on from the Haddington Road Agreement; if her Department will provide funding to the school in order to facilitate full payment of redundancy; and if she will make a statement on the matter. [46472/14]
View answerMy Department will correspond with the managerial authority of the school as soon as possible in relation to the request for the payment of redundancy to the person referred to by the Deputy. On receipt of the relevant details from the managerial authority, officials in my Department will determine if the person is eligible for the payment of redundancy and the amount payable.
115. Deputy Dara Calleary asked the Minister for Education and Skills if third level institutions reserve the right to refuse to issue students with letters confirming their non-attendance at that institution for a particular academic year in the circumstance that the particular student has outstanding fee liabilities with the institution; and if she will make a statement on the matter. [46488/14]
View answerAs the Deputy will be aware the Exchequer funds tuition fee costs in respect of eligible students who are pursuing full-time undergraduate courses of study under my Department's Free Fees Initiative. Students who qualify for free fees funding are liable to pay the Student Contribution which, for students who qualify under my Department's Student Grant Scheme, is paid on their behalf by the State.
The position is that the higher education institutions are autonomous bodies and therefore the day to day operation of the institution, including issues surrounding the collection and administration of the Student Contribution and relevant action where there are outstanding debts, are matters for the Governing Authority of each institution.
116. Deputy Finian McGrath asked the Minister for Education and Skills her views on a proposal on a national strategic response to food poverty among school children here; if she will work with the Department for Children and Youth Affairs on the priority matter (details supplied); and if she will make a statement on the matter. [46510/14]
View answerUnder the National Policy Framework for Children and Young People - Better Outcomes, Brighter Futures, the Department of Social Protection is leading on the implementation of a multidimensional approach to tackling child poverty, including the issue of child food poverty, in conjunction with my Department, the Department of Children and Youth Affairs and other relevant Departments and agencies. It is my intention to engage with the Tánaiste and Minister for Social Protection and with other Ministerial colleagues to ensure that this important issue is progressed.
As the Deputy may be aware, access to the Department of Social Protection's School Meals Scheme is a key element of the DEIS School Support Programme and there is an ongoing engagement between my Department and that Department to ensure that all DEIS school who wish to avail of the School Meals scheme can do so. At the end of the last academic year, 97% of DEIS Band 1 primary schools and 96% of DEIS Band 2 primary schools were availing of the programme, which shows that the scheme is clearing targeting the most educationally disadvantaged pupils in the State.
117. Deputy Jonathan O'Brien asked the Minister for Education and Skills further to her statements that during the survey of social contexts of schools the data required were not in relation to the circumstances of individual pupils, if her attention has been drawn to the fact that some schools including a school (details supplied) in County Leitrim have collected individualised information which they have stipulated will be shared with other State bodies in their correspondence with parents; the number of schools who have breached data protection regulations. [46511/14]
View answerI wish to advise the Deputy that the data which schools were requested to return as part of the social context survey was non-personal, anonymised data.
Schools were not asked to return data in relation to the social circumstances of individual pupils. The Office of the Data Protection Commissioner had advised that the data protection legislation did not apply to the collection of non personal data.
Schools were asked to return the surveys to the Educational Research Centre (ERC) and surveys were therefore not returned directly to my Department.
The Educational Research Centre has advised that no school sent the Educational Research Centre personalised data.
118. Deputy Brian Stanley asked the Minister for the Environment, Community and Local Government the reason some Irish Water owned vehicles are carrying the logo of a company (details supplied); and the relationship between Irish Water and the company. [46419/14]
View answerSince 1 January 2014, Irish Water has statutory responsibility for all aspects of water services planning, delivery and operation at national, regional and local levels. The issue raised in the question is an operational matter for Irish Water and one in which I have no function.
I understand that Veolia are providing meter reading services to Irish Water as a result of a public tender and are operating in the Southern area and the vehicles used are co-branded.
Irish Water has established a dedicated team to deal with representations and queries from public representatives and has contacted all Oireachtas members to provide details of an improved level of service which it is aiming to provide.
The team can be contacted via email to oireachtasmembers@water.ie or by telephone on a new dedicated number, 1890 578 578.
119. Deputy Terence Flanagan asked the Minister for the Environment, Community and Local Government his views on correspondence (details supplied) regarding Irish Water; and if he will make a statement on the matter. [46443/14]
View answer121. Deputy Clare Daly asked the Minister for the Environment, Community and Local Government the number of Irish Water registration packs that were returned with the personal public service number included prior to the introduction of the new measures on 19 November 2014. [46461/14]
View answerI propose to take Questions Nos. 119 and 121 together.
In advance of the introduction of water charges, Irish Water sent application packs to approximately 2 million households. The objective of the application process was to enable customers to confirm their details for billing and relevant PPS numbers were requested in order for customers to claim the allowances that they were eligible for.
On 19 November 2014, the Government decided on the introduction of a number of measures in relation to a revised approach to water charges. This was done to provide clarity and certainty and ensure that water charges are affordable for customers. As the new arrangements are based on self-declaration and appropriate audit, PPS numbers will no longer be required by Irish Water. In compliance with the requirements of the Data Protection Acts, Irish Water will delete PPS data already collected during the customer registration process to protect customers’ data. Irish Water has developed a protocol in consultation with the Office of the Data Protection Commissioner to address this data deletion exercise. My Department does not have any information on the number of application packs that have been returned with the PPS number included prior to 19 November.
To implement the changed charging regime, and to provide those households who have yet to register with an opportunity to respond to the Irish Water customer registration campaign, so that they may avail of the new benefits and to receive accurate bills, it will be important to register by 2 February 2015. Customers who have already responded to the registration process are not required to do anything further in relation to this. Anyone who has already responded to Irish Water can contact the organisation by phone at 1890 448 448 to advise of changes or updates to their previous response.
The Water Services Bill 2014, which was published yesterday, provides that where a customer of Irish Water does not register with Irish Water, they shall be liable for a charge of €260 for each year until such time that they have registered. The Bill also provides for the payment of an annual water conservation grant; however, where the occupier of a dwelling has not provided details of their water supply and waste water services to Irish Water, he or she will not be eligible for the grant. The Bill also provides for the removal of the power of Irish Water to use PPS numbers – this section will be commenced when the data deletion exercise is completed.
Irish Water has established a dedicated team to deal with representations and queries from public representatives and has contacted all Oireachtas members to provide details of an improved level of service which it is aiming to provide.
The team can be contacted via email to oireachtasmembers@water.ie or by telephone on a new dedicated number, 1890 578 578.
120. Deputy Joan Collins asked the Minister for the Environment, Community and Local Government if he will provide a breakdown of the total funding for the LCDP in 2010, 2011, 2012 and 2013; and a breakdown of the funds to each programme nationally. [46447/14]
View answer124. Deputy Joan Collins asked the Minister for the Environment, Community and Local Government the amount of funding that will be allocated for January to 31 March 2015 for the transitional period from LCDPs to SICAP; and if he will provide a breakdown for each programme nationally. [46483/14]
View answer125. Deputy Joan Collins asked the Minister for the Environment, Community and Local Government the amount of funding that has been allocated for January to December 2014 for the transitional period from LCDPs to SICAP; and if he will provide a breakdown for each programme nationally. [46484/14]
View answerI propose to take Questions Nos. 120, 124 and 125 together.
The information requested is being compiled and will be forwarded to the Deputy as soon as possible.
122. Deputy Robert Troy asked the Minister for the Environment, Community and Local Government if he will provide the necessary funding to Longford County Council for a library for Edgeworthtown. [46474/14]
View answerUnder Section 78 of the Local Government Act 2001, the provision of premises and facilities in the public library service is a matter for each local authority in its capacity as a library authority. My Department provides some capital funding towards approved refurbishment/renovation and new library projects carried out by local authorities, subject to availability of resources. It is envisaged that €1.5m will be available form my Department to support such project s in 2015. All submitted proposals will be objectively assessed.
123. Deputy Robert Troy asked the Minister for the Environment, Community and Local Government his proposals for the community development companies and the way the new Leader funding will be administrated; and if he will make a statement on the matter. [46479/14]
View answerThe draft Rural Development Programme (RDP) for the 2014-2020 programme period, including the LEADER elements, was submitted to the European Commission in July 2014.
My Department is currently working with the Department of Agriculture, Food and the Marine and the Commission to finalise the text of the document with a view to commencing the implementation of the LEADER element of the Programme in 2015.
The LEADER element of the RDP is delivered by Local Action Groups (LAGS) through the medium of Local Development Strategies (LDSs). The selection process to select LEADER LDSs and LAGS for the 2014-2020 programme will be an open process that will facilitate participation by any entity that meets the selection criteria. I expect the process to begin shortly and in this context I cannot say what entities will be successful until the process is complete. As required by the EU regulation governing the programme, successful local development strategies will be selected by an independent selection committee established for that purpose.
126. Deputy Michael Healy-Rae asked the Minister for the Environment, Community and Local Government the position regarding issues in respect of an estate (details supplied) in County Kerry; if his Department will work with Kerry County Council to resolve the issues; and if he will make a statement on the matter. [46496/14]
View answerI have no role in relation to this matter. However, from contact that my Department has had with Kerry County Council, I understand that negotiations are ongoing between the Council and the company that provided the bond for the development in question with a view to rectifying any outstanding problems in the estate. I also understand that both sides are due to meet again in the coming days to agree a schedule of works to be undertaken on the estate. I am also informed that any further areas on the estate that may be susceptible to collapse have been safely fenced off by the Council.
