Written Answers Nos. 220-229
220. Deputy Niall Collins asked the Minister for Education and Skills if she will provide an update on plans for permanent accommodation for the two schools in Firhouse, Dublin 24, currently being accommodated in temporary accommodation; and if she will make a statement on the matter. [6446/15]
View answerThis project to provide permanent accommodation for the two schools in Firhouse, Dublin 24 has commenced architectural planning and it is anticipated a planning application will be lodged in the coming months. It is envisaged that construction of the new permanent school buildings will commence towards the end of 2015, with a view to having accommodation in place for the academic year commencing September 2016.
221. Deputy Colm Keaveney asked the Minister for Education and Skills her views on claims that the proposed new model being designed to allocate resources to children with special needs in mainstream schools has the potential to discriminate against so-called high performing schools; and if she will make a statement on the matter. [6456/15]
View answer222. Deputy Colm Keaveney asked the Minister for Education and Skills if it is the case that children with an assessed low-incidence-special-educational need will no longer be entitled to special-needs-teaching hours under the proposed new model of allocation; if at present, each child who receives resource-teaching has the legal right to a certain number of hours of such teaching, as determined by the guidelines, and provided by the special education needs organiser. [6457/15]
View answer226. Deputy Colm Keaveney asked the Minister for Education and Skills regarding the National Council for Special Education's proposed document entitled Delivery for Students with Special Educational Needs: A better and more equitable way, her views on concerns that if professional diagnosis is eliminated then children will be at the mercy of school staff that often have inconsistent levels of experience and training; her further views that without professional diagnosis teachers will be guessing at the problem which hinders the remediation process; and if it is not the case that if the learning difficulty is identified early on by a qualified practitioner the teacher has a much better chance to remediate with proven teaching strategies that meet the particular learning need. [6478/15]
View answerI propose to take Questions Nos. 221, 222 and 226 together. The Deputy will be aware that on Tuesday of this week I announced that I am not proposing to change the way teachers are allocated to schools for children with Special Educational Needs for the coming school year. In making this decision to retain the current model for allocating resource and learning support teachers for the coming year, I have been guided by the advice of the National Council for Special Education (NCSE) Working Group report, which recommended that sufficient time should be allowed for further consultation to take place with the education stakeholders before the new model is implemented in schools.
Through consultations which have already taken place, there was a broad welcome for the proposed new model from parents, disability groups, schools and stakeholders. However, while there has been significant consultation in relation to the proposed new model, there has not been sufficient time to address fully all of the concerns which have been raised in advance the September 2015 school year.
In particular, a robust mechanism for identifying children with complex special educational needs has yet to be finalised. Similarly it will be important to ensure that the concerns that successful schools continue to receive appropriate levels of support to ensure that their successes can be maintained are addressed.
In relation to concerns about the removal of professional diagnosis as a basis for the allocation of teaching supports, the response from schools, parents, disability groups, and all other stakeholders who participated in the consultation process has been overwhelmingly positive to this NCSE recommendation. The view from schools is that, while the professional diagnosis is important in determining whether a specific disability exists, it provides little assistance in understanding the actual learning needs of individual children. In addition, the reliance on the professional diagnosis can often mean significant delays in providing access to additional teaching support. The proposed new model would eliminate this delay. While the proposed new model is not proceeding for the coming year, it is not the case that the proposed new model would deny children access to additional support based on their needs. Under the current model which will be in place for the coming school year, schools will be allocated support calculated on the basis of the numbers of qualifying applications which are received by the NCSE. The current model does not entitle an individual child to a quantum of hours as, under the model the allocation is made to the school for the benefit of all children with special educational needs. Work will continue in the coming months to develop the proposed model and to address the range of concerns which were identified through the consultations which have taken place so far. I have asked my Department to design a pilot of the new model which schools could opt into on a voluntary basis. Continuing consultation with stakeholders will be a vital part of the ongoing work.
The Deputy will also be aware that this week I also announced the establishment within the National Council for Special Education of a new Inclusion Support Service to assist schools in supporting children with special educational needs. This service will include the Special Education Support Service (SESS), the National Behaviour Support Service (NBSS) and the Visiting Teacher Service for children who are deaf/hard of hearing and for children who are blind/visually impaired (VTSVHI) which until now have been managed by the Department. This change is to take immediate effect and is consistent with recommendations of NCSE reports and with the review of the VTSVHI. This change will mean that schools will receive a better and more integrated service from this new Inclusion Support Service. The Inclusion Support Service will build on the existing good work and support which NBSS, SESS and VTSVHI provide to children and their families as well as to teachers and schools and which will continue as normal as the new arrangements are put in place.
223. Deputy Charlie McConalogue asked the Minister for Education and Skills the reason Glencullen, County Dublin is not in the catchment area for a proposed school (details supplied) in County Dublin; and if she will make a statement on the matter. [6458/15]
View answerSchool planning is carried out on the basis of school feeder areas. These are distinct geographical areas. New schools are set up specifically to meet the demographic needs presenting within a particular school feeder area and priority in a new school's enrolment policy will be required to be given to pupils from the area for this reason. Glencullen is in a different school feeder area.
A new post-primary school for that feeder area will also be opening in 2016. Both of the schools in question will operate under the same patron body.
224. Deputy Fergus O'Dowd asked the Minister for Education and Skills the position regarding an application for panel rights (details supplied); if the matter will be appealed; and if she will make a statement on the matter. [6464/15]
View answerThe core function of the redeployment arrangements is to facilitate the redeployment of all surplus permanent teachers to other schools that have vacancies.
Thereafter, schools are required under the panel arrangements to fill permanent vacancies from supplementary panels comprised of eligible fixed-term (temporary/substitute) and part-time teachers.
The arrangements for panel access for fixed term (temporary/substitute) and part-time teachers for the 2015/16 school year are set out in Department Circular 0072/2014 which was published on 12 November 2014 on the Department website.
The period for submitting applications was between 12 November 2014 and 12 December 2014. The Department has not received an application for the Supplementary Panel 2015/16 from the individual referred to by the Deputy. Circular 0072/2014 made clear that late applications will not be considered.
225. Deputy Clare Daly asked the Minister for Education and Skills her views on the fundamental constitutional difference between schools in receipt of any State funding or public moneys and schools exclusively privately funded by parents according to their means in relation to religious discrimination in admissions to schools (details supplied). [6477/15]
View answerArticle 42.1 of the Constitution acknowledges that the primary and natural educator of the child is the Family and guarantees to respect the right of parents in this regard. Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available 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. However, this may result in some pupils not obtaining a place in the school of their first choice.
Existing equality legislation, which 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 Equality legislation provides that any primary or post primary school that has this objective may, where it has more applicants than places available, admit a student of a particular religious denomination in preference to other students. The legislation also provides that a school whose objective is to provide education in an environment that promotes certain religious values can refuse to admit a student who is not of that religion only where the school proves that this refusal is essential to maintain the ethos of the school.
Article 44.2.4 of the Constitution states that legislation providing State aid for schools shall not discriminate between schools under the management of different religious denominations, nor be such as to affect prejudicially the right of any child to attend a school receiving public money without attending religious instruction at that school. In this regard, Section 30 of the Education Act (1998), provides that no student can be required to attend instruction in any subject which is contrary to the conscience of the parent of the student. Therefore, parents have the right, if so desired, to ensure that their children do not receive religious instruction.
It is my firm view that all schools should be inclusive. It is with this spirit of inclusiveness that the proposed Admission to Schools Bill is designed. Drafting of the Bill is currently at an advanced stage and the Bill is on the Government legislative programme for publication early in the Spring/Summer session. The draft Bill does not propose changes to the existing equality legislation. The draft Bill, while including provision for single sex schools and denominational schools to reflect in their admission policy the exemptions applicable to such schools under equality legislation, will provide for schools to explicitly state in the school's admission policy that it will not discriminate against an applicant for admission on the grounds of disability, special educational needs, sexual orientation, family status, membership of the traveller community, race, civil status, gender or religion. The draft Bill will also provide for schools to publish an enrolment policy which will include details of the school's arrangements for students who do not want to attend religious instruction. The Bill and its associated regulations 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.
227. Deputy Aengus Ó Snodaigh asked the Minister for Education and Skills to set out the Further Education and Training Awards Council level equivalent to the National Vocational Qualification award in England. [6483/15]
View answerFETAC was amalgamated with a number of other qualifications bodies in 2012 to form Quality and Qualifications Ireland (QQI). FETAC is therefore no longer an awarding body. Awards previously granted by FETAC are included in the ten-level National Framework of Qualifications (NFQ) for Ireland. FETAC awards fall into levels 1 – 6 of the NFQ. As National Vocational Qualifications (NVQs) occur at a number of different levels on the UK's Qualifications Framework, they are therefore considered comparable to different levels of Ireland's NFQ. Without specific details of the NVQ in question, it is not possible to identify the comparable level on Ireland's NFQ. Through the Irish centre of the European Network of Information Centres/ National Academic Recognition Information Centre (ENIC-NARIC), also known as the Qualifications Recognition Service, QQI offers advice on the general academic recognition of foreign qualifications in Ireland. Advice on a number of UK qualifications, including NVQs, are included in the Qualifications Recognition Database, accessible at the QSearch facility at www.qqi.ie. The publication 'Qualifications Can Cross Boundaries: A Rough Guide to Comparing Qualifications in the UK and Ireland' might also be useful, and this too is available at the website indicated above.
228. Deputy Joanna Tuffy asked the Minister for Education and Skills the position regarding the procedure for an application for a school to change its status (details supplied); and if she will make a statement on the matter. [6504/15]
View answerI wish to advise the Deputy that the decision making authority for a change of status belongs to the Patron of a school, and this is subject to the approval of the Minister for Education and Skills. Any such proposal must first involve consultation with all of the relevant stakeholders. Following the consultation process, a decision taken at local level will follow. In that regard, any proposed changes must be well planned and managed in a manner that accommodates the interests of students, parents, teachers, local communities and contributes to an inclusive education system. All agreed 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.
229. Deputy Michael McGrath asked the Minister for Education and Skills the annual spend on apprenticeship training in each year from 2011 to 2014; the number of apprentices in training in each year; the way this is broken down across employment sectors; and if she will make a statement on the matter. [6544/15]
View answerFollowing a number of years of decline, the number of registrations in the 27 existing apprenticeship trades - which are mainly in the construction, motor and engineering sectors - continues to rise as the employment and economic situation improves. This recovery in numbers is forecast to continue over the coming years. Reform of the Irish apprenticeship system through the renewal of these existing apprenticeships as well as the development of apprenticeships in new enterprise sectors is a priority for my Department. Table 1 sets out the information requested by the Deputy, based on information received from SOLAS and the Higher Education Authority. The costs outlined include the costs of allowances as well as provision costs associated with the off the job training phases in SOLAS Training Centres and in Institutes of Technology. Employers pay apprentices during the on-the-job elements of the programme.
Table 1.
End of Year Live Population by Sector & Trade 2011 - 2014
(Number of apprentices recorded as in employment at 31 December each year).
|
- |
2011 |
2012 |
2013 |
2014 |
|
Construction Total |
2761 |
1693 |
1197 |
1437 |
|
Brick and Stonelaying |
147 |
85 |
54 |
53 |
|
Cabinet Making |
101 |
34 |
10 |
4 |
|
Carpentry and Joinery |
1169 |
718 |
406 |
471 |
|
Floor and Wall Tiling |
15 |
7 |
4 |
2 |
|
Painting and Decorating |
89 |
68 |
37 |
33 |
|
Plastering |
115 |
63 |
40 |
28 |
|
Plumbing |
1098 |
687 |
604 |
779 |
|
Stonecutting and Stonemasonry |
0 |
0 |
0 |
16 |
|
Wood Machinery |
4 |
2 |
0 |
0 |
|
Wood Manufacturing and Finishing |
23 |
29 |
42 |
51 |
|
Electrical Total |
2997 |
2167 |
2030 |
2552 |
|
Aircraft Mechanics |
126 |
113 |
124 |
136 |
|
Electrical |
2557 |
1784 |
1622 |
2033 |
|
Electrical Instrumentation |
89 |
82 |
102 |
163 |
|
Electronic Security Systems |
49 |
37 |
35 |
35 |
|
Instrumentation |
16 |
17 |
17 |
25 |
|
Refrigeration |
160 |
134 |
130 |
160 |
|
Engineering Total |
943 |
893 |
1021 |
1233 |
|
Farriery |
32 |
31 |
23 |
20 |
|
Industrial Insulation |
10 |
10 |
11 |
16 |
|
M.A.M.F. |
392 |
359 |
395 |
480 |
|
Metal Fabrication |
361 |
322 |
365 |
441 |
|
Sheet Metalworking |
54 |
44 |
43 |
58 |
|
Toolmaking |
94 |
127 |
184 |
218 |
|
Motor Total |
1586 |
1443 |
1440 |
1668 |
|
Agricultural Mechanics |
109 |
89 |
98 |
112 |
|
Construction Plant Fitting |
142 |
127 |
147 |
166 |
|
Heavy Vehicle Mechanics |
309 |
286 |
277 |
344 |
|
Motor Mechanics |
861 |
808 |
815 |
932 |
|
Vehicle Body Repairs |
165 |
133 |
103 |
114 |
|
Printing & Paper Total |
40 |
26 |
23 |
23 |
|
Printing |
1 |
2 |
0 |
0 |
|
Bookbinding |
1 |
0 |
0 |
0 |
|
Print Media |
38 |
24 |
23 |
23 |
|
Grand Total |
8327 |
6222 |
5711 |
6913 |
|
€'000 |
€'000 |
€'000 |
€'000 |
|
|
SOLAS Cost per Year: |
43.928 |
32.883 |
28.491 |
26.069 |
|
HEA/IOTS Cost per year: |
45.600 |
20.000 |
14.100 |
11.700 |
