Written Answers Nos. 467-482
467. Deputy Charlie McConalogue asked the Minister for Education and Skills the process for removing the waivers for those with dyslexia from the junior certificate to leaving certificate; and if she will make a statement on the matter. [8769/15]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
The State Examinations Commission operates a scheme of Reasonable Accommodations in the Certificate examinations. Applications for such accommodations are submitted by schools on behalf of their students. Full details of the scheme are available for downloading from their website: www.examinations.ie/candidates/reasonableaccommodations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
468. Deputy Patrick O'Donovan asked the Minister for Education and Skills if she will confirm that a grant will be increased in respect of a school (details supplied) in County Limerick; and if she will make a statement on the matter. [8770/15]
View answerThe school referred to by the Deputy was allocated devolved funding for the provision of 2 mainstream classroom and a resource room under my Department's Additional Accommodation Scheme in 2014.
The school authorities recently sought additional funding towards this building project.
My Department's Planning and Building Unit has sought further clarification from the school authority and this information is currently awaited. As soon as the information is received a final decision will be communicated to the school authority.
469. Deputy Finian McGrath asked the Minister for Education and Skills the situation regarding the 375 post-primary students (details supplied), categorised as autism spectrum disorder, at the end of the 2013-14 school year; if further education, or training places, were provided for these students; and if she will make a statement on the matter. [8792/15]
View answerThe Deputy will be aware that students with a special educational need, including those with an autism spectrum disorder, have a range of options available to them in the higher and further education sectors. Some students choose to participate in educational programmes through further adult educational programmes or in adult settings.
While the Department of Health and Children/Health Service Executive assumes direct responsibility for young adults with special educational needs who are over 18 years, my Department may allocate funding towards an educational component of such provision.
This is generally transacted through the co-operation hours scheme operated by Education and Training Boards (ETBs) where the local service provider makes application to the relevant ETB for tuition hours. Funding is also provided to the National Learning Network for this purpose.
Young adults with disabilities are eligible to access SOLAS funded services. SOLAS funds ETBs to contract with 17 Specialist Training Providers, in 49 locations country-wide, to deliver training courses to people with disabilities who require more intensive support than would be available in non-specialist training provision. A range of specialist courses is available at two levels of training, Introductory Skills Training (IST) and Skill Specific Training (SST) and includes in-centre, employer based and blended learning approaches to accommodate learners' training needs. These training courses lead to awards at levels 3-5 on the National Framework of Qualifications. Entry to specialist training is open to all persons with disabilities over 16 years of age.
Specialist training offers additional supports to learners which include individualised training and progression plans, literacy and numeracy support, longer training duration, adapted equipment, transport arrangements, enhanced programme content and enhanced trainer/learner ratio.
The Disability Access Route to Education (DARE) scheme also provides a third level admissions scheme for school leavers who have a disability or specific learning difficulty. Students who are considered to be DARE eligible may secure a college place on a reduced points basis.
470. Deputy Michael Healy-Rae asked the Minister for Education and Skills her views on a matter regarding island status in respect of a school (details supplied) in County Kerry; and if she will make a statement on the matter. [8793/15]
View answerThe school referred to by the Deputy is located on Valentia Island which is situated on the west coast of the country. The criteria used for the allocation of teaching posts is published annually on the Department website. The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing arrangements for the 2015/2016 school year are set out in Circular 0005/2015 which is available on the Department website. These arrangements include detail of the reduced enrolment thresholds that apply to island schools for the retention of a teaching post where the school is the only primary school remaining on the island. Such schools are located on islands which are situated off the coast of the country.
471. Deputy Colm Keaveney asked the Minister for Education and Skills the total amount spent on promoting positive mental health and resilience training in primary and secondary level schools, detailed separately, in each year from 2012 to 2014; the amount planned to be spent on such measures in 2015; the guidance that has been provided to schools on how to implement these measures; and if she will make a statement on the matter. [8858/15]
View answerMy Department is strongly supportive of the promotion of positive mental health awareness in schools. The Department adopts a holistic and integrated approach to supporting the work of schools in promoting positive mental health and to supporting those with the broad range of problems, behavioural emotional and social.
The processes span the curriculum in schools, whole-school ethos, quality of teaching, learning and assessment, student support and pastoral care and the provision of professional development for teachers. It also involves other supports such as educational psychological services and guidance and counselling services, and the interface with other agencies, both nationally and locally. Schools also engage in a wide range of sport and cultural co-curricular activities which provide an important opportunity for students to experience success and personal growth.
Wellbeing Guidelines for Post-Primary and more recently for Primary Schools have been produced by my Department in conjunction with the Department of Health and the Health Service Executive. The guidelines are informed by consultation with key Education and Health partners and by the findings of current research. They provide practical guidance to schools on how they can promote mental health and well-being in an integrated school-wide way and they also provide evidence-based advice on how to support young people with mental health difficulties or who may be at risk of suicidal behaviour. The guidelines have and are being provided to schools and are being promoted and supported by the staff of NEPS, TES and the HSE.
The Guidelines build on the significant work already taking place in schools, including through the Social, Personal and Health Education (SPHE) curriculum, the whole-school guidance plan, the National Educational Psychological Service (NEPS) continuum of support model and the HSE, Health Promoting Schools Process. Information is also provided on how to access support from the SPHE Support Service and other external agencies and support services.
Staff training forms a component of the supports available to teachers in first and second level schools for a range of whole school and curricular processes which form the broad-based mental health and well-being provision. Such training is provided and funded from within my own Department (SPHE including R.S.A & P.E., in Child Protection, Guidance Planning, Anti –Bullying, resilience and behavioural support), from other governmental agencies (e.g. Health Promoting Schools, suicide prevention) and from individual school engagement with a variety of outside mental health organisations or bodies.
My Department's Teacher Education Section expended in 2014 some €1.68m directly on teacher training for mental health related initiatives/processes. Additionally my Department's NEPS service estimates that it expended a further €0.72m in the same period based, in the main, on staff time input supporting teachers in NEPS continuum, the Wellbeing Guidelines, Critical Incident management and on behavioural or anxiety reduction programmes such as Incredible Years and Friends for Life. I can inform the Deputy that expenditure in the previous two year was broadly in line with this expenditure and that it is envisaged that this years' investment will be of the same order if not exceed it in support of the application of the wellbeing guidelines and structures in schools. The above costs do not include training provided to teachers by other governmental agencies or funded from schools discretionary funds.
I can assure the Deputy of my Department's and Government's commitment to these crucial processes in our schools and of the adequacy of ongoing support mechanisms in place in this regard.
472. Deputy Stephen S. Donnelly asked the Minister for Education and Skills the process and timeframe for establishing a school in Greystones, County Wicklow, in September 2015, including details of patronage and location; and if she will make a statement on the matter. [8888/15]
View answerThe first step in the establishment of the school in question is the determination of a patron to operate the school. This process, which is overseen by the New Schools Establishment Group, has commenced.
The closing date for the receipt of applications from Patrons and prospective Patrons is the 20th March 2015. I will announce the outcome of this process as soon as the application process is complete.
In the meantime, my Department is working to secure temporary start-up accommodation for the school.
My Department is also working with the local authority with a view to acquiring a site for permanent accommodation for the school. There are commercial sensitivities associated with land acquisitions generally and I am not in a position to provide further details at this time.
473. Deputy Charlie McConalogue asked the Minister for Education and Skills the position regarding redundancy payments for an external school supervisor (details supplied) in County Donegal, who was 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. [8889/15]
View answerI can confirm that an application for redundancy has been received by my Department relating to the person referred to by the Deputy. Further information is required in relation to the application and officials from my Department are in contact with the Principal of the Royal and Prior College regarding same. Once the relevant information is received, the application will be processed by my Department.
474. Deputy Mary Mitchell O'Connor asked the Minister for Education and Skills if the full teaching service records of visiting teachers, who are fully qualified teachers and registered with the Teaching Council as such, will be maintained for pension purposes through her Department and public sector contributory pensions, as heretofore; and if she will make a statement on the matter. [8892/15]
View answerI have recently announced the establishment of a new Inclusion support Service within the National Council for Special Education (NCSE). The new service will include the Special Education Support Service, the National Behavioural Support Service and the Visiting Teacher Service.
Work has now commenced on issues arising from this decision. If individual members of the services have concerns about such matters they should in the first instance bring them to the attention of their current management.
With regard to pension the position is that the NSCE is part of the civil service and NCSE staff are members of the relevant civil service pension scheme.
The record of pension service of teachers paid through my Department's payroll is held in my Department. Transfer of pensionable service is governed by the Public Service Transfer Network which enables an employee who transfers from one participating public sector employer to another to choose to transfer the earlier service and so be given the pension credit by the new employer, in accordance with relevant legislation.
475. Deputy Charlie McConalogue asked the Minister for Education and Skills if a person (details supplied) in County Donegal will be allowed job-share a special needs assistant position, based on the person working 15 hours per week and the person's colleague working 17 hours per week; and if she will make a statement on the matter. [8898/15]
View answerThe position is that the provisions of the Job Sharing Scheme for Special Needs Assistants in Recognised Primary and Post-Primary Schools are outlined in my Department's Circular Letter 41/2014.
In accordance with the Circular, Special Needs Assistants may apply to share a wholetime post on a 50:50 basis i.e. 16 hours per week in both Primary and Post Primary Schools.
The terms of the scheme were agreed with the School Management Bodies and the relevant Trade Unions and have general application to all Special Needs Assistants.
476. Deputy Charlie McConalogue asked the Minister for Education and Skills if approval for schools to build additional classrooms to cater for planned increases in teacher numbers in September 2015 has been notified to schools, and, if not, when her Department plans on doing so; and if she will make a statement on the matter. [8928/15]
View answerI wish to advise the Deputy that it is open to schools to submit applications for funding under my Department's Additional Accommodation Scheme to meet an immediate accommodation requirement because of increased enrolments and where an additional teacher is being appointed. The relevant application form concerned may be accessed on my Department's website at www.education.ie.
Details of approved applications are notified directly to schools and may be viewed also on my Department's website at www.education.ie which is updated regularly throughout the year.
477. Deputy Charlie McConalogue asked the Minister for Education and Skills her plans to allow permanent teachers to make a permanent teacher exchange move, pending approval by the board of management of both schools; and if she will make a statement on the matter. [8929/15]
View answerThe teacher exchange scheme provides a facility for primary teachers to voluntarily exchange with a teacher in another school. The minimum period for which an exchange may occur is one year and the maximum is five years.
The exchange scheme was agreed under the auspices of the Teacher's Conciliation Council, a body established in accordance with the terms of the Conciliation and Arbitration Scheme for Teachers. The Council is comprised of representatives of teachers, school management, the Department of Education and Skills and the Department of Public Expenditure and Reform, chaired by an official of the Labour Relations Commission. Any changes to the exchange scheme are therefore a matter for consideration in the first instance at the Teachers' Conciliation Council.
478. Deputy Charlie McConalogue asked the Minister for Education and Skills her plans to allow teachers on the temporary teacher exchange programme to count their years on teacher exchange towards panel rights, in the same way as temporary teachers count their years towards panel rights; and if she will make a statement on the matter. [8930/15]
View answerThe teacher exchange scheme is designed to facilitate permanent primary teachers to temporarily exchange their posts for educational purposes. The minimum period for which an exchange may occur is one year and the maximum is five years. A teacher's seniority in his/her own school shall not be affected by participating in a teacher exchange scheme.
The core function of the redeployment arrangements is to facilitate the redeployment of all surplus permanent and CID holding teachers to other schools that have vacancies. The redeployment of all surplus permanent teachers is key to my Department's ability to manage within its payroll budget and ceiling on teacher numbers. 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 redeployment arrangements are published annually in the staffing circular which is placed on the Department website. The redeployment arrangements for the 2015/16 school year are set out in Circular 0005/2015 which is available on the website. Redeployment panels are drawn up on a diocesan basis for Catholic panels, diocesan/united diocesan basis for Church of Ireland panels and on a national basis for other patron bodies. The detail relating to numbers on individual redeployment panels is placed on the Department website when the panels are published each year. My Department updates the progress of the panels on the website on a regular basis.
Given that the permanent teachers participating in the teacher exchange scheme do so for a minimum period of one school year and are not surplus teachers in a school such teachers do not come within the redeployment arrangements.
479. Deputy Clare Daly asked the Minister for Education and Skills if she will reconsider the requirements for collection and transfer of personal data under the pupil online database; and if she will make a statement on the matter. [8931/15]
View answerThe primary purpose of the Primary Online Database (POD) will be to monitor the education progress of primary pupils (in DES aided schools), throughout the primary system and onwards to post primary level and to help them develop their full educational potential. Once up and running other secondary purposes of POD will include becoming the basis for the allocation of teachers and capitation grants. Aggregated POD data will also be used for the production and publication of primary level statistics.
The Department has consulted with the Data Protection Commissioner in relation to the collection of individual pupil information for the Primary Online Database. They have stated that PPSN can now be collected by schools with the purpose being it is a requirement of the Primary Online Database. Having the PPSN on the database will help ensure that there are no duplicate records in the system, i.e., that two schools do not have the same child on their roll. In the future we will be able to track pupils from early childhood education, to primary school and onto post-primary, which will allow us to ensure that every child in the State of compulsory school age is in education.
Individualised databases are now in place covering pre-primary, post-primary, PLC and third level education. The lack of individualised information on primary school pupils presents a very significant data gap for monitoring the progress of learners throughout the education system.
The legal basis for sharing the pupil data between schools and the Department is as laid out in Section 28 of the Education Welfare Act, which provides for the sharing of data for the purposes outlined in the act.
The Department takes the protection of pupil's data very seriously. The Primary Online Database may only be accessed through password-controlled accounts. POD application roles have been developed which limit school staff to viewing and maintaining their own pupil records. Only the school that the pupil attends and a small number of Department staff will have access to an account.
The Department has received a number of comments and queries on certain aspects of POD including the retention period for POD data. The Department is taking this feedback very seriously and is currently considering the submissions received by parents and other stakeholders. Once this evaluation is complete the Department will issue an updated circular on POD.
480. Deputy Seán Kenny asked the Minister for Education and Skills the level of funding needed to reduce the current teacher-student ratio in the Irish university sector, from 1:23 to 1:20; and if she will make a statement on the matter. [8942/15]
View answerThe 2014 edition of the OECD's annual publication Education at a Glance reports that the ratio of academic staff to students in Irish higher education institutions is 1:19. The OECD average is 1:14 and the EU21 average is 1:16. This ratio, which was at the OECD average in 2008, has increased in recent years as a result of increasing student numbers and restrictions on staffing imposed under the Employment Control Framework.
While the staff - student ratio is a widely used proxy for performance of higher education institutions and systems, it is important to note that it is only a proxy. It does not reflect class size, and it does not take account of student contact hours and wider engagement which makes international comparisons difficult. However, the deterioration in the ratio and the resultant pressure this was placing on the higher education system was one of a number of factors which led to the establishment of the Expert Group on Future Funding for Higher Education. This Group is examining the long term funding sustainability of the sector and will report to me by the end of this year.
Finally, in relation to the Deputy's specific question, there isn't a linear correlation between the student - staff ratio and the level of funding in the sector. However, I have been advised by the HEA that to bring the ratio in the university sector to 1:20 would require an additional 730 academic posts. The additional salary cost is dependent on grade and could range from an estimated €23 million to €44 million based on starting salaries for assistant lecturer, college lecturer and senior lecture. The following spreadsheet gives a breakdown of this calculation.
|
University grades |
Additional Staff |
Estimated Starting Salary |
Cost |
|
Asst Lecturer |
730 |
€32,000 |
€23,360,000 |
|
College Lecturer |
730 |
€45,000 |
€32,850,000 |
|
Senior Lecturer |
730 |
€60,000 |
€43,800,000 |
481. Deputy Thomas Pringle asked the Minister for Education and Skills the way in which the staffing levels in national schools (details supplied) in County Donegal will be affected by the recent changes announced by her Department; and if she will make a statement on the matter. [8945/15]
View answerThe staffing arrangements for primary schools for the 2015/16 school year were published last week. They are set out in Department Circular 0005/2015 which is available on my Department's website at www.education.gov.ie. The circular sets out the improvements to the staffing schedule for the 2015/16 school year for small schools. These improvements are improved retention thresholds for the 2nd, 3rd and 4th classroom teacher and also the improved appointment and retention thresholds for isolated one-teacher schools. An appeals process is also available to small schools. Details of the appeals criteria are set out in the published staffing arrangements.
The final number of schools to benefit from these improvements to the staffing schedule will be known in the Autumn after the teacher allocation process has fully transacted.
482. Deputy Pat Breen asked the Minister for Education and Skills if she will provide an update on the status of a school (details supplied) in County Clare; and if she will make a statement on the matter. [8950/15]
View answerI wish to advise the Deputy that my Department is currently engaged in drawing up suitable lease arrangements in relation to the site for the school in question. Once these arrangements have been finalised, my Department will be in a position to consider further the accommodation issues of the school, referred to by the Deputy.
