Written Answers Nos. 671-689
671. Deputy Billy Timmins asked the Minister for Education and Skills the reason the trade papers that apprentice pipe fabricator welders and apprentice fitters receive upon completion state plumber rather than welder, in view of the fact that this presents difficulties when trying to secure employment in the role of a welder, especially with international companies; and if she will make a statement on the matter. [14484/15]
View answerThe plumbing craft award reflects the overall knowledge, skills and competencies required by industry and encompasses all elements of operation, installation, repair and commissioning demonstrated by a modern craftsperson.
While the current plumbing apprenticeship curriculum does have a significant level of welding content in Manual Arc, Tungsten Inert Gas (TIG) and Oxy-Acetylene welding (EN-ISO-6947 standard), the overall programme learning outcomes reflect broader plumbing occupational standards.
The awarding of the Advanced Certificate Craft Plumbing Level 6 by Quality and Qualifications Ireland (QQI) is recognition of learning overcomes contained within the award standard descriptors. Consequently, the award title reflects the overall occupational standard and not specific skills sets contained within the programme.
A new pipefitting apprenticeship was activated by SOLAS in September 2014. SOLAS, in partnership with Louth Meath Education and Training Board, plan to commence the first off the job training phase of the programme in September 2015.
The new apprenticeship will enable future pipefitters to provide a wide range of services including welding and fabrication on pipelines in the gas and oil industry. The welding competencies in the programme include oxy-acetylene welding, manual metal arc welding, metal active gas shielded welding, tungsten active gas welding, plasma arc cutting, oxy-acetylene cutting. Future graduates of the pipefitting apprenticeship will receive the QQI Advanced Certificate Craft Pipefitting, which will reflect the overall occupational standards for pipefitting.
672. Deputy Michael McCarthy asked the Minister for Education and Skills in relation to the Caranua fund, her plans to widen the criteria to include the children of the survivors of residential abuse in order that they can gain some of the assistance, in view of the fact that they are also suffering and their needs are often a huge source of stress for victims; and if she will make a statement on the matter. [13872/15]
View answerThe Residential Institutions Statutory Fund Act 2012 provides that those former residents who received awards from the Residential Institutions Redress Board or equivalent Court awards or settlements are eligible to apply to Caranua. This approach was taken having regard to the maximum funds available of €110 million and a potential pool of some 15,000 applicants.
As the Deputy may be aware, a commitment was given during the passage of the 2012 Act to review the operation of the Fund two years after its establishment in the event of applications not resulting in a significant expenditure of the Fund. Following its establishment in March 2013, Caranua began to accept applications in January 2014. Accordingly it would be my intention to consider the question of a review of the operation of the Fund later this year by which time a clearer picture should have emerged regarding the uptake of the funding available.
673. Deputy Michael McCarthy asked the Minister for Education and Skills the position regarding a survivor of institutional abuse (details supplied) in County Cork; and if she will make a statement on the matter. [13873/15]
View answerCaranua, the Residential Institutions Statutory Fund Board, is an independent statutory body established pursuant to the Residential Institutions Statutory Fund Act 2012 to oversee the use of the cash contributions of up to €110 million, pledged by the religious congregations, to support the needs of survivors of institutional child abuse. The processing of individual applications is a matter for Caranua itself and I have no role in that process. Eligibility to receive support from Caranua is restricted to those 15,000 former residents who have received awards from the Residential Institutions Redress Board or equivalent Court awards. The 2012 Act does not provide for the eligibility of relatives of survivors of abuse to receive support from Caranua. This approach was taken having regard to the maximum funds available and the potential pool of applicants.
As the Deputy may be aware, a commitment was given during the passage of the 2012 Act to review the operation of the Fund two years after its establishment in the event of applications not resulting in a significant expenditure of the Fund. Following its establishment in March 2013, Caranua began to accept applications in January 2014. Accordingly it would be my intention to consider the question of a review of the operation of the Fund later this year by which time a clearer picture should have emerged regarding the uptake of the funding available.
674. Deputy Jonathan O'Brien asked the Minister for Education and Skills the reason the special education section within her Department has not replaced a person within the visiting teacher service and ensured that a report regarding a reasonable accommodation application has not been sent to the State Examinations Commission, in order that a child (details supplied) with hearing impairment may have a specialist examiner and aural assistance for the leaving certificate, despite the fact the oral exams commence on 16 April 2015; if her attention has been drawn to the stress this will cause to the child; if she will rectify this as a matter of urgency; and if she will make a statement on the matter. [13887/15]
View answerI wish to inform the deputy that, while there was a regrettable delay in the processing of this application, the relevant report was furnished by the visiting teacher service to the State Examinations Commission prior to the Easter holidays. I am informed that the State Examinations Commission has been in touch with the student's school in relation to the application, and that all appropriate arrangements and accommodations are now in place for the student's oral examinations. The State Examinations Commission has also been in touch with the student's parents in relation to the arrangements for the oral examinations.
675. Deputy Joan Collins asked the Minister for Education and Skills regarding the redundancies in January 2015 made by the Education and Training Board of four local training initiative co-ordinators and assistant co-ordinators who worked in the Saint John Bosco Youth Centre in Drimnagh in Dublin 12, when they will receive their enhanced redundancy payments. [13891/15]
View answerThe Department is currently in discussions with SOLAS and the City of Dublin Education and Training Board regarding issues relating to the payment of enhanced redundancy to four Local Training Initiative coordinators and assistant coordinators who worked in the St John Bosco Youth Centre, Drimnagh, Dublin 12.
676. Deputy John Deasy asked the Minister for Education and Skills the reason capitation grants are lower for primary schools than for secondary schools; her plans to increase primary school capitation levels; and if she will make a statement on the matter. [13930/15]
View answerAt primary level, funding towards schools' running costs is provided by my Department's scheme of capitation grants. These grants are intended to contribute towards the general operating costs of primary schools. Minimums and maximums apply to these grants which reflect the estimated minimum running costs of small schools and the economies of scale that may be achieved in larger schools.
Special enhanced capitation rates are paid in respect of children with special needs who attend special schools or special classes dedicated to children with particular special needs. These classes have a lower Pupil Teacher ratio and as such the unit cost per pupil is higher.
It is extremely difficult to make valid comparisons between the levels of grants paid and the actual costs of running schools at primary and post primary levels. However it is accepted that the maintenance costs for second level schools are much greater on a unit cost basis than those in primary schools. In general, second level schools have a lower pupil teacher ratio, resulting in more classrooms and this would lead to higher per unit costs in second level schools for heat, light, power, maintenance and cleaning.
In addition the second level capitation is required to cover a different range of expenditures. Second level schools provide a broader curriculum, including technical subjects where the costs of materials may be greater than at primary level. In addition, specialist equipment and rooms are required for some subjects, leading to higher maintenance/replacement costs.
I am determined that education will be prioritised for further investment in future years, and I believe that increasing the staffing and funding of our schools should be priorities for such investment.
677. Deputy Charlie McConalogue asked the Minister for Education and Skills her views on the ability of non-accreditation and co-ordination of English language services schools to appear on international registers to non-European Economic Area students. [13949/15]
View answerThe Internationalisation Register includes information on education and training programmes which meet specified criteria. It is a reference point primarily 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. My Department has an advisory role in identifying appropriate criteria for the inclusion of programmes in the Register. The types of programme eligible for inclusion in the Internationalisation Register are divided into two categories: (a) Degree Programmes and (b) Language and Non-Degree Programmes. In relation to category (b), one of the current criteria for inclusion on the register is that a provider of English language training has been recognised by the ACELS (Accreditation and Co-ordination of English Language Services) voluntary scheme. However it is possible for non-ACELS recognised schools to have programmes included on the register because they either satisfy the criteria relating to category (a) or they comply with other minimum standards relating to alignment, accreditation and, in the case of English language programmes, minimum learning hours for students.
Further information on the current criteria for inclusion of programmes in the Internationalisation Register is available to the Deputy at the following link: http://www.intregister.ie/.
The Deputy should be aware that the Internationalisation Register will be replaced by an Interim List of Eligible Programmes for Student Immigration Permission (ILEP). Officials in my Department are liaising closely with officials in the Department of Justice and Equality on the arrangements for the implementation of the ILEP. These arrangements are at an advanced stage and will be submitted to Government for approval shortly.
678. Deputy Charlie McConalogue asked the Minister for Education and Skills if she will outline key improvements and quality assurances made within the English language teaching industry within the past year. [13950/15]
View answerIreland has a strong reputation for delivery of high-quality English language tuition. Many thousands of students from the EU and around the world come to Ireland for full-time or short-term programmes. The vast majority of providers of English language training in the State operate to a high standard and are motivated by the desire to enable learners to reach their potential. However, it is evident that a minority of providers do not operate to the same standards, with serious implications for students and the reputation of the wider international education sector.
For this reason, I announced robust regulatory reforms to the international education sector together with the Minister for Justice and Equality on 2nd September 2014. These reforms include specific measures to quality assure the English language teaching industry.
A key pillar of these reforms is a strengthened and more integrated inspection regime of providers of international education including English language colleges, which entails an enhanced inspection function for the Irish Naturalisation and Immigration Service (INIS) and the Garda National Immigration Bureau (GNIB) which will be linked to Revenue, the Department of Social Protection and the National Employment Rights Authority. A number of reforms relating to the student work concession (under which non-EEA students have access to the labour market) were introduced on 1st January 2015.
A new quality assurance process to control entry by English language providers to the Interim List of Eligible Programmes (ILEP) – the list of eligible programmes for immigration purposes – is being finalised by officials from my Department and the Department of Justice and Equality and will be submitted to Government shortly for approval.
Another key pillar of the regulatory reforms is the International Education Mark (IEM) and related Code of Practice. The IEM was proposed in Ireland's International Education Strategy 2010 – 2015 as a means of enhancing the quality and promotion of international education in Ireland. The IEM confirms that a provider has demonstrated their capacity and commitment to provide a high-quality educational experience to international students. The Code of Practice includes requirements relating to the protection of enrolled learners, treatment of fees and tax compliance, and will also address other 'non-academic' issues such as recruitment, marketing and accommodation. Providers of English language training will have to demonstrate compliance with the Code before being authorised to use the Mark.
The Mark will be used both as a driver of quality assurance within institutions, including English language colleges, and as a marketing tool to underpin the promotional activities of Enterprise Ireland in seeking to attract international learners to Ireland. In addition, the Mark will be used for immigration purposes. From 2016 it will become a requirement that providers wishing to recruit English language students from outside the EEA have authorisation to use the Mark. English language providers authorised to use the Mark will also be subject to ongoing monitoring and review.
679. Deputy Charlie McConalogue asked the Minister for Education and Skills if the number of random inspections of accreditation and co-ordination of English language services approved schools has increase in the past 12 months; and if she will make a statement on the matter. [13951/15]
View answerQuality and Qualifications Ireland (QQI) operates ACELS (Accreditation and Co-ordination of English Language Services), which is a voluntary scheme that grants recognition to English language teaching organisations annually. Under the terms of the regulations governing the operation of ACELS, all applicant schools undergo an announced site inspection during Stage 2 of the application process. With regard to unannounced inspections of recognised ACELS English language schools, these take place when: (i) There is a change of ownership of the English language school; (ii) A new general or academic manager(s) is appointed; or (iii) There is a change of premises, or an additional premises is added to the school (in this case the additional premises is inspected).
All English language schools with ACELS recognition are obliged to inform the ACELS Recognition Committee of any of the 3 above changes and on that basis, an unannounced inspection is arranged.
The English language school in question will not know the date of the inspection but will be aware that an inspection is forthcoming. An unannounced inspection may also be triggered on foot of a complaint.
Therefore the number of unannounced inspections per annum is contingent on the number of incidents of the above. As an approximate estimate, there tends to be between 15 – 20 unannounced inspections per annum. There has been no decision taken to increase or decrease the number of unannounced inspections in the last 12 months.
680. Deputy Charlie McConalogue asked the Minister for Education and Skills if her Department has a defined long-term strategy in place to improve the international reputation of the English language teaching industry here. [13952/15]
View answerThere is a well-defined national strategy in place for the provision of international education in Ireland. In September 2010 the Government launched its first international education strategy entitled 'Investing in Global Relationships: Ireland's International Education Strategy 2010-15'. Ireland's International Education Strategy represents a coherent approach to achieving a series of inter-related objectives including a more robust quality assurance process for the provision of international education and training and a strengthened student immigration regime. These measures are aimed at enhancing and promoting the reputation of international education in Ireland. A review of the International Education Strategy has been completed and work has commenced on developing a new Government Action Plan for International Education for the period 2016 to 2020.
A key pillar of this strategy is the International Education Mark (IEM) and related Code of Practice. The IEM confirms that a provider has demonstrated their capacity and commitment to provide a high-quality educational experience to international students. The Code of Practice includes requirements relating to the protection of enrolled learners, treatment of fees and tax compliance, and will also address other 'non-academic' issues such as recruitment, marketing and accommodation. Providers of English language training will have to demonstrate compliance with the Code before being authorised to use the Mark.
The Mark will be used both as a driver of quality assurance within institutions, including English language colleges, and as a marketing tool to underpin the promotional activities of Enterprise Ireland in seeking to attract international learners to Ireland. In addition, the Mark will be used for immigration purposes. From 2016 it will become a requirement that providers wishing to recruit English language students from outside the EEA have authorisation to use the Mark. English language providers authorised to use the Mark will also be subject to ongoing monitoring and review.
681. Deputy Paul J. Connaughton asked the Minister for Education and Skills the steps that are being taken to ensure that a proper level of resource teaching is made available to pupils in a school (details supplied) in County Galway; and if she will make a statement on the matter. [13969/15]
View answerI wish to advise the Deputy that the National Council for Special Education (NCSE) is responsible, through its network of local Special Educational Needs Organisers (SENOs), for allocating resource teaching and Special Needs Assistant (SNA) support to schools to support children with special educational needs and additional care needs respectively.
The NCSE operates within my Department's criteria in allocating such support. Details of resource teaching and Special Needs Assistant (SNA) allocations which have been made to each school for 2014/15 are available on the NCSE website www.ncse.ie.
In addition, all Primary schools have been allocated additional teaching resources to cater for children with high incidence special educational needs through the General Allocation Model of additional teaching supports.
It is a matter for schools to monitor and utilise their allocation of additional teaching support to best support the needs of identified pupils, in accordance with my Department's guidance. The teaching time afforded to each individual pupil is decided and managed by schools, taking into account each child's individual learning needs. All schools have been asked to apply to the NCSE for resource teaching and SNA support for the 2015/16 school year by 18th March, 2015. The NCSE will consider all applications which have been made by schools, following which allocations will be made to qualifying schools. 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.
682. Deputy Derek Nolan asked the Minister for Education and Skills if she will review the policy of withdrawing funding for schools that were previously designated under the delivering equality of opportunity in schools scheme and that have amalgamated with schools not so designated; and if she will make a statement on the matter. [13990/15]
View answerIn cases of school amalgamations involving DEIS and non-DEIS schools, DEIS status is not transferred to the amalgamated school. In accordance with the current practice of the Department, additional non-teaching resources are provided in respect of eligible pupils from the former DEIS school by way of continued support for the targeted cohort of pupils as a transitional measure.
As the Deputy will be aware, I have recently announced a process for the assessment of the DEIS Programme which includes the development over the coming school year of a new identification process for schools. In the meantime I do not propose to make any changes to the Programme.
683. Deputy Pearse Doherty asked the Minister for Education and Skills if she will confirm that an appeal from a school (details supplied) in County Donegal has been received by her Department's primary staffing appeals board; when a decision in respect of this appeal will be made; and if she will make a statement on the matter. [14019/15]
View answerThe staffing arrangements for primary schools for the 2015/16 school year 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 schools. Details of the appeals criteria are set out in the published staffing arrangements. The school referred to by the Deputy submitted an appeal to the March, 2015 meeting of the Primary Staffing Appeals Board. The school was informed on 23 March, 2015 that its appeal has been upheld on the basis that it achieves an enrolment of 19 pupils on 30 September 2015. The Primary Staffing Appeals Board operates independently of the Department and its decision is final.
684. Deputy Charlie McConalogue asked the Minister for Education and Skills if she will designate a school (details supplied) in Dublin 15 under the delivering equality of opportunity in schools scheme band 1, in view of the fact that 76% of the school's students are from homes where the main earner is unemployed, and it meets the band 1 criteria; and if she will make a statement on the matter. [14036/15]
View answer686. Deputy Charlie McConalogue asked the Minister for Education and Skills if her Department will allocate a home-school liaison teacher to a school (details supplied) in Dublin 15; and if she will make a statement on the matter. [14038/15]
View answerI propose to take Questions Nos. 684 and 686 together.
As the Deputy will be aware I have recently announced a process for the assessment of the DEIS Programme which includes the development during the coming school year of a new identification process for schools. In the meantime I do not propose to include any additional schools in the Programme. As the Home School Community Liaison Scheme is only available to DEIS schools, it is not possible to extend it to the school in question.
685. Deputy Charlie McConalogue asked the Minister for Education and Skills the position regarding an appeal to the decision of her Department not to award an English teacher as an additional language teacher to a school (details supplied) in Dublin 15, in view of the fact that 91% of the school's students are from immigrant backgrounds; if her Department will award a permanent English teacher as an additional language teacher to the school; and if she will make a statement on the matter. [14037/15]
View answerReforms introduced in the 2012/13 school year created a single simplified allocation process for both learning and language support. At primary level, learning/language support hours are allocated on the basis of mainstream classroom teaching posts in the school. Schools have autonomy to deploy this resource between learning support and language support depending on the specific needs of the school.
The new arrangements also provided for additional permanent teaching posts to be given to schools with high concentration of pupils that require language support. Further additional temporary support is also provided, as necessary, to schools that have high concentrations of pupils (at least 20% of total enrolment) that require language (EAL) support. These allocations are made on the basis of appeals by any of these schools to the Staffing Appeals Board. The appeal criteria are set out in the published staffing arrangements.
The staffing arrangements, including information on EAL (language support) allocations, for primary schools for the 2015/16 school year are set out in Department Circular 0005/2015 which is available on my Department's website. Under the staffing arrangements those schools that were allocated a permanent language support (EAL) post for the 2014/15 school year will retain this post for the 2015/16 school year.
The school referred to by the Deputy submitted an appeal under the EAL criterion to the March 2015 meeting of the Primary Staffing Appeals Board. The Appeals Board decided to give provisional approval to the school for 4 temporary EAL posts, an increase of 1 post on their current EAL allocation. This decision is conditional on the school achieving projected enrolment figures in September, 2015 for pupils that require language support. The school has been notified in this regard. The Primary Staffing Appeals Board operates independently of the Department and its decision is final.
687. Deputy Jonathan O'Brien asked the Minister for Education and Skills the number of staff in the special education support service; their job titles; the number of these who will transfer to the new inclusion support service within the National Council for Special Education; the number of these currently on sick or maternity leave who have been replaced; and if she will make a statement on the matter. [14039/15]
View answer688. Deputy Jonathan O'Brien asked the Minister for Education and Skills the number of staff in the special education support service; their job titles; the number of these who will transfer to the new Inclusion Support Service within the National Council for Special Education; the number of these currently on sick or maternity leave who have been replaced; and if she will make a statement on the matter. [14040/15]
View answerI propose to take Questions Nos. 687 and 688 together.
There are currently 18 teachers seconded to the Special Education Support Service (SESS). They consist of one Director, one Deputy Director, five Assistant National Co-ordinators and eleven Advisors. In the National Behaviour Support Service (NBSS) there are 13 teachers currently seconded to the service and they consist of one National Co-ordinator, two Assistant National Co-ordinators and ten Regional Development Officers. There are also a number of Associates and Facilitators who work on a part time basis for both services when required.
There are transitional arrangements in place to facilitate the continuing operation of the SESS and the NBSS during the transition phase to the new Inclusion Support Service (ISS). The current secondment arrangements for teachers to work with both the SESS and the NBSS will continue to apply into the 2015/16 school year.
Considerations with regard to the manner in which the new Inclusion Support Service will be incorporated within the existing NCSE operational structures, and the full staffing implications which may arise from the amalgamation of these bodies, is ongoing, and will be established during the course of the integration of the services.
While on secondment, teachers continue to be employed by their respective Boards of Management who are responsible for the retention of any sick or maternity leave records. Teachers on secondment to the support services are not replaced while on sick or maternity leave.
689. Deputy Jonathan O'Brien asked the Minister for Education and Skills the number of staff in the visiting teacher service; their job titles; the number of these who will transfer to the new inclusion support service within the National Council for Special Education; the number of these currently on sick or maternity leave who have been replaced; and if she will make a statement on the matter. [14041/15]
View answerThe Visiting Teacher Service for Children who are deaf/hard of hearing or blind/visually Impaired (VTHVI) has 43 fulltime teaching posts (29 teachers for the deaf/hard of hearing service and 14 teachers for the blind/visually impaired service). Currently, there are 41 teachers working fulltime and four teachers job-sharing in the VTHVI service. There are two members of the VTHVI service availing of leave and both teachers have been replaced for the duration of their absences. On 10th February 2015, the establishment of a new Inclusion Support Service within the National Council for Special Education was announced to assist schools in supporting children with special education needs. It is intended that the Inclusion Support Service will be operational from the coming school year. It is also intended, however, that the existing services will continue as normal as the new arrangements are put in place, with as little disruption as possible to service users, as progress is made to transfer these services to the NCSE. Considerations with regard to the full staffing implications which may arise from the amalgamation of these bodies and the incorporation of the new Inclusion Support Service within the existing NCSE operational structures, are ongoing, and will be established during the course of the integration of the services.
