Written Answers Nos. 357-374
357. Deputy Brendan Griffin asked the Minister for Education and Skills the position in schools in relation to job-sharing, where some teachers are allowed to job share even when their school is over quota but some schools will not permit this; her views on whether this situation is particularly difficult for female teachers with young children; and if she will make a statement on the matter. [16305/15]
View answerTeacher allocations to all second level schools are approved annually by my Department in accordance with established rules based on recognised pupil enrolment. In accordance with these rules each school management authority is required to organise its subject options within the limit of its approved teacher allocation. The deployment of teaching staff in the school, the range of subjects offered and ultimately the quality of teaching and learning are in the first instance a matter for the school management authorities. The staffing arrangements for the 2015/16 school year are available on the Department website. The decision to approve a job-sharing application is a matter for the authorities of the employing school.
In schools that have over-quota teachers, applications for job-sharing may be considered by the authorities of the schools concerned in the normal way. However if the school is over its staffing allocation the established rules do not allow for the automatic replacement of teachers approved for job-share arrangements. It is, of course, open to the school authority to apply to my Department for additional teaching hours by way of curricular concessions to cover part or all of the hours in respect of an approved job-sharing post. Each such application is considered on its merits.
This position is no different from that pertaining in previous years.
358. Deputy Charlie McConalogue asked the Minister for Education and Skills the number of retired teachers hired by schools at primary and secondary level from 1 September 2014 to 31 December 2014; the number of these hired for a period of five days or less; more than five days; and if she will make a statement on the matter. [16321/15]
View answerThe most recent information available on retired teachers employed by managerial authorities of schools relates to the 2013/2014 school year.
A total of 537 retired teachers were employed during the 2013/14 school year: 302 retired Primary teachers and 235 retired Voluntary Secondary and Community and Comprehensive teachers. Thirty eight percent of those teachers worked the equivalent of 5 days or less during the entire school year.
The employment of teachers is a matter for the school management authority. The policy of my Department is to ensure, as far as possible, that school management authorities give priority to the employment of unemployed, registered and qualified teachers when filling vacant teaching posts. My Department has issued a number of circulars underpinning this policy in recent years.
359. Deputy Charlie McConalogue asked the Minister for Education and Skills the number of professional development courses to train English teachers in the new junior certificate cycle assessments and curriculum that have already taken place; the number of English teachers that have attended these courses in total, and as a percentage of the total number of teachers of junior certificate cycle English; the approximate costs of running these courses; and if she will make a statement on the matter. [16336/15]
View answerI am committed to providing the supports and the back up to enable the reform of the Junior Cycle to become a reality.
There have been 235 seminars for teachers of English since November 2013. 5,371 teachers of English are registered with Junior Cycle for Teachers (JCT) and 4,814 of these have attended at least one seminar, which represents almost 90% of teachers registered. The estimated cost per seminar, which includes venue hire, participant travel and subsistence, and lecture fee, is in the region of €750. The information on the substitution costs for teachers attending these seminars in not readily available. However, the estimated cost for a full day's substitution at post primary level is €180.
In addition to the traditional face-to-face CPD, a new 'Junior Cycle for Teachers' website, jct.ie, has gone live and contains comprehensive online CPD materials and resources for English teachers to access directly. An online planning seminar for English teachers has also taken place. As well as on-line contact with English teachers, the JCT is in direct "mail" contact with schools highlighting the resources available.
360. Deputy Michael Healy-Rae asked the Minister for Education and Skills the position regarding the loss of a teacher from September 2015, in respect of a school (details supplied) in County Kerry; and if she will make a statement on the matter. [16340/15]
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 small schools. Details of the appeals criteria are set out in the published staffing arrangements.
The Primary Staffing Appeals Board operates independently of the Department and its decision is final.
361. Deputy Charlie McConalogue asked the Minister for Education and Skills the current status of a school (details supplied) in County Donegal; when the school will receive approval to proceed to planning; if she will provide an update on any outstanding matters before the school can proceed to planning stage; and if she will make a statement on the matter. [16360/15]
View answerThe major building project for the school referred to by the Deputy is at an early stage of Architectural Planning - Stage 1 - Preliminary Design which involves the initial sketch scheme for the project.
A Pre Stage 1 Stakeholder Meeting was held in December 2014. Following this meeting the Board of Management and their Design Team made a submission to my Department. On completion of that review my Department will contact the school regarding the next stage in the progression of the project.
This project is included in my Department's five year building programme announced in 2012.
362. Deputy Charlie McConalogue asked the Minister for Education and Skills is she has received a report from Donegal County Council assessing the merits of various sites in respect of a school (details supplied) in County Donegal; the steps her Department will take following on from receipt of this report; when her Department expects to make a decision on which site her Department will pursue; and if she will make a statement on the matter. [16364/15]
View answerI can confirm that officials in my Department have recently received correspondence from Donegal County Council in relation to a number of potential site options for a proposed campus development to include the school referred to by the Deputy.
My officials continue to liaise with Donegal County Council in this regard. A joint technical inspection of the relevant sites by Department and County Council officials has been scheduled to take place within the next month. An evaluation report will be prepared on the basis of the joint technical inspection and this will be considered by Department officials in the context of identifying preferred site options.
363. Deputy Charlie McConalogue asked the Minister for Education and Skills when a reply will issue to her interim response (details supplied); if she will grant access to July provision in this case; and if she will make a statement on the matter. [16370/15]
View answerI wish to advise the Deputy that July Provision is available to all special schools and mainstream primary schools with special classes catering for children with autism that choose to extend their education services through the month of July. My Department also provides July Provision for pupils with a severe/profound general learning disability. Where school based provision is not feasible, home based provision may be grant aided.
The child referred to by the Deputy does not meet the eligibility criteria for July Provision; a response to this effect issued to the Deputy in recent days in response to his representation on the matter.
364. Deputy Terence Flanagan asked the Minister for Education and Skills if accounts have been provided for an organisation (details supplied) in Dublin 8; and if she will make a statement on the matter. [16377/15]
View answerThird level institutions, such as the College referred to by the Deputy, are autonomous institutions and my Department does not have any function in their day to day operational affairs, for which the Governing Bodies and the management staff of the institutions are responsible.
As the Deputy will be aware accountability and governance issues in relation to the College were identified by the Comptroller & Auditor General (C&AG) in their Special Report on the College. Issues raised included ongoing delays in the preparation of financial statements. In light of this report, the College is currently working on implementing a number of changes and improvements in its systems and processes in order to address the issues identified, and I understand that work by the College in preparing the financial statements for review by the C&AG is ongoing and expected to be completed by summer 2015.
The process of addressing the issues in the College is being continually kept under review by the Higher Education Authority who are keeping my Department informed of developments.
365. Deputy Jonathan O'Brien asked the Minister for Education and Skills the date on which science will become a compulsory junior certificate subject; and the way in which professional development for mathematics and science teachers has been prioritised. [16380/15]
View answerDr Travers, in his February report, recommended that implementation of Junior Cycle science be postponed from September 2015 to September 2016. It is not intended that science be a compulsory subject in Junior Cycle but one of 21 subjects available to schools. Currently over 90% of students take Junior Cycle science and it is expected that the vast majority will continue to do so.
Since 2010, the Project Maths Development Team, www.projectmaths.ie, a support service funded by my Department provides a range of professional development supports including workshops, and resources for 6,000 post-primary teachers of mathematics across the country.
Since 2012, the Professional Diploma in Mathematics for Teaching, a blended learning, two year part-time programme Professional Diploma in Mathematics for Teaching has been made available nationwide and free of charge, to assist 'out-of-field' teachers to acquire skills for effective mathematics teaching and to register with the Teaching Council as teachers of mathematics at post-primary level. The programme, provided by a consortium led by the University of Limerick, is being made available again in September 2015.
The new Junior Cycle Science curriculum is being introduced in schools in September 2016. A range of comprehensive continuing professional development (CPD) will be provided for teachers of science. Support is also available at primary and post primary level through the Professional Development Service for Teachers.
366. Deputy Terence Flanagan asked the Minister for Education and Skills the position regarding a college (details supplied) in Dublin 8; and if she will make a statement on the matter. [16381/15]
View answerAs autonomous statutory bodies it is a matter for each Higher Education Institution to manage its staffing resources and retirements as they arise. In contrast to other parts of the public service an Employment Control Framework is in place for the higher education sector which provides institutions with considerable flexibility to fill vacancies, through recruitment or promotions, subject to the conditions of the ECF. Furthermore, as autonomous bodies, day-to-day operational issues are a matter for the institution concerned.
367. Deputy Jonathan O'Brien asked the Minister for Education and Skills the way in which she has provided greater freedom and autonomy to school principals and boards to raise educational standards by devolving more responsibility locally, with greater freedom to allocate and manage staff with required flexibility, and to delegate management responsibilities to teachers as school priorities require, as per the programme for Government commitment to do so. [16396/15]
View answerThe Programme for Government 2011-2016 contains a commitment to changing certain decision-making responsibilities in relation to the delivery of aspects of education at both primary and post-primary levels. My Department has already begun to progress this commitment, mindful that changes in school autonomy need to be carefully planned and supported if they are to achieve improved educational outcomes for our children.
The skills levels of school leaders and teachers are critical factors in enabling schools to benefit from both existing and any increased levels of school autonomy with regard to school governance, curriculum, pedagogy and assessment. The Department has made considerable investment to build the professional competence of school leaders through its support services and through the work of the education partners including the IPPN and NAPD. Developing the leadership skills of principals and deputy principals will be an essential requirement of any plans to increase school autonomy. Equally, the strong focus in current policy development on increasing the skills levels of Irish teachers and driving the professionalism of teaching, evident in the work of the Teaching Council, is important.
We are already moving towards greater autonomy in the area of curriculum and assessment. Work is underway on revised curricula at primary level (the first elements will be introduced in schools in 2015/2016) which will offer opportunities to provide greater curriculum flexibility to schools. Significant developments have been announced at Junior Cycle that will, over time, increase substantially the autonomy of post-primary schools over curriculum and assessment. Recently introduced changes to teacher education have seen the lengthening of initial teacher education courses and a shift in course content to place a greater emphasis on skills in pedagogy and assessment. Both of these developments are designed to enhance teachers' capacity to adapt curricula and assessment practices in schools to better suit the needs of students. The proposals of the NCSE regarding the creation of a single pot of SEN-related teaching posts in schools may offer further opportunities for school autonomy. These would provide schools with the greater freedom to allocate and manage staff with required flexibility which is envisaged in the Programme for Government.
The introduction of school self-evaluation in 2012 enables schools themselves to arrive at school-specific information on how well they are doing, which they are expected to use in their planning for improvement. This encourages schools to use their autonomy to prioritise particular learning targets and to make the necessary pedagogical changes to achieve those targets within a broad curriculum and pedagogical framework.
We know that putting appropriate supports in place is a critical step to realising in a fresh way the curriculum, pedagogical, and assessment autonomy that schools currently have and may be given in the future and that is why this work is already underway.
368. Deputy Jonathan O'Brien asked the Minister for Education and Skills her plans to require schools to draw up five-year development plans for their schools and individual teachers; and the way in which they are supported by the inspectorate. [16397/15]
View answerSince November 2012, schools are required to engage in evidence-based school self-evaluation (SSE) focussed on improving learner outcomes. Schools are expected to complete a school self-evaluation report and a three-year school improvement plan. Schools must focus on one aspect of teaching and learning each year from 2013/14 and they are required to provide a summary of their SSE report and school improvement plan to their school community.
The Inspectorate has developed comprehensive guidelines and set up a dedicated website to support the SSE process. The Inspectorate is working closely with the Department's support services to embed school self-evaluation in schools and it publishes a newsletter highlighting best practice in SSE. An extensive programme of school support visits has been conducted and national and regional SSE seminars have been held. The SSE website is updated regularly and includes samples of SSE reports and improvement plans.
369. Deputy Jonathan O'Brien asked the Minister for Education and Skills if administrative functions relating to maintenance, school building projects and co-ordination of support services, currently carried out by principals, are being devolved locally; if she will provide details of the way these functions are currently operating; and if she will make a statement on the matter. [16398/15]
View answerI wish to advise the Deputy that my Department operates a number of capital grant schemes where responsibility for the project management and overseeing the delivery of these projects within budget, is devolved to the school authority. These include schemes such as the Summer Works, Additional Accommodation, Emergency Works and Minor Works Schemes, which all operate on this basis.
It is a central tenet of the devolved method that responsibility for the management and delivery of the project rests with individual school authorities. My Department has produced a suite of technical guidance documents, which are available on my Department's website, www.education.ie, to assist schools in this regard.
370. Deputy Charlie McConalogue asked the Minister for Education and Skills when the report she promised on student accommodation will be published; the measures she plans to introduce to address the crisis; and if she will make a statement on the matter. [16405/15]
View answerData gathered for the report referred to by the Deputy is being validated by the HEA in consultation with my Department and other stakeholders. I expect the report to be finalised in the coming weeks.
As I have already stated, some institutions provide a range of accommodation, and all colleges have an obligation to work with students' unions and other groups, to provide students with details on accommodation options. Initiatives such as USI's 'Homes for Study' are of help to students and list suitable accommodation available to rent across Ireland.
I will continue to work with stakeholders to explore ways to increase the availability of student accommodation.
In the longer term, the Government is committed to addressing the housing shortage through the Construction 2020 strategy. This will not resolve all of our problems immediately, but I am confident that the implementation of Construction 2020 will provide us with a sustainable housing stock in the medium to longer term.
371. Deputy Dara Calleary asked the Minister for Education and Skills the reason the Irish Naturalisation and Immigration Service is recommending private language schools that are affiliated to Marketing English in Ireland on its student task force website to non-European students, as opposed to other private language schools, given that the affiliated language schools are no more regulated than the non-affiliated language schools; and if she will make a statement on the matter. [16406/15]
View answerThe Student Taskforce website was established to provide information to non-EEA students affected by the sudden closure of a number of English language schools in 2014. This website was established to provide a central reference point for all affected students and others requiring information on the closures. The website is not a case of promoting one group of language schools over another but was put in place to ensure that students who had been affected by the sudden closure of their school, and who were severely financially affected, did not in so far as possible suffer the same fate again. In this regard the Marketing English in Ireland (MEI) schools offer a long established and verifiable protection for learner schemes which ensures that where a member school closes, the students will be protected. Where other English language providers can offer similar such schemes then those can be considered on a case by case basis.
372. Deputy Dara Calleary asked the Minister for Education and Skills if it is the case that six of the English language schools to close during 2014 and 2015 were accreditation and co-ordination of English language services-approved, and three were members of Marketing English in Ireland; and if she will make a statement on the matter. [16407/15]
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. I have been informed by QQI that of the English language schools which closed in 2014 and 2015, two held ACELS recognition at the time of closure. Two other English language schools had their ACELS recognition withdrawn prior to their closure during this period.
Regarding membership of Marketing English in Ireland (MEI), two English language schools which closed had previously held MEI membership but this was not renewed in either case by MEI for 2014. Therefore, I understand that none of the schools which closed in 2014 and 2015 was a current member of MEI at their time of closure.
373. Deputy Derek Nolan asked the Minister for Education and Skills if she will arrange for an inspector from her Department to visit a school (details supplied) in County Galway in order to make a detailed assessment of its needs in view of the fact that it has never had a visit from her Department, and needs considerable improvements to be carried out on its building; and if she will make a statement on the matter. [16412/15]
View answerI wish to confirm that the school referred to by the Deputy recently submitted a Major Capital Application for a major extension and refurbishment project. In addition the school in question also submitted an Additional Accommodation application to meet its immediate accommodation needs.
As the Deputy will appreciate, due to the competing demands on my Department's capital budget imposed by the need to prioritise the funding available for the provision of essential school classroom accommodation, it is not possible to provide an indicative timeframe for the progression of a major project for the school in question at this time. In that regard, it is not possible to prioritise a technical inspection for the school concerned.
However I am pleased to advise the Deputy that my Department has recently approved devolved funding to the school in question for the provision of a resource room and a disabled access toilet to meet the school's immediate needs.
374. Deputy Jonathan O'Brien asked the Minister for Education and Skills if she is aware of the case of a person (details supplied) in County Carlow; and her plans to address this matter. [16413/15]
View answerMy Department's policies focus on ensuring that all children can have access to an education appropriate to their needs, preferably in school settings through the primary and post primary school network.
A range of placement options for pupils with special educational needs is provided, in order to ensure that all pupils can receive a school placement. Many pupils with special educational needs will be able to attend a local mainstream school, whereas for pupils who have needs which require more specialist interventions, special class and special school placements are provided for.
The National Council for Special Education (NCSE), through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from primary and post primary schools for special educational needs supports, including the establishment of special classes in various geographical areas as required. The NCSE operates within my Department's criteria in allocating such support.
SENOs engage with schools annually in order to plan for, and to open, new special classes each year, in order to ensure there are sufficient special class placements available at primary and post primary school level to meet demand in a given area. All schools have the names and contact details of their local SENO. Parents are encouraged to liaise with the local SENO to discuss placement options for their child.
The local SENO is actively liaising with the parent of the child in question with a view to securing a school placement.
