Tuesday, 12 May 2015

Written Answers Nos. 538-553

Student Grant Scheme Eligibility

Questions (538)

Billy Kelleher

Question:

538. Deputy Billy Kelleher asked the Minister for Education and Skills if students (details supplied) in Coláiste Stiofáin Naofa, County Cork who are currently studying sports and exercise performance, FETAC 5, will qualify for their grants for next year, following the removal of the sports and exercise diploma, FETAC 6-7, from next year's course list, which has resulted in these students having to moving to a course on the same level, Further Education and Training Awards Council 5 course; and if she will make a statement on the matter. [18420/15]

Written answers

Minister for Education and Skills

To satisfy the terms and conditions of the student grant scheme in relation to progression, a student must be moving from year to year within a course, having successfully completed the previous year or be transferring from one course to another, where the award for the subsequent course is of a higher level than the previous course.

The objective of this policy is to help as many students as possible to obtain one qualification at each level of study. Given the level of demand on the student grant budget from first time students and students that are progressing with their studies to a higher level, there are no plans at present to change the arrangements in place.

Departmental Bodies Abolition

Questions (539)

Fergus O'Dowd

Question:

539. Deputy Fergus O'Dowd asked the Minister for Education and Skills the number of agencies, quangos or other bodies within her Department funded by or established by her Department which have been scrapped, merged or reduced since this Government was formed; the amount saved in each case; the reduction in staff as a result; and if she will make a statement on the matter. [18432/15]

Written answers

Minister for Education and Skills

For the Deputy's information, following the enactment of the Residential Institutions Statutory Fund Act 2012, the Education Finance Board was dissolved in March 2013 and Caranua, the Residential Institutions Statutory Fund Board was established. The body is funded from the contributions of the religious congregations offered in response to the request for additional contributions, following the publication of the Ryan Report. Under the provisions of the Further Education and Training Act 2013, FÁS with a staffing of 1,108 was dissolved in October 2013 and the new Further Education and Training Authority, An tSeirbhís Oideachais Leanúnaigh agus Scileanna (SOLAS) was established with responsibility for funding, planning and co-ordinating training and further education programmes. SOLAS was established on 27 October 2013 and funded for the remainder of the year from the residual FAS budget. SOLAS has a current full time equivalent staffing of 211.

Under the Public Service Reform plan a number of bodies were merged as follows.

The Irish Research Council for Science, Engineering and Technology and Irish Research Council for Humanities and Social Sciences were merged in March 2012 to form the Irish Research Council (IRC). The IRC has been established as a sub-board of the Higher Education Authority (HEA). Its function is to award research funding, primarily for postgraduate students and early-career postdoctoral researchers. The establishment of the IRC will result in an estimated saving of €100,000 on an annual basis.

Under the provisions of the Qualifications and Quality Assurance (Education and Training) Act 2012, the National Qualifications Authority of Ireland (NQAI), the Higher Education and Training Awards Council (HETAC) and the Further Education and Training Awards Council (FETAC) were amalgamated to form a new agency, Quality and Qualifications Ireland (QQI). QQI's functions are set out in Section 9 of the Qualifications and Quality Assurance (Education and Training) Act, 2012. These include the development of awards and standards, review of education and training providers, development of quality assurance, validation of programmes, maintenance of the National Framework of Qualifications and facilitation of qualification recognition.The estimated saving following the merger is €1 million on annual basis.

Under the provisions of the Education and Training Boards Act 2013, 16 Education and Training Boards (ETBs) have replaced 33 Vocational Education Committees (VECs). The functions of ETBs are set out in Section 10 of the Education and Training Boards Act 2013. Following re-configuration of the VECs, the number of Chief Executive Officer posts has been reduced from 33 to 16. This change has resulted in full year savings of the order of €1.9m. Further savings are likely to be achieved through the realisation of economies of scale arising from the mergers and the wider Education and Training Sector Reform Programme.

Schools Building Projects Applications

Questions (540)

Dara Calleary

Question:

540. Deputy Dara Calleary asked the Minister for Education and Skills the position regarding a funding application in respect of a school (details supplied) in County Mayo; and if she will make a statement on the matter. [18447/15]

Written answers

Minister for Education and Skills

I am pleased to inform the Deputy that funding has been approved for universal access works at the school in question and the school authority has been notified.

State Bodies

Questions (541)

Joe Costello

Question:

541. Deputy Joe Costello asked the Minister for Education and Skills the State boards, bodies or committees on which vacancies currently exist or on which vacancies are anticipated to arise up to and including 1 January 2016; the number of vacancies in each case; when the vacancy arose or will arise; if the vacancy relates to a chair or a member; if he will provide details of the appointment process in each case; and if she will make a statement on the matter. [18484/15]

Written answers

Minister for Education and Skills

Comprehensive information in relation to the composition of the boards of non-commercial State bodies under the aegis of the Department of Education and Skills, which includes the information requested by the Deputy, can be downloaded from my Department's website at http://www.education.ie/en/The-Department/Agencies/Details-of-Membership-of-State-Boards/.

In respect of the appointment process, under new Guidelines for Appointments to State Boards, which can be viewed on the Department of Public Expenditure and Reform's website http://www.per.gov.ie , the process for filling vacancies on State boards under the aegis of the Department, is now managed by the Public Appointments Service (PAS), whereby applications are made through the dedicated website http://www.stateboards.ie and an assessment process is undertaken by PAS leading to the creation of a list of candidates deemed suitable for appointment to boards. The process of making direct ministerial appointments to the boards of a number of non-commercial bodies under the aegis of my Department, in accordance with the new PAS procedures is underway for the following bodies, Quality and Qualifications Ireland (QQI), the State Examinations Commission (SEC), An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta (COGG), National Council for Curriculum and Assessment (NCCA), Irish Research Council and the Grangegorman Development Agency (GGDA). On making appointments to these boards, the details of same will be published by my Department.

Information and Communications Technology

Questions (542)

Charlie McConalogue

Question:

542. Deputy Charlie McConalogue asked the Minister for Education and Skills when work on developing the five-year digital strategy for schools commenced; when the strategy will be published; and if she will make a statement on the matter. [18519/15]

Written answers

Minister for Education and Skills

Work commenced in July 2013 on the development of a new Digital Strategy for Schools. A comprehensive consultation process was undertaken so that all views were heard. The five year strategy will address the key issues identified in the consultation including teaching, learning and assessment using ICT, Teacher professional learning, leadership and ICT Infrastructure.

Work is currently being finalised on the strategy and will be published shortly thereafter.

Schools Building Projects Applications

Questions (543)

Pat Rabbitte

Question:

543. Deputy Pat Rabbitte asked the Minister for Education and Skills if she will provide an estimated commencement date for the building of a school (details supplied) in Dublin 24; and if she will make a statement on the matter. [18542/15]

Written answers

Minister for Education and Skills

The Design Team on the project to which the Deputy refers has recently completed stage 2(a) and has been authorised to progress to Stage 2(b), which includes the application for planning permission and other statutory approvals and the preparation of tender documents. Following the completion of stage 2(b) the project will then proceed to tender and construction stages.

The project is included in my Department's five year building programme to proceed to Tender and Construction in 2015/16. Patronage of the new school was granted to the ETB and the intended start-date for the school is the commencement of the school year 2016/17.

Emergency Works Scheme Applications

Questions (544)

Brendan Griffin

Question:

544. Deputy Brendan Griffin asked the Minister for Education and Skills if an application under the emergency works scheme will be approved in respect of a school (details supplied) in County Kerry; and if she will make a statement on the matter. [18565/15]

Written answers

Minister for Education and Skills

The school referred to by the Deputy has applied for funding under my Department's Emergency Works Scheme for repairs to the heating system at the school.

This application is currently being assessed and the school authority will be notified of the outcome of this assessment as soon as possible.

School Placement

Questions (545)

Terence Flanagan

Question:

545. Deputy Terence Flanagan asked the Minister for Education and Skills the position regarding school places (details supplied) in Dublin 9; and if she will make a statement on the matter. [18568/15]

Written answers

Minister for Education and Skills

The Transition Year (TY) is a one-year programme designed to act as a bridge between the Junior Certificate and Leaving Certificate programmes. It is available to all second level schools.

The management authority of each school carries responsibility for making decisions regarding the Transition Year Programme in that school. In some schools, the programme is compulsory for all students. In those that offer it as an option, circumstances may arise where it is necessary to limit the number of students who can avail of it.

It is the board of management of each individual school that decides the number of places available to students on programmes such as Transition Year. In cases where restrictions apply, schools should have clear procedures regarding how places are allocated to students.

Industrial Disputes

Questions (546)

Michael McGrath

Question:

546. Deputy Michael McGrath asked the Minister for Education and Skills if she is aware of the details of the current industrial dispute between staff (details supplied) in County Cork; the steps she will take to assist in the achievement of a resolution; and if she will make a statement on the matter. [18577/15]

Written answers

Minister for Education and Skills

Following lengthy discussions facilitated by the Labour Relations Commission (LRC) in August 2013 and February 2014, terms of reference were agreed for an internal job evaluation exercise to establish the correct rate of pay for the employees of all grades within the Tyndall National Institute. The terms of reference covered all staff in the Institute comprehended by the unions' parity claim, including those staff who were the subject of a previous Labour Court recommendation (LCR20577). The terms of reference provided for an Oversight Committee comprised of management and union representatives to monitor progress and prevent delays. An appeals process was also agreed between the parties which could be invoked following the conclusion of the evaluation exercise.

Pricewaterhouse Coopers (PwC) were appointed to conduct the exercise following a tender process. The selection was made by a joint panel made up of representatives of the employer and both unions.

It was also agreed that, following completion of the internal job evaluation exercise, the parties would engage in discussions to seek agreement on the implementation of PwC's recommendations and the outcome of the appeals process. In the event that agreement could not be reached the matter would be referred to the Labour Court and the parties would be bound by the outcome.

The PwC job evaluation report was presented to the parties in December 2014.

If implemented, the report, which covers 182 employees, would provide for an average annual salary increase of about €9,000 for 115 of the staff concerned. The report found that the remaining 67 staff are on a salary higher than the relevant UCC salary by an average of about €10,000 per annum. Implementation of the report would add in excess of €1,000,000 to the University's annual pay costs.

However, in January 2015 management in UCC was informed that union members in Tyndall had rejected the report. A conciliation conference was held in the LRC in February during which the unions sought to set aside the already agreed appeals procedure. Management advised that it was adhering to the agreed appeals process brokered by the LRC. No agreement was reached and at the unions' request the issue of the appeals process was referred to the Labour Court. The Court concluded that no recommendation it might make at this time would advance the resolution of the dispute.

The unions notified UCC of their intention to engage in four days of strike action during May, and three of those days of action have happened with the fourth due to take place on May 13th.

Garda Vetting Applications Data

Questions (547)

Denis Naughten

Question:

547. Deputy Denis Naughten asked the Minister for Education and Skills the number of teachers who have yet to go through the Garda vetting procedures; and if she will make a statement on the matter. [18579/15]

Written answers

Minister for Education and Skills

The existing Garda vetting arrangements for the recognised schools sector operate on a non-statutory basis and have been in place for new employees since 2006. The number of teachers vetted under the non-statutory arrangements continues to steadily increase with about 54,000 of the 90,000 teachers on the Teaching Council register now vetted. The remaining 36,000 who have not yet been vetted are typically permanent teachers who have been in the same school since prior to the introduction of non-statutory vetting in 2006.

The National Vetting Bureau (Children and Vulnerable Persons) Act 2012, will, when commenced, put in place statutory requirements for vetting of persons involved in working with children and vulnerable adults, including those working in schools. I have also recently brought forward the Teaching Council (Amendment) Bill 2015 which is currently before the Oireachtas and which will underpin the central role of the Teaching Council in the operation of the statutory vetting arrangements for registered teachers. It is intended that this Bill will, when enacted and commenced, operate in tandem with the National Vetting Bureau (Children and Vulnerable Persons) Act 2012.

In relation to the operation of the forthcoming statutory vetting requirements for schools, a major focus of my Department is to facilitate, as far as possible, a smooth transition to the new statutory arrangements. In that regard, my Department recently published "Circular 0026/2015 - Advance preparations for the commencement of statutory requirements for Garda vetting under the National Vetting Bureau (Children and Vulnerable Persons) Act 2012 (the Vetting Act)" which outlines the preparations being put in place in advance of the forthcoming statutory vetting requirements.

It is also intended that all registered teachers will be vetted under the statutory vetting arrangements as soon as possible after the legislation is commenced. I consider it preferable and more effective from a child protection perspective that the cohort of 36,000 teachers who have not been vetted to date, are vetted under the forthcoming statutory vetting arrangements for two reasons. Firstly the forthcoming statutory arrangements will include a check for both criminal offences and also any relevant "soft information" which is an important new element of the vetting procedures. Secondly when the Teaching Council Amendment Bill is enacted, there will a clear statutory basis for the Teaching Council to require such teachers to undergo vetting and for it to deal with any adverse vetting disclosure that might be received.

In the first year after the introduction of the statutory vetting arrangements the two key priorities for the Teaching Council will be to facilitate a smooth and timely flow of vetted teachers to the school system and to ensure that the vetting of the remaining circa 36,000 registered teachers who have not been vetted to date is completed as quickly as possible.

School Curriculum

Questions (548)

Jonathan O'Brien

Question:

548. Deputy Jonathan O'Brien asked the Minister for Education and Skills her Department's policy regarding schools sharing subjects in order to maximise the number of subject options available to students, particularly at leaving certificate level; the way in which schools can arrange this; the number of schools currently engaging in such arrangements; and if she will make a statement on the matter. [18600/15]

Written answers

Minister for Education and Skills

Teacher allocations to all second level schools are approved annually by my Department in accordance with established rules based on recognised pupil enrolment. The criteria for the allocation of posts are communicated to school managements annually and are available on the Department website. In accordance with these rules each school management authority is required to organise its subject options within the limit of its approved teacher allocation. I recognise that teacher allocations set the parameters in relation to the number of subjects on offer in schools. However, 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. Sharing arrangements between post-primary schools can help to ensure that the range of subjects available to pupils is maximised, however my Department does not hold any information in relation to the number of schools currently engaging in such sharing arrangements.

At post primary level and in accordance with existing arrangements, where a school management authority is unable to meet its curricular commitments within its approved allocation, my Department considers applications for additional short term support i.e., curricular concessions. Short term support is needed (normally for one year but not exceeding 2/3 school years) to enable the school authority to respond to the identified difficulty in meeting essential curricular commitments to pupils within the normal staffing allocation.

In order to further encourage inter school co-operation, specific account is taken where a request involves two or more neighbouring schools engaging in demonstrable co-operation arrangements, with an overall more efficient use of resources, in order to address on a collective basis the curricular needs of the schools concerned.

Any staffing concessions will be operated in a way to encourage inter school co-operation in the provision of efficient and effective educational services to the locality served and to encourage and facilitate good school management and planning in schools.

The detail of the curricular concession process is set out with the criteria for the allocation of posts and is also available on the website.

The allocation process also includes an appeals mechanism under which schools can appeal against the allocation due to them under the staffing schedules. The appeal procedures are also set out in the published staffing arrangements. The Appeals Board operates independently of the Department and its decision is final.

Home Tuition Scheme Administration

Questions (549)

Clare Daly

Question:

549. Deputy Clare Daly asked the Minister for Education and Skills further to Parliamentary Question No. 223 of 30 March 2013, the reason her Department made an exception in this case, and entered into an agreement with one private commercial organisation, which involves the annual payment of millions of euro to that organisation, in respect of the home tuition scheme; and if she will make a statement on the matter. [18604/15]

Written answers

Minister for Education and Skills

The Deputy was advised on April 30th 2013 that the Home Tuition Scheme operated by my Department is designed to support children who are not in a position to attend school and, because of this, it is generally the case that the tuition is provided at the child's place of residence. In the majority of cases therefore, there will be 1 child in receipt of an individualised educational programme on a 1:1 basis. Funding is provided by my Department on this basis.

At that time there was one exception whereby the Department had concluded an arrangement with a private commercial organisation which provided group tuition to children in a class type setting. Payment was made directly to the service provider and was calculated on a group rate basis. The arrangement was put in place to facilitate the parents of the children in question.

There are now similar arrangements in place with 6 private pre-school providers which provide group tuition to children in a class type setting for children for whom home tuition has been approved.

State Examinations

Questions (550)

Seán Ó Fearghaíl

Question:

550. Deputy Seán Ó Fearghaíl asked the Minister for Education and Skills if she will review the decision of the State Examinations Commission in respect of a candidate for reasonable accommodation (details supplied) in County Kildare; and if she will make a statement on the matter. [18606/15]

Written answers

Minister for Education and Skills

The 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.

Special Educational Needs Service Provision

Questions (551)

Thomas P. Broughan

Question:

551. Deputy Thomas P. Broughan asked the Minister for Education and Skills her Department's policy on the education of children with autism, which was due to be made available in Spring 2015, and which was recommended by the Ombudsman for Children to be made available in October 2012; and if she will make a statement on the matter. [18616/15]

Written answers

Minister for Education and Skills

The National Council for Special Education is currently at an advanced stage in the preparation of policy advice on the education of children with autism.

I expect that the NCSE final report, which is due to be delivered shortly, will reflect the broadest possible range of views, both National and International, and will provide recommendations which will assist the development of policy on the education of children with autism for future years.

Special Educational Needs Service Provision

Questions (552)

Thomas P. Broughan

Question:

552. Deputy Thomas P. Broughan asked the Minister for Education and Skills the current private commercial organisation providing education services to children with autism; the terms and conditions in place for this private service provider; if she will provide, in tabular form, details of all service providers of education for children with autism; the length and tenure of their contracts; the amount of funding provided to each; and if she will make a statement on the matter. [18617/15]

Written answers

Minister for Education and Skills

The Deputy will be aware that the Home Tuition Scheme is designed to support children who are not in a position to attend school and, because of this, it is generally the case that the tuition is provided at the child's place of residence. In the majority of cases therefore, there will be 1 child in receipt of an individualised educational programme on a 1:1 basis. Funding is provided by my Department on this basis.

The current position is that where parents of children who are eligible for home tuition have sought alternative arrangements to be put in place for the tuition, my Department has responded and facilitated by putting arrangements in place with 6 private pre-school providers which provide group tuition to children in a class type setting. Payment in these cases is made directly to the service provider and is calculated on a group rate basis. The arrangements were put in place to facilitate the parents of the children in question.

I have arranged for officials from my Department to respond directly to the Deputy on the details requested relating specifically to these group arrangements.

Transition Year Selection Process

Questions (553)

Finian McGrath

Question:

553. Deputy Finian McGrath asked the Minister for Education and Skills the rights parents and pupils have in appealing a decision made by a school (details supplied). [18633/15]

Written answers

Minister for Education and Skills

The Transition Year (TY) is a one-year programme designed to act as a bridge between the Junior Certificate and Leaving Certificate programmes. It is available to all second level schools.

The management authority of each school carries responsibility for making decisions regarding the Transition Year Programme in that school. In some schools, the programme is compulsory for all students. In those that offer it as an option, circumstances may arise where it is necessary to limit the number of students who can avail of it.

It is the board of management of each individual school that decides the number of places available to students on programmes such as Transition Year. In cases where restrictions apply, schools should have clear procedures regarding how places are allocated to students. Such procedures are dealt with at local school level and any concerns relating to same should be addressed to the relevant school authorities.