Written Answers Nos. 418-441
418. Deputy Seán Ó Fearghaíl asked the Minister for Education and Skills if she will ensure that capital funding is provided to Kildare and Wicklow Education and Training Board to enable it establish a training centre in Kildare south and surrounding area which has high levels of unemployment; and the way it proposes the board will address its remit in view of the lack of infrastructure; and if she will make a statement on the matter. [19294/15]
View answerThe Government decisions underpinning the reform of the ETB/SOLAS sector envisage a key role for the ETBs in relation to the future delivery of further education and training in an integrated manner under the reforms that will be driven by SOLAS. The Education and Training Boards Act 2013 recognises this in providing that the general functions of an ETB include to "plan, provide, coordinate and review the provision of education and training, including education and training for the purpose of employment". While each of the 16 ETBs, therefore, has training functions under the 2013 Act, 5 ETBs, including Kildare and Wicklow ETB have not had a training centre transferred to them. An interim approach was adopted in 2014 which provided for ETBs with or receiving training centres to retain primary responsibility for training and to continue to be accountable to SOLAS. This approach is still in operation.
The Reform Programme for the sector is actively supported and overseen by a Programme Board chaired by my Department's Secretary General and including members of the Department's senior management team and representatives from the sector. In March 2014, the ETB/SOLAS Programme Board agreed that a project should be established to examine the most likely options for a longer-term solution for 2015 and beyond for the 5 ETBs without a training centre. Accordingly, my Department engaged with the chief executives of these 5 non-training centre ETBs and with SOLAS in relation to how these ETBs would deliver on their training remit for 2014 and beyond. As part of its consideration of this issue, the Board agreed that the establishment of new training centres should not form part of these considerations.
Following consultation with the sector, the ETB/SOLAS Programme Board has decided that each ETB without a training centre should be allocated staffing and resources to deliver Contracted/Community Training and manage the Apprenticeship Employers in its area. Work is now progressing on moving this project into a detailed planning phase.
419. Deputy Charlie McConalogue asked the Minister for Education and Skills the number of schools involved in the pilot scheme for the new special educational needs model; if she will commit to ensure no new model is introduced until all concerns with regard to any new model have been addressed; and if she will make a statement on the matter. [19304/15]
View answerThe Deputy will be aware that I recently announced that I am not proposing to change the way resource teachers are allocated to schools to support children with Special Educational Needs for the coming school year.
Through consultations, there was a broad welcome for the proposed new model from Parents, disability groups, schools and stakeholders. However, there has not been sufficient time to address all of the concerns which have been raised in advance of the 2015 school year.
I have asked my Department to design a pilot of the new model, which schools could opt into on a voluntary basis.
My Department, in conjunction with the National Council for Special Education and the Educational Research Centre, is currently designing a pilot, which could consider the impact of the proposed new model on schools.
Consultation will take place with education partners in the near future, following which the number of schools involved and the timeframe for the establishment of the pilot will be established.
Following the conclusion of the Pilot and in advance of the introduction of the New Model my Department will again consult with Management Bodies and other stakeholders.
420. Deputy Billy Kelleher asked the Minister for Education and Skills if she will consider an exemption for persons with epilepsy and narcolepsy who have frequent seizures when sitting State examinations. [19306/15]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations. In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
421. Deputy Derek Nolan asked the Minister for Education and Skills if she will consider introducing hot meals in primary schools either through State provisions or privately provided in the interests of children's health, learning and concentration; and if she will make a statement on the matter. [19356/15]
View answerAs the Deputy may be aware, the School Meals Programme is administered by the Department of Social Protection and schools must apply to that Department for inclusion in the programme.
DEIS schools are prioritised for funding in accordance with the National Policy Framework for Children, Young People - Better Outcomes Brighter Futures. At present, 97% of DEIS schools with the highest levels of educational disadvantage participate in the programme.
Despite pressure on the social protection budget, the Government has allocated an additional €2 million for the school meals programme in 2015, providing a total allocation of €39 million. I understand that this additional funding will be used by the Department of Social Protection to increase payments to existing schools which are part of my Department's DEIS Programme, with a focus on the provision of breakfast clubs.
My Department is currently finalising guidance for schools on measures to promote healthy lifestyles. This guidance encompasses measures to promote healthy eating, healthy vending, as well as the promotion of P. E. and Physical Activity. The guidance has been drafted in consultation with the Department of Health and the HSE. In co-operation with schools my Department is also promoting physical activity in schools through the P.E. curriculum, supporting extra-curricular physical activities, and through initiatives such as the Active Schools Flag. The emphasis on physical activity is an important complement to the measures in place to promote healthy eating among our students.
422. Deputy Colm Keaveney asked the Minister for Education and Skills the number of companies or other entities her Department entered into lease agreements with for the provision of prefabricated units to primary and secondary schools; the identity of these companies or other entities; the length of the lease with the five largest providers; the value of these leases; when these leases were last negotiated; and if she will make a statement on the matter. [19386/15]
View answerCurrently four prefab suppliers have prefab rental contracts with my Department with a combined annual value of €1.2m. The four companies are Roankabin Manufacturing Ltd, Western Building Systems Ltd, Instaspace, and Extra Space Solutions Ltd.
The most recent contract was put in place in October 2014 and is due to expire in September 2017. All other contracts are due to expire prior to September 2017. In general prefab rental contracts range from six months to three years with an option to renew at the end of each contract.
In addition to the above, a number of school authorities are renting prefab units from these and other suppliers. Generally, where schools require temporary accommodation, the school authority is responsible for acquiring this accommodation and the rental contract is between the school authority and the supplying contractor.
As the rental grant-aid is devolved to schools, my Department does not hold records of all contracts held by school authorities for rental of temporary accommodation.
423. Deputy Mattie McGrath asked the Minister for Education and Skills if she will address the concerns raised in correspondence (details supplied) regarding special needs assistants; her views that such a situation is neither acceptable nor fair; and if she will make a statement on the matter. [19400/15]
View answerThe taxation of payments made as compensation for a reduction in hours by an employee is governed by the tax regulations and this Department has no discretion in the matter.
The Revenue Commissioners have advised this Department that if compensation for a reduction in hours is paid and the employee is continuing in employment, the payment is treated as additional emoluments and taxed accordingly. Tax relief may be claimed in respect of any payment chargeable to tax under Schedule E made to the holder of an office or employment to compensate for a reduction or a possible reduction of future remuneration.
The relief from tax given is in all cases granted by way of repayment after the end of the tax year during which the payment was made. The employer making any such compensation payment is required to deduct income tax from the full amount of the payment under the normal PAYE procedure. The individual in receipt of the payment is then entitled, on making a claim and proving the relevant facts to the satisfaction of the inspector, to have his /her total income tax liability for the tax year reassessed.
424. Deputy Jonathan O'Brien asked the Minister for Education and Skills if she is aware of the current difficulties being experienced by the board of management of a school (details supplied) in County Dublin in securing alternative accommodation for its school; that a representative from her Department told the school that it must submit a proposal in writing for an alternative site, despite the board of management having done so already; her plans to address this matter; if her Department will meet with representatives from the school; and if she will make a statement on the matter. [19411/15]
View answerI wish to advise the Deputy that my Department remains committed to providing permanent accommodation for the school to which he refers. The Deputy is aware that it is intended that the school will relocate to a premises currently occupied by a special school pending the construction of a new school for the latter. The major building project for the special school is currently at an advanced stage of architectural planning.
The Design Team are currently preparing the Stage 2(b) Detailed Design documentation for submission to the Department for review and approval. Assuming no issues arise in the review of the Stage 2(b) submission, the project will then be authorised to proceed to tender.
The proposal submitted by the school suggested earlier access to the proposed permanent accommodation than is possible in the context of the estimated timeframe for the completion of the building project for the special school and is therefore not feasible.
My Department considers that a meeting with the school would not be beneficial at this time. However, it is open to the school to submit an application for additional temporary accommodation, should this be required, pending the availability of its long term accommodation.
425. Deputy Olivia Mitchell asked the Minister for Education and Skills if a temporary premises is being sought by her Department to facilitate the building of a new school (details supplied) in County Dublin, a special needs school in Dublin Rathdown. [19442/15]
View answerThe school referred to by the Deputy has been in contact with my Department regarding the issue of temporary accommodation to provide for the decanting of the school during the construction stage of the school building project.
My Department does not source interim accommodation for decant purposes. This is normally a matter for the school authority to deal with in conjunction with its Design Team. A school is best placed in its community and locality to make the necessary arrangements where a decant is required. My Department will, where required, provide advice and support to a school, including funding the cost of such temporary accommodation for decant purposes to facilitate the progression of a school building project. It is, however, the school authority itself which must make the necessary arrangements.
426. Deputy Regina Doherty asked the Minister for Education and Skills the cost of providing continual professional development for teachers annually for the past ten years; the number of teachers and principals in each of the past ten years attending; the way the development is structured; if there is a set number of hours to be attended; the difference between teacher and principal development; if she will provide details of the new leadership centre recently announced; if her Department provides financial support to teachers participating in additional educational qualifications (details supplied); if her Department's inspectorate plays a role in this regard; and if she will make a statement on the matter. [19458/15]
View answerThe following table gives detail on the number of participants in CPD and expenditure for the period 2006-2015. CPD is provided by Department funded support services in a variety of formats including seminars, workshops, online and in school support in key priority areas for schools in the primary and post primary sector.
CPD is not currently compulsory, however, the Teaching Council Act 2001 is being amended in the Teaching Council (Amendment) Bill 2015 which is currently progressing through the Houses of the Oireachtas. It is intended that the remaining sections of the Act, including section 39, which deals with CPD for teachers, will be commenced as soon as practicable after enactment of the Bill. Following commencement of section 39, requirements to be met for renewal of registration may include satisfactory completion of programmes of continuing education and training accredited under section 39.
Currently, training for school leaders is provided as an integral part of any curricular reform programme. In addition, school leaders avail of opportunities and supports provided by the Professional Development Service for Teachers, the Irish Primary Principals Networks (IPPN) and the National Association of Principals and Deputy Principals (NAPD).
I recently announced the establishment of the Centre for School Leadership (CSL) which is a partnership between my Department, IPPN and NAPD. I have set out a number of key objectives for the CSL and will make available €3m over the first three years of the project. The CSL is intended to become a centre of excellence for school leaders, and the partnership will have many benefits for the profession in terms of the quality of training programmes, coordination of provision, and increased accessibility. The Centre will be headed by a Director who will be an experienced school principal. He or she will be supported by two other experienced school leaders, one each from the primary and post-primary sectors. The team will be recruited in the coming weeks. The Centre's responsibilities will cover the range of leadership development for school leaders, from pre-appointment training and induction of newly appointed principals, to continuing professional development throughout careers.
My Department also funds a Teacher Fee Refund Scheme for teachers and principals. The Scheme currently provides funding towards the cost of course participation and examination fees on successful completion of professional development courses that are directly relevant and of benefit to schools. While this scheme is administered on behalf of my Department by Marino Institute of Education, my Department's Inspectorate play a role in determining which courses meet the criteria for the Scheme.
|
Year |
Expenditure (€m) |
Participants* |
|
2015(Budget) |
25.1 |
|
|
2014 |
23.404 |
170,719 |
|
2013 |
23.34 |
167,939 |
|
2012 |
23.721 |
129,702 |
|
2011 |
23.455 |
130,679 |
|
2010 |
23.573 |
122,385 |
|
2009 |
26.221 |
146,862 |
|
2008 |
36.189 |
163,180 |
|
2007 |
44.199 |
192,249 |
* this is the total number of attendees at a range of events rather than the number of teachers
427. Deputy Regina Doherty asked the Minister for Education and Skills further to Parliamentary Question No. 487 of 6 May 2015 the cost of implementing a digital strategy; if this will include broadband in all primary schools; the cost of this alone; the number of primary schools that already have broadband; if capital funding has been allocated for the implementation of the digital strategy; and if she will make a statement on the matter. [19459/15]
View answerThe Digital Strategy for Schools which will be finalised shortly will set out an ambitious plan for the further integration of technology in the classroom over the next 5 years. The enhancement of the current broadband provision to primary schools will be a priority under the strategy. In this regard my Department will collaborate with the Department of Communications, Energy and Natural Resources.
My Department currently offers broadband connectivity to all primary schools through the Schools Broadband Access Programme. This programme comprises three elements - local connectivity to schools, a national broadband network and a national service desk. Security and filtering of content/websites, in addition to email and web hosting and blog services are also provided.
Costings relating to implementation of the strategy are currently being prepared. It is intended that a set of funding priorities will be developed annually over the lifetime of the Digital Strategy. These plans will take cognisance of the economic climate and the availability of public funds.
428. Deputy Regina Doherty asked the Minister for Education and Skills further to Parliamentary Question No. 475 of 6 May 2015 the flexibility school management has in its staffing schedule should a principal wish to place priority on junior over senior classes, for example; and if she will make a statement on the matter. [19461/15]
View answerThe 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 website. At primary level the staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally. The primary staffing schedule currently operates on the basis of a general average of 1 classroom teacher for every 28 pupils, with lower thresholds for DEIS Band 1 schools.
The configuration of classes and the deployment of classroom teachers are done at local school level. My Department's guidance to schools is that the number of pupils in any class is kept as low as possible taking all relevant contextual factors into account (e.g. classroom accommodation, fluctuating enrolment etc.). School authorities are also requested, where possible, to use their autonomy under the staffing schedule to implement smaller class sizes for junior classes.
The Government's approach to restoring the economy has helped Ireland to return to a position where we are seeing economic growth. It is a continuing improvement in our economic growth over a sustained period that will enable us to move to a point where we can look again at providing for additional teacher resources in schools which could bring about further improvement in PTR, class size and support for classroom teachers.
The challenge for all schools is to ensure that they utilise their allocated resources to best effect to maximise teaching and learning outcomes.
429. Deputy Joanna Tuffy asked the Minister for Education and Skills if she will provide an update on the need for a sports hall in a school (details supplied) in County Dublin; and if she will make a statement on the matter. [19473/15]
View answerI wish to advise the Deputy that my Department's focus in recent years has been on prioritising the funding available for the provision of essential classroom accommodation to meet demographic need.
As the Deputy will be aware, due to the competing demands on my Department's capital budget imposed by the need to prioritise the available funding in this manner, it is not possible at this point to provide an indicative timeframe for the provision of funding towards a PE hall for the school concerned.
430. Deputy Pádraig Mac Lochlainn asked the Minister for Education and Skills if she will provide a progress report from her Department on the efforts to secure a site of adequate dimensions in Buncrana, County Donegal, to facilitate a three-school campus for schools (details supplied); and if she will allocate the necessary funding for this project to proceed. [19476/15]
View answerI can confirm that a joint technical inspection of a number of potential site options for a proposed campus development in Buncrana has recently been conducted by officials from my Department and officials from Donegal County Council.
A technical report is currently being compiled by the professional and technical staff from my Department. When the technical report has been completed, the recommendations will be considered by my officials with a view to advancing the site acquisition process.
Once a suitable site has been acquired the project will progress into the architectural planning process.
431. Deputy Charlie McConalogue asked the Minister for Education and Skills the status of the appeals made by a number of this Deputy's constituents (details supplied) to the school transport appeals board; if their appeals will be considered valid; if consideration has been given to the need for a mechanism, whereby a common sense approach can be applied by Bus Éireann, in situations such as the one regarding Mamore Gap; and if she will make a statement on the matter. [19516/15]
View answerThe Deputy will be aware from my previous reply that the School Transport Appeals Board is independent of my Department.
The Appeals Board will inform the families in question directly of their determination on the matter.
432. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais agus Scileanna an bhfuil sé i gceist aici athbhreithniú a dhéanamh ar líon na múinteoirí a chuirtear ar fáil do scoileanna dara léibhéal oileánda, lena chinntiú go mbeidh cothromas ag scoláirí ar na hoiléain ó thaobh rogha ábhair de agus chun go mbeidh na scoileanna inmharthana agus go dtiocfaidh fás agus forás ar na cúig oileán a bhfuil scoil dara léibhéal orthu; agus an ndéanfaidh sí ráiteas ina thaobh. [19542/15]
View answerTugann mo Roinnse faomhadh do na leithdháiltí múinteoirí ar na scoileanna dara leibhéal ar fad de réir rialacha seanbhunaithe atá bunaithe ar an líon daltaí aitheanta ar an rolla. Cuirtear na critéir do phoist a leithdháileadh in iúl do lucht bainistíochta na scoileanna gach bliain agus tá siad ar fáil ar shuíomh idirlín na Roinne. I dteannta le leithdháiltí múinteoirí atá bunaithe ar an mórchóir ar chóimheasa daltaí le múinteoir, leithdháiltear aon phost múinteoireachta amháin lasmuigh den chuóta ar scoileanna Oileáin.
De réir na socruithe foilsithe foirnithe ceanglaítear ar gach aon údarás bainistíochta scoile a chuid roghanna ábhair a eagrú laistigh dá leithdháileadh faofa múinteoirí. Faoin údarás bainistíochta scoile atá sé sa chéad ásc foireann múinteoireachta a imlonnú sa scoil, cinneadh ar an raon ábhar a thairgtear agus faoi dheoidh freagracht a ghlacadh as an gcaighdeán múinteoireachta agus foghlama sa scoil.
Ag an iar-bhunleibhéal agus de réir na socruithe atá ann faoi láthair, áit nach mbíonn údarás bainistíochta scoile in ann a chuid tiomantas curaclaim a chomhlíonadh laistigh dá leithdháileadh faofa, breithníonn mo Roinnse iarratais ar thacaíocht bhreise ghearrthéarma i.e., lamháltais churaclaim. Bíonn gá le tacaíocht ghearrthéarma (ar feadh bliana amháin de ghnáth ach gan dul thar 2/3 scoilbhliain) chun cur ar chumas an údaráis scoile freagairt ar dheacracht atá sainaitheanta le freastal ar na tiomantais churaclaim fíor-riachtanacha i leith na ndaltaí laistigh den ghnáth-leithdháileadh foirne.
Leagtar amach mionsonraí ar phróiseas an lamháltais churaclaim in éineacht leis na critéir leithdháilte post agus tá siad seo ar fáil chomh maith ar an suíomh idirlín.
Tá sás achomhairc san áireamh sa phróiseas leithdháilte chomh maith faoina féidir le scoileanna achomharc a dhéanamh in aghaidh an leithdháilte atá ag dul dóibh faoi na sceidil foirnithe. Tá na nósanna imeachta maidir le hachomharc leagtha amach sna socruithe foilsithe foirnithe chomh maith. Feidhmíonn an Bord Achomhairc go neamhspleách ar an Roinn agus ní bhíonn dul thar a bhreith.
Leis an gcur chuige atá ag an Rialtas i leith an gheilleagar a athshlánú tá Éire tagtha ar ais chuig staid ina bhfuil fás geilleagrach le feiceáil. Is de bharr feabhsaithe leanúnaigh ar an bhfás geilleagrach againn thar tréimhse mharthanach a bheimid in ann gluaiseacht ar aghaidh chuig pointe ag a bhféadfaimid machnamh arís ar acmhainní breise múinteoireachta a chur ar fáil i scoileanna, lena bhféadfaí tuilleadh feabhsúchán ar an gcóimheas daltaí le múinteoir, méid na ranganna agus tacaíocht do mhúinteoirí rangsheomra a chur i gcrích.
Is é an dúshlán atá roimh na scoileanna go léir ná a chinntiú go mbaineann siad leas as na hacmhainní atá leithdháilte dóibh a fheabhas is féidir chun na torthaí múinteoireachta agus foghlama a uasmhéadú.
433. Deputy Michael Ring asked the Minister for Education and Skills the criteria her Department seeks in order for a person to qualify for resource hours; and if she will make a statement on the matter. [19625/15]
View answerI wish to advise the Deputy that the National Council for Special Education (NCSE) allocates additional resource teaching hours to schools for children who have been assessed within the low incidence, or more complex, category of special educational need. The NCSE operates within my Department's established criteria for the allocation of Special Education supports and the staffing resources available to my Department.
In addition, all schools receive general allocations of resource teaching/learning support in order to provide for pupils within their school who may have high incidence special educational needs, or learning support needs. These resources are provided under the General Allocation Model (GAM) at primary school level or through an allocation for learning support or high incidence special educational need at post primary school level.
My Department's policy in relation to the provision of resource teaching support for primary school pupils is set out in my Department's Circular Sp Ed 02/05 and for post primary school pupils it is set out in Circular 0010/2012.
All schools have been asked to apply to the NCSE for resource teaching support for the 2015/16 school year by 18th March, 2015. Details of the application process are provided on the NCSE website at www.ncse.ie.
The NCSE will consider all applications for resource teaching support which have been made by schools. Schools will be advised of their resource teaching allocations for the 2015/16 school year, prior to the end of the current school year.
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.
434. Deputy Jonathan O'Brien asked the Minister for Education and Skills if a regulatory impact assessment for English language schools has been prepared for the new regulations due to be introduced in a few weeks; and the role the accreditation and co-ordination of English Language Services and Quality and Qualifications Ireland had in preparing them. [19644/15]
View answer435. Deputy Jonathan O'Brien asked the Minister for Education and Skills if protections for teachers in English language schools have been included in the proposed regulatory impact assessment to address their worsening working conditions, including being forced to work as contractors, the issue of zero-hour contracts, and the requirement for unsalaried teachers to work substantial extra hours unpaid. [19645/15]
View answer436. Deputy Jonathan O'Brien asked the Minister for Education and Skills if regulation for English language schools will now be subject to primary legislation and stated objective standards with required wind-down procedures for schools that close. [19646/15]
View answer437. Deputy Jonathan O'Brien asked the Minister for Education and Skills if a graduated system of removal of accreditation of English language schools will be introduced that may allow schools six weeks to get up to code and be subject to re-inspection before removal of accreditation. [19647/15]
View answer438. Deputy Jonathan O'Brien asked the Minister for Education and Skills if new regulations address the need for a form of learner protection or in any way assess the financial viability of a school receiving visas of one year's duration. [19648/15]
View answer439. Deputy Jonathan O'Brien asked the Minister for Education and Skills her plans to bring the accreditation and co-ordination of English language services under the auspices of the Ombudsman. [19649/15]
View answer440. Deputy Jonathan O'Brien asked the Minister for Education and Skills if she will be required to approve any regulations prepared by the accreditation and co-ordination of English language services; and if the accreditation will be required to publish explanations for rules introduced, including evidence of assessment of the economic impact of such regulations on the sector. [19650/15]
View answer441. Deputy Jonathan O'Brien asked the Minister for Education and Skills if an assessment has been carried out as to whether the accreditation and co-ordination of English language services is fit for purpose, in view of the obvious regulatory failure that has resulted in the closure of 16 schools in the past 18 months, in many cases due to removal of accreditation. [19651/15]
View answerI propose to take Questions Nos. 434 to 441, inclusive, together.
I wish to clarify in the first instance the function of the ACELS (Accreditation and Coordination of English Language Services) recognition scheme. ACELS is a voluntary national scheme responsible for the development and management of the recognition and inspection of English language teaching organisations. It is not a regulatory body, as suggested by the Deputy in a number of his questions. ACELS therefore has no role in preparing regulations for the international education sector or in conducting either a regulatory impact assessment or an economic impact assessment of the sector.
The objective of ACELS is to establish and maintain standards in English language teaching organisations. Quality and Qualifications Ireland (QQI), the State agency which operates ACELS, is under the remit of the Ombudsman.
As ACELS is a voluntary scheme, English language providers can operate in Ireland without having ACELS recognition. Equally, ACELS does not close English language providers or stop providers from operating and ACELS recognition is not compulsory for providers wishing to recruit international students. Many of the English language colleges that have closed over the last year have been operating in the State for a number of years without ACELS recognition.
With regard to the Deputy's question in relation to the working conditions of teachers, the relationship between teachers and private colleges is based on a private contract so issues such salary and working hours are a matter between the two parties. The regulations governing ACELS recognised schools specify a requirement that all obligations relating to national employment legislation are complied with. If teachers have a concern about their terms and conditions of employment they should contact the National Employment Rights Authority in this regard.
My Department and the Department of Justice and Equality have produced a package of reforms to the student immigration system for international education which will be brought to Government for its approval shortly. These reforms were prepared by the two Departments, rather than by ACELS or QQI. While it is not possible to provide specific details of the reforms prior to their approval by Government as requested in a number of the Deputy's questions, I wish to inform the Deputy that the reforms are designed to improve the overall quality of offering to international students, improve protection for learners, enhance Ireland's reputation and diminish negative impacts on the Irish labour market and social protection costs, strongly in line with the goals of Ireland's international education strategy.
Finally, there are no plans at present to introduce primary legislation for this sector.
