Written Answers Nos. 1-25
8. Deputy Jim Daly asked the Minister for Education and Skills the directives issued by her Department in order to promote and roll out healthy eating and physical education in primary schools; and if she will make a statement on the matter. [21893/15]
View answerPrimary schools are playing an active role in promoting healthy eating and physical activity among their students.
Through the Social, Personal and Health Education (SPHE) programme, which is mandatory at primary level, students learn about the importance of healthy eating and a balanced diet. Students are supported through the formal Physical Education (P.E.) curriculum to engage in physical activity and develop physical literacy skills. Primary schools also play an active role in promoting sporting activities outside of the P.E curriculum. My Department is currently finalising 'Healthy Lifestyle' guidance for schools. This guidance will remind schools of their obligations in particular areas, such as P.E. It will also encourage schools to develop 'Healthy Eating' policies and promote participation in other initiatives that promote student wellbeing, such as the Active Schools Flag and the Health Promoting Schools Initiative. The guidance will issue to post primary schools, in the first instance, in September 2015. Similar guidance will subsequently issue to primary schools.
10. Deputy Lucinda Creighton asked the Minister for Education and Skills her views on whether the new Cabinet-approved regulations on student immigration for English language courses will cause a reduction in the supply of available courses; if this will increase costs for immigrants; and if she will make a statement on the matter. [21889/15]
View answerThe ultimate objective of reform of the English Language Sector is to safeguard and improve the qualifications and the quality of the educational experience of international students who come to Ireland. One of the key reforms recently approved by Government to the student immigration system for international education is the removal of further education and vocational education and training programmes and degree programmes without Irish or EU accreditation, after a transitional period, from the list of eligible programmes for student immigration permission. Furthermore, only programmes from those English language providers who demonstrate that they operate to an acceptable standard will be included on the list from October 2015. While this is likely to have an impact on supply, the reforms are not intended to increase costs for international students. A number of specific measures are being introduced to protect international students including compulsory learner protection arrangements and a separate account facility to safeguard student advance payments.
14. Deputy Clare Daly asked the Minister for Education and Skills if she will raise capitation at primary level schools to the same funding as at secondary level schools. [21862/15]
View answerIt is extremely difficult to make precise comparisons between the levels of grants paid and the actual costs of running schools at primary and post primary levels. However it is self evident that the maintenance and running costs for second level schools are much greater on a unit cost basis than those in primary schools. In general, second level schools are larger than primary schools and have a lower pupil teacher ratio resulting in more classrooms and specialist rooms such as laboratories, workshops and kitchens. This leads to higher unit costs in second level schools for heat, light, power, maintenance and cleaning. I do recognise however the need to improve capitation funding for primary schools having regard to the reductions that were necessary over recent years. In the last Budget, I was able to secure the first increase in education spending in recent years. I am determined to continue pressing the case for increased investment in education in the forthcoming budget.
15. Deputy Seán Kyne asked the Minister for Education and Skills if she will report on the status of the five-year schools building programme; the number of schools on the original programme that have been completed or are on course to be completed this year; if a new programme is being prepared; and, if so, when it is envisaged it will be launched. [22025/15]
View answerI wish to advise the Deputy that my Department's Five Year Construction Plan, announced in 2012, contains details of the 275 major school projects that are planned to commence construction over the duration of the period of the Plan. In addition, arising from the Government's stimulus funding package, a further 44 school projects are also being progressed to construction. That announcement also included a commitment to publish an annual construction programme. The current status in relation to the projects contained in the annual programmes for the four years, 2012, 2013, 2014 and the current year 2015, is published on my Department's web-site which is updated regularly. To date, 88 projects contained in the Five Year Plan have been completed. I expect to announce a successor programme later this year. As part of the process, a detailed nationwide demographic exercise is currently being carried out by my Department to determine where school accommodation will be required.
16. Deputy Charlie McConalogue asked the Minister for Education and Skills her views on the number of schools which had to close on 22 May 2015 due to their use as polling stations for the referenda; if she will provide details on the impact this has on lost school days; if she will agree to liaise with the Department of the Environment, Community and Local Government to draw up a plan to find alternative venues for polling stations, to diminish the disruption to schools; and if she will make a statement on the matter. [22029/15]
View answerAs I have outlined in response to the Deputy's earlier priority question, Returning Officers are statutorily responsible for the conduct of elections and may, under electoral law, use school premises for this purpose. Schools that have been identified as polling stations do not require the approval of my Department to close on polling day and accordingly data in respect of the number of schools is not readily available within my Department. Overall responsibility for the running of elections and referenda is a matter for my colleague, the Minister for the Environment, Community and Local Government.
I would like to note that for many years there has been an ongoing campaign for polling to take place on Saturdays, which would prevent the loss of any school days. In light of this, the Children's Referendum was held on a Saturday, with 33.5% of eligible voters taking part. This was obviously a disappointing turnout, which raises further questions about the best day for polling to take place. The most recent referendums took place on a Friday, with 60.5% of eligible voters taking part – the highest turnout in many years. I believe that the establishment of an independent Electoral Commission will allow for a much more detailed analysis of electoral turnout on different days of the week, across different jurisdictions. I also believe that the Commission will be best placed to advise on the most appropriate venues to be used as polling stations, and I look forward to engaging with the Commission in relation to the use of school premises for that purpose.
17. Deputy Mick Wallace asked the Minister for Education and Skills her plans to provide additional grants or financial subsidies for training courses available under Skillnets, SOLAS or the education and training boards, which many steel fabricators are now obliged to complete, at considerable cost to themselves, in order for their products to be in line with European Union, Conformité Européene, marking standards, since the implementation of European Union Directive EN-1090-1 in July 2014; and if she will make a statement on the matter. [21865/15]
View answerMy Department funds Education and Training Boards (ETBs) and Institutes of Technology (IoTs) and provides co-financing to Skillnets but does not provide grants to employers to access training for their staff. In 2015, ETBs and IOTs will offer over 2,000 places on a variety of welding courses. Fees ranging from €350 to €450, depending on duration and type of course, are typically charged by ETBs to individuals in employment. Most ETB courses are free to unemployed people or those referred by the Department of Social Protection. Fees for IoT courses vary depending on the type of course undertaken. Subsided training is also provided through two Skillnets networks in Responsible Welding Co-ordinator training.
18. Deputy Richard Boyd Barrett asked the Minister for Education and Skills if her Department has considered bringing English language teachers or English language schools under its aegis; if she will provide details of any meetings she has had with other Departments, or with stakeholders, on the EDL sector; and if she will make a statement on the matter. [22022/15]
View answerThe majority of English language schools in Ireland are privately run and there is a diverse range of English language courses on offer which vary considerably in duration and intensity. There are no plans to bring English language schools or English language teachers under the aegis of my Department. The Deputy will be aware that Government has recently approved a package of reforms to the student immigration system for international education. My Department liaised closely with the Department of Justice and Equality in preparing these reforms. There has been an ongoing engagement with other key stakeholders in the international education sector in relation to these regulatory changes, in particular through the Task Force that was established in May 2014 to find solutions for the students affected by the closure of a number of private colleges. The Task Force comprised membership from my Department, the Department of Justice and Equality, the Department of Foreign Affairs and Trade, Quality and Qualifications Ireland, Enterprise Ireland the Irish Council for International Students and representatives of the higher education and English language colleges. My two priorities in introducing these reforms have been to protect the students who come to study in Ireland, and to protect our national reputation for offering high-quality education. I believe that these reforms will deliver on both of those important priorities.
19. Deputy Finian McGrath asked the Minister for Education and Skills if she will increase the capitation grant for primary schools to match the amount for secondary schools. [21895/15]
View answerIt is extremely difficult to make precise comparisons between the levels of grants paid and the actual costs of running schools at primary and post primary levels. However it is self evident that the maintenance and running costs for second level schools are much greater on a unit cost basis than those in primary schools. In general, second level schools are larger than primary schools and have a lower pupil teacher ratio resulting in more classrooms and specialist rooms such as laboratories, workshops and kitchens. This leads to higher unit costs in second level schools for heat, light, power, maintenance and cleaning. I do recognise however the need to improve capitation funding for primary schools having regard to the reductions that were necessary over recent years. In the last Budget, I was able to secure the first increase in education spending in recent years. I am determined to continue pressing the case for increased investment in education in the forthcoming budget.
20. Deputy Jonathan O'Brien asked the Minister for Education and Skills if she is aware that at least 1,000 students with special needs were refused examination supports by the State Examinations Commission this year for the leaving certificate; her plans to change the access process to make it the same as for the junior certificate; if she will rectify this so that students know they will receive supports earlier in the school year; and if she will make a statement on the matter. [21933/15]
View answerThe State Examinations Commission (SEC) was established as an independent agency in 2003 and has statutory responsibility for operational matters relating to the certificate examinations. Students with specific learning difficulties, such as dyslexia, as well as those with physical conditions, are accommodated in the examinations under the SEC's scheme of Reasonable Accommodations at the Certificate Examinations (RACE Scheme). The existence of a specific learning difficulty does not automatically make a candidate eligible to avail of reasonable accommodations in the certificate examinations. Even though candidates may have a specific difficulty with reading, writing or spelling, they may not require the provision of any special accommodations provided that they can read the examination papers at the required level and write legibly. In the case of the Leaving Certificate level all applications for reasonable accommodations on grounds of specific learning difficulties are referred to the National Educational Psychological Service (NEPS) for consideration. The Scheme of Reasonable Accommodations operated by the SEC is a demand-led scheme. It has not been subject to any budgetary cutbacks over the recent years and the SEC approves all applications which meet the conditions of eligibility Appeals against any aspect of the SEC's decision on RACE applications can be made to an Appeals Committee which is independent of the SEC. Neither I nor my Department have any role in reviewing decisions on RACE made by the SEC or the Independent Appeals Committee. Candidates who continue to be dissatisfied with the outcome are advised by the SEC that they can appeal further to the Ombudsman or the Ombudsman for Children.
21. Deputy Clare Daly asked the Minister for Education and Skills the reason she has not taken steps, as a key priority, to reduce class sizes in primary schools to the European Union average; and if she will make a statement on the matter. [21861/15]
View answerAverage class size and the ratio of teachers to students are two important measures of the resources that we make available to schools. While our average class size at primary level is over 3 pupils higher than the OECD average it is only slightly above the OECD average in relation to PTR.
My focus in Budget 2015 was on obtaining the additional funding that was necessary to provide for demographic growth which will result in an estimated 1,700 additional teachers and SNAs in our schools in the coming school year. This comes on top of an extra circa 2,300 teachers over the last 2 years. I announced some improvements in the staffing schedule for small primary schools in February 2015. These are the only changes that I will be making to the staffing arrangements for schools for the 2015/16 school year. In addressing the INTO Congress earlier this year, I made clear that I personally believe that improving class sizes could deliver better outcomes, and that reducing class sizes will be a personal and political priority for me during 2015. However, that is a priority that will require negotiation in advance of the forthcoming budget.
22. Deputy Paul Murphy asked the Minister for Education and Skills if she will issue a circular on lesbian, gay, bisexual, transgender and homophobic bullying in educational institutions, in view of the support in the recent referendum for marriage equality for persons with these orientations; and if she will make a statement on the matter. [22031/15]
View answerMy Department published new Anti-Bullying Procedures for Primary and Post-Primary Schools at the beginning of the 2013/14 school year. These procedures are designed to give direction and guidance to school authorities and school personnel in preventing and tackling school-based bullying behaviour amongst its pupils. The procedures recognise that a positive school culture and climate is key and set out a very practical way on what schools must do to prevent and deal with bullying. The procedures include a number of specific measures in respect of homophobic bullying including a requirement on all schools to have in place education and prevention strategies that explicitly deal with homophobic and transphobic bullying. All primary and post primary schools are required to adopt and implement an anti-bullying policy that fully complies with the requirements of the procedures. A template policy is provided in the procedures to help facilitate schools in this regard.
23. Deputy Charlie McConalogue asked the Minister for Education and Skills her views on the survey by Kellogg's (details supplied) which found that 53% of teachers surveyed noticed children arriving at school hungry at least once a week; if she will provide an update on national policy for mitigating the effects of food poverty on children's education; and if she will make a statement on the matter. [22027/15]
View answerThe only recommendation in the report referred to by the Deputy that is relevant to my Department is that schools should provide 'food education' and support the development of cookery skills. Schools are already active in these areas. The Social Personal and Health Education (SPHE) programme provides students with the key skills and knowledge to enable them to make informed and healthier lifestyle choices in a range of areas, including nutrition. Elements of the P.E. curriculum also emphasise the importance of a balanced diet in supporting physical activity. Home Economics provides students with knowledge about the nutritional values of various foods, as well as the skills to cook with them. Schools are performing strongly in these areas. For example, the data from the latest Lifeskills survey, 2012, indicate that almost all primary schools provide information to students on the importance of a balanced diet and on the food pyramid. The other recommendations in the report relate to the policy responsibility of other Ministers. I would like to briefly note the commitment of my colleague An Tánaiste Joan Burton to this area over recent years, which has seen the School Meals Programme expanded.
24. Deputy Terence Flanagan asked the Minister for Education and Skills her plans to encourage schools to provide alcohol and drug awareness programmes; and if she will make a statement on the matter. [21890/15]
View answerSchools are already supporting students to develop the key skills and knowledge to enable them to make informed choices when faced with a range of difficult issues, including alcohol and drugs. This is mainly done through the Social Personal and Health Education (SPHE) programme, which has a specific module on the use and misuse of a range of substances. SPHE is mandatory in all primary schools. It will also form part of the new mandatory 'Wellbeing' component of junior cycle, along with P.E. and C.S.P.E. Schools are also encouraged to deliver the SPHE programme in senior cycle. Schools have access to a number of resources that support the delivery of the substance use module of SPHE. Examples include the "Walk Tall" Programme for primary pupils and a post-primary resource called "On My Own Two Feet". The latest data available to my Department (Lifeskills survey, 2012) indicate that almost all schools are providing their students with information on drug and alcohol abuse.
25. Deputy Charlie McConalogue asked the Minister for Education and Skills her views on recent comments by a person (details supplied) that due to the shortfall of capital and staff investment in the higher education system since 2012, it is not reasonable to expect universities and colleges to accept additional students; and if she will make a statement on the matter. [22030/15]
View answerThe reality of the economic situation and the public expenditure corrections which had to be made in recent years presented challenges across all areas of public expenditure, including higher education. The sector has responded well to these challenges and has continued to provide opportunities for increasing numbers of students to undertake a higher education qualification. However, in recognition of the pressures higher education institutions are under, an Expert Group chaired by Peter Cassells has been established to examine future funding options for higher education. The objective is to identify a range of approaches that, combined, will achieve a sustainable funding base to address the continual expansion of the sector while protecting the quality of education. The Group is due to report at the end of this year and its report will help inform decisions on future funding for the sector. I believe that seeking to pre-empt the conclusions of the group at this stage is unhelpful.
