Written Answers Nos. 26-42
26. Deputy Charlie McConalogue asked the Minister for Education and Skills if she will address concerns regarding the impact of the removal of the ex-quota guidance counsellor allocation on children from less advantaged backgrounds; and her plans to enhance guidance counselling services to children from disadvantaged backgrounds. [22026/15]
View answerI have acknowledged that bringing guidance within quota is challenging for schools but the alternative was to adjust the PTR staffing allocations. My Department helped shelter the impact for DEIS post-primary schools by improving their standard staffing allocations.
Guidance and counselling is a whole school responsibility with guidance counsellors playing their part within an overall team approach. Enhancing supports for schools, including guidance are among a number of issues raised in discussion with me as priorities within the school sector. The last Budget included an increase in spending on education for the first time in recent years, amounting to additional funding of €60m during 2015. I am determined that education should be prioritised for investment as our economy recovers and I will be seeking to agree a set of priorities for such increased investment into the future.
27. Deputy Jonathan O'Brien asked the Minister for Education and Skills her plans to amend legislation so that children may not be discriminated against in accessing school places on the basis of religion. [21934/15]
View answerSchools are not permitted to discriminate against an applicant for admission on any of the grounds set out in the Equal Status Act.
Where a school has places available the pupil should be admitted. However, in schools where there are more applicants than places available a selection process is necessary. The Equal Status Act provides that a primary or post-primary school does not discriminate where the objective of the school is to provide education in an environment which promotes certain religious values, it admits persons of a particular religious denomination in preference to others or it refuses to admit as a student a person who is not of that denomination and, in the case of a refusal, it is proved that the refusal is essential to maintain the ethos of the school. The recently published Education (Admission to Schools) Bill does not propose changes to the Equal Status Act.
28. Deputy Finian McGrath asked the Minister for Education and Skills if she will improve services for all children with a disability in primary and secondary level schools. [21898/15]
View answerI recently announced that the NCSE has allocated 6,454 resource teacher posts to schools, to support children with special needs, for September 2015. This is an increase of 554 posts or 9.4% since September 2014 and will provide more resource teachers than ever before in our schools. In addition, 11,330 SNA posts are available to the NCSE to allocate, which is also more than has ever previously been available. A Pilot of the New Model for Allocating Resource Teachers to Schools has been developed and approximately 50 Schools are being invited to participate in this pilot. Interim arrangements have also been put in place to support pupils with Down syndrome pending the introduction of the new allocation model. I am therefore both providing additional supports to schools for the coming school year, while also continuing to develop the new resource allocation model.
29. Deputy Maureen O'Sullivan asked the Minister for Education and Skills the number of psychologists available for students at primary and secondary level; the constitution of a case load for such a psychologist; and her views on the future recruitment of psychologists. [21872/15]
View answerI can inform the Deputy that currently some 178 individual psychologists, equating to 68 whole-time equivalent staff, are currently employed in my Department's National Educational Psychological Service serving primary and secondary schools nationally. Arrangements for the recruitment of a further 3 staff are at an advanced stage in conjunction with the Public Appointments Service and it is my intention to raise the complement of staff to 173 whole-time equivalents in the current year. Additionally 5 psychologists are engaged on a temporary basis to replace NEPS staffing losses due to parental leave and schools have access to a panel of private practitioners through the Scheme for Commissioning Psychological Assessments where their assigned psychologist is absent due to maternity leave or illness.
In general terms NEPS psychologists are assigned schools based on a weighting process which takes into account school size, DEIS status, gender mix and geographical spread and equating roughly to a 5,000:1 pupil to psychologist ratio.
In this context psychologists would engage annually on an intensive basis with some 60 pupils while also providing support and advice to school staff on broader educational and behavioural needs.
30. Deputy Ruth Coppinger asked the Minister for Education and Skills if she will review the position of religious orders in the provision of education in view of the strong support for marriage equality for same-sex couples in the recent referendum; and if she will make a statement on the matter. [22024/15]
View answerAs the Deputy will be aware, the Programme for Government included a commitment to establish a Forum on Patronage and Pluralism in the primary school sector. This recognised the changing nature and increased diversity of Irish society. The Forum issued its report in 2012 and made a series of recommendations in relation to the patronage of schools, including those schools where religious orders are involved in the provision of education, as well as schools under other forms of religious or denominational patronage. This includes a process of divesting patronage of existing schools, where there is demonstrated demand for alternative patronage types. The result of the referendum on marriage equality is another indicator of a changing society. The implementation of the recommendations of the Forum to ensure greater diversity of patronage and choice of school types to respond to these changes will continue.
31. Deputy David Stanton asked the Minister for Education and Skills further to Parliamentary Question No. 33 of 26 March 2015, the number of new apprenticeships for which curricula have been developed since the call for new apprenticeships in January 2015; the sectors in which the new apprenticeships are being developed; and if she will make a statement on the matter. [18399/15]
View answerThe Apprenticeship Council received 86 separate proposals for new apprenticeships from 48 organisations before the 31 March deadline. Proposals set out details on a range of areas such as labour market demand, high level programme structure, cost and employer commitment but proposers were not asked to develop curricula at this stage. This is a very strong response and submissions were received from a wide range of sectors and across a range of levels of qualification. There was a particularly strong interest from the manufacturing and engineering sector, accounting for 24 submissions. A substantial number of proposals were also received from areas such as the built environment, tourism and sport and financial services. The Council is currently in the process of evaluating submissions and it is required to report to me by the 30 June. The Council's report will address the work required to develop these apprenticeships.
32. Deputy Thomas P. Broughan asked the Minister for Education and Skills if she will provide an update on the negotiations relating to junior cycle reform; and if she will make a statement on the matter. [21864/15]
View answerI welcome the breakthrough in negotiations on junior cycle reform, following the publication on 27th May of proposals agreed between myself and the leadership of the two second-level teacher unions. I wholeheartedly recommend these revised proposals, and believe they merit the support of all involved in education in Ireland. They place the student at the centre of the learning process, and allow for new ways of learning to be properly assessed. Expanding the type of assessment and the skills to be assessed is central to junior cycle reform, and, through negotiation, we have been able to deliver the best of both worlds. Students will sit a valued written exam, and have much more of their development and progress measured through classroom assessment. All of these changes have been a long time coming, and I hope that with this announcement, we can move to implementing the measures that are needed to best serve our young people.
33. Deputy Jonathan O'Brien asked the Minister for Education and Skills her plans to expand and diversify the sectors in which persons may undertake apprenticeships; the funding that will be allocated to this; the extra apprenticeship places that will be funded; and if she will make a statement on the matter. [21932/15]
View answerThe Apprenticeship Council issued a call for proposals for new apprenticeships in January. I understand that the Council has received 86 separate proposals from 48 organisations before the 31 March deadline. This is a very strong response and submissions were received from a wide range of sectors leading to qualifications at a range of levels. The Council is currently in the process of evaluating submissions and it is required to report to me by 30 June. The Council's report will set out the proposals which can be developed into sustainable and viable apprenticeships. It will also include details of the resources required to progress those proposals and set out the work required to implement the new apprenticeships. I will consider the Council's report and decide on the allocation of resources and on any broader implementation issues arising.
34. Deputy Richard Boyd Barrett asked the Minister for Education and Skills further to Parliamentary Question No. 880 of 26 May 2015, if she will provide a specific timeframe for the relocation of a school (details supplied) in County Dublin to its permanent building, as the situation is now critical in terms of the conditions at the school; and if she will make a statement on the matter. [22021/15]
View answerI wish to advise the Deputy that subject to no issues arising during the review of the Stage 2b submission for the new special school, the project will be authorised to proceed to tender with a view to commencing construction late this year/early 2016. Once the building project for the special school is complete, the vacated building will become available for the school in question. It is not possible at this point to give a specific timeframe for the relocation of the school. In the meantime, should the school have a need for additional mainstream classroom accommodation due to the appointment of an additional teacher, it is open to the school to submit an application to the Department.
35. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which she expects to be in a position to meet the full requirement in respect of special needs teachers and special needs assistants in all schools for the remainder of the year, with particular reference to the need to address those areas most seriously affected by demographic trends; and if she will make a statement on the matter. [21874/15]
View answerThe National Council for Special Education (NCSE) will increase its allocation of Resource Teacher Posts to schools by over 9%, by allocating 6,454 resource teacher posts to schools for the start of the coming school year, which is an increase of 554 posts since September 2014, while over 120 new special classes will open for the 2015/16 school year. In addition, 11,330 SNA posts, an increase of 365 posts, or over 3%, are available to the NCSE to allocate to the end of 2015, which is also a greater level than has ever previously been available. This year we have again increased the number of Resource Teachers and SNAs which will be allocated to schools, which is in excess of demographic increases in 2015 of approximately 1.8% at primary level and 1.2% at post primary level. I welcome the fact that, even in the constrained economic circumstances we have faced in recent years, we have been able to continue to meet the needs of children with special educational needs attending our schools.
36. Deputy Finian McGrath asked the Minister for Education and Skills if she will double the release from teaching time of teaching principals. [21894/15]
View answerPrincipal duties in small to medium sized schools are carried out by teaching principals. Teaching principals are provided with release time in order to assist them fulfilling their principal duties. Under these arrangements my Department pays for a substitute teacher to be employed by a school so that the principal can come out of the classroom.
Under the current arrangements the number of days that teaching principals may take as release time in each school year ranges between 14 and 22 days depending on the size of the school. The cost of doubling this release time would be of the order of €10m per annum. I am very conscious of the need to improve the school leadership supports in all our schools so that principals can focus on their role as leaders of learning. This is an issue that needs to be addressed and will be one of my priorities when additional funding is available for investment in education.
37. Deputy Jim Daly asked the Minister for Education and Skills if she has considered the proposal to establish an ombudsman for education office; and if she will make a statement on the matter. [21892/15]
View answerI have no plans to appoint an Ombudsman for Education.
The Ombudsman for Children has responsibility for the investigation of complaints relating to children, whether in relation to the administrative actions of my Department, or of schools or other institutions in the education sector. The Office of the Ombudsman has a related responsibility for the investigation of complaints in respect of adults in the education sector.
The Ombudsman (Amendment Act) 2012 was signed into law on 31st October 2012. Both the Ombudsman and the Ombudsman for Children had their remit extended to cover approximately 180 additional entities. These entities, known as reviewable agencies, included a number of education sector bodies such as Education and Training Boards, Universities, Institutes of Technology, the National Education for Special Education, Student Universal Support Ireland (SUSI), Student Grant Appeal Boards and the Teaching Council.
While the Deputy has proposed an Ombudsman for Education I am aware of his particular interest in improving the position of parents who have grievances with individual schools. I plan to address the position of parents and students within the school system through new legislative provisions for each school to have a Parent and Student Charter.
A core objective of the Charter will be to shift away from reacting to problems only after they give rise to grievances. Instead the emphasis will be on improving the day-to-day experience students and their parents can expect from schools so that grievances do not arise at all or are resolved quickly and informally, and as a result having to resort to a formal grievance process should be much reduced.
38. Deputy Terence Flanagan asked the Minister for Education and Skills the position regarding the roll-out of high speed broadband for all primary and post-primary schools in Dublin; and if she will make a statement on the matter. [21891/15]
View answerUnder the Schools Broadband Access Programme, my Department provides for the supply of internet connectivity for all recognised primary schools. A framework involving more providers was put in place in 2012 which ensures that improved solutions are being made available to schools. The Department is continually working with providers to ensure that where possible improved services are made available to schools. Under the current mini competition under the current framework the majority of primary schools in Dublin have been offered out this month. Where available and budgetary constraints allow improved solutions will be made available to those schools. All post primary schools have a 100Mbit/s connection in place.
39. Deputy Bernard J. Durkan asked the Minister for Education and Skills if she is satisfied that the schools building programme at primary and secondary level is adequate to meet requirements over the next two years, with particular reference to demographic trends, and the need to replace temporary structures with permanent buildings now and in the future; and if she will make a statement on the matter. [21875/15]
View answerOver €2.2 billion in funding is being invested by my Department under its Five-Year School Capital Investment Plan (2012 – 2016). Over €1.5 billion of this is being allocated for the funding of major school building projects. The balance is being used for the additional accommodation scheme, the prefab replacement initiative, the Emergency Works Scheme and the acquisition of sites. The primary focus of the Plan is on meeting demographic demands to ensure that every child will have access to a physical school place and that our school system is in a position to cope with increasing pupil numbers. Earlier this year, I announced that seven new primary schools will be established in the next two years to meet demographic needs in different areas of the country. Nine new post-primary schools will open over the same period. My Department is currently carrying out a nationwide demographic exercise to determine where additional post-primary school places might be needed from 2017 onwards. On foot of this review, arrangements will be made to provide additional post-primary accommodation where this is needed. My Department continues to review the most up to date demographic information to ensure that any emerging school accommodation shortfalls are identified and met in a timely manner.
40. Deputy Charlie McConalogue asked the Minister for Education and Skills if she will provide an update on the implementation of the Oireachtas Report on Tackling School Costs; if she will commit to putting adequate levels of resources for voluntary secondary schools in place; and if she will make a statement on the matter. [22028/15]
View answerIt is existing policy to equalise the gap in funding between post-primary schools in the different sectors and progress was made in the years up to 2009 and the economic downturn. The equalisation policy was implemented through incremental improvement in the funding of voluntary secondary schools compared to others, by year on year improvements in the Schools Services Support Fund (a per capita grant) and higher percentage increases were given to voluntary secondary schools. The period of fiscal consolidation and cuts to capitation has interrupted progress on this policy objective. It is estimated that up to €21m has been provided in equalisation funding between 2001 and 2009. I am committed to making further progress on the equalisation policy as the public finances improve. With regard to school costs this Government has been active in pursuing methods to alleviate this cost and these include:
- A €15.6m investment in investment targeted specifically at primary school book rental/loan schemes
- Publishing of Book Rental Scheme Guidelines encouraging school management authorities to embrace a more cost-conscious and value for money approach when deciding the textbooks for use in their schools.
- Agreement of the voluntary Code of Practice with the association of book publishers to limit publication of new editions and provide bulk ordering discounts to schools
- The Education (Admission to Schools) Bill which prohibits the charging of any fees or contributions as part of the school admission process
- Published Circular Letter 0063/2013 seeks to tackle the costs of school uniforms by strengthening the role of parents in how schools decide their policies on uniforms.
This is an area I will continue to keep under review.
41. Deputy Finian McGrath asked the Minister for Education and Skills if she will improve supports for all pupils in disadvantaged schools. [21897/15]
View answerAs the Deputy will be aware, DEIS - Delivering Equality of Opportunity in Schools, is my Departments main policy instrument for tackling educational disadvantage. The recently published ESRI report on "Learning from the Evaluation of DEIS" which was commissioned by my Department, draws together the learning to date from the implementation of DEIS and identifies some of the challenges for future policy in this area. I see this Report as a starting point for a review of how the DEIS programme should be renewed. To this end, I have commenced a consultation process with education partners to inform the development of appropriate future measures and supports to combat educational disadvantage. Given the broader social context in which educational disadvantage is situated, an inter-Departmental group will consider the roles of relevant Government Departments in delivering DEIS. A Technical Group will consider appropriate eligibility criteria for a revised identification process for schools over the course of the coming school year. The outcome of this process will form part of an overall proposal for the delivery of future interventions to tackle educational disadvantage.
42. Deputy Jonathan O'Brien asked the Minister for Education and Skills if she is aware of recent announcements by third level institutions that they will increase the cost of on-campus accommodation; the date on which she will receive the report from the Higher Education Authority on student accommodation; and if she will make a statement on the matter. [21930/15]
View answerI am aware that a number of universities have announced increases to the price of campus accommodation for the next academic year. I appreciate the concerns regarding the availability of accommodation for students and for that reason I have asked the HEA to report on this issue. Data gathered for the report is currently being validated by the HEA in consultation with my Department and other stakeholders. I expect the report to be finalised in the coming weeks.
