Written Answers Nos. 1-166
126. Deputy Seán Kyne asked the Minister for Education and Skills in the context of the reform of the junior certificate, the changes that are planned for the Irish language curriculum with particular reference to the spoken language elements; and if she will make a statement on the matter. [33953/15]
View answerThe development of oral language skills has a central place in our existing curricula for primary and post-primary schools. This is reflected in the 40% of marks allocated to the oral component of Leaving Certificate Irish and the increased uptake of oral Irish in the current Junior Certificate exam.
The NCCA is currently conducting an in-depth analysis of the outcomes of a wide consultation with stakeholders on the draft specification for the new Junior Cycle Irish curriculum. The consultation process has been very informative but there is a need to further explore how the curriculum can best meet the needs of students in both English medium and Irish medium schools. In this context, the NCCA is organising a further consultation event tomorrow, 7th October.
I look forward to the outcomes of this comprehensive consultation and to the implementation of the revised Junior Cycle Irish curriculum commencing in September 2017.
130. Deputy Thomas Pringle asked the Minister for Education and Skills if she will respond to concerns of the Irish National Teachers Organisation with regard to schools in rural Ireland, including the issues of class sizes, funding inequality between primary and secondary schools and the increased workload for many school teachers and principals who lack the support of a middle-management infrastructure in the sector; and if she will make a statement on the matter. [33981/15]
View answerThere are many demands on me for extra investment at all levels including those raised by the INTO. At the INTO Congress last Easter I indicated that improving the position in relation to primary class size is one of my priorities.
I have already indicated that 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. In the last Budget, I was able to secure the first increase in education spending in recent years. I am very aware that we need to invest more in our youngest children, and in supporting parents to make the choices that are right for them. Our schools need more staffing, better funding, and functioning middle-management structures and I am determined that we will build on what we achieved last year.
The challenge for all schools is to ensure that they utilise their allocated resources to best effect to maximise teaching and learning outcomes.
133. Deputy Terence Flanagan asked the Minister for Education and Skills her views on concerns regarding the shortage of accommodation for university students; the steps she is taking to address this; and if she will make a statement on the matter. [33959/15]
View answerThe Government fully appreciates the concerns regarding the availability of accommodation for students and the HEA report, Student Accommodation: Demand & Supply, which I published recently sets out clearly that the demand for student accommodation outstrips supply in certain areas and will continue to do so in the coming years.
There are 13 useful recommendations in this report and I have introduced two immediate actions to begin this work. Firstly, the awarding of a grant of €30,000, which will be provided by the HEA to the Union of Students' (USI) in Ireland to progress short-term solutions for students in need of accommodation.
Secondly, the establishment of an inter-departmental steering group to oversee this work, the first meeting of which took place on 1 October 2015. This group will provide a coordinating mechanism to ensure that the higher education institutions have access to information on new potential funding and delivery models. A significant number of Action points have been identified for follow up arising from the first meeting.
The full report can be accessed at http://www.education.ie/en/Publications/Education-Reports/Report-on-Student-Accommodation-Demand-and-Supply.pdf
135. Deputy Helen McEntee asked the Minister for Education and Skills further to her speech at the IMPACT conference in County Galway in September 2015, her plans to improve the working conditions and salaries of special needs assistants; and if she will make a statement on the matter. [33979/15]
View answerI am pleased to inform the Deputy that my Department received approval for an additional 610 SNA posts from September 2015. These are additional to the 220 posts for 2015 already provided for, and reflect this Government's commitment to ensure that every child with an assessed need has access to a SNA. The overall result is that there are now 11,820 whole-time SNA posts available, an 11.7% increase since this Government came to office.
My Department has also issued a circular regarding the employment of SNAs. I have included a link to this for the benefit of the Deputy. This Circular details the supplementary assignment arrangements for SNAs and also outlines that where a school/ETB has an additional allocation of SNA hours, then that additional allocation of hours must be offered to any existing part-time SNAs in that employment.
This circular gives SNAs greater stability and a better chance of a full-hours contract thus going a long way to address concerns about casualisation that have arisen within the profession and which I addressed at the IMPACT education sector conference last Easter, in Galway. Link to Circular:
http://www.education.ie/en/Circulars-and-Forms/Active-Circulars/Recruitment-of-Special-Needs-Assistants-SNAs-Supplementary-Assignment-Arrangements-for-the-2015-16-school-year.pdf.
136. Deputy Terence Flanagan asked the Minister for Education and Skills the action that is being taken to reduce primary school class sizes to the European Union average; and if she will make a statement on the matter. [33960/15]
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 the PTR measure. 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.
I have already indicated that 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.
137. Deputy Ruth Coppinger asked the Minister for Education and Skills if her Department has analysed the impact that homelessness has on school attendance, the education of pupils and the life of schools; her plans to address these matters; and if she will make a statement on the matter. [33975/15]
View answerStatutory responsibility for school attendance and educational welfare lies with my colleague the Minister for Children and Youth Affairs. The Educational Welfare Service of TUSLA which is an agency of his Department, has statutory powers to work with children and their families who may be experiencing difficulty with school attendance including issues arising from homelessness.
I understand from his Department that the Educational Welfare Service of Tusla is engaging with the Homeless Services in relation to school-age children and their families who are experiencing homelessness.
In terms of teaching and learning in schools, the issue of homelessness is covered in age appropriate manner throughout the school curriculum, in particular within the area of Social Personal and Health Education, with the focus on human rights and human dignity.
138. Deputy Ruth Coppinger asked the Minister for Education and Skills the measures she will take to provide for affordable student accommodation; her views that the lack of such accommodation has an impact on accessibility to third level education; and if she will make a statement on the matter. [33977/15]
View answerThe Government fully appreciates the concerns regarding the availability of accommodation for students and the HEA report, Student Accommodation: Demand & Supply, which I published recently sets out clearly that the demand for student accommodation outstrips supply in certain areas and will continue to do so in the coming years.
There are 13 useful recommendations in this report and I have introduced two immediate actions to begin this work. Firstly, the awarding of a grant of €30,000, which will be provided by the HEA to the Union of Students' (USI) in Ireland to progress short-term solutions for students in need of accommodation.
Secondly, the establishment of an inter-departmental steering group to oversee this work, the first meeting of which took place on 1 October 2015. This group will provide a coordinating mechanism to ensure that the higher education institutions have access to information on new potential funding and delivery models. A significant number of Action points have been identified for follow up arising from the first meeting.
The full report can be accessed at http://www.education.ie/en/Publications/Education-Reports/Report-on-Student-Accommodation-Demand-and-Supply.pdf
139. Deputy Richard Boyd Barrett asked the Minister for Education and Skills her plans to fund primary schools in the same manner as secondary schools; and if she will make a statement on the matter. [33949/15]
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.
140. Deputy Michelle Mulherin asked the Minister for Education and Skills if she will amend the student grant scheme and the student support regulations in order that erstwhile legally resident Student Universal Support Ireland applicants who are deemed to be ineligible because they have not met the residency conditions, as they have worked overseas for a number of years as unpaid volunteers doing charitable work in some of the world's most deprived places, will be eligible for higher education grants; and if she will make a statement on the matter. [33965/15]
View answerTo be eligible for a grant, a "student", as defined in Section 14 of the Student Support Act 2011, must demonstrate that he/she has been resident in the State for at least 3 years out of the 5 year period ending on the day before the start of their approved course of study.
This requirement takes cognisance of students who wish to take time out to travel or work abroad. Such students can still meet the residency requirement if they have not been outside the State for more than two of the previous five years.
It is also possible for a student, who did not meet the residency requirement at the commencement of their studies, to have their eligibility reviewed if they meet the residency requirement during the course of their studies.
I have no plans to change the current arrangements.
141. Deputy Charlie McConalogue asked the Minister for Education and Skills when architectural tender documents will be issued for the development of new permanent buildings to replace current prefabricated units at a school (details supplied) in County Donegal; and if she will make a statement on the matter. [33956/15]
View answerI wish to advise the Deputy that a Major Capital Project in respect of the school, to which he refers, is being progressed into the architectural planning process. My Department met with the relevant Education and Training Board school authorities in this regard on 22nd September last.
The proposed project will include the complete replacement of prefabs with permanent classrooms in addition to a significantly enhanced level of permanent specialist and ancillary accommodation. The project brief is currently being finalised. Once this process is completed, the design team appointment process will commence.
142. Deputy Charlie McConalogue asked the Minister for Education and Skills her views on a recent analysis (details supplied) which provides evidence that there are severe socio-economic inequalities in access to special needs supports across schools and pupils; and if she will make a statement on the matter. [33957/15]
View answerThe NCSE, in Policy advice published in 2013, identified that the current model for allocating resource teachers to schools is potentially inequitable because access to professionals to make a diagnosis is not always readily available to those who can not afford to access it privately.
The NCSE recommended the development of a new allocation model, based on the profiled needs of each school, rather than on the diagnosed disability of individual children and work on this model is almost complete.
However, there was not sufficient time to introduce the new model in advance of the 2015/16 school year. I have instead established a pilot of the new model, which is currently underway.
The pilot will test the model in a number of schools and allow for the practical effect of the application of the new model to be gauged prior to full implementation.
The new model, when implemented, will eliminate any potential inequity in the current system.
143. Deputy David Stanton asked the Minister for Education and Skills her views on the role of physical education as part of the curriculum at primary and second level; and if she will make a statement on the matter. [33963/15]
View answerPhysical Education is an important component of primary and post-primary education. It emphasises the development of skills, and encourages pupils to participate in a range of physical activities and to use their time outside of school constructively.
At primary level, the PE curriculum enables pupils to engage in athletics, dance, gymnastics, games, outdoor and adventure activities and aquatics.
At post-primary level, schools are required to provide PE for all students. A new area of learning called 'Wellbeing' will be introduced in September 2017 as part of the new Junior Cycle. It will include Physical Education. At Senior Cycle level, the NCCA is finalising a new PE curriculum framework.
Additionally, a number of initiatives support schools in their delivery of PE. These include the Active School Flag, the Get Active Framework, the Health Promoting Schools Initiative and Points for Life. Our promotion of healthy lifestyles contributes to the Government's Healthy Ireland agenda.
144. Deputy Jonathan O'Brien asked the Minister for Education and Skills her plans to hold an inquiry into the schools using resource hours for administrative duties; and if she will make a statement on the matter. [33937/15]
View answerMy Department has put in place a range of teaching supports for children with special educational needs in mainstream schools, with over 11,000 additional teaching posts provided for such purposes.
My Department's guidelines are clear that schools must utilise all of these additional teaching hours to support pupils with special education or learning support needs.I am not aware of widespread misuse of resource teaching hours by schools and have not received any notification in relation to these matters from persons identified in a recent media report. However, I am certainly concerned by these reports.
I have asked officials in my Department to seek details of the reported allegations from the Solicitors concerned and will work with any school where there is evidence of inappropriate deployment of teaching resources to ensure the matter is rectified.
If information is provided to my Department indicating wrongdoing, it will be acted upon.
145. Deputy Charlie McConalogue asked the Minister for Education and Skills her plans for improving foreign language education at primary and secondary level to address the deficit of foreign language skills among the population. [33958/15]
View answerI am committed to further developing our provision for languages in education. The priority at primary level is to provide high-quality language learning in our two languages, Irish and English. A new Integrated Primary Languages Curriculum, incorporating Irish and English, is being developed by the NCCA. The first phase will be introduced from Junior Infants to 2nd classes from September 2016. The curriculum aims to ensure that students acquire transferrable language skills which will assist them in learning Irish and English and additional languages at second level.
Under the Action Plan for Jobs 2015, my Department is developing a new Foreign Languages in Education Strategy focussing on post-primary, further and higher education. Almost 80 submissions were received as part of a consultation process and two major consultation events were held. The new strategy will set out clear actions to further improve the quality and delivery of our provision for foreign languages.
146. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which she expects to be in a position to make adequate provision through the capital works programme to meet the full preschool, primary, second, third and fourth level current and future educational needs in all areas throughout the country, having particular regard to demographic trends, overcrowded classrooms, the schools building programme, special needs, and the challenge of the varying and increasing demands of the workplace and apprenticeships; if she is satisfied that the plans in place remain adequate to meet the challenges of an expanding economy; and if she will make a statement on the matter. [33935/15]
View answerI refer the Deputy to my statement on 29 September 2015 on the announcement of the Building on Recovery: Infrastructure and Capital Investment 2016-2021.
Over the next six years some €3.8bn in direct funding will be invested in education projects. An additional €200m in PPP funding over the life time of the capital programme will result in more than €4bn in public investment.
The new six year investment programme will fund the construction of 62,000 additional school places at primary and post-primary level to address demographic demand. Funding will also be available for the refurbishment of schools in older buildings that require improvement. The Plan also provides for important investment of €210m in IT and wireless broadband capacity in schools. I am particularly pleased that the plan includes funding to replace prefabs with permanent accommodation.
At third level some €350m will be invested in improving facilities at campuses across the country, with €40m dedicated to the major DIT development underway at Grangegorman.
The announcement of more than €4bn for capital development is a very significant investment in education.
147. Deputy Ruth Coppinger asked the Minister for Education and Skills her views on the newspaper report (details supplied) which indicated that wealthier areas are accessing more resource teaching than poorer areas; and if she will make a statement on the matter. [33974/15]
View answerThe NCSE, in Policy advice published in 2013, identified that the current model for allocating resource teachers to schools is potentially inequitable because access to professionals to make a diagnosis is not always readily available to those who can not afford to access it privately.
The NCSE recommended the development of a new allocation model, based on the profiled needs of each school, rather than on the diagnosed disability of individual children and work on this model is almost complete.
However, there was not sufficient time to introduce the new model in advance of the 2015/16 school year. I have instead established a pilot of the new model, which is currently underway.
The pilot will test the model in a number of schools and allow for the practical effect of the application of the new model to be gauged prior to full implementation.
The new model, when implemented, will eliminate any potential inequity in the current system.
148. Deputy Mick Wallace asked the Minister for Education and Skills if she is satisfied with the current special needs assistant allocation levels in the education system, particularly in the early years of school; and if she will make a statement on the matter. [33950/15]
View answerAs the Deputy may be aware, in July last, I secured Government approval for an additional 610 Special Needs Assistant (SNA) posts which may be made available for allocation to schools to support children with special educational needs with assessed care needs.
From the beginning of September, there are 11,820 whole time equivalent SNA posts available in schools to support children with special educational needs with assessed care needs. This is the highest level of SNA allocation that we have ever had and builds on the increases of 365 additional SNA posts provided for in last year's budget announcement and the 390 additional SNA posts announced in December 2013. In total there has been an increase of 11.7% in SNA posts available for allocation to schools since this Government came to office.
These extra posts will ensure that the Government's policy of ensuring that every child who is assessed as needing SNA support will receive access to such support.
The National Council for Special Education (NCSE) is responsible, through its network of local Special Educational Needs Organisers (SENOs), for allocating Special Needs Assistants (SNAs) to schools to support children with special educational needs. The NCSE operates within my Department's criteria in allocating such support, which is set out in my Department's Circular 0030/2014.
Circular 0030/2014 clarifies the purpose of the SNA scheme which is to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs. The circular is based on recommendations contained in my Department's Value for Money and Policy Review of the SNA scheme and also the National Council for Special Education Policy Advice on Supporting Children with Special Educational Needs in Schools.
Both reports concluded that the SNA scheme has been highly successful in supporting the care needs of children with special needs in schools, and with assisting to facilitate their integration and inclusion. However, the reports also concluded that the intended purpose of the scheme was not always generally well understood by parents or schools and that the scope and purpose of the scheme should be clarified for schools. In developing both of these policy review papers my Department and the NCSE consulted widely with education partners and stakeholders, including parents of children with special educational needs.
Circular 0030/2014 sets out the policy of allocating SNA support for a newly enrolling Junior Infant who has clear and obvious need for such support e.g. a child who has a significant additional care need arising from an intellectual, sensory or physical disability.
For those children where it is not yet clear whether difficulties will manifest in a classroom environment, the Circular states that, in general, it is expected that all primary school pupils having their first school experience will have been enrolled and will have commenced attending school before any application for SNA support will be made. Particularly in relation to possible anticipated behavioural difficulties, it is more appropriate to wait until the child begins school in order to see how they have been able to engage in the classroom.
A range of guidelines have been provided for schools by my Department in relation to management measures for difficult behaviour.
149. Deputy Ruth Coppinger asked the Minister for Education and Skills her plans for primary school education; if she has any plans to restore teachers' pay and conditions, including newly qualified teachers; to reduce class sizes to 20 pupils; to reverse cuts to the delivering equality of opportunity in schools scheme; to reverse cuts to special needs education; and if she will make a statement on the matter. [33978/15]
View answerAs the Deputy will be aware, I have already indicated that 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. The challenge for all schools is to ensure that they utilise their allocated resources to best effect to maximise teaching and learning outcomes.
On the capital side, the Government recently announced a very significant investment of more than €4 billion in capital funding for education projects over the next six years. This will fund the construction of additional school places at primary level to address demographic demand, the refurbishment of schools in older buildings, the replacement of prefabs with permanent accommodation and investment in IT and wireless broadband capacity in schools.
In relation the specific areas mentioned by the Deputy:1. Restoring teachers' pay and conditions including newly qualified teachers
Since the beginning of the financial crisis, there has been a need to enact a number of measures to reduce public expenditure. The previous Government reduced the salaries and allowances payable of all new entrants to public service recruitment grades (including teachers) by 10% with effect from 1 January 2011 and required that such new entrants would start on the first point of the applicable salary scale.
Subsequently, following the public service-wide review of allowances and premium payments, the Government decided to withdraw or modify allowances for new beneficiary public servants with effect from 1 February 2012. Under this decision, certain allowances were withdrawn for new beneficiary teachers, including qualification allowances. However, the Government partially compensated for this by deciding that new entrant teachers would henceforth commence on a new salary scale which had a starting point higher than the starting point of the old scale.
Alleviation of the salary imbalance between those who entered the public service since 2011 and those who entered before that date began under the Haddington Road Agreement. Improved pay scales for post-1 January 2011 and post-1 February 2012 entrants to teaching were agreed and implemented under the terms of that Agreement. In addition, allowances payable to post-1 January 2011 entrants and such allowances as remain payable to post-1 February 2012 entrants were restored to pre-2011 levels.
The Lansdowne Road Agreement has, through salary increases and a reduction in the Pension-Related Deduction, begun the process of restoring the reductions to public service pay which were implemented over recent years. The issue of equalised pay scales was not one which could be resolved in the discussions which lead to the Agreement. However, the flat-rate increases contained in the Agreement will be proportionately more favourable to new entrants to teaching (who are lower on the pay scale) than to longer serving teachers. The LRA proposals have been accepted by the INTO and are currently under consideration by the post-primary teacher unions, ASTI and TUI.
In addition, in order to address concerns about the casualisation of employment in the teaching profession, my Department recently implemented the seven key recommendations of the Expert Group on Fixed-term and Part-time Employment in Teaching, which was established under the HRA. This will enable newly qualified teachers who are on fixed-term contracts to acquire permanent positions more easily and quickly and part-time teachers to gain additional hours.
2. Reducing class sizes
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.
3. Reversing cuts to the DEIS Scheme
The Deputy will be aware that I have recently begun a process to review the DEIS Programme. This work will be ongoing during the current school year and I will consider all issues pertaining to educational disadvantage in all areas. I hope to be in a position to make an overall proposal for the delivery of future interventions to tackle educational disadvantage after that. As I have previously announced, I do not intend to make any changes to the current programme, including any additionality to it, while the review is underway.
4. Special needs education
In July of this year, I announced that that up to 610 additional Special Needs Assistant (SNA) posts would be made available for allocation to schools from September 2015. This decision reflects the Government's commitment to ensure that every child with an assessed care need has access to a SNA. The additional 610 posts being provided means that a total of 11,940 SNA posts are now available for the National Council for Special Education (NCSE) to allocate to primary, post primary, and special schools. The number of SNA posts available for schools has risen by almost 13% during the lifetime of this Government, having risen from 10,575 posts in 2011 to 11,940 posts available for the 2015/16 school year.
In May of this year, I also announced that the NCSE would increase its allocation of Resource Teacher Posts to schools by over 9% for the start of the coming school year. The NCSE allocated 6,454 resource teacher posts to schools for September 2015, which is an increase of 554 posts (or 9.4%) since September 2014 and a total increase of 1,169 posts (or 22%) since September 2013. It is therefore clear that not only has there not been a reduction in the overall number of resource teaching posts and hours being allocated to schools, but that there has been a very significant increase in the overall allocation to schools in recent years.
The NCSE is also in the process of finalising a second round allocation process to respond to late enrolments, or from diagnosed disabilities emerging after the closing date for the first allocation round, to the start of the new school year.
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. This year we have again increased the number of Resource Teachers which will be allocated to schools, keeping pace with both demographic growth and increased demand.
The NCSE has recommended that a new model be developed for allocating resource teachers to schools. My Department has devised a pilot of the new model which is taking place in a number of schools during the 2015/16 school year. In taking the decision to conduct a pilot of the new model, I have been guided by the advice of the NCSE Working Group report, which recommended sufficient time be allowed for consultation before the new model is implemented. I therefore do not propose to amend the existing allocation process, pending the completion of the pilot project and the introduction of a new allocation model.
150. Deputy Richard Boyd Barrett asked the Minister for Education and Skills her plans to reduce class sizes to the European Union average; the measures she plans to put in place to address this problem; when these measures will commence; and if she will make a statement on the matter. [33948/15]
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 the PTR measure. 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.
I have already indicated that 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.
151. Deputy David Stanton asked the Minister for Education and Skills her views on the importance of physical education, in particular swimming, for primary and secondary school students; and if she will make a statement on the matter. [33964/15]
View answerPhysical Education (PE) is an integral part of the curriculum for both primary and post-primary schools. The curricula have been developed on the understanding that facilities available to schools vary. Consequently each school is enabled to design a programme that can be delivered using the resources available to it.
At primary level, the curriculum comprises six strands, covering a broad range of skills and the aquatics strand is outlined for any of the levels depending on the availability of a facility for swimming.
In the new Junior Cycle, all students will undertake learning in a new area entitled 'Wellbeing' which will be introduced from September 2017. This will include Physical Education as an integral component, but it would be premature to comment on the extent to which swimming or aquatics will form part of the programme. In addition, the NCCA is finalising a new PE curriculum framework for senior cycle.
152. Deputy Ruth Coppinger asked the Minister for Education and Skills her views on the lack of diversity of school patronage in areas of high multicultural populations, such as west Dublin at both primary and secondary levels; and if she will make a statement on the matter. [33976/15]
View answerThe Programme for Government gives a commitment to move towards a more pluralist system of patronage for our schools. Much work has taken place in this regard, including that arising from the Forum on Patronage and Pluralism in the Primary Sector.
Nationwide progress is being made under the patronage divesting process and also arising from the new arrangements on the establishment of new schools, which place a strong emphasis on parental choice.
In the Dublin West area, 9 new primary schools have opened in the last 10 years. Of those 4 are Educate Together National Schools, 2 are Community National Schools (under ETB patronage), 2 are Catholic National Schools under the patronage of the Archbishop of Dublin, and 1 is a Gaelscoil under the patronage of An Foras Pátrúnachta.
At post-primary level, 4 new schools have opened in the Dublin West area in that period. 2 are under ETB patronage, 1 is under Catholic patronage and 1 is under the patronage of Educate Together.
153. Deputy Michelle Mulherin asked the Minister for Education and Skills given her decision to allow students in protection to be provided access to student supports, if she will also consider extending eligibility to erstwhile legally resident Student Universal Support Ireland applicants who have worked overseas for a number of years as unpaid volunteers, so as not to discourage overseas volunteering by Irish residents; and if she will make a statement on the matter. [33945/15]
View answerIn August I announced my intention to provide supports, in line with the current Student Grant Scheme, to students in the protection system (other than those at the deportation stage). This new pilot measure began accepting applications on the 1st of September.
The qualifying criteria for this pilot support scheme differs from that of the statutory based Student Support Scheme. The residency criterion for the pilot scheme requires applicants to have been continuously resident in the State for at least 5 years.
To be eligible for a grant under the Student Grant Scheme, a "student", as defined in Section 14 of the Student Support Act 2011, must demonstrate that he/she has been resident in the State for at least 3 years out of the 5 year period ending on the day before the start of their approved course of study.
This requirement takes cognisance of students who wish to take time out to travel or work abroad. Such students can still meet the residency requirement if they have not been outside the State for more than two of the previous five years.
It is also possible for a student, who did not meet the residency requirement at the commencement of their studies, to have their eligibility reviewed if they meet the residency requirement during the course of their studies.
I have no plans to change the current arrangements.
154. Deputy Clare Daly asked the Minister for Education and Skills her views regarding whether she has considered the patronage, access, curriculum, and teaching proposals from Atheist Ireland with regard to delivering equality in our schools; and if she will make a statement on the matter. [33961/15]
View answerI met with representatives of Atheist Ireland earlier this year as part of a structured dialogue between the State and different faith and non-faith based communities and bodies. At the meeting, we held a wide-ranging discussion on many of the topics that Atheist Ireland subsequently raised in its Schools Equality Pact document which was submitted to my Department. Since then, there has been further contact between representatives of Atheist Ireland and officials from my Department regarding these issues and arrangements for follow-up meetings to discuss them are in hand.
155. Deputy Denis Naughten asked the Minister for Education and Skills the steps she is taking to support broadband provision for adult and further education and training centres; and if she will make a statement on the matter. [33967/15]
View answerThere is a project underway at present to provide all the Training Centres and the Head Office locations of the Education and Training Boards (ETBs) with gigabit connections to the Government Cloud Network. Currently the training centres all have 50mbps connections and all internet traffic passes through SOLAS head office, but the new gigabit connections will provide the centres with direct internet access.
There are currently no plans for a national broadband programme for other ETB centres but individual ETBs make arrangements to provide appropriate access based on available infrastructure.
156. Deputy Clare Daly asked the Minister for Education and Skills if she has taken note of the Irish National Teachers Organisation's Stand Up for Primary Education campaign; and the steps she plans to take to address the issues that are the focus of this campaign. [33962/15]
View answerThere are many demands on me for extra investment at all levels including those raised by the INTO. At the INTO Congress last Easter I indicated that improving the position in relation to primary class size is one of my priorities. I have already indicated that 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. In the last Budget, I was able to secure the first increase in education spending in recent years. I am very aware that we need to invest more in our youngest children, and in supporting parents to make the choices that are right for them. Our schools need more staffing, better funding, and functioning middle-management structures and I am determined that we will build on what we achieved last year.
The challenge for all schools is to ensure that they utilise their allocated resources to best effect to maximise teaching and learning outcomes.
157. Deputy Denis Naughten asked the Minister for Education and Skills the number of children who left primary school in summer 2014 and who failed to enrol in a secondary level school in September 2014; and if she will make a statement on the matter. [33966/15]
View answerThe information requested by the Deputy is not yet available.
One of the many benefits of the introduction of the Primary Online Database is that it will enable the progress of children through the education system to be accurately monitored. From 2015/2016 onwards the Primary Online Database will provide the Department with the capacity to compile this vital information on children that do not make the transition from primary to post-primary education.
158. Deputy Seán Kyne asked the Minister for Education and Skills the progress of her Department's pre-fabricated replacement scheme if she will provide a list of the number of schools which have benefitted nationally, and also in counties Galway and Mayo; and if she will make a statement on the matter. [33952/15]
View answerUnder the Prefab Replacement Initiative 2012 and 2013 approval was given to 217 schools (209 primary and 8 post-primary) to replace 614 prefab units with permanent accommodation. In excess of €57m has been allocated to these initiatives.
To date 176 projects have been completed and a further 17 are currently on site. Total spend to date is in excess of €51m.
Details of all schools that were allocated funding under the Prefab Replacement Initiatives including schools in Galway and Mayo is available on my Department's website.
159. Deputy Michael McGrath asked the Minister for Education and Skills for an update on the promised delivery of two new prefabricated units at a school (details supplied) in County Cork to properly cater for the junior infants intake for the 2015-2016 school year; the steps being taken to provide further temporary accommodation for the planned intake of two junior infant classes for the 2016-2017 school year; the progress being made in securing a site for the promised permanent school building; the timeframe for the construction of this building; and if she will make a statement on the matter. [33943/15]
View answerI wish to inform the Deputy that under the Memorandum of Understanding for the acquisition of school sites, my Department is working closely with Cork County Council towards acquiring a permanent site to meet the needs of the school to which the Deputy refers. Given the commercial sensitivities associated with land acquisitions generally I am not in a position to comment further at this time. I can, however, assure you that the acquisition of a new site for the school is a priority for the Department and the patron body will be informed of the location for the school as soon as it is possible to do so. The school building project will be progressed into Architectural Planning once a suitable site has been acquired.
In relation to the temporary accommodation for the school a final grant of planning permission for the additional two prefabs issued on 5th October, 2015 and is subject to 23 conditions. My Department's Consultant Architect has submitted information to the Planning Authority regarding these conditions and is continuing to progress the project to ensure that the prefabs are installed as soon as possible.
160. Deputy Jonathan O'Brien asked the Minister for Education and Skills if her Department has ever sought legal advice on the operation of prone restraint and seclusion rooms in schools; if she will provide the details of this advice; and if she will make a statement on the matter. [33941/15]
View answerI wish to advise the Deputy that my Department seeks advices on a range of issues relating to the provision of education and supports to children. It is not the practice of my Department to disclose information on legal advices it has sought or received.
My Department's policy is that the well-being and safety of children should be at the centre of all policy and practices in schools.
The Board of Management of each school is responsible for the care and safety of all of the pupils in their school and is required to prepare a code of behaviour in accordance with Section 23 of the Education (Welfare) Act 2000.
Responsibility for the management of behaviour in schools is therefore a matter for individual schools. Schools may seek advice from their local National Educational Psychological Service (NEPS) psychologist, from their NCSE Special Educational Needs Organiser, or from the National Behavioural Support Services, as to how children with behavioural needs can best be supported in school.
Published guidelines which are available to schools include:
Supporting Students with Behavioural, Emotional, and Social difficulties, which is available on the Department's website www.education.ie;
the National Educational Welfare Board (NEWB) guidelines for schools on Developing a Code of Behaviour and
the National Educational Psychological Services document Behavioural Emotional and Social Difficulties - a Continuum of Support: Guidelines for Teachers.
The National Council for Special Education (NCSE) has recently submitted their Policy Advice on Educational Provision for Children with Autism Spectrum Disorders. In developing this policy advice, the NCSE has consulted widely with parents, professionals and other stakeholders and interested parties while also conducting research in relation to this area. The policy advice is currently under consideration in my Department and I expect it will be published in the coming weeks. My officials will consider and report to me on any recommendations in the report which may relate to the issues raised by the Deputy.
161. Deputy Jonathan O'Brien asked the Minister for Education and Skills the number of children requiring resource hours of any kind during each year since 2009; and if she will provide an update on the National Council for Special Education reformed allocation system. [33938/15]
View answerDetails of the number of pupils in mainstream primary and post primary schools for whom allocations of resource teachers hours are provided to schools by the National Council for Special Education, in order to support children with low incidence special educational needs, as defined by my Departments circular DES02/05 and 70/2014, for each year since 2009, are set out in the attached table.
It should also be noted that all schools also receive general allocations of resource teaching/learning support in order to support pupils with mild general learning difficulties, or learning support needs in schools. This is provided either under the General Allocation Model in primary schools or through allocations for learning support at post primary school level.
As schools have delegated sanction to distribute these hours within their schools, taking into account the learning needs of their pupils, the details of the individual pupils provided with additional resources under the general allocation scheme are maintained by individual schools.
|
Number of Pupils with Teaching Hours (Low Incidence) |
Primary |
Post Primary |
Total |
|
Academic Year:09/10 |
16,629 |
6,795 |
23,424* |
|
Academic Year:10/11 |
18,522 |
8,419 |
26,941* |
|
Academic Year:11/12 |
20,138 |
9,228 |
29,366 |
|
Academic Year:12/13 |
22,271 |
10,209 |
32,480 |
|
Academic Year:13/14 |
24,000 |
11,586 |
35,586 |
|
Academic Year:14/15 |
25,904 |
12,891 |
38,795 |
|
Academic Year:15/16 |
29,200 |
14,400 |
43,600# |
*Estimated figures
# As 1st October 2015 as the Resource Teaching Allocation process for 2015/16 remains underway.
162. Deputy Mick Wallace asked the Minister for Education and Skills her plans to re-introduce a policy for dedicated guidance counselling services in all secondary schools; and if she will make a statement on the matter. [33951/15]
View answerSince September 2012 at post primary level guidance provision is organised by school management from within the staffing schedule allocation. Guidance is a whole school activity and schools have autonomy on how best to prioritise their available resources to meet the requirements in relation to guidance and the provision of an appropriate range of subjects to students. My Department helped shelter the impact for DEIS post-primary schools by improving their standard staffing allocations so that it is based on a ratio of 18.25:1 compared to the standard 19:1 that applies in non-fee paying schools.
I have repeatedly argued that improvements to the staffing and funding of our schools must be a priority as the economic recovery takes hold. 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 have already indicated that 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.
163. Deputy Mary Mitchell O'Connor asked the Minister for Education and Skills if she will address the matter of pupil teacher ratios in Budget 2016; and if she will make a statement on the matter. [33944/15]
View answerTeacher allocations to all schools are approved annually by my Department in accordance with established rules based on recognised pupil enrolment. The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally irrespective of location. At primary level, it currently operates on the basis of 1 classroom teacher for an average of every 28 pupils, with lower thresholds for DEIS Band 1 schools.
I have already indicated that 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. In the last Budget, I was able to secure the first increase in education spending in recent years. I am very aware that we need to invest more in our youngest children, and in supporting parents to make the choices that are right for them. Our schools need more staffing, better funding, and functioning middle-management structures and I am determined that we will build on what we achieved last year.
The challenge for all schools is to ensure that they utilise their allocated resources to best effect to maximise teaching and learning outcomes.
164. Deputy Michael Fitzmaurice asked the Taoiseach for a breakdown, in tabular form, of the number of persons on the live register; of these, the number on the live register for fewer than 12 months; from 12 plus to 24 months; 24 plus to 36 months; and for 36 plus months; and if he will make a statement on the matter. [34358/15]
View answerThe Live Register series gives a monthly breakdown of the number of people claiming Jobseeker's Benefit, Jobseeker's Allowance and other registrants as registered with the Department of Social Protection. Figures are published for each county and local social welfare office. The most recent Live Register figures available are for September 2015.
Table 1 shows the number of persons on the Live Register in September 2015 classified by duration of continuous registration. This is the most detailed duration breakdown available for September 2015.
A more detailed breakdown is available on a biannual basis. (April and October)
Table 2 shows this more detailed breakdown of the number of persons on the Live Register classified by duration of continuous registration for April 2015.
It should be noted that the Live Register is not a definitive measure of unemployment as it includes part-time workers, and seasonal and casual workers entitled to Jobseeker's Benefit or Allowance.
Table 1 Persons on the Live Register classified by duration of continuous registration - September 2015
|
All persons |
September 2015 |
|
Less than one year |
175,947 |
|
One year or more |
156,854 |
|
Total |
332,801 |
Source: CSO Live Register
Table 2 Persons on the Live Register by duration of continuous registration - April 2015
|
All persons |
April 2015 |
|
Less than one year |
185,063 |
|
One year -less than two years |
41,924 |
|
Two years -less than three years |
26,188 |
|
Three years or more |
90,376 |
|
Total |
343,551 |
Source: CSO Live Register
165. Deputy Micheál Martin asked the Taoiseach the number of staff employed in the Government Information Services; and if he will make a statement on the matter. [34055/15]
View answer166. Deputy Micheál Martin asked the Taoiseach the number of staff responsible for the website merrionstreet.ie; and if he will make a statement on the matter. [34056/15]
View answerI propose to take Questions Nos. 165 and 166 together.
Fourteen members of staff in my Department work in the Government Press Office (compared with eighteen members of staff under the previous administration). Staff in the Government Press Office are contactable around the clock to respond to media queries.
Two members of the Government Press Office staff work on MerrionStreet.ie. Both are at Executive Officer level. Through MerrionStreet.ie, they provide a factual news service on the work of the Government and its agencies both at home and all over the world via the internet. They maintain website content – via video, audio, visual and including all modern media platforms.
