Written Answers Nos. 667-691
667. Deputy Thomas Pringle asked the Minister for Education and Skills further to Parliamentary Question No. 185 of 24 September 2015, the reason a school (details supplied) in County Donegal was not included on this list; and if she will make a statement on the matter. [34562/15]
View answerThe school referred to by the Deputy has not completed the online Inventory of School Accommodation, available via the Esinet system in use in all schools. This is the primary source of the information provided to the Deputy in tabular format. The information provided in the online inventory was checked in so far as possible against records held within the Department. Unfortunately, the omission of this school was not noticed at the time of issue. The following table has now been updated to include the school referred to and is attached here for the Deputy.
|
Roll Number |
Official Name |
Address 1 |
Address 2 |
Address 3 |
Address 4 |
County |
|
20086B |
ENNIS EDUCATE TOGETHER NS |
GORT ROAD |
ENNIS |
CO CLARE |
Clare |
|
|
20313J |
Mol an Oige |
Ennistoymon |
Clare |
Clare |
||
|
09872J |
CLOGHOOLA MIXED N S |
MILLSTREET |
CO CORK |
Cork |
||
|
20265J |
Gaelscoil Kinsale |
Kinsale |
Co. Cork |
Cork |
||
|
20413N |
Douglas Rochestown Educate Together NS |
C/o Douglas Hall AFC |
Douglas, Co. Cork |
Cork |
||
|
20440Q |
Mallow Community National School |
Mallow GAA, Mallow |
Co. Cork |
Cork |
||
|
20442U |
Carrigtohill Community National School |
C/o Carrigtohill GAA Club |
Co. Cork |
Cork |
||
|
20096E |
Gaelscoil na gCeithre Maistri |
BAILE DUN NA NGALL |
CO DUN NA NGALL |
Donegal |
||
|
20235P |
LETTERKENNY EDUCATE TOGETHER |
BALLYRAINE HALLS |
LETTERKENNY |
CO DONEGAL |
Donegal |
|
|
19991A |
GAELSCOIL NA CAMOIGE |
Aras Chronain |
Bothar An Ullord |
Clondalkin |
Dublin 22 |
Dublin |
|
20056P |
GAELSCOIL PHADRAIG |
ASCAILL SHILEANN |
BAILE BREAC |
CO ATHA CLIATH |
Dublin |
|
|
20223I |
GAELSCOIL EISCIR RIADA |
BÓTHAR AN GHRIFÍN |
LEAMHCÁN |
CO ÁTHA CLIATH |
Dublin |
|
|
20334R |
Gaelscoil Ros Eo |
Gaelscoil Ros Eo |
St Maurs GAA |
Rush |
Dublin |
|
|
20384J |
Powerstown ETNS |
Mulhuddart, Dublin |
Dublin |
|||
|
20394M |
Gaelscoil an Chuillin |
Mulhuddart, Dublin |
Dublin |
|||
|
20412L |
Gaelscoil Teach Guise |
Killininny Road, Firhouse |
Dublin 24 |
Dublin |
||
|
20411J |
Firhouse Educate Together NS |
Killininny Road, Firhouse |
Dublin 24 |
Dublin |
||
|
20426W |
Scoil Oscair |
Lucan |
Co. Dublin |
Dublin |
||
|
20237T |
GAELSCOIL RIADA |
RAITHIN |
BAILE ATHA AN RI |
CO NA GAILLIMHE |
Galway |
|
|
20123E |
GAELSCOIL RIABHACH |
BAILE LOCHA RIACH |
CO NA GAILLIMHE |
Galway |
||
|
20292E |
Maynooth Educate Together NS |
Maynooth |
Co. Kildare |
Kildare |
||
|
00860D |
FORGNEY N S |
Cloncallow |
Ballymahon |
Co. Longford |
Longford |
|
|
20083S |
GAELSCOIL AN LONGFOIRT |
FEARANN UÍ DHUAGÁIN |
LONGFORT |
CO LONGFOIRT |
Longford |
|
|
20259G |
St. Francis National School |
Rock Road |
Blackrock |
Dundalk |
Louth |
|
|
20352T |
Ard Ri Community National School |
C/O NAVAN RUGBY CLUB |
Navan |
Co. Meath |
Meath |
|
|
20258E |
Gaelscoil an Bhradáin Feasa |
Mill Road |
Mornington |
Co. Meath |
Meath |
|
|
76196W |
De Lacey College, Ashbourne |
Ashbourne |
Co. Meath |
Meath |
||
|
20191V |
St. Peter's NS |
Dunboyne |
Co. Meath |
Meath |
||
|
20082Q |
Gaelscoil Tulach na Og |
Dunboyne |
Co. Meath |
Meath |
||
|
20382F |
Gaelscoil na Mí |
Ashbourne |
Co. Meath |
Meath |
||
|
20396Q |
Asbourne Educate Together NS |
Ashbourne |
Meath |
|||
|
20055N |
Gaelscoil Eois |
Clones |
Co. Monaghan |
Monaghan |
||
|
19885B |
GEALSCOIL PHILIB BARUN |
TEACH REALT NA MARA |
AN TRA MHOR |
CO PHORT LAIRGE |
Waterford |
|
|
68078U |
Gaelcholásite Phort Lairge |
Kilbarry Road |
Waterford |
Waterford |
Waterford |
|
|
20238V |
Gaelscoil an Choilin |
Mullingar GAA Club, |
Mullingar |
Co. Westmeath |
Westmeath |
|
|
20243O |
GAEL SCOIL NA LOCHANNA |
C/O COMMUNITY EDUCATION CENTRE |
BLESSINGTON |
CO WICKLOW |
Wicklow |
|
|
76106S |
Gaelcholáiste na Mara |
Arklow |
Co. Wicklow |
Wicklow |
||
|
20080N |
Gaelscoil an Inbhir Mhaor |
Arklow |
Co. Wicklow |
Wicklow |
||
|
20473I |
Greystones Community National School |
C/o Greystones RFC |
Co. Wicklow |
Wicklow |
668. Deputy Finian McGrath asked the Minister for Education and Skills if door-to-door school transport will be provided for a person (details supplied) in County Sligo; the reason for non-provision of same; and if she will make a statement on the matter. [34581/15]
View answerIn general, children with special educational needs are eligible for school transport if they are attending the nearest recognised mainstream school or unit that is or can be resourced, to meet their special educational needs under Department of Education and Skills' criteria.
Eligibility is determined following consultation with the National Council for Special Education through its network of Special Education Needs Organisers.
The child referred to by the Deputy is not eligible for school transport as she did not attend the nearest school that was resourced to meet her educational needs at the time of her enrolment.
Children who are not eligible for school transport may avail of transport on a concessionary basis which is subject to a number of terms and conditions which include the following:- routes will not be extended or altered, nor will larger vehicles or extra trips be provided to cater for concessionary transport; no additional cost will be incurred; parents are responsible for ensuring that children are brought safely to and collected safely from Bus Éireann designated pick up and set down points.
Bus Éireann has confirmed that the child in question is currently availing of transport on a concessionary basis.
669. Deputy James Bannon asked the Minister for Education and Skills her plans to sanction the additional funding needed to secure the re-development of a school (details supplied) in County Longford; and if she will make a statement on the matter. [34614/15]
View answer670. Deputy James Bannon asked the Minister for Education and Skills if she will provide urgent additional funding to cover the shortfall in grant aid for the building of a new extension for a school (details supplied) in County Longford; and if she will make a statement on the matter. [34615/15]
View answerI propose to take Questions Nos. 669 and 670 together.
If the level of funding provided by my Department is not sufficient to cover the cost of the approved works at the school referred to by the Deputy, it is open to the school authority to apply for additional funding. To date no application has been received.
671. Deputy Michael Fitzmaurice asked the Minister for Education and Skills in view of problems arising from the procurement process that is now being used by Bus Éireann to secure transport contractors in the provision of transport services for children with special needs, if experience gained by transport contractors in the services provided to children with special needs should be taken into account as part of the procurement process, particularly when contracts to transport children with special needs are being procured; her plans to review the matter; and if she will make a statement on the matter. [34630/15]
View answerBus Éireann is obliged to tender all works, goods and services in line with the European Directives on public procurement. This includes school transport services performed by contractors under the School Transport Scheme, which Bus Éireann operates on behalf of the Department of Education and Skills.
Bus Éireann is satisfied that the tendering process is a competitive process which allows the Company achieve value for money, enables eligible parties to participate, provides transparency on how contracts are awarded, and facilitates equality of treatment. All of those elements reflect public procurement requirements at both a national and EU level. The rules of the process and conditions of tendering are clearly outlined in the tender documentation.
The experience of the driver assigned to perform the service is one of the award criteria, and while previous experience with the company is taken into account Bus Éireann is not permitted to conduct a process which provides an incumbent operator with an unfair advantage.
Both my Department and Bus Éireann are very conscious of the specialised nature of transport provision for children with special educational needs under the School Transport Scheme. This is reflected in the standard of service provided and by Bus Éireann factoring the individual requirements of the children concerned into the planning of these services which generally operate on a door-to-door basis.
Generally a five-year contract is awarded to the successful tenderer. This provides security for the duration of the contract to the contractor as well as stability, in terms of familiarity with transport arrangements, for the families, schools, and children concerned.
672. Deputy Tom Fleming asked the Minister for Education and Skills If she will examine and expedite equal pay for equal work for newly qualified teachers since 2012, as they are receiving almost €10,000 per year less than their colleagues and it is causing hardship; and if she will make a statement on the matter. [34634/15]
View answerSince 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.
673. Deputy Michael McCarthy asked the Minister for Education and Skills for an update on the status of a school building (details supplied) in County Cork; and if she will make a statement on the matter. [34664/15]
View answerThis building is not in the ownership of the Minister, and in common with other buildings of its kind, where significant grant aid is provided by the Department for the development of school premises, investment is secured by way of a long-term legal agreement known as a charging lease.
In circumstances where a property has ceased to be used as a school, and a request is received to release the State's interest secured under a charging lease, such requests are considered in the context of the specific circumstances which pertain to the individual property.
674. Deputy Michael McCarthy asked the Minister for Education and Skills her plans to approve an extension to a secondary school (details supplied) in County Cork; and if she will make a statement on the matter. [34665/15]
View answerA letter of intent has issued to the preferred bidder on the proposed extension project at the school referred to by the Deputy. Subject to no issues arising it is envisaged that construction will commence in late October/early November of 2015.
675. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which she remains satisfied regarding the availability of resource or special needs teachers at primary and secondary level; the extent to which she expects to be in a position to provide extra facilities in areas most in need; and if she will make a statement on the matter. [34668/15]
View answerI wish to advise the Deputy that there are more additional teachers supporting children with special educational needs in our schools than at any time previously.
As part of Budget 2015, I announced provision for an additional 480 Resource Teaching posts, to take into account increased demand and demographic growth and to ensure that children can continue to have access to additional supports in school.
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. The NCSE is also currently completing its 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.
Details of resource teaching allocations which have been made to schools is available on the NCSE website at www.ncse.ie.
In addition, all Primary and Post Primary schools have a permanent allocation of additional teaching supports to provide for children whose educational psychological assessment places them in the high incidence, or less complex, disability category. Over 5,000 additional teaching posts have been allocated to schools for this purpose.
More children than ever before are receiving resource teaching support in schools. It ensures that schools can continue to provide the additional teaching support required to assist the meaningful inclusion of pupils with special needs in mainstream schools.
676. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which she proposes to replace, extend or upgrade primary and second level accommodation in areas indicating a particular deficiency in this regard; if she expects to be in a position to augment her Department’s proposal for remediation; and if she will make a statement on the matter. [34669/15]
View answer677. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which her already published school building programme merits further enhancement, arising from demographic changes; and if she will make a statement on the matter. [34670/15]
View answer678. Deputy Bernard J. Durkan asked the Minister for Education and Skills the degree to which she remains satisfied regarding the adequacy of primary and second level school places in each of the towns and villages throughout County Kildare; if she foresees further action, by way of augmentation in this regard; and if she will make a statement on the matter. [34671/15]
View answerI propose to take Questions Nos. 676 to 678, inclusive, together.
I wish to advise the Deputy that over €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 across the country, including Co. Kildare. The balance is being used for programmes such as 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. In addition, my Department considers applications on an ongoing basis from individual schools for funding to meet an immediate accommodation requirement because of increased enrolments and where an additional teacher is being appointed.
My Department continues to review the most up to date demographic information to ensure that any emerging school accommodation shortfall, at both primary and post primary level including those for County Kildare, is identified and met in a timely manner. Planning is already underway for a successor construction plan and I expect to be in a position to announce the details of any new school projects arising out of this exercise in due course.
The current status of all projects on the school building programme may be viewed on my Department's website at www.education.ie and this is updated regularly throughout the year.
679. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which poverty and disadvantage continue to affect children at primary and at secondary levels; the action she has taken, or proposes to take, to address this issue and if she will make a statement on the matter. [34672/15]
View answerAs the Deputy is 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 new discussion on the future of DEIS.
I am pleased to advise the Deputy that the process for the review of the DEIS Programme is underway. This process involves a number of strands including:- a consultation process with the Education Partners to inform the development of appropriate future interventions to tackle educational disadvantage;- the establishment of an inter-Departmental Group to ensure a joined-up approach to future delivery of services in the DEIS Programme;- the establishment of a Technical Group which is working to establish what eligibility criteria are now appropriate to re-identify the level of need in schools;- the establishment of a DEIS Advisory Group within my Department.
The review process is being undertaken over the course of the current school year and will consider all issues pertaining to educational disadvantage. I hope to be in a position to make an overall proposal for the delivery of future interventions to tackle educational disadvantage after that.
680. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which all outstanding applications for higher education grants for the 2015-16 academic year have been approved, rejected, or are pending; and if she will make a statement on the matter. [34673/15]
View answerThe Grants Online Application system for the 2015/16 academic year is still open although the deadline for receipt of applications for priority processing has passed. Late applications will continue to be accepted by SUSI until early November. Final 2015/16 outturn information will not be available until after the deadline for receipt of applications has passed and all applications have been processed to finality.
However, the position as of the 27th of September 2015 is as follows: - SUSI has received circa 105,200 student grant applications for the 2015/16 academic year - 65,900 (63%) applications have been processed to completion. Of which 53,900 applications have been awarded a grant, 8,800 have been refused a grant and 3,200 application have been cancelled.
SUSI is currently awaiting documentation from a number of students and will continue to finalise grant applications as this documentation is received.
681. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which efforts continue to be made to combat school bullying; and if she will make a statement on the matter. [34674/15]
View answerThe Action Plan on Bullying, which was published in January 2013, sets out my Department's approach to tackling bullying and promoting an anti-bullying culture in schools. These actions focus on support for schools, teacher training, research and awareness raising and aim to ensure that all forms of bullying are addressed. Implementation of the actions in the Plan is ongoing and good progress has been made in a number of areas.
New National Anti-Bullying Procedures for schools, which were published in September 2013, are currently being implemented by all 4,000 primary and post primary schools in the country. Training materials for parents, teachers and Boards of Management are also being developed and rolled out.
My Department supports a number of anti-bullying initiatives including the Europe-wide Safer-Internet day and the Stand Up! Against Homophobic and Transphobic bullying campaign, organised by BeLongTo. Funding is also provided to the internet safety initiative, Webwise, which has launched the "UP2US" and "My Selfie and the wider world" resources to help to tackle cyberbullying.
In addition, two pieces of research recommended in the Plan have been published. "The Prevalence and Impact of Bullying Linked to Social Media on the Mental Health and Suicidal Behaviour Among Young People", which was commissioned by the Department of Education and Skills and the HSE National Office for Suicide Prevention, was published in May 2014. "Preventing school bullying of children with Special Educational Needs or Disability", was published by the National Disability Authority in May 2015.
682. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent of her ongoing dialogue with the authorities in respect of smaller urban or rural denominational schools, with a view to, insofar as is possible, meeting the concerns of the school authorities involved; and if she will make a statement on the matter. [34675/15]
View answerI am aware of the concerns of the authorities of the smaller denominational schools. There are many aspects to be considered in regard to school provision, apart from pupil enrolment. Among them are questions such as availability of diversity of provision, ethos of schools, parental choice, language of instruction, pupil travel distances, transport costs and the impact of schools on dispersed rural communities. I am very aware of the importance of small schools to rural communities, and particularly the most dispersed and remote communities. In this regard, I announced an improved change to the staffing schedule for small schools that are more than 8km distant from the next nearest school of the same type of patronage and language of instruction. This change is being implemented with effect from this school year, 2015/16 and is intended to provide rural communities with security about the future of their small schools.
683. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which education continues to meet the educational and training requirements of the workplace; discussion is ongoing to provide for this; and if she will make a statement on the matter. [34676/15]
View answerMy Department has a number of strategies and initiatives in place to ensure that education and training meets the skills requirements of the workplace. SOLAS, with the assistance of relevant experts such as the Economic and Social Research Institute (ESRI), employers and local and national organisations, have published a five year strategy for the further education and training sector which provides us with a strategic roadmap for this crucial element of the education and training system. The strategy includes a vision of a flexible, quality-driven, labour market-relevant, integrated and responsive sector that supports learner progression, transitions into employment and personal development. The higher education system is also going through a process of transformation through structural change arising from the Higher Education Strategy.
The Expert Group on Future Skills Needs (EGFSN), which is funded by my Department, advises the Government on current and future skills needs of the economy. It has a central role in ensuring that labour market needs for skilled workers are anticipated and met. The expert group's membership is broad and specifically includes representation from enterprise. Its research provides an input to the development of course curricula and informs the selection of new targeted programmes designed to tackle the skills shortages in particular elements of the economy, such as Momentum, Springboard and the ICT skills conversion programme.
As part of the Action Plan for Jobs 2015, my Department has committed to review the National Skills Strategy. The review will provide an opportunity to determine the volume, type and mix of skills required to meet the Government's goal of full employment by 2018 and the challenges to be addressed to achieve this.
Direct engagement between employers and education and training providers is also critical to ensuring that programmes are aligned to changing skills needs. As well as the actions that are being implemented across the education and training system as part of the Further Education and Training and Higher Education reform programmes to enhance links with enterprise and prepare learners for the different roles they will have over their working lives, work is also underway in the context of the Skills Strategy review to develop the regional and national infrastructure for engagement between education providers, employers and other enterprise stakeholders, in communicating and addressing skills needs. My Department is leading a project to establish a network of regional skills fora to foster better engagement between the public education and training system, employers and other regional stakeholders so as to identify and address the skills needs of each region.
You will also be aware of the increase in apprenticeship registrations in existing trades and the progress we are making in introducing new apprenticeships, focusing initially on the 25 priority proposals identified by the Apprenticeship Council through their public call.
684. Deputy Bernard J. Durkan asked the Minister for Education and Skills the number of special needs assistants available at primary and secondary levels throughout County Kildare; the extent to which it is expected to augment these numbers, in line with submitted requests from school authorities in the course of the next 12 months; and if she will make a statement on the matter. [34677/15]
View answerI wish to firstly advise the Deputy that, 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.
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. 11,940 SNA posts are now available for allocation to schools.
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 SNAs to schools to support children with special educational needs. The NCSE operates within my Department's criteria in allocating such support which are set out in my Department's Circular 0030/2014.
All schools were asked to apply for SNA support for the 2015/16 school year by 18th March 2015. The NCSE also continued to accept applications after this date in recognition that enrolments may not have been completed or where assessments were not completed.
Details of SNA allocations to schools for 2015/16, including schools in Co. Kildare, are now available on the NCSE website www.ncse.ie.
Schools can contact the NCSE if they have enrolled children who were not considered at the time that the revised SNA allocations were made to schools, or where they are seeking a revision to the quantum of SNA support which has been allocated to them. Details of the manner in which a school or parent may appeal the level of SNA allocation which has been made to support a child in school are set out on the NCSE website at www.ncse.ie.
All schools have the contact details of their local SENO, while Parents may also contact their local SENO directly to discuss their child's special educational needs, using the contact details available on www.ncse.ie.
685. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which a deficit in student accommodation has been identified within the catchment areas of the various third level institutions; and if she will make a statement on the matter. [34678/15]
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.
686. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which a dearth of student accommodation has been identified in the vicinity of the National University of Ireland Maynooth in County Kildare; her plans to address this issue; and if she will make a statement on the matter. [34679/15]
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.
In relation to student accommodation for Maynooth University, I understand that additional student accommodation is currently under construction and will provide an additional 300 bed spaces when completed. It is anticipated that these units will be available from the commencement of the next academic year in September 2016.
687. Deputy Bernard J. Durkan asked the Minister for Education and Skills the progress to date in responding to the submissions made by the various school authorities promoting the need for a gaelcholáiste in North Kildare, serving Maynooth, Leixlip, Celbridge, Kilcock and the wider area; when it is expected the proposal might be advanced; and if she will make a statement on the matter. [34680/15]
View answerMy Department is in receipt of a submission in relation to the establishment of a Gaelcholáiste for the north Kildare area.
The establishment of any new school is considered in the context of the overall need for additional school places to meet future demographic demands with new schools being advanced in line with an objective process and criteria for determining patronage and medium of instruction.
My Department's five-year construction plan is focused on meeting demographic demands to ensure that every child will have access to a physical school place. The Department is in the process of concluding a report on the outcome of an exercise to determine where additional post-primary school accommodation will be needed from 2017 onwards. The demographic exercise encompassed all areas of the country, including North Kildare.
I will announce the details of the new post-primary schools to be provided nationwide arising from this exercise shortly. Arrangements will also be made to provide additional post-primary accommodation in existing schools where the demographic demand warrants this.
Where new schools are to be established, my Department runs an open patronage determination process to decide who will operate the schools. It is open to all patrons and prospective patrons to apply under this process.
The Deputy will be aware that a new post-primary school opened in the north Kildare area in September 2014. This school is operating an all-Irish Aonad to supplement all-Irish post-primary provision in the area. My Department has confirmed that if sufficient demand for education through the medium of Irish in the Aonad is demonstrated over a four year cycle, consideration will be given to the establishment of an independent Gaelcholáiste. This remains the position.
688. Deputy Bernard J. Durkan asked the Minister for Education and Skills the number of new schools on greenfield sites; replacements for existing deficient structures, approved, funded, and completed in the past five years; the extent to which she expects this to continue in the next five years; and if she will make a statement on the matter. [34681/15]
View answerA total of 131 new schools have been completed since the start of 2011 until the end of September 2015. It is expected that 50 large scale projects (new schools and large scale extensions) will be completed in 2015 and it is forecast that this level of large scale project completion will continue on an annual basis for the foreseeable future.
689. Deputy Michael Creed asked the Minister for Education and Skills in view of the recognition of primary teaching qualifications by the Teaching Council, if she will clarify whether the Marino Institute of Education is the only college entitled to offer the required additional courses for teachers trained in the United Kingdom, who wish to have their qualifications recognised here; and if she will make a statement on the matter. [34729/15]
View answerA person who has completed a programme of initial teacher education outside of the Republic of Ireland and who is successful in his/her application for registration with the Teaching Council, is required to demonstrate his/her competence in teaching the Irish language and the primary curriculum through the medium of Irish. Conditional registration is granted by the Teaching Council to those in the process of completing this requirement.
To satisfy this condition, a person can either complete an aptitude test (SCG – An Scrúdú le hAghaidh Cáilíochta sa Ghaeilge) or an adaptation period (OCG – Oiriúnú le hAghaidh Cáilíochta sa Ghaeilge). These currently are administered by Marino Institute of Education only. However, it is open to other higher education institutes to submit an application to the Teaching Council for approval to administer the SCG and OCG.
690. Deputy Michael Creed asked the Minister for Education and Skills if she is satisfied with the registration of teaching qualifications from the United Kingdom, and elsewhere; that the Teaching Council and her Department are in compliance with the principles of the European Union directive on the recognition of professional qualifications, 2005/36/EC; her views on the requirement to complete additional training modules; that these are proportionate; that they take account of the applicants professional experience; and if she will make a statement on the matter. [34730/15]
View answerThe Teaching Council is the competent authority in Ireland for assessing applications for registration from people who qualified as teachers in Ireland and in other EU/EAA countries.
In accordance with EU Directive 2005/36/EC, people who qualified as teachers in one EU member state, are entitled to have their qualifications recognised in all other member states. This recognition may be granted subject to conditions, including making good any shortfalls.
Under the terms of the Directive, a teacher is not deemed to be fully qualified (in compliance with the Directive) until he/she has completed his/her programme of initial teacher education and any period of post-qualification professional practice required in the state where he/she qualified. A teacher who has not completed an approved induction/probation year is not deemed fully qualified and is not entitled to the benefits of the Directive.
Accordingly, if a person travels to another EU member state to complete a teacher education qualification (with a commencement date after 1st January 2011) and returns to Ireland without completing the induction year (i.e. without being deemed fully qualified in that member state), the Council cannot register this person under the terms of the EU Directive as a primary or post-primary teacher. The Council would therefore advise such persons to complete the induction year in the country where the teaching qualification was awarded prior to applying for registration with the Teaching Council. They will then benefit from the provisions of the Directive and will be registered within the timeframes as set out within the Directive.
EU/EEA qualified teachers must have their qualifications assessed by the Teaching Council to ensure they meet the qualifications criteria set out in the Teaching Council [Registration] Regulations 2009. Their qualifications must be of a comparable standard to those of teacher education qualifications already recognised in Ireland. Assessors expert in the relevant subject/curricular area carry out these assessments on behalf of the Council. Where gaps are identified in qualifications, induction/probation, experience or CPD may fulfil the shortfall. In this way experience, continuing professional development and the more formal qualifications are reviewed as part of the standard qualifications review. These steps are required to ensure that professional standards are upheld in the teaching profession.
The Teaching Council applies the same standards across applications which are subject to the EU Directive and non-EU applications, and I am satisfied with regard to the Council's compliance with the principles of the EU Directive. If the Deputy is aware of a particular case relevant to this issue, he may wish to bring it to the Council's attention.
691. Deputy Michael Creed asked the Minister for Education and Skills the reason for the substantial difference in the per capita funding to schools per student at primary level when compared with students at secondary level; the reason for this; the steps she will take to address the under-funding in primary schools; and if she will make a statement on the matter. [34731/15]
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.
