Thursday, 19 May 2016

Teachers' Remuneration

Questions (14)

Richard Boyd Barrett

Question:

14. Deputy Richard Boyd Barrett asked the Minister for Education and Skills to review the pay of teachers and ensure that new entrants are paid the same as those who were previously employed; and if he will make a statement on the matter. [10767/16]

View answer

Written answers

Minister for Education and Skills

The Government has committed to establishing a Public Service Pay Commission to examine pay levels across the Public Service, including the entry pay levels to which the Deputy refers.

The Government recognises the importance of being able to attract quality new entrants to the Public Service, particularly so in important professional areas like education. The restrictions in entry pay levels were introduced in 2011 and 2012 across the public service at a time when the pressure in public finances was severe and the scope for new recruitment was very restricted. Under the Lansdowne Road Agreement the process of restoring public pay is commencing. An important feature of this is the flat rate increase which is being implemented. This is proportionately more valuable to those early in their careers. Restoration of the supervision and substitution payment is provided for subject to co-operation with the Lansdowne Road Agreement. The Lansdowne Road Agreement did not address the issue of pay of new entrants. My Department continues to seek to engage with teacher unions on issues of mutual concern and has recently reached agreement with INTO and TUI in respect of discussions to improve the position of teachers on fixed-term and part-time teaching; a robust review of in-school management structures; an increase in the quantum of the extra Croke Park hours which do not have to be worked on a "whole school" basis. The Government has also indicated that it will support the gradual negotiated repeal of FEMPI measures having due regard to the priority to improve public services and in recognition of the essential role played by public servants.

	PRE-2011 ENTRANT SCALE 1/1/10 TO 31/12/15	PRE-2011 ENTRANT SCALE	2011 ENTRANT SCALE 1/1/11 TO 31/6/13	2011 ENTRANT SCALE 1/7/13 TO 31/10/13	2011 ENTRANT SCALE 1/11/13 TO 31/12/15	2011 ENTRANT SCALE	2012 ENTRANT SCALE 1/2/12 TO 31/6/2013	2012 ENTRANT SCALE 1/7/13 TO 31/12/15	2012 ENTRANT SCALE
1	30,904	31,213	27,814	27,814	27,814	28,092	30,702	30,702	31,009
2	31,972	31,972	28,775	28,775	29,256	29,549	32,198	33,168	33,168
3	33,041	33,041	29,737	30,702	30,904	31,213	33,168	33,950	33,950
4	34,113	34,113	30,702	31,924	31,972	31,972	34,136	36,576	36,576
5	35,775	35,775	32,198	33,168	33,041	33,041	36,576	37,795	37,795
6	36,853	36,853	33,168	34,136	34,113	34,113	37,795	39,251	39,251
7	37,929	37,929	34,136	36,576	35,775	35,775	39,251	40,700	40,700
8	40,640	40,640	36,576	37,795	36,853	36,853	40,700	42,160	42,160
9	41,994	41,994	37,795	39,251	37,929	37,929	42,160	43,380	43,380
10	43,612	43,612	39,251	40,700	40,640	40,640	43,380	44,996	44,996
11	45,222	45,222	40,700	42,160	41,994	41,994	44,996	44,996	44,996
12	46,844	46,844	42,160	43,380	43,612	43,612	44,996	44,996	44,996
13	48,200	48,200	43,380	44,996	45,222	45,222	44,996	47,225	47,225
14	49,996	49,996	44,996	44,996	46,844	46,844	47,225	47,225	47,225
15	49,996	49,996	44,996	44,996	48,200	48,200	47,225	47,225	47,225
16	49,996	49,996	44,996	47,225	49,996	49,996	47,225	47,225	47,225
17	52,472	52,472	47,225	47,225	49,996	49,996	47,225	50,170	50,170
18	52,472	52,472	47,225	47,225	49,996	49,996	50,170	50,170	50,170
19	52,472	52,472	47,225	47,225	52,472	52,472	50,170	50,170	50,170
20	52,472	52,472	47,225	50,170	52,472	52,472	50,170	50,170	50,170
21	55,744	55,744	50,170	50,170	52,472	52,472	50,170	53,423	53,423
22	55,744	55,744	50,170	50,170	52,472	52,472	53,423	53,423	53,423
23	55,744	55,744	50,170	53,423	55,744	55,744		53,423	53,423
24	55,744	55,744	50,170	54,339	55,744	55,744		58,765	58,765
25	59,359	59,359	53,423	55,514	55,744	55,744		59,940	59,940
26					55,744	55,744
27					59,359	59,359

Schools Health and Safety

Questions (15)

Maureen O'Sullivan

Question:

15. Deputy Maureen O'Sullivan asked the Minister for Education and Skills if educational programmes relating to drugs and alcohol addiction awareness in primary and secondary level schools are effective in addressing these issues; and if he will make a statement on the matter. [10758/16]

View answer

Written answers

Minister for Education and Skills

Schools have a role to play in supporting their students to develop the key skills and knowledge to enable them to make informed choices when faced with a range of difficult issues, including drugs and alcohol. This is mainly done through the Social Personal and Health Education (SPHE) programme, which has a specific module on the use and misuse of a range of substances. Addiction prevention is paramount.

SPHE is currently mandatory in all primary schools and in junior cycle. It will also form part of the new mandatory 'Wellbeing' area of learning for the new junior cycle. New guidelines for Wellbeing are currently being prepared by NCCA for use by schools from September 2017. In fact these guidelines are out for consultation presently and the NCCA would welcome the views of all stakeholders.

Schools are also encouraged to deliver the SPHE programme in senior cycle.

In recent years, my Department Inspectorate published two composite reports which provide insights into the effectiveness of the teaching of SPHE at primary and post-primary level.

At primary level, the report published in 2009 drew from forty inspections of the teaching of SPHE. At post-primary level, the report published in 2013, drew from sixty-three inspections at post-primary level which focused on Junior Cycle SPHE and Senior Cycle Relationships and Sexuality Education (RSE). Within these reports, inspectors describe the overall quality of subject provision and whole-school support for SPHE as very good or good in most schools. In response to questionnaires in these schools, 84% of students strongly agreed that SPHE helped them to understand the reasons for substance misuse, and 90% of students strongly agreed that SPHE helped them to understand the effects of abuse on individuals.

Schools have access to a number of resources that support the delivery of the substance use module of SPHE. Examples include the "Walk Tall" Programme for primary pupils and a post-primary resource called "On My Own Two Feet". The Walk Tall programme materials have been updated and will be available to schools, through national professional development seminars in September 2016.

There is also the Health Promotion Initiative which involves the HSE Health Promotion Officers working with the Department's Professional Development Service for Teachers Wellbeing Team to support schools across a range of health issues including addiction prevention.

Data to date suggests that only 40% of schools are participating in this initiative. In September 2015 and in February 2016, circulars promoting Healthy LIfestyles in post -primary schools and primary schools respectively were issued. Through the circular schools were "strongly encouraged to participate in the HPS initiative".

The latest data, taken from my Department's Lifeskills survey (2012), indicate that more than 90% of primary and post primary schools provide their students with information on alcohol and drug abuse, through SPHE and other means. These results were almost identical to the position reported by schools through the 2009 Lifeskills survey.

The 2015 Lifeskills survey is currently being analysed and the results will be available shortly. This will allow for the measurement of schools' progress in this area, since 2009 and 2012. It will also include an update on schools participating in the Health Promoting Schools Initiative.

All of the proactive work done in schools complements the Government's Framework for Improved Health and Wellbeing 2013 - 2025 - Healthy Ireland. Schools can do so much but it is through working together, across Government departments, through families and communities that we can create an environment for our people who have the knowledge, skills and resilience to choose to lead a healthy life.

DEIS Scheme

Questions (16)

Catherine Connolly

Question:

16. Deputy Catherine Connolly asked the Minister for Education and Skills to immediately include a school (details supplied) under the delivering equality of opportunity in schools scheme and in whatever interim arrangements are in place pending a decision on the scheme; and if he will make a statement on the matter. [10832/16]

View answer

Written answers

Minister for Education and Skills

I understand that the school to which the Deputy refers was established on 1 September 2010 and has been the subject of a series of representations to my Department seeking its inclusion in DEIS.

These representations were unsuccessful as no school has been admitted to the DEIS programme since 2009. The decision not to admit further schools to the programme was taken in light of the prevailing economic climate and consequential budgetary constraints. It is important to note that no schools have been included in the programme since that date, irrespective of the individual circumstances at issue.

The Deputy may be aware that a process to review the DEIS Programme is currently underway. The overall scope of the review is to assess the existing DEIS Programme in the context of evaluations to date and any relevant policy and other developments in order to inform future policy to tackle educational disadvantage.

All aspects of the DEIS programme are being considered including the identification of schools. A Technical Advisory Group is examining available data sources in order to develop an improved identification process for the allocation of resources in the future. I envisage that a new identification process, when available, will enable all schools to be considered for inclusion in a future framework for the allocation of additional resources to address educational disadvantage.

The majority of the review work programme is scheduled for completion by the end of the current school year. In the meantime my focus, and that of my Department, is on maintaining current DEIS supports while the review process is underway.

Accordingly, pending the outcome of the review process I do not propose to make any changes to the current programme, including the addition of further schools or any other 'interim' arrangements.

Parent and Student Charter

Questions (17)

Jim Daly

Question:

17. Deputy Jim Daly asked the Minister for Education and Skills if he will clarify the position in relation to the proposed parent and student charter; and if he will make a statement on the matter. [10713/16]

View answer

Written answers

Minister for Education and Skills

As the Deputy will be aware the Programme for a Partnership Government provides that the Government will introduce a stronger complaints procedure and charter for parents, and commence the Fitness to Teach provisions of the Teaching Council Act.

The Programme also provides that the role and power of an Ombudsman for Education, to whom a parent could complain and appeal on foot of a decision by a board of management, will be examined by the relevant Oireachtas Committee to ensure its consistency with the need to ensure better local decision making and accountability to parents.

Both of these commitments are part of a continuum because having a dedicated ombudsman with a power to deal with parental complaints would be a residual, but potentially important function where local resolution has failed.

I think that the relevant Oireachtas Committee will need to consider both programme commitments together. Work already under way in my Department envisages legislative change to Section 28 of the Education Act 1998, and creating an ombudsman with powers to externally review school actions would require new legislation that could be progressed in tandem.

Teachers' Remuneration

Questions (18)

Thomas Pringle

Question:

18. Deputy Thomas Pringle asked the Minister for Education and Skills how he will address pay inequality in the teaching profession for post 2011 new entrant teachers in view of increasing economic stability; and if he will make a statement on the matter. [10715/16]

View answer

Written answers

Minister for Education and Skills

The Government has committed to establishing a Public Service Pay Commission to examine pay levels across the Public Service, including the entry pay levels to which the Deputy refers.

The Government recognises the importance of being able to attract quality new entrants to the Public Service, particularly so in important professional areas like education.

The restrictions in entry pay levels were introduced in 2011 and 2012 across the public service at a time when the pressure in public finances was severe and the scope for new recruitment was very restricted.

Under the Lansdowne Road Agreement the process of restoring public pay is commencing. An important feature of this is the flat rate increase which is being implemented. This is proportionately more valuable to those early in their careers. Restoration of the supervision and substitution payment is provided for subject to co-operation with the Lansdowne Road Agreement. The Lansdowne Road Agreement did not address the issue of pay of new entrants.

My Department continues to seek to engage with teacher unions on issues of mutual concern and has recently reached agreement with INTO and TUI in respect of discussions to improve the position of teachers on fixed-term and part-time teaching; a robust review of in-school management structures; an increase in the quantum of the extra Croke Park hours which do not have to be worked on a "whole school" basis.

The Government has also indicated that it will support the gradual negotiated repeal of FEMPI measures having due regard to the priority to improve public services and in recognition of the essential role played by public servants.

	PRE-2011 ENTRANT SCALE 1/1/10 TO 31/12/15	PRE-2011 ENTRANT SCALE	2011 ENTRANT SCALE 1/1/11 TO 31/6/13	2011 ENTRANT SCALE 1/7/13 TO 31/10/13	2011 ENTRANT SCALE 1/11/13 TO 31/12/15	2011 ENTRANT SCALE	2012 ENTRANT SCALE 1/2/12 TO 31/6/2013	2012 ENTRANT SCALE 1/7/13 TO 31/12/15	2012 ENTRANT SCALE
1	30,904	31,213	27,814	27,814	27,814	28,092	30,702	30,702	31,009
2	31,972	31,972	28,775	28,775	29,256	29,549	32,198	33,168	33,168
3	33,041	33,041	29,737	30,702	30,904	31,213	33,168	33,950	33,950
4	34,113	34,113	30,702	31,924	31,972	31,972	34,136	36,576	36,576
5	35,775	35,775	32,198	33,168	33,041	33,041	36,576	37,795	37,795
6	36,853	36,853	33,168	34,136	34,113	34,113	37,795	39,251	39,251
7	37,929	37,929	34,136	36,576	35,775	35,775	39,251	40,700	40,700
8	40,640	40,640	36,576	37,795	36,853	36,853	40,700	42,160	42,160
9	41,994	41,994	37,795	39,251	37,929	37,929	42,160	43,380	43,380
10	43,612	43,612	39,251	40,700	40,640	40,640	43,380	44,996	44,996
11	45,222	45,222	40,700	42,160	41,994	41,994	44,996	44,996	44,996
12	46,844	46,844	42,160	43,380	43,612	43,612	44,996	44,996	44,996
13	48,200	48,200	43,380	44,996	45,222	45,222	44,996	47,225	47,225
14	49,996	49,996	44,996	44,996	46,844	46,844	47,225	47,225	47,225
15	49,996	49,996	44,996	44,996	48,200	48,200	47,225	47,225	47,225
16	49,996	49,996	44,996	47,225	49,996	49,996	47,225	47,225	47,225
17	52,472	52,472	47,225	47,225	49,996	49,996	47,225	50,170	50,170
18	52,472	52,472	47,225	47,225	49,996	49,996	50,170	50,170	50,170
19	52,472	52,472	47,225	47,225	52,472	52,472	50,170	50,170	50,170
20	52,472	52,472	47,225	50,170	52,472	52,472	50,170	50,170	50,170
21	55,744	55,744	50,170	50,170	52,472	52,472	50,170	53,423	53,423
22	55,744	55,744	50,170	50,170	52,472	52,472	53,423	53,423	53,423
23	55,744	55,744	50,170	53,423	55,744	55,744		53,423	53,423
24	55,744	55,744	50,170	54,339	55,744	55,744		58,765	58,765
25	59,359	59,359	53,423	55,514	55,744	55,744		59,940	59,940
26					55,744	55,744
27					59,359	59,359

Legislative Programme

Questions (19)

Jan O'Sullivan

Question:

19. Deputy Jan O'Sullivan asked the Minister for Education and Skills his intentions on progressing the Technological Universities Bill; if he will change the requirement for the merger of institutions in order to achieve technological university status; and if he will make a statement on the matter. [10838/16]

View answer

Written answers

Minister for Education and Skills

As the Deputy will be aware, the new Programme for Government outlines that this new Government will continue to support the creation of Technological Universities.

This is in line with the National Strategy for Higher Education to 2030 which provides a framework for the development of the higher education sector to 2030. With regard to the institute of technology sector, the Strategy recommended significant reforms to position the sector to meet national strategic objectives. In particular, the Strategy recommended consolidation within the sector and a pathway of evolution for those consolidated institutes of technology, to allow them to demonstrate significant progress against robust performance criteria and to apply to become technological universities.

The intention has always been that a Technological University would be distinctly different from traditional universities and institutes of technology by virtue of their mission relating to graduate formation, applied research and scholarship, dissemination of knowledge to meet the needs of society and enterprise with a very strong regional focus.

In relation to the position of the Technological Universities Bill, this Bill was at Report Stage at the time of dissolution of the previous Dáil in February 2016. I recognise that there were a significant number of matters raised in respect of the Bill at both Committee and Report Stage. It is my intention to now consult with all of the relevant stakeholders in relation to both the matters raised during the legislative process and the commitments contained in the Programme for Government.

Following the finalisation of this consultation process I will then advance the legislation having determined a position in relation to any matters raised as part of this consultation process.

Educational Reform

Questions (20)

Charlie McConalogue

Question:

20. Deputy Charlie McConalogue asked the Minister for Education and Skills his proposals to reform the junior certificate; if students in schools that have not implemented the new junior cycle English curriculum will automatically lose 10% in their English examinations in 2017 if their teachers do not agree to engage with the new assessment; and if he will make a statement on the matter. [10837/16]

View answer

Written answers

Minister for Education and Skills

The new Framework for Junior Cycle (2015) offers a significant opportunity to improve the experience for learners, to broaden the range of competences which they acquire, and to facilitate more flexible teaching catering to the different needs of students with ongoing feedback.

The Department has set out a schedule for the roll out of this new approach across all subjects over a 5 year period. Before the introduction of any subject, there is a process of development of detailed subject specifications by the NCCA. There is also a dedicated programme of professional development for teachers which includes guidance on teaching and learning methods, supports for the new methods and the assessment approach.

As the Deputy knows English was the first subject, and the 3 year cycle started in September 2014. The first students emerging from this cycle will receive their new Junior Cycle Profile of Achievement in Autumn 2017. The Profile of Achievement will record outcomes from a broader range of learning experiences across the three year programme. It will include the outcome of the two Classroom-Based Assessments as well as the separate final state-certified (SEC) written examination. The final written examination result will incorporate the result of an Assessment Task based on the student's own written evaluation of his/her learning experience on their second classroom-based assessment task (worth 10% of marks). It is intended that the Profile of Achievement will also include other learning achievements including learning on short courses, other experiences and events and achievement in the area of Wellbeing.

Students currently in second year who have not completed their first Classroom-Based Assessment (CBA) will, as agreed with the teacher unions, have the opportunity to complete this early in the first term of the coming school year.

It is a matter of deep regret that ASTI has failed to deliver on the 2015 agreement with their leadership. Their continuing refusal to cooperate with the new framework is impacting on current junior cycle students of English.

I have received a letter from the General Secretary of the ASTI dated 9th May, indicating that the ASTI looks forward to engaging with me on a number of named issues, including junior cycle reform.

I welcome the indications of the ASTI in this regard. If the ASTI requires further clarifications on any aspects of the published framework, I am happy to facilitate their request. My Department has already clearly signalled that it is willing to support the ASTI in re-visiting this issue with their members. I intend to make contact with the ASTI to arrange for an appropriate engagement in follow-up to the letter of 9 May.

Teachers' Remuneration

Questions (21)

Richard Boyd Barrett

Question:

21. Deputy Richard Boyd Barrett asked the Minister for Education and Skills to reverse the changes that see new-entrant teachers being paid at a different rate to previously employed teachers; and if he will make a statement on the matter. [10766/16]

View answer

Written answers

Minister for Education and Skills

The Government has committed to establishing a Public Service Pay Commission to examine pay levels across the Public Service, including the entry pay levels to which the Deputy refers.

The Government recognises the importance of being able to attract quality new entrants to the Public Service, particularly so in important professional areas like education.

The restrictions in entry pay levels were introduced in 2011 and 2012 across the public service at a time when the pressure in public finances was severe and the scope for new recruitment was very restricted.

Under the Lansdowne Road Agreement the process of restoring public pay is commencing. An important feature of this is the flat rate increase which is being implemented. This is proportionately more valuable to those early in their careers. Restoration of the supervision and substitution payment is provided for subject to co-operation with the Lansdowne Road Agreement. The Lansdowne Road Agreement did not address the issue of pay of new entrants.

My Department continues to seek to engage with teacher unions on issues of mutual concern and has recently reached agreement with INTO and TUI in respect of discussions to improve the position of teachers on fixed-term and part-time teaching; a robust review of in-school management structures; an increase in the quantum of the extra Croke Park hours which do not have to be worked on a "whole school" basis.

The Government has also indicated that it will support the gradual negotiated repeal of FEMPI measures having due regard to the priority to improve public services and in recognition of the essential role played by public servants.

	PRE-2011 ENTRANT SCALE 1/1/10 TO 31/12/15	PRE-2011 ENTRANT SCALE	2011 ENTRANT SCALE 1/1/11 TO 31/6/13	2011 ENTRANT SCALE 1/7/13 TO 31/10/13	2011 ENTRANT SCALE 1/11/13 TO 31/12/15	2011 ENTRANT SCALE	2012 ENTRANT SCALE 1/2/12 TO 31/6/2013	2012 ENTRANT SCALE 1/7/13 TO 31/12/15	2012 ENTRANT SCALE
1	30,904	31,213	27,814	27,814	27,814	28,092	30,702	30,702	31,009
2	31,972	31,972	28,775	28,775	29,256	29,549	32,198	33,168	33,168
3	33,041	33,041	29,737	30,702	30,904	31,213	33,168	33,950	33,950
4	34,113	34,113	30,702	31,924	31,972	31,972	34,136	36,576	36,576
5	35,775	35,775	32,198	33,168	33,041	33,041	36,576	37,795	37,795
6	36,853	36,853	33,168	34,136	34,113	34,113	37,795	39,251	39,251
7	37,929	37,929	34,136	36,576	35,775	35,775	39,251	40,700	40,700
8	40,640	40,640	36,576	37,795	36,853	36,853	40,700	42,160	42,160
9	41,994	41,994	37,795	39,251	37,929	37,929	42,160	43,380	43,380
10	43,612	43,612	39,251	40,700	40,640	40,640	43,380	44,996	44,996
11	45,222	45,222	40,700	42,160	41,994	41,994	44,996	44,996	44,996
12	46,844	46,844	42,160	43,380	43,612	43,612	44,996	44,996	44,996
13	48,200	48,200	43,380	44,996	45,222	45,222	44,996	47,225	47,225
14	49,996	49,996	44,996	44,996	46,844	46,844	47,225	47,225	47,225
15	49,996	49,996	44,996	44,996	48,200	48,200	47,225	47,225	47,225
16	49,996	49,996	44,996	47,225	49,996	49,996	47,225	47,225	47,225
17	52,472	52,472	47,225	47,225	49,996	49,996	47,225	50,170	50,170
18	52,472	52,472	47,225	47,225	49,996	49,996	50,170	50,170	50,170
19	52,472	52,472	47,225	47,225	52,472	52,472	50,170	50,170	50,170
20	52,472	52,472	47,225	50,170	52,472	52,472	50,170	50,170	50,170
21	55,744	55,744	50,170	50,170	52,472	52,472	50,170	53,423	53,423
22	55,744	55,744	50,170	50,170	52,472	52,472	53,423	53,423	53,423
23	55,744	55,744	50,170	53,423	55,744	55,744		53,423	53,423
24	55,744	55,744	50,170	54,339	55,744	55,744		58,765	58,765
25	59,359	59,359	53,423	55,514	55,744	55,744		59,940	59,940
26					55,744	55,744
27					59,359	59,359

Teachers' Remuneration

Questions (22)

Gino Kenny

Question:

22. Deputy Gino Kenny asked the Minister for Education and Skills to end the pay discrimination in relation to teachers who took up posts from 2011 onwards and to end unequal pay for new entrants; and if he will make a statement on the matter. [10830/16]

View answer

Written answers

Minister for Education and Skills

The Government has committed to establishing a Public Service Pay Commission to examine pay levels across the Public Service, including the entry pay levels to which the Deputy refers.

The Government recognises the importance of being able to attract quality new entrants to the Public Service, particularly so in important professional areas like education.

The restrictions in entry pay levels were introduced in 2011 and 2012 across the public service at a time when the pressure in public finances was severe and the scope for new recruitment was very restricted.

Under the Lansdowne Road Agreement the process of restoring public pay is commencing. An important feature of this is the flat rate increase which is being implemented. This is proportionately more valuable to those early in their careers. Restoration of the supervision and substitution payment is provided for subject to co-operation with the Lansdowne Road Agreement. The Lansdowne Road Agreement did not address the issue of pay of new entrants.

My Department continues to seek to engage with teacher unions on issues of mutual concern and has recently reached agreement with INTO and TUI in respect of discussions to improve the position of teachers on fixed-term and part-time teaching; a robust review of in-school management structures; an increase in the quantum of the extra Croke Park hours which do not have to be worked on a "whole school" basis.

The Government has also indicated that it will support the gradual negotiated repeal of FEMPI measures having due regard to the priority to improve public services and in recognition of the essential role played by public servants.

	PRE-2011 ENTRANT SCALE 1/1/10 TO 31/12/15	PRE-2011 ENTRANT SCALE	2011 ENTRANT SCALE 1/1/11 TO 31/6/13	2011 ENTRANT SCALE 1/7/13 TO 31/10/13	2011 ENTRANT SCALE 1/11/13 TO 31/12/15	2011 ENTRANT SCALE	2012 ENTRANT SCALE 1/2/12 TO 31/6/2013	2012 ENTRANT SCALE 1/7/13 TO 31/12/15	2012 ENTRANT SCALE
1	30,904	31,213	27,814	27,814	27,814	28,092	30,702	30,702	31,009
2	31,972	31,972	28,775	28,775	29,256	29,549	32,198	33,168	33,168
3	33,041	33,041	29,737	30,702	30,904	31,213	33,168	33,950	33,950
4	34,113	34,113	30,702	31,924	31,972	31,972	34,136	36,576	36,576
5	35,775	35,775	32,198	33,168	33,041	33,041	36,576	37,795	37,795
6	36,853	36,853	33,168	34,136	34,113	34,113	37,795	39,251	39,251
7	37,929	37,929	34,136	36,576	35,775	35,775	39,251	40,700	40,700
8	40,640	40,640	36,576	37,795	36,853	36,853	40,700	42,160	42,160
9	41,994	41,994	37,795	39,251	37,929	37,929	42,160	43,380	43,380
10	43,612	43,612	39,251	40,700	40,640	40,640	43,380	44,996	44,996
11	45,222	45,222	40,700	42,160	41,994	41,994	44,996	44,996	44,996
12	46,844	46,844	42,160	43,380	43,612	43,612	44,996	44,996	44,996
13	48,200	48,200	43,380	44,996	45,222	45,222	44,996	47,225	47,225
14	49,996	49,996	44,996	44,996	46,844	46,844	47,225	47,225	47,225
15	49,996	49,996	44,996	44,996	48,200	48,200	47,225	47,225	47,225
16	49,996	49,996	44,996	47,225	49,996	49,996	47,225	47,225	47,225
17	52,472	52,472	47,225	47,225	49,996	49,996	47,225	50,170	50,170
18	52,472	52,472	47,225	47,225	49,996	49,996	50,170	50,170	50,170
19	52,472	52,472	47,225	47,225	52,472	52,472	50,170	50,170	50,170
20	52,472	52,472	47,225	50,170	52,472	52,472	50,170	50,170	50,170
21	55,744	55,744	50,170	50,170	52,472	52,472	50,170	53,423	53,423
22	55,744	55,744	50,170	50,170	52,472	52,472	53,423	53,423	53,423
23	55,744	55,744	50,170	53,423	55,744	55,744		53,423	53,423
24	55,744	55,744	50,170	54,339	55,744	55,744		58,765	58,765
25	59,359	59,359	53,423	55,514	55,744	55,744		59,940	59,940
26					55,744	55,744
27					59,359	59,359

Educational Reform

Questions (23)

Carol Nolan

Question:

23. Deputy Carol Nolan asked the Minister for Education and Skills his progress in reforming the junior cycle and the details of negotiations he has held with the teacher trade unions in the past four weeks. [10764/16]

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Written answers

Minister for Education and Skills

I would like to thank the Deputy for her question. As you are aware I received my seal of office on the evening of 6th May, just less than two weeks ago.

The formal negotiations with the two second level teacher unions and my Department were completed last summer. In fact, my predecessor and the leaders of the two unions, on 22nd May 2015, signed a joint statement on the "Principles and Implementation for the Junior Cycle" in which it was agreed that it was a "reasonable basis upon which reform should proceed". Further agreement on resources for implementation was provided in a July 2015 document. Based on those the Framework for Junior Cycle 2015 was published last August.

The TUI members voted in favour of the reform but the ASTI members rejected the reform at ballot by a margin of 55:45, with only 38% of their members voting. Further clarification was sought by the ASTI on aspects of the reform and this was provided last December.

It is a matter of deep regret that the ASTI failed to deliver on the 2015 agreement. Their continuing refusal to cooperate with the new Framework is impacting on current junior cycle students of English.

I have noted the content of an ASTI announcement in March of this year and the remarks of their General Secretary to their Easter Convention in relation to a decision of the ASTI Standing Committee to call a series of one-day strikes from September 2016. In his remarks, the General Secretary stated that their intention is to "allow for constructive use of the window of opportunity that exists in the interim period of time. That opportunity is there for the next Minister for Education and Skills, if they so choose to avail of it.

I have also received a letter from the General Secretary of the ASTI dated 9th May, indicating that the ASTI looks forward to engaging with me on a number of named issues, including junior cycle reform.I welcome the indications of the ASTI in this regard. If the ASTI requires further clarifications on any aspects of the published framework, I am happy to facilitate their request. My Department has already clearly signalled that it is willing to support the ASTI in re-visiting this issue with their members.

I hope that the ASTI can re-consider their current stance. This is in the interests of their own members who are currently teaching a new programme for which they have not received the available professional training. It is also in the paramount interest of the students who are disadvantaged by the current situation.

I intend to make contact with the ASTI to arrange for an appropriate engagement in follow-up to the letter of 9 May.

National Educational Psychological Service

Questions (24)

Maureen O'Sullivan

Question:

24. Deputy Maureen O'Sullivan asked the Minister for Education and Skills if he has ensured additional counselling and other resources for those students seriously affected by recent gangland crime and murder in the North Inner City of Dublin. [10759/16]

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Written answers

Minister for Education and Skills

My Department's National Educational Psychological Service (NEPS) provides guidelines and resource materials for schools to enable them to deal with certain traumatic events which can adversely affect pupils and teachers. The guidelines refer to preventative approaches that schools can adopt in creating a safe and supportive environment.

The publication provides step-by-step guidelines for teachers and principals on how to respond when a tragedy occurs. It offers support to schools at a potentially overwhelming time. NEPS has also provided schools with additional guidance material in relation to social media use and critical incidents. The guidelines focus on alerting schools to planning processes, structures and actions which will better allow them to cope with traumatic incidents such as suicide, murder, accidental death including road traffic accidents and drowning, and death through illness of members of the school community. In relation to suicide, advice is also given on prevention and positive mental health approaches.

NEPS psychologists will also, at the specific invitation of school authorities, provide advice and attend at the schools immediately following such incidents to offer direct assistance to school staff and/or pupils.

In relation to the instances raised by the Deputy, I can confirm that staff from the psychological services have been in contact with, and attended at, schools in the North Inner City. In line with the Critical Incident Guidelines, schools have been advised to ensure maintenance of a safe secure and calm school environment. Advice and support have been provided to staff in these schools in relation to how to deal with the traumatic effects on the pupils in their care at an age appropriate level, to be vigilant as to how effects of the trauma might manifest and to identify pupils at risk for referral to the appropriate clinical support service. Schools have also been advised as to how to communicate similar advice to parents in de-stressing and rationalising the situation for their children.

At a community level, NEPS has been involved in a consultation with the local Children's/ Young People's Services Committee to support a cross-agency co-ordinated response in Dublin's North-Inner City. This involves Tusla, the HSE and other voluntary agencies.

The Deputy will understand that it would not necessarily be prudent or appropriate to identify the particular schools involved but I can assure her that ongoing support is available to any school which requires support.

DEIS Scheme

Questions (25)

Catherine Connolly

Question:

25. Deputy Catherine Connolly asked the Minister for Education and Skills the status of the delivering equality of opportunity in schools scheme; if he has decided to reinstate or replace it; the details of his decision given that almost seven years have passed since the scheme was temporarily suspended; and if he will make a statement on the matter. [10833/16]

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Written answers

Minister for Education and Skills

As the Deputy may be aware, a process to review DEIS, the Action Plan for Social Inclusion, is ongoing. The majority of the review work programme is scheduled for completion by the end of the current school year.

The overall scope of the review is to assess the existing DEIS Programme in the context of evaluations to date and any relevant policy and other developments, in order to inform future policy on educational disadvantage.

The review project involves a number of strands:- Stakeholder consultation is a key component of the process and, at the outset, the education partners were invited for their views on both the current and future operation of the programme. Comprehensive submissions were received and are being considered as part of the review. Further stakeholder engagement will take place over the coming weeks including an Education Partners Forum which is to take place on 23 May 2016.

- An internal DEIS Advisory Group within my Department is considering the make-up of the current DEIS School Support Programme in the context of the learning from the implementation of the programme to date and the input of education stakeholders.- An Interdepartmental Group is considering current and potential future supports to tackle educational disadvantage provided by other Government Departments and agencies in order to ensure greater cohesion and cross-sectoral cooperation for future service delivery.- A Technical Advisory Group is examining available data sources in order to develop an improved identification process for the inclusion of schools in any future resource allocation framework to tackle educational disadvantage.

During this process, all aspects of the DEIS programme are being considered including the identification of schools. Pending the outcome of the review process I do not propose to make any changes to the current programme.

Apprenticeship Programmes

Questions (26)

Bernard Durkan

Question:

26. Deputy Bernard J. Durkan asked the Minister for Education and Skills if he has made provision to ensure an adequate supply of apprentices to meet the requirements of all trades; the projected annual number of apprenticeships over the next five years; and if he will make a statement on the matter. [10756/16]

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Written answers

Minister for Education and Skills

Following a number of years of decline, registrations in the 27 existing apprenticeship trades are rising as the employment and economic situation improves. At the end of 2014, registrations were up 40% on 2013.

In 2015 there were 3,153 registrations in the existing trades which represents a further 17% increase in registrations on 2014. SOLAS have informed me that registrations are forecast to increase to 3390 in 2016, 4219 in 2017 and 5089 in 2018. SOLAS do not yet have forecasts beyond 2018 but will continue to update their forecasts based on their formal economic model. Off the job provision in the 27 existing trades is planned and funded by SOLAS and the Higher Education Authority in the light of forecast registrations.

Legislative Measures

Questions (27)

Pearse Doherty

Question:

27. Deputy Pearse Doherty asked the Tánaiste and Minister for Justice and Equality if she plans to amend the existing rules governing entitlement to Irish citizenship by descent in order to include those born overseas who have extended Irish ancestry such as a great grandparent having been born in Ireland; and if she will make a statement on the matter. [10951/16]

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Written answers

Tánaiste and Minister for Justice and Equality

I wish to inform the Deputy that I have no plans to amend the Citizenship laws in this regard.