Josepha Madigan
Question:70. Deputy Josepha Madigan asked the Minister for Education and Skills if and when he will examine pay equalisation for teachers; and if he will make a statement on the matter. [11008/16]
View answerTeachers' Remuneration
Questions (70)
Written answers
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.
Teachers' Remuneration
Questions (71)
John Brassil
Question:71. Deputy John Brassil asked the Minister for Education and Skills the timeframe to end pay inequality for teachers, considering that it has been in place for five years; the timeframe for the proposed public service pay commission to act on this issue; and if he will make a statement on the matter. [11025/16]
View answerWritten answers
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.
Teachers' Remuneration
Questions (72)
John Brassil
Question:72. Deputy John Brassil asked the Minister for Education and Skills why he has not moved to end the policy of pay inequality imposed on teachers, some of whom who have lost out to the tune of €20,000 or more for up to five years; and if he will make a statement on the matter. [11027/16]
View answerWritten answers
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.
School Transport Data
Questions (73)
Carol Nolan
Question:73. Deputy Carol Nolan asked the Minister for Education and Skills the amount of money saved by his Department as a result of the changes to the primary and post primary school transport schemes; the number of children who have been determined to be ineligible for school transport since the changes were introduced; the number who have been deemed ineligible but avail of concessionary transport; the number with medical cards who are availing of concessionary school transport to a school that is not their nearest school, in tabular form; and if he will make a statement on the matter. [11033/16]
View answerWritten answers
Between 2010 and 2014 the changes recommended in the Value for Money Review of the Scheme contributed to a reduction of some €9m in the overall cost of school transport provision.
Currently there are some 114,000 children availing of school transport services on a daily basis.
Bus Éireann has advised that it is not possible to determine the number of children who have been deemed ineligible for school transport since the introduction of the changes. However, there are currently over 22,000 children availing of mainstream school transport on a concessionary basis. Children who are eligible for school transport and who hold valid Medical Cards (GMS Scheme) are exempt from paying the annual charge.
Children who are not eligible for school transport and who are availing of school transport on a concessionary basis must pay the annual charge. For this reason the number of medical card holders availing of concessionary transport is not available.
Mental Health Services Funding
Questions (74)
Carol Nolan
Question:74. Deputy Carol Nolan asked the Minister for Education and Skills the funding allocated for mental health initiatives in schools in the programme for Government; and if he will make a statement on the matter. [11034/16]
View answerWritten answers
The Programme for Government includes a range of initiatives on mental health including the establishment of a National Taskforce on Youth Mental Health to consider how best to introduce and teach resilience, coping mechanisms, greater awareness to children and young people, and how to access support services voluntarily at a young age. Responsibility for mental health initiatives for young people is shared across a number of Government Departments and agencies including the Department of Health, Department of Children and Youth Affairs, Health Service Executive and Tusla.
My own Department is committed to work in this area. Under the Framework for Junior Cycle 2015, a new area of learning entitled "Wellbeing" will be a mandatory part of Junior Cycle with effect 2017. This is currently being developed by the NCCA. Support for teachers in promoting wellbeing, including the positive mental health of young people in schools is an important part of the work of the Department's Professional Development Service for Teachers (PDST). Funding for the initiatives has yet to be finalised. In recent years the Government has put in place a range of initiatives on mental health in education.
In 2014, over €260000 was provided towards various anti-bullying initiatives, including training courses for parents and teachers.
An audit of expenditure related to mental health for the school sector for 2015 provided the following data:
€0.07m was used to carry out a collaborative research project by the Inspectorate on "Schools' Provision for Students' Wellbeing" in 20 primary and post-primary schools.
The National Education Psychological Service (NEPS) in my Department estimates an expenditure of €0.72m for staff time used to support teachers in implementing the wellbeing guidelines and other initiatives that would indirectly enhance positive mental health approaches. The total NEPS budget for 2016 was €18.25m.
In the area of teacher education including the PDST, €1.5m has been spent on a variety of provision at primary and post-primary level to support teachers in the area of wellbeing.
In addition, €3 million has been provided for guidance, counselling and psychological services in Youthreach and Community Training Centres.
School Accommodation
Questions (75)
Carol Nolan
Question:75. Deputy Carol Nolan asked the Minister for Education and Skills the number of children being taught in prefabricated classrooms at both primary and secondary levels, by county; the timeframe for the abolition of prefabricated classrooms in the programme for Government; and if he will make a statement on the matter. [11035/16]
View answerWritten answers
Management of class groups by schools within available accommodation determines the number of pupils currently in temporary accommodation and may vary from year to year.
As the Deputy will appreciate, the overall policy goal of my Department is to ensure the highest standard of permanent accommodation for all schools. In the context of a rapidly increasing school population, my Department's priority is to ensure that every child will have access to a physical school place and in this regard, it is sometimes necessary to make use of temporary accommodation in order to meet the accommodation needs of schools.
Under my Department's Capital Programme (2011-2015) in excess of €2.1 billion was spent on the provision of new schools and the refurbishment of existing schools which resulted in the completion of 238 major school projects and 1,131 additional accommodation projects. As a result, 2,894 additional classrooms were provided in primary schools to accommodate 80,000 additional pupils as well as 403 replacement classrooms which provided new accommodation for 11,000 pupils. At post-primary level 23,000 additional places and 10,000 replacement places were also provided.
My Department's 6 Year Construction Programme (2016-2021) was announced in November 2015 as part of a €2.8 billion schools capital investment plan. Under this programme funding will be provided for over 310 large scale school building projects and will deliver some 19,000 additional permanent primary school places and 43,000 additional post-primary school places. The new Programme also provides for devolved funding for additional classrooms for schools outside of the programme where an immediate enrolment need has been identified, such as the appointment of an additional teacher. In addition it is my intention to replace all purchased prefabs with permanent accommodation over the lifetime of the programme.
Student Retention Rates
Questions (76)
Carol Nolan
Question:76. Deputy Carol Nolan asked the Minister for Education and Skills the number of students who left education before completing primary, secondary and third level education or training in each of the past five years, in tabular form; and if he will make a statement on the matter. [11036/16]
View answerWritten answers
Primary Education:
The information requested by the Deputy at primary level 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.
Secondary Education:
At secondary level, the following information is taken from the 2004, 2005, 2006, 2007 and 2008 Retention reports by the Department of Education and Skills, on school retention in Ireland. It is based on a detailed analysis of the records held in the Department's Post-Primary Pupils Database (PPPDB) for the cohort of entrants to the first year of the junior cycle in the years 2004, 2005, 2006, 2007 and 2008 who sat the Leaving Certificate Examinations in the years from 2009 to 2014. The Department will produce a report on the 2009 cohort for those who sat the Leaving Certificate in 2015 by June this year. See Table 1.
For more detailed information on these cohorts please visit the DES website for the full report: http://www.education.ie/en/Publications/Statistics/Statistical-Reports/stats_retention_report_2008_cohort.pdf
Third Level Education:
The overall new entrant non-progression rate was 15% in 2007/08 and has remained constant at 16% from 2010/11 to 2012/13. While the number of new entrants increased from 2007/08 to 2012/13, the number of students who did not progress to the following year of study, also increased between these periods. Of note, the rate of non-progression at level 6 in the institute of technology sector shows an incline from 2007/08 of 25% to 30% in 2010/11 and 2011/12. This declined to 26% in 2012/13. In the colleges sector (level 8), the non-progression rate remains consistent at 4% with the exception of 2012/13 where a two percentage point difference is observed. However, the numbers remain very small overall for this sector and so small differences may appear significant. See Table 2. As part of the implementation of the National Plan for Equity of Access to Higher Education 2015-19, a working group is being established to address the issue of non-progression and non-completion in higher education.
Further Education and Training:
The information on Further Education and Training is being compiled and will be sent directly to the Deputy.
Table 1: National Leaving Certificate Retention Rate for 2004 - 2008 cohorts
|
Year Retention Rate |
% |
|
2004 |
87.7 |
|
2005 |
89.5 |
|
2006 |
90.2 |
|
2007 |
90.1 |
|
2008 |
90.6 |
Table 2: Trends in Non-Progression Rates by Sector and NFQ Level from 2007/08 to 2012/13
|
Sector |
Level |
2007/08 - 2008/09 |
2010/11 - 2011/12 |
2011/12 - 2012/13 |
2012/13 - 2013/14 |
|
Institutes of Technology |
Level 6 Level 7 Level 8 All New Entrants |
25% 26% 16% 22% |
30% 28% 17% 24% |
30% 29% 17% 24% |
26% 28% 17% 23% |
|
Universities |
Level 8 |
9% |
9% |
10% |
11% |
|
Colleges |
Level 8 |
4% |
4% |
4% |
6% |
|
All Institutions |
Level 8 |
11% |
11% |
11% |
12% |
|
All Institutions |
All New Entrants |
15% |
16% |
16% |
16% |