Written Answers Nos. 122-133
122. Deputy Carol Nolan asked the Minister for Education and Skills the estimated cost of reversing changes to the staffing schedule for schools with fewer than 86 pupils; and if he will make a statement on the matter. [12168/16]
View answerThe criteria used for the allocation of teachers to primary schools is published annually on the website of the Department of Education and Skills. The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September.
Budget 2012 increased the appointment and retention ratios for small schools (i.e., schools with up to four classroom teachers). Improvements to the staffing of these schools were announced for the 2015/16 school year. These improvements are improved retention thresholds for the 2nd, 3rd and 4th classroom teacher and also the improved appointment and retention thresholds for one-teacher schools situated 8km or more from the nearest school of the same type of patronage and/or language of instruction.
This package of measures will provide rural communities with security about the future of their small schools, recognising the essential social function which small schools can play, especially in isolated communities.
In addition, Budget 2016 announced a 1 point improvement to the primary staffing schedule. The improved staffing schedule which is available on the Department website will be implemented for the 2016/17 school year.
The cost of restoring the 2011/12 staffing schedule for small schools would be approximately €7.5m (125 posts).
123. Deputy Carol Nolan asked the Minister for Education and Skills the estimated cost of providing maintenance grants for postgraduate students using the same income threshold as currently applicable to undergraduate students; and if he will make a statement on the matter. [12169/16]
View answerIf maintenance grants were reintroduced for post-graduate students along similar lines to under-graduate students, the estimated cost would be in the region of €53m. This costing assumes that the number of post-graduate grant holders in receipt of SUSI grants would increase to the level prior to the removal of post-graduate maintenance grants in Budget 2012.
124. Deputy Carol Nolan asked the Minister for Education and Skills the estimated cost of providing 50 applied behaviour analysis, ABA, schools for children with special educational needs; and if he will make a statement on the matter. [12171/16]
View answerMy Department's policy is to promote a child-centred approach to education of all children with special educational needs, including those with autism, in school settings.
As each child with autism is unique they should have access to a range of different approaches to meet their individual needs. This facilitates access to individualised education programmes which can be supported by Special Needs Assistants and fully qualified professional teachers who may draw from a range of autism-specific interventions, including Applied Behaviour Analysis (ABA), Treatment and Education of Autistic Communication Handicapped Children (TEACCH) and Picture Exchange Communications System (PECS) as well as the appropriate school curriculum with the option, where possible, of full or partial integration and interaction with other pupils.
The use of ABA as part of the range of interventions is particularly useful for addressing behavioural issues. My Department supports the use of ABA and training is provided for teachers in its use.
However, my Department does not accept, based on research, advice and best practice, that ABA should be the only approach used. While ABA helps to improve behaviour, other approaches, such as a number of those to which I have referred are just as important in developing children's communication and speech skills.
All recognised schools must operate in line with this policy. This policy has been informed by published research, including the Report of the Task Force on Autism (2001) and the Evaluation of Educational Provision for Children with Autistic Spectrum Disorders (ASD) (2006).
My Department has recently received the NCSE's policy advice on supporting students with ASD. My officials will consider and report to me on any recommendations which relate to the issues raised by the Deputy.
The estimated cost of providing 50 Applied Behaviour Analysis schools cannot be established by my Department.
125. Deputy Carol Nolan asked the Minister for Education and Skills the estimated cost of increasing National Educational Psychological Service resources in order that it may provide a diagnosis for children from application to final decision in a 12-week timeframe; and if he will make a statement on the matter. [12172/16]
View answerI can inform the Deputy that the NEPS model of service is a needs-based model as opposed to a diagnosis-driven model. As the Deputy will be aware, the needs of children and young people occur along a continuum ranging from mild to severe and from transient to enduring.
Schools are encouraged to match the level of support provided with the level of need presenting, so that pupils and young people with greatest need access greatest support. Early intervention and prevention approaches are also encouraged.
The service that NEPS provides to schools is one that supports schools to meet this continuum of need.
At one level, NEPS psychologists seeks to build the capacity of schools (at a systemic level) to support all pupils on this continuum of need, by promoting the use of universal preventative and early intervention approaches. They do this through the provision of training and professional development.
At another level NEPS psychologists consult with teachers to build their capacity to identify the emerging need of some pupils and put in place appropriate, workable interventions to address those needs. They do this through Teacher Consultation – either with individual teachers or with groups of teachers.
At a final level, NEPS psychologists work directly with pupils with greater need, and through assessment, consultation and review inform individualised interventions and support plans to address those needs. So the focus of NEPS assessment work is not on diagnosis per se, but on engaging with the child/young person, and with the teacher(s) and parents to identify and support need and delivery workable and appropriate interventions. This approach is in line with best international practice for an educational psychology service.
The Deputy will be aware that the NCSE has statutory responsibility for the allocation of 'low incident' resources. Low-incident diagnoses are largely made by HSE multi-disciplinary teams. NEPS has a role in relation to some low-incident diagnoses. The NCSE sets a deadline each year for receipt of applications for low-incident resource hours by school and NEPS participates in this process.
The overall needs-led process operated by NEPS, however, does not lend itself to the context in which the question is posed (i.e. a solely diagnosis-driven model) and the effect of engaging additional psychologists would be that of affording more time to individual schools to further support the full range of needs of the children and young people in the school.
For information NEPS psychologist numbers currently stand at 165 w.t.e, within a limit of 173 w.t.e. and the unit cost of a full-time psychologist is in the region of €70,000 per annum.
126. Deputy Carol Nolan asked the Minister for Education and Skills the estimated cost of increasing capitation rates for primary schools to the rate for post-primary schools; and if he will make a statement on the matter. [12173/16]
View answerThe capitation grant at primary level is €170 per pupil. The capitation grant at post-primary level is €296 per pupil.
The cost of increasing the capitation grant from €170 to €296 per pupil in primary schools would be circa. €72 million per annum.
It is important to note that it is 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.
127. Deputy Carol Nolan asked the Minister for Education and Skills the details of the 100 major capital projects which have, in one form or another, been presented to his Department for support since the implementation of the funding moratorium in November 2011; the estimated costs for each; and if he will make a statement on the matter. [12174/16]
View answerThe Deputy will find the following table showing the major higher education capital projects which have, in one form or another, been presented to us for support since the implementation of the funding moratorium in November 2011. The Deputy should note that the Department cannot provide the details of the estimated costs of each of these projects as to do so at this point in time could potentially prejudice the tender process.
|
Institution |
Project |
|
Athlone Institute of Technology |
Library/Learning Resource Centre |
|
Teaching accommodation development (10,000m²) |
|
|
Institute of Technology, Blanchardstown |
Teaching Accommodation, apprentice refurbishment & sports teaching (4,000m²) |
|
Phase 2 Teaching Accommodation (Block G) |
|
|
Refurbishment of block C/D |
|
|
Carlow Institute of Technology |
Wexford Campus Site Purchase |
|
Wexford Campus Development (7,700m²) |
|
|
Teaching/Admin wing of 19,000m² |
|
|
Cork Institute of Technology |
School of design/refurbishment |
|
Learning resources centre/Library/multipurpose space incl. infrastructure |
|
|
Refurbishment of 1974 Building |
|
|
Building purchase grand parade |
|
|
Prioritised Capital Works on Existing Buildings |
|
|
Dublin Institute of Technology |
Phase 3 - Student Accommodation |
|
(Grangegorman Campus) |
Phase 3 - Library / Academic Hub |
|
Phase 3 - Site Infrastructure and Public Realm Phase 2 |
|
|
Phase 3 - Energy Centre |
|
|
Phase 3 - Indoor Sports |
|
|
Phase 3 - West Quad |
|
|
Phase 4 - Further progress in consolidation of DIT |
|
|
Phase 5 - Finalisation of transfer of DIT to Grangegorman |
|
|
Dún Laoghaire Institute of Art, Design and Technology |
Digital media, teaching space/workshops, & multipurpose accommodation |
|
Refurbishment of main campus |
|
|
Dundalk Institute of Technology |
Life Sciences Building (12,000m²) |
|
Library & learning centre |
|
|
Galway-Mayo Institute of Technology |
Engineering building (6,000m²) |
|
Refurbishment of main campus |
|
|
Conversion of Existing Buildings |
|
|
Health and Safety Works on Castlebar Campus |
|
|
Site Purchase 1 |
|
|
Site Purchase 2 |
|
|
Limerick Institute of Technology |
Major campus re-development |
|
Site purchase Coonagh |
|
|
Fit-out Coonagh Site |
|
|
Letterkenny Institute of Technology |
School of tourism facilities and campus extension |
|
Health and Safety Works, Killybegs Campus |
|
|
Institute of Technology, Sligo |
Science phase 3 - art & design re-development, sports teaching, |
|
1970s block refurbishment for Computing/Business/Marketing (6,000m²) |
|
|
Precision engineering building extension and refurbishment |
|
|
Institute of Technology, Tallaght |
Tourism/Hospitality/Catering & multipurpose centre |
|
Engineering school development |
|
|
Catering & Tourism |
|
|
Engineering Building |
|
|
Purchase and refurbishment of Premier House |
|
|
Institute of Technology, Tralee |
IT Tralee Sports Science (Teaching Academy) |
|
Multi-purpose building |
|
|
Site Purchase |
|
|
Waterford Institute of Technology |
Humanities - currently off campus in city centre (10,000m²) |
|
Business and enterprise building 10,000m² |
|
|
Science building (8,000m²) |
|
|
Engineering and Science building 20,000m² |
|
|
Refurbishment of main campus |
|
|
Architecture 4,000m² |
|
|
Student Accommodation Manor Village |
|
|
Carriganore Phase 3 |
|
|
University College Dublin |
Science Centre Phase 3/Graduate Medical School |
|
Newman Joyce - Arts Library refurbishment |
|
|
Confucius Institute |
|
|
National Maternity Hospital |
|
|
University College Cork |
Student centre incl. teaching space admin etc. |
|
Science park phase 1 |
|
|
Flood Prevention Measures |
|
|
National University of Ireland, Galway |
James Hardiman Library (1970s) Transformation |
|
Arts/Science (1970s) Building Regeneration |
|
|
Clinical Sciences Institute Refurbishment |
|
|
School of Law |
|
|
Campus infrastructure works |
|
|
Human Biology Building (Medical School) |
|
|
Clinical Psychology |
|
|
National University of Ireland, Maynooth |
Education (Maths/Science/Computers) (4,423m²) |
|
Mathematical Science & Computer Centre |
|
|
Site Purchase |
|
|
Maths Building |
|
|
Trinity College Dublin |
Business School |
|
Engineering, Energy & Environment (E3) |
|
|
Dublin City University / St Patrick's College |
DCU, MDI, SPD, COI integration project |
|
DCU Main campus building, extension and refurbishment projects |
|
|
Innovation campus development |
|
|
Site purchase (All Hallows) |
|
|
University of Limerick |
Health Academic/Research Institute |
|
1970s, 80s & 90s Teaching Space Refurbishment |
|
|
City Centre Academic Building |
|
|
Multipurpose facilities, research space and campus infrastructure |
|
|
Library development |
|
|
Bernal Project |
|
|
Physical Education and Sports Science Building |
|
|
Mary Immaculate College |
Library Development |
|
Refurbishment of properties acquired for Psychology |
|
|
Fit-out of purchased properties (2,000m²) for Special Education & Childhood Care |
|
|
Boundary Wall |
|
|
Dublin Dental University Hospital |
Health and Safety Works |
|
St Angela's College, Sligo |
Link Building |
|
Health and Safety Works |
|
|
Royal Irish Academy of Music |
Health and Safety Works |
|
Refurbishment of Existing Accommodation |
|
|
Dublin Institute of Advanced Studies |
Works on Existing Accommodation |
|
Church of Ireland College of Education |
Swimming Pool Conversion |
|
HEAnet |
Networks (RMAN) |
|
Ongoing Infrastructure Works |
|
|
Educampus |
MIS Refresh Project |
|
St. James's Hospital |
National Children's Hospital Higher Education Space |
128. Deputy Carol Nolan asked the Minister for Education and Skills the estimated cost of increasing capitation rates for primary schools by 2%, 5%,10% and 15%; and if he will make a statement on the matter. [12175/16]
View answerEach 1% increase in capitation and related grants for primary schools would cost approx. €1.9m. Therefore, a 2 per cent, 5 per cent, 10 per cent and 15 percent increase would cost approx. €3.8m, €9.5m, €19m and €28.5m respectively.
In relation to capitation levels for future years, the recently published Programme for a Partnership Government commits to investing an extra €500m in education by 2021 through various measures including annual increases in primary and secondary capitation rates.
It also provides for additional capitation funding linked to the availability of afterschool care options, where demand exists and the setting out of capitation rates to schools on a rolling 3-year basis.
The commitments in the Programme, including to increase capitation funding, will be considered in the context of the budgetary process.
129. Deputy Carol Nolan asked the Minister for Education and Skills the estimated cost of increasing capitation rates for post-primary schools by 2%, 5%,10% and 15%; and if he will make a statement on the matter. [12176/16]
View answerEach 1% increase in capitation and related grants for post primary schools would cost approx. €1.7m.
Therefore, a 2 per cent, 5 per cent, 10 per cent and 15 percent increase would cost approx. €3.4m, €8.5m, €17m and €25.5m respectively.
In relation to capitation levels for future years, the recently published Programme for a Partnership Government commits to investing an extra €500m in education by 2021 through various measures including annual increases in primary and secondary capitation rates.
It also provides for additional capitation funding linked to the availability of afterschool care options, where demand exists and the setting out of capitation rates to schools on a rolling 3-year basis.
The commitments in the Programme, including to increase capitation funding, will be considered in the context of the budgetary process.
130. Deputy Carol Nolan asked the Minister for Education and Skills the estimated cost of increasing capitation rates for Youthreach by 2%, 5%,10% and 15%; and if he will make a statement on the matter. [12177/16]
View answer131. Deputy Carol Nolan asked the Minister for Education and Skills the estimated cost of increasing capitation rates for the vocational training opportunities scheme by 2%, 5%,10% and 15%; and if he will make a statement on the matter. [12178/16]
View answer132. Deputy Carol Nolan asked the Minister for Education and Skills the estimated cost of increasing capitation rates for post-leaving certificate courses by 2%, 5%,10% and 15%; and if he will make a statement on the matter. [12179/16]
View answerI propose to take Questions Nos. 130 to 132, inclusive, together.
The estimated cost of increasing capitation rates for Youthreach, VTOS and PLC is contained in the following table:
|
% |
Youthreach |
VTOS |
PLC |
|
2% |
252,826 |
123,890 |
128,245 |
|
5% |
632,065 |
309,724 |
320,612 |
|
10% |
1,264,130 |
619,448 |
641,223 |
|
15% |
1,896,196 |
929,172 |
961,835 |
133. Deputy Carol Nolan asked the Minister for Education and Skills the estimated cost of allocating one guidance counsellor per 500 students in post-primary schools; and if he will make a statement on the matter. [12180/16]
View answerThe Programme for Government 'A Programme for a Partnership Government' has a commitment to enhance the guidance counsellor allocation in our secondary schools.
The current budget provides an improved staffing allocation to second level schools for the purpose of enhancing guidance provision. This improvement takes effect from next September. It brings the basis of allocation from 19:1 to 18.7:1 for the 2016/17 school year. This improvement of 0.3 in PTR allocation is a restoration of 50% of the teaching resources that were removed when the allocation of guidance posts was brought within quota. DEIS schools will also further benefit from the 0.3 improvement to the staffing schedule which will give them an enhanced allocation on the basis of 17.95:1 in respect of the 2016/17 school year.
The delivery of the 50% restoration through a change in the staffing schedule will allow each school to determine how best to allocate the additional resources to meet the guidance needs of the school. The circular issued earlier this year by my Department outlining the allocation of teaching resources clearly stated that this additional resource is to complement existing resources in order to best meet the guidance needs of the school in line with the school's guidance plan.
Restoring the guidance counselling allocation to 100% will require an additional 300 teaching posts at an estimated cost of €19m per annum.
Guidance is a whole school activity where each school develops collaboratively a school guidance plan as a means of supporting the needs of its students. It is important that all groups that contribute to school life fully recognise and ensure that guidance permeates every aspect of school life. Guidance plans should outline the schools approach to guidance generally and how students can be supported and assisted in making choices and successful transitions in the personal, social, educational and career areas. The guidance plan should also distinguish between the competencies available within the school to support a student and situations where referral to the Health services or advising parents on the need to consider individual referral to a medical professional is warranted.
Any argument that a separate scheme is necessary, is implicitly saying that school principals and Boards of Management should not be entrusted to use the flexibility appropriately based on all of the school's needs. Furthermore a separate allocation creates a false demarcation and creates an impression that supporting students through guidance and counselling is dependent exclusively on the contribution of the guidance counsellor, as opposed to recognising it as a whole school activity.
In the next Budget I will consider the best approach to further meeting commitments in the Programme for Government.
