Written Answers Nos. 309 - 331
309. Deputy Niall Collins asked the Minister for Education and Skills if progress is being made in respect of issues raised with his departmental officials in Tullamore by a sports club (details supplied); his views that progress in the matter is now long overdue; and if he will make a statement on the matter. [13135/16]
View answerI can confirm that officials from my Department are currently reviewing the matters referred to by the Deputy and are scheduled to meet with the Trustees' representatives and the school in question in the coming weeks with a view to further progressing matters.
310. Deputy Niall Collins asked the Minister for Education and Skills if his Department is dealing with a request for urgent works on the school yard at a school (details supplied); his views on the fact that there are now health and safety demands in respect of the issue; the current position; and if he will make a statement on the matter. [13136/16]
View answerI wish to advise the Deputy that a €30 million investment under Summer Works Scheme (SWS) (2016/2017) was announced on 28th April last. This related to successful applicants under Categories 1 and 2, - Gas and Electrical works.
I wish to confirm that applications for upgrading school yards are assessed under Category 10 of the SWS in accordance with the prioritisation criteria outlined in the Circular Letter accompanying the Scheme. Valid SWS applications from schools in respect of Categories 3 to 10 that were not reached under this round will, subject to the overall availability of funding, qualify to be assessed under future rounds of the Scheme. If this arises, the terms and conditions of the scheme as outlined in Circular Letter (0055/2015) which may be accessed on my Department's website, will continue to apply when allocating funding to such projects.
In the meantime, the school may use its minor works grant, which all primary schools received last November, to carry out the works in full or on a phased basis as that grant permits if the school considers them to be a priority.
311. Deputy Niall Collins asked the Minister for Education and Skills if he plans to confirm the go-ahead for the long-promised extension at a school (details supplied); his views on concerns of the school community in respect of the matter; and if he will make a statement on the matter. [13137/16]
View answerThe Deputy will be aware that a building project for the provision of improved accommodation for the school to which he refers, is included in my Department's 6 Year Construction Programme announced last November. It is envisaged that this project will proceed to tender/construction in 2018, as outlined in the Programme.
312. Deputy Michael Moynihan asked the Minister for Education and Skills if the necessary funding will be made available to a school (details supplied) to proceed with their building project; and if he will make a statement on the matter. [13138/16]
View answerThe school to which the Deputy refers was approved funding in 2015 under my Department's Additional Accommodation Scheme to provide two new classrooms and some conversion works to the existing building.
Additional funding was subsequently sought and granted for extra costs that accrued for the project.
Recently, the school again applied for a further grant uplift. My Officials are currently liaising with the school as to how and why the application for additional funding arises. When all of the relevant information has been received and reviewed the school will be informed of my Department's decision.
313. Deputy Joe Carey asked the Minister for Education and Skills the status of a new school building (details supplied); and if he will make a statement on the matter. [13150/16]
View answerThe major building project for the school to which the Deputy refers is at an advanced stage of architectural planning - Stage 2(b) (Detailed Design),which includes the applications for Planning Permission, Fire Certificate and Disability Access Certificate and the preparation of Tender Documents. All statutory approvals have been secured.
The design team will submit the stage 2(b) report to the Department when it is completed and the Department will revert to the school with regard to the further progression of the project following consideration of that report.
314. Deputy Joe Carey asked the Minister for Education and Skills the position relating to a summer works application for a school (details supplied) in County Clare; and if he will make a statement on the matter. [13152/16]
View answerI wish to advise the Deputy that the Summer Works Scheme (SWS) will be applied on a multi-annual basis for the years 2016 and 2017. The Deputy will be aware that details of the 197 successful school applicants in Categories 1 and 2 under the SWS (2016-2017) were announced on 28th April last, details of which are also published on my Department's website, www.education.i.e.
Under SWS (2016-2017), valid applications from schools that were not reached for funding reasons from within the funding made available in 2016 will qualify to be assessed for purposes of the funding available in 2017, subject to the overall availability of funding. If this arises, the terms and conditions of the scheme as outlined in Circular Letter (0055/2015) which may be accessed on my Department's website, will continue to apply when allocating funding to such projects. The SWS (2016-2017) application from the school, referred to by the Deputy, is available to be considered in this context.
315. Deputy Anne Rabbitte asked the Minister for Education and Skills who is providing insurance for buildings, specifically for schools that are State owned (details supplied) and built on land bought by the State. [13153/16]
View answerThe Governance Manual for Primary Schools 2015 - 2019 sets out the position for primary schools with regard to insurances. Schools operating from premises owned by the Minister are obliged to take out Public Liability, Employer's Liability and content insurances but are not required to take out buildings cover.
In relation to the specific case of the school and details supplied by the Deputy, the school was advised to cover the cost of the repair works to the school lift using funds received from the 2015/16 Minor Works Grant. This grant is specifically designed to cover the cost of repairs to the physical infrastructure of the school in the current school year and far exceeds the cost of the lift repair in this instance. The school was also advised to lodge an Emergency Works application.
316. Deputy Anne Rabbitte asked the Minister for Education and Skills his views that national schools are failing to receive more than one insurance quotation for cover on building/contents/liability, and principals are failing in their duties of proper procedures to adhere to three quotes, due to the lack of competition in the market. [13155/16]
View answerIn general, it is the duty of the Board of Management (delegated by the Trustees in schools where there are Trustees) to put in place comprehensive insurance cover for schools and in this regard, Board of Managements must comply with current public procurement requirements.
The Schools Procurement Unit was established in 2014 to provide schools with procurement advice and to assist and support schools in their engagements with the Office of Government Procurement (OGP). Compliance remains the responsibility of the individual schools under the OGP model.
317. Deputy Joe Carey asked the Minister for Education and Skills the position of a summer works application for a school (details supplied) in County Clare; and if he will make a statement on the matter. [13156/16]
View answerI wish to advise the Deputy that the Summer Works Scheme (SWS) will be applied on a multi-annual basis for the years 2016 and 2017. The Deputy will be aware that details of the 197 successful school applicants in Categories 1 and 2 under the SWS (2016-2017) were announced on 28th April last, details of which are also published on my Department's website, www.education.i.e.
Under SWS (2016-2017), valid applications from schools that were not reached for funding reasons from within the funding made available in 2016 will qualify to be assessed for purposes of the funding available in 2017, subject to the overall availability of funding. If this arises, the terms and conditions of the scheme as outlined in Circular Letter (0055/2015) which may be accessed on my Department's website, will continue to apply when allocating funding to such projects. The SWS (2016-2017) application from the school, referred to by the Deputy, is available to be considered in this context.
318. Deputy Charlie McConalogue asked the Minister for Education and Skills if his Department will cover the cost of an overspend incurred by a school (details supplied) for the construction of an autism unit; if his Department's position has changed regarding this overspend; and if he will make a statement on the matter. [13173/16]
View answerIn 2004 the school in question was allocated a devolved grant of €100,000 to enable it to provide a one classroom special needs unit. This grant was subsequently increased to €281,000 to provide a second classroom and to cover the extra costs associated with the delivery of the project.
The final payment in respect of this grant was made in October 2005. The Department has no plans to make further funding available for this project and the school has been notified accordingly.
319. Deputy Gerry Adams asked the Minister for Education and Skills if he will consider providing funding for the WALK PEER project in County Louth (details supplied). [13229/16]
View answerThe project to which the Deputy refers is currently funded by Ulster Bank under a Skills and Opportunity Fund which aims to build entrepreneurial and employability skills amongst young people with special needs, aged 16 to 19 years, who are senior students in two special schools in County Louth.
My Department's policy in relation to the provision of supports to students with special educational needs is to provide a range of supports in mainstream schools, special classes attached to mainstream schools and to special schools.
Students with special educational needs have a range of options available to them in the higher and further education sectors. Some students choose to participate in educational programmes through further adult educational programmes or in adult settings.
While the Department of Health and Children/Health Service Executive assumes direct responsibility for young adults with special educational needs who are over 18 years, my Department may allocate funding towards an educational component of such provision so that students can continue to participate in educational programmes through further adult educational programmes or in adult settings.
Vocational training is provided through a network of ETB funded Specialist Training Providers (STPs), specifically for learners who have physical, intellectual, mental health or sensory disabilities. Learners on these programmes have the opportunity to participate in training ranging from level 3 to 5 on the NFQ.
Funding is also provided through the co-operation hours scheme operated by Education and Training Boards (ETBs) where the local service provider makes application to the relevant ETB for tuition hours. Funding is also provided to the National Learning Network and to Vocational Training Centres for this purpose.
Young adults with disabilities are eligible to access SOLAS mainstream services. SOLAS also contracts Specialist Training Providers, in locations country-wide, to deliver training courses to people with disabilities who require more intensive support than would be available in non-specialist training provision. Specialist training offers additional supports to learners which include individualised training and progression plans, literacy and numeracy support, longer training duration, adapted equipment, transport arrangements, enhanced programme content and enhanced trainer/learner ratio.
Work is nearing completion on the development by SOLAS and the ETBs, on a major Further Education and Training (FET) data infrastructure – the programme learner support service (PLSS), which is currently being piloted and will be fully operational in 2017. It will include a national FET programme calendar and make it easier for all individuals, including teachers, parents and guidance practitioners, to access information on all FET provision nationally and to plan accordingly. The website www.fetchcourses.ie which is now live, is already populated with all ETB (education and training boards) provision and is available for all to access. Other resources that support planning and provide information relevant to education and employment planning include the DES funded Qualifax.ie and CareersPortal.ie.
The development of the INTREO and JobPath services have also led to improvements in the provision of assistance and advice on employment, training and personal development opportunities for those who are unemployed. Strengthening career guidance with the aid of employer engagement is a key focus in the National Skills Strategy 2025 which provides for a review of guidance services and careers information for schools students and for adults that will recommend changes to improve the services available. In this regard, work is currently underway to develop and deliver a new integrated FET Guidance Strategy in 2016.
FET programmes are available to all learners including persons with a disability who meet the eligibility criteria and guidelines provided for each programme.
Young people with a verifiable disability are also entitled to apply to eighteen higher education institutions via the Disability Access Route to Education scheme, which offers higher education places on reduced points to students with disabilities.
Once in college, support is available through the Fund for Students with Disabilities, managed by the HEA on behalf of my Department.
I can also advise that the National Council for Special Education recently published guidelines on Planning for Life After School that includes a section on options for progression to further, vocational and higher education.
320. Deputy Charlie McConalogue asked the Minister for Education and Skills if direction has been given from his Department to the State Examinations Commission to review all refusals of readers, given the recent High Court ruling on the provision of readers for students with dyslexia; if such direction will be given in advance of the leaving certificate examinations, if it has not been to date; and if he will make a statement on the matter. [13234/16]
View answerThe State Examinations Commission (SEC) has statutory responsibility for operational matters relating to the certificate examinations.
In relation to reasonable accommodations in the examinations all applications are considered in the first instance by the SEC. The SEC provides a rationale for its decisions in refusing accommodations where these are not warranted at the initial decision stage. Candidates who are unhappy with the SEC's decision following consideration of their application for support have a right of appeal to an Independent Appeals Committee. However, it has been the case that a decision rationale was not also provided to appeal applicants following an unsuccessful appeal to the Independent Appeals Committee. Applicants not satisfied with the decision of the Independent Appeals Committee can apply to the Ombudsman or the Ombudsman for Children to consider their complaint.
A recent Judicial Review judgement in the High Court quashed a decision of the Independent Appeals Committee to refuse accommodations applied for by a candidate under the RACE scheme, as it did not give any reason for the Committee's decision.
The SEC has advised me that it has taken the following steps in light of the High Court Judgement. The SEC has assessed the implications of the judgement for all candidates for the 2016 examinations who had appealed the SEC decision not to award accommodations sought and whose appeal had come before the Committee prior to the date of the judgment.
In the first instance, the Independent Appeals Committee reviewed the cases of the 81 appeals which clearly mirrored the situation of the candidate involved in the High Court case and last week notified the candidates involved, through their schools, of the accommodations which have now been granted. Over the past week the Independent Appeals Committee has also reviewed the appeals of all others who had previously made an appeal to the Committee in order to confirm their initial decision and provide a written rationale for their decision to refuse accommodations in each case.
This process is now complete and letters of decision have been issued to the candidates via their schools. Of a total of 404 appeals heard by the Committee prior to the date of the judgement on 29th April, 57 had been granted in full by the Committee at first hearing; 81 have had some or all of the accommodations applied for allowed by the Committee in light of the Judicial Review judgement; the remaining 266 applicants have had their case reviewed by the Committee in light of the judgement, remain ineligible for supports but will receive a letter from the Committee setting out the reasons for their decision to refuse the appeal.
The Deputy may wish to note that the SEC's review of these matters was not just confined to applications for readers; all previous appeals against decisions to refuse applications for reasonable accommodations have now been reviewed.
Any new appeals which have come before the Independent Appeals Committee, since the date of the judgment, have been considered in light of the ruling and the Committee is now providing written reasons in respect of any decisions they make to refuse applications for reasonable accommodations.
The Reasonable Accommodations scheme is demand led. It has not been subject to any budgetary cutbacks in recent years. Supports are provided to any candidate who meets the conditions of eligibility for the accommodations applied for.
Figures are not yet available for 2016 as the SEC continues to process late applications up to the start of and throughout the written examinations. In 2015, 16,194 candidates (14%) of the total cohort of over 117,000 students sitting examinations had some form of reasonable accommodation provided to them in order to enable them to access the certificate examinations.
321. Deputy Joan Burton asked the Minister for Education and Skills if the initial design plans for the new build in respect of the three schools (details supplied) have been drawn up; and if he will make a statement on the matter. [13247/16]
View answerAs the Deputy is aware, a building project for the school in question is included in the 6 Year Construction Programme announced last November and is scheduled to proceed to tender and construction in 2018. My Department will be in contact with the school regarding the appointment of a Design Team for the project in due course.
322. Deputy Thomas Byrne asked the Minister for Education and Skills the number of ten year old children here currently learning a modern language and the number of primary schools here that teach a modern language. [13349/16]
View answerDeveloping provision for languages in education remains a priority for my Department and under the Action Plan for Jobs 2015, a new Foreign Languages in Education Strategy will be published later this year.
The priority at primary level is to provide high-quality language learning in our two national languages, Irish and English. A new Integrated Primary Languages Curriculum, incorporating Irish and English, has been developed by the NCCA. The first phase will be introduced for Junior Infants to 2nd classes from September 2016. This curriculum aims to ensure that pupils acquire transferrable language skills which will assist them in learning Irish and English and additional languages at second level.
If schools teach an extra-curricular language, this may be done at the discretion of the Board of Management.
323. Deputy Thomas Byrne asked the Minister for Education and Skills to provide details of stage 4 of the designation process for technological university status, that is, an application for designation; the length of time, once a consortium has entered this stage, that it will take to complete this process; and if, upon completing the four stages, legislation will be required for a consortium to be fully designated as a technological university. [13350/16]
View answer324. Deputy Thomas Byrne asked the Minister for Education and Skills further to Parliamentary Question No. 328 of 17 May 2016, if he will provide further details regarding the differences in mission and core research/teaching functions between a technological university and a traditional university here (details supplied). [13351/16]
View answer325. Deputy Thomas Byrne asked the Minister for Education and Skills his views that greater Exchequer and/or non-Exchequer funding will be required to facilitate the transition to technological universities designation by the current consortia; if his Department can provide data on the level of funding it believes will be required; and details of the level of additional Exchequer funding support and/or non-Exchequer funding that it is estimated will be required for the new technological universities such as the TU4 Dublin group to perform additional research, teaching and conferral functions. [13352/16]
View answer326. Deputy Thomas Byrne asked the Minister for Education and Skills his plans to re-introduce the Technological Universities Bill 2015 in the Dáil on Report Stage. [13353/16]
View answerI propose to take Questions Nos. 323 to 326, inclusive, together.
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.
Mission of 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. However, the mission of a university in Ireland as set out in the 1997 Universities Act is broad and comprehensive and as such it is not surprising that there may be some evidence of some elements of overlap between a University and an Institute of Technology or Technological University. This differentiated mission for a Technological University includes:-
- a systematic focus on the preparation of graduates for complex professional roles in a changing technological world,
- the advancement of knowledge through applied research and scholarship and the dissemination of this knowledge to meet the needs of society and enterprise, and
- the particular contribution the university will make to the needs of the region in which it is located.
I would also like to underline that this is much more than a rebranding exercise – the institutions concerned are required to achieve high standards across a range of areas before being designated as technological universities. These include standards relating to the qualifications of staff, the quality of research output, the proportion of students engaged in lifelong learning, and other relevant issues.
The following is a list of some of the key features expected of a Technological University:
- the range of teaching provision (levels 6-10), with the associated scope for progression via appropriate pathways;
- the strength of provision for work based, and lifelong, learning;
- the weight of postgraduate research activity relative to that in Institutes of Technology;
- the key role of experienced practitioners in teaching and research;
- very close employer links with involvement in curriculum design, teaching and supervision;
- a strong vocational/professional orientation;
- a strong regional as well as a wider focus;
- highly developed responsiveness and flexibility in delivery, with demand (via feedback from employers) as a key driver; and
- an approach to research that entails building strength in focused areas in close partnership with users.
The mission and vision for each of the individual proposed technological universities is developed by the consortia, in consultation with stakeholders including staff and students, and is contained in the implementation plans subsequently developed.
Regional Focus:
There will also be a specific focus on the particular contribution the university will make to the needs of the region in which it is located. The development of technological universities has the potential to deliver greater opportunity to students in these regions, to staff working in the institutions, and to the broader local economy and society.
International usage of the term Technological University:
As outlined in the National Strategy for Higher Education to 2030 the purpose of the process for designation as a Technological University is "...to fundamentally protect the core mission and orientation of the institutes and to simultaneously challenge the institutes that wish to be re-designated to demonstrate that they have reached new levels of performance on these fronts."
There is no standard use of the term technological university internationally. In Europe many colleges previously known as polytechnics have become Universities of Applied Science (e.g. Finland and Netherlands). They remain differentiated from traditional universities through their links to the labour market and strong emphasis on undergraduate rather than post-graduate activity.
In other jurisdictions there are Higher Education Institutions that appear similar in some respects to technological universities as envisaged for Ireland but are not known as technological universities (e.g. RMIT University, Melbourne Australia, or Swinburne University of Technology).
Consortiums which have applied:
As part of the implementation of the Strategy, the Higher Education Authority in 2012 published a four-stage process and criteria for applicant groups of institutes of technology wishing to apply to become technological universities.
The designation process consists of four stages as follows –
- an expression of interest,
- the preparation of a plan to meet the criteria,
- an evaluation of the plan, and
- an application for designation.
There are currently four consortia engaged with the process to become designated as TUs. These are TU4Dublin (Dublin Institute of Technology, Institute of Technology Tallaght, Institute of Technology Blanchardstown), Technological University for the South-East (TUSE – consisting of Waterford Institute of Technology and Institute of Technology Carlow), Munster Technological University (MTU – consisting of Cork Institute of Technology and Institute of Technology Tralee) and the Connacht Ulster Alliance (CUA – consisting of Galway-Mayo Institute of Technology, Institute of Technology Sligo and Letterkenny Institute of Technology).
Status of Consortia:
At the end of 2014, two consortia successfully passed stage 3 of the four-stage process. These are the TU4Dublin consortium and the Munster Technological University consortium.
In early 2015 the Connacht-Ulster Alliance also expressed an interest in merging and in applying to become a technological university. This application was approved to proceed to the next stage. In line with the process for designation as a Technological University, Stage 2 of this process involves the preparation of a plan by the Connacht-Ulster Alliance, to meet the criteria for designation as a Technological University.
With regard to the Technological University for the South-East, consisting of Institute of Technology, Carlow (ITC) and Waterford Institute of Technology (WIT), following the publication of the Kelly report, a preliminary facilitation process which was underway since September 2015, has recently been completed and a Report of the process was received by my Department on 13 May 2016. There was strong engagement in the process by both parties. This facilitation process has been an important building block in terms of building trust between the parties and in developing a strong working relationship between the Presidents and Chairs of both institutions. As part of this process, the Presidents of the two institutions, have jointly developed an initial work-plan to support the development of a joint TU proposal.
In addition to this both Institutions made a recent joint presentation and submission to the Higher Education Authority, seeking funding to underpin the next phase of engagement. This was part of the latest call issued by the Higher Education Authority regarding the restructuring of the higher education landscape. The call sought submissions for funding support in respect of the costs arising from mergers as part of the implementation of the National Strategy for Higher Education.
Future Funding for landscape re-configuration in the Higher Education sector:
It is recognised that these changes to the landscape of Irish higher education carry some up-front additional costs and the HEA has provided for a fund to support HEIs with these costs. In terms of additional financial support, having regard to the benefits that will arise for the institutions, students and the higher education system more generally, the HEA has provided funding in 2013, 2014 and 2015 to provide some support to institutions involved in the TU process, the details of which are set out for each consortium below.
In relation to 2016, the HEA have ring-fenced a level of funding to support costs arising from the continuation of landscape reform projects as part of the implementation of the National Strategy for Higher Education. This funding, of up to €8.7m in 2016, includes a specific €2 million allocated in Budget 2016 to support Technological University projects. This funding will be allocated by the HEA to the various landscape reform projects in due course.
The HEA has also invited further submissions for funding support in respect of the costs arising from mergers as part of the implementation of the National Strategy for Higher Education. The total funding available in this call in 2015 will be c. €3.75 million. Not all of this funding is for Technological Universities as there are also other mergers taking place in Higher Education, i.e. NUIG/ St. Angela's College, Sligo and DCU/ St. Patrick's College, Drumcondra/ Mater Dei Institute of Education.
Costs:
Summary of Overall Costs to date and projections for 2016:
Costs incurred to End 2015 Estimate for 2016 Future projections
TU4 Dublin €3,113,000 €2,200,000 To be fully determined as part of the Stage 4
Application process
MTU €1,053,026 €2,100,000 To be fully determined as part of the Stage 4
Application process
TUSE €495,655 To be fully determined as part of the Stage 2
Application process
CUA €400,000 To be fully determined as part of the Stage 2 Application process
Total €5,061,681 €4,300,000
The process for designation as a Technological University consists of four stages. The "phase-gate" model for the process allows for assessment of the projects at set points. In relation to costs, these are considered during each stage of the process and in particular there is an onus on each consortium to develop financial models and estimated costings. In terms of the financial costs, the two consortia that have finalised stage 3 and developed implementation plans acknowledge the costs involved in merger and the designation process, but also commit to meeting those costs within their own budgets. They also acknowledge that while there are up-front costs in the shorter term, in the longer term, designation as a Technological University will allow them to recoup these costs and provide for new income streams.
In common with the Munster TU consortium, TU4Dublin has sought to ensure that cost estimates and projecting are robust. It is essential to understand that, due to the complexity of both of these projects, cost estimates and projections must be continuously reviewed and revised as the project progresses.
Stage 4 Process:
Details of the Stage 4 process, including timeframes, for designation as a Technological University are set out in the Technological Universities Bill, 2015. Sections 39 to 43 of the Bill set out the process for the making of an application to become a technological university, and the information which must be included in such an application, provide for the appointment of an independent, expert advisory panel to examine the application, for the provision by that panel of a report and recommendation to the HEA, and the subsequent provision by the HEA of the report, its views on the report and any other relevant information to the Minister.
Section 44 of the Bill provides for the making of a proposed decision by the Minister in relation to the application for Technological University status.
Position of Technological Universities Bill:
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.
327. Deputy Eugene Murphy asked the Minister for Education and Skills if he will review the application by a school (details supplied) under the summer works scheme. [13357/16]
View answerI wish to advise the Deputy that details of the 197 successful school applicants in Categories 1 and 2 under the Summer Works Scheme (SWS) were announced on 28th April last, details of which are also published on my Department's website, www.education.i.e. I also wish to advise the Deputy that the SWS will be applied on a multi-annual basis for the years 2016 and 2017.
Under SWS (2016-2017), valid applications from schools that were not reached for funding reasons from within the funding made available in 2016 will qualify to be assessed for purposes of the funding available in 2017, subject to the overall availability of funding. If this arises, the terms and conditions of the scheme as outlined in Circular Letter (0055/2015) which may be accessed on my Department's website, will continue to apply when allocating funding to such projects. The application from the school referred to by the Deputy, for a Category 7 project, is available to be considered in this context.
328. Deputy Billy Kelleher asked the Minister for Education and Skills further to his reply to Question No. 134 of 28 April 2016, if he will, for the years 2008 to 2015, repeat and expand on the information in the table to his reply (details supplied); and if he will make a statement on the matter. [13368/16]
View answerThe detailed information requested by the Deputy is not readily available and will involve a very significant amount of administrative time to compile.
In this regard I have requested Bus Éireann to liaise directly with the Deputy.
329. Deputy Thomas P. Broughan asked the Minister for Education and Skills the proposed role and powers of the ombudsman for education; and if he will make a statement on the matter. [13424/16]
View answerAs the Deputy will be aware the Programme for a Partnership Government 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.
The Programme also 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.
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 underway 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.
The role and powers of a possible Ombudsman for Education will be examined by the relevant Oireachtas Committee when they consider both programme commitments.
330. Deputy Thomas P. Broughan asked the Minister for Education and Skills to provide details on the increased funding required to restore guidance counselling to secondary schools as provided for in the programme for Government; and if he will make a statement on the matter. [13425/16]
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.
Restoring the guidance counsellor allocation to 100% will require an additional 300 teaching posts at an estimated cost of €19m per annum.
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.
It is important to note that in previous changes to guidance counselling allocations in 2012, as a consequence of the Budget adjustment which had to be made at the time, all 195 DEIS schools were effectively sheltered from these changes as a result of the more favourable staffing schedule of 18.25:1. This was a 0.75 point improvement compared to the current PTR of 19:1 that applies in non-fee-paying second-level schools.
That was a very important protection for the cohort of our schools in DEIS most in need of support. 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.
In the next Budget I will consider the best approach to further meeting commitments in the Programme for Government.
331. Deputy Catherine Martin asked the Minister for Education and Skills to support and expedite the provision of a physical education hall in a school (details supplied) which has been without same for over 30 years on a standalone basis, without linking the decision with a primary school on the same campus. [13432/16]
View answerThe Deputy will be aware of the planning difficulties associated with this educational campus, related largely to the means of access to the site. Planning permission has been sought and refused for both a new primary school and a physical education hall for the existing post-primary school.
An Bord Pleanála has indicated that the matter of assessing alternative means of accessing these lands would benefit from a co-ordinated approach by my Department and the planning authority. Pre-planning discussions have already taken place in this regard with a view to progressing a further planning application as soon as possible for both the new primary school and the physical education hall. The optimal outcome is a comprehensive and balanced solution to ongoing access issues for this educational campus as a whole and my Department is focusing on achieving this outcome rather than progressing individual elements of the overall infrastructural requirements on the site for which the same access issues would arise.
