Written Answers Nos. 100-106
100. Deputy Thomas P. Broughan asked the Minister for Finance the value of the assets the National Asset Management Agency owns and that are located outside Ireland; and if he will make a statement on the matter. [13960/16]
View answerThe Deputy will be aware that NAMA does not own residential property. Rather NAMA has acquired loans and its role is that of a lender with claims over security for its loans, like a bank, rather than a property owner or lessor.
Information on the value and performance of NAMA loans is included in NAMA's Section 55 quarterly accounts, which are published on the NAMA website, www.nama.ie. Detailed analysis of the remaining portfolio is carried out as part of an impairment process on a half-yearly basis and the value of the remaining portfolio which lay outside Ireland, as at end-June 2015, was €4.74bn.
I wish to advise the Deputy that NAMA's 2015 Annual Report and Accounts will be laid before the Houses of the Oireachtas and published by NAMA on Wednesday, 8th June 2016. This will contain significant detail in relation to NAMA's activities and its remaining portfolio, including an analysis of the geographical breakdown, as at year end-2015.
101. Deputy Brendan Griffin asked the Minister for Finance if he will purchase the distressed residential and buy-to-let market mortgages from Ulster Bank; and if he will make a statement on the matter. [13990/16]
View answerI have no plans to purchase distressed loans from Ulster Bank or any other commercial bank.
The Deputy will be aware that the Consumer Protection (Regulation of Credit Servicing Firms) Act, 2015 was enacted on 8 July 2015. It was introduced to fill the consumer protection gap where loans were sold by the original lender to an unregulated firm. The 2015 Act introduced a regulatory regime for a new type of entity called a 'credit servicing firm'. Credit Servicing Firms are now subject to the provisions of Irish financial services law that apply to 'regulated financial service providers'. This ensures that relevant borrowers, whose loans are sold to third parties, maintain the same regulatory protections they had prior to the sale, including under the various statutory codes (such as the Consumer Protection Code, Code of Conduct on Mortgage Arrears, Code of Conduct for Business Lending to Small and Medium Enterprises and the Minimum Competency Code) issued by the Central Bank of Ireland and the Central Bank (Supervision and Enforcement) Act 2013 (Section 48) (Lending to Small and Medium-Sized Enterprises) Regulations 2015 which comes into operation on 1 July 2016.
The Code of Conduct for Mortgage Arrears provides protections for borrowers who endeavour to meet their commitments in relation to their mortgages and the 2015 Act ensures that these protections apply when a loan has been sold.
As the Deputy may also be aware, the Programme for a Partnership Government commits to considering further appropriate actions in this area and on the broader issue of overindebtedness. I would encourage those borrowers who have not been able to engage with their lender to date to contact the Money Advice & Budgeting Service dedicated mortgage advice service (MABS Helpline - 0761 07 2000) for confidential, non-judgemental and free advice and practical assistance in negotiating with their lender a suitable long term debt resolution, thus avoiding repossession of their primary residence.
102. Deputy Jim Daly asked the Minister for Education and Skills to develop and issue a circular to primary schools in order to incorporate weekly discussions on the issue of mental health and well-being in the classroom; to encourage the roll-out of basic awareness strategies such as story-telling and question and answer sessions to promote a positive sense of health and well-being; and if he will make a statement on the matter. [13996/16]
View answerMy Department is strongly supportive of the promotion of positive mental health awareness in both primary and post-primary schools as part of an overall healthy lifestyle for our young people. The Department adopts a holistic and integrated approach to supporting the work of schools in promoting positive mental health and to supporting those with a broad range of problems, behavioural, emotional and social.
My Department issued a circular to all primary schools in February this year promoting and encouraging Healthy Lifestyles for their pupils. Schools and the wider education sector have a vital role to play in contributing to the Government's 'Healthy Ireland' agenda that is being led by the Department of Health and is supported by my Department. It is acknowledged that positive mental and psychological wellbeing are a key aspect of healthy lifestyles. Schools are contributing to the overall physical, mental health and wellbeing of our young people but this must be done in collaboration with their families and their community.
Creating a healthy lifestyle spans the curriculum in schools, whole-school ethos, quality of teaching, learning and assessment, pupil support, pastoral care and the provision of professional development for teachers. It also involves other supports such as educational psychological services and the interface with other agencies, both nationally and locally. Schools support these areas also through their implementation of their anti-bullying, substance misuse, attendance policies and through the delivery of the SPHE curriculum.
It is also important that work in this area commences when pupils are at an early age. To this end, Wellbeing Guidelines for Primary Schools were published by my Department in January 2015. These guidelines were developed, along with guidelines for post-primary schools, following a process of wide consultation, by a working group with representation from the Teacher Education Section/Inspectorate, SPHE Support Service, National Psychological Service (NEPS), Department of Health and the Health Service Executive/National Office for Suicide Prevention (NOSP).
The guidelines provide practical guidance to schools on how they can promote positive mental health and well-being in an integrated school-wide way. They also provide evidence-based advice on how to support young people who may be at risk of suicidal behaviour.
The Guidelines are for all members of the school community, boards of management and in-school management teams who play a central leadership role in positive mental health promotion. They are also useful for parents' associations, student councils, health and other personnel who are seeking an understanding of how to work in and with schools.
Specific attention is drawn within the Guidelines to the identification of pupils with mental health difficulties, the support process and referral pathways available to schools to provide for their needs and where the difficulties result in absences from school support mechanisms are suggested to ease the pupils re-integration.
My Department, in collaboration with the Department of Health and the HSE, provides support to schools to implement this agenda. At Primary school level the HSE's Health Promotion Officers and my Department's NEPS service respectively support school staff delivery of programmes such as Zippy's Friends and the Friends for Life which promote children's resilience and coping skills which enable them better to manage anxiety.
103. Deputy David Cullinane asked the Minister for Education and Skills his plans to increase funding to Waterford Institute of Technology for upgrading and extending laboratory facilities; his views on the growth in employment prospects in the biopharma industry in the south east; if the region has continuously increased its intake to meet demand; if the potential to meet future increased demand is inhibited due to limited laboratory space; if better mapping between investment and regional demand will provide additional investment opportunities; and if he will make a statement on the matter. [13872/16]
View answerWaterford Institute of Technology has not made any formal application for funding to my Department or the Higher Education Authority in respect of the facilities referred to by the Deputy. Any such funding request would be considered in the context of capital resources available for the higher education sector and having regard to competing demands.
The other questions raised by the Deputy are properly a matter for the Minister for Jobs, Enterprise and Innovation.
104. Deputy David Cullinane asked the Minister for Education and Skills if he is aware of the Central Statistics Office household quarterly survey, quarter 1 report which shows that unemployment in the south east is dangerously high at 12.5%; if prioritising the development of a technological university in the region is an urgent priority; the steps he will take to ensure the speedy provision of a technological university in the south east; and if he will make a statement on the matter. [13873/16]
View answerThe Programme for Partnership Government provides, inter alia, that the ultimate goal of the Government will be to deliver sustainable full employment by 2020. In this context, the Government is committed to the implementation of the Regional Action Plans for Jobs, with local input, to help spread growth to all areas.
The South East region is a good example of what can be achieved in creating sustainable employment growth through strong collaborative effort at local level. The economic crisis hit the South East's job numbers badly with the loss of 37,900 jobs from Q1 2008 to Q1 2011. However, since the launch of the Action Plan for Jobs in Q1 2012, the unemployment rate has fallen from 20.1 to 12.5 per cent – a decrease of 38% in that timeframe, with 204,400 people now at work, an increase of 23,100 over the period.
The South East Action Plan for Jobs which was published in September 2015 covers the counties of Carlow, Kilkenny, Tipperary, Waterford and Wexford and will build on the significant progress made to date. The core objective of the Plan is to support an ambitious programme of enterprise growth and job creation in region over the medium and longer term capitalising on the strengths and opportunities of the region.
The role of the education system featured strongly in the consultations for the Action Plan for Jobs, in particular through the introduction of entrepreneurship modules and ensuring young people develop an understanding so they can take an informed step towards self-employment if desired. An Implementation Committee has been established to oversee implementation of the South East Plan, and a range of educational stakeholders will attend these meetings, including the Carlow and Waterford Institutes of Technology.
The new Education and Training Boards in Carlow, Kilkenny, Tipperary, Waterford and Wexford have a fresh mandate, and like the Higher Education Institutions (HEIs) are now focused on developing stronger links with their local enterprise base. 3rd and 4th Level education in the region is provided by Waterford Institute of Technology (WIT), Institute of Technology Carlow (IT Carlow) and Limerick Institute of Technology (LIT) Tipperary.
It is recognised that the Institutes of Technology have developed strategic research activities aligned with the strengths of regional and national priorities. Overall, stronger engagements between the respective Institutes of Technology and employers and enterprises in the region provides a real opportunity to ensure that the excellence of the graduate and teaching and research capability is understood by all in the region and that the higher and further education systems can respond to the changing skills needs of employers.
Regional Skills Forum:
In addition to this, the establishment of a new Regional Skills Forum in the region by my Department will ensure a focus on attaining ambitious targets improved educational attainment and skills provision in the region. This will see institutions working together in the region to enhance progression and transfer pathways and develop greater co-ordination of academic provision and engagement with regional employers.
Technological Universities:
Furthermore, the new Programme for Government outlines that this new Government will continue to support the creation of Technological Universities. It is envisaged that the development of a Technological University for the South East will act as a catalyst and stimulus of economic, social and cultural development for the region.
The development of Technological Universities 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 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.
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.
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.
Consortiums who 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.
Technological University for the South-East (TUSE):
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.
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.
105. Deputy Martin Ferris asked the Minister for Education and Skills to ensure that a school (details supplied) retains its current teaching numbers for the 2016-17 academic year. [13899/16]
View answerThe staffing arrangements for primary schools for the 2016/17 school year are set out in Department Circular 0007/2016 which is available on the Department website.
The staffing circular also includes an appeals mechanism for schools to submit an appeal under certain criteria to an independent Appeals Board. Details of the appeal criteria are set out in the published staffing arrangements.
The school referred to by the Deputy submitted an appeal to the May 2016 meeting of the Primary Staffing Appeals Board. The school has been informed that its appeal has been upheld.
The Primary Staffing Appeals Board operates independently of the Department and its decision is final.
106. Deputy Clare Daly asked the Minister for Education and Skills his views on a matter regarding an organisation (details supplied) which has been accepting applications for places on Safe Pass tutor accreditation programmes since 2014, despite stating in 2014, 2015 and 2016 in response to inquiries that it had no plans to run such a programme; and if he will make a statement on the matter. [13914/16]
View answerSOLAS have advised that it is a requirement that any candidates who wish to apply for inclusion on the Safe Pass Tutor accreditation programme, must meet with the specified criteria and be approved by the Stakeholder Committee, before being scheduled for tutor training. Places cannot be offered to candidates until they have been approved by the Stakeholder Committee.
Stakeholder Committee meetings took place in February, 2014 and again in October and December 2015. None of the applicants met with the criteria and as a result a Safe Pass tutor accreditation programme did not take place. SOLAS has advised that there has been no reduction in the provision of SOLAS Safe Pass courses, that provision is delivered on demand, and current capacity has been sufficient to do so.
SOLAS is currently accepting applications from suitably qualified candidates for Safe Pass Tutor training and any person or persons wishing to apply for this training may contact SOLAS to obtain an application form. The next meeting of the Stakeholder Committee will take place early next month and will inform the decision as to whether or not, there are sufficient numbers to schedule a tutor accreditation programme.
