Wednesday, 8 Jun 2016

Written Replies Nos 182-200

Summer Works Scheme Applications

Questions (182)

Pat Deering

Question:

182. Deputy Pat Deering asked the Minister for Education and Skills the status of an application for funding by a school (details supplied) for a car park and associated works. [14393/16]

Written answers

Minister for Education and Skills

I wish to advise the Deputy that a €30 million investment under Summer Works Scheme (SWS) (2016/2017) was announced on 28 April last. This related to successful applicants under Categories 1 and 2, Gas and Electrical works. I wish to confirm that applications for the provision of a car park 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.

Schools Building Projects Applications

Questions (183)

Pat Deering

Question:

183. Deputy Pat Deering asked the Minister for Education and Skills the status of an application by a school (details supplied) for funding for additional accommodation. [14394/16]

Written answers

Minister for Education and Skills

I can confirm that the school referred to by the Deputy has made an application for significant capital funding. My Department recently discussed the matter with the school principal who undertook to review the application and prioritise in the context of essential classroom accommodation need. When this further information has been provided to my Department, the application will be assessed and a decision will be conveyed to the school authority.

Schools Building Projects

Questions (184)

John Lahart

Question:

184. Deputy John Lahart asked the Minister for Education and Skills the reason for the delay in commencing construction of a purpose-built school (details supplied); when construction will commence and when the pupils and teachers will move into the school. [14397/16]

Written answers

Minister for Education and Skills

The school building project referred to by the Deputy is included on the six year programme announced on 17 November 2015 and is listed to proceed to construction in 2016. This project is currently completing early architectural planning, Stage 2A – the Developed Design Stage. Following the Stage 2A Stakeholder's meeting which was held on 2 February last, the Design Team has submitted a complete Stage 2A report which is currently being reviewed by my Department's Technical Staff. On the successful completion of Stage 2A, and due to an increase in the scope of works for this project, my Department will tender for a replacement Design Team to take the project forward from Stage 2B – Detailed Design Stage, which includes the applications for Planning Permission, Fire Cert, Disability Access Cert and the preparation of Tender Documents. Until such time as planning permission has been secured and the project has progressed to and completed the tender stage and the appointment of a building contractor, it will not be possible to provide an indicative timeframe for the completion of the construction stage of the project.

School Enrolments

Questions (185)

Paul Kehoe

Question:

185. Deputy Paul Kehoe asked the Minister for Education and Skills if there are sufficient places for new entrants to first year for the 2016-2017 term in secondary schools in Wexford town; why a student from Rosslare is only be able to secure a place in Enniscorthy, 48 km away; and if he will make a statement on the matter. [14430/16]

Written answers

Minister for Education and Skills

My Department uses a Geographical Information System (GIS) to identify where the pressure for school places across the country will arise. The GIS uses data from the Central Statistics Office, Ordnance Survey Ireland, the Department of Social Protection and my Department's school enrolment databases. With this information, my Department carries out nationwide demographic exercises at primary and post primary levels to determine where additional school accommodation is needed. In relation to the school planning areas in County Wexford, the demographic analyses showed that these areas are experiencing demographic growth, however, not to such an extent that would currently warrant new school provision. These areas, including the Wexford Town school planning area, are being kept under ongoing review by my Department to take account of updated enrolment data and also the impact of existing and planned capacity increases to existing schools in the school planning areas. In relation to the Wexford Town school planning area, my Department analysed the pre-enrolment lists of students seeking places in First Year in September 2016 from the 12 post-primary schools in the Wexford Town and the four adjacent school planning areas of Enniscorthy, Adamstown, Kilmuckridge and Bridgetown. This analysis showed that there was a large amount of duplication of applications with students applying to a number of schools in these areas and the intake patterns showed that a significant proportion of students are not attending the post-primary school in their area but rather travelling out of the smaller school planning areas into the Wexford Town schools. The provisional 2015/16 post-primary enrolment figures in the Wexford Town schools indicate that actual enrolments are broadly in line with the projected enrolments based on the demographic data. In the five post-primary schools in the Wexford Town school planning area, total enrolments are projected to grow over the next six years, peaking in 2021/22, after which enrolment numbers are projected to drop back to below current levels. As part of my Department's School Capital Investment Programme, a number of building projects in Wexford schools are being progressed, including Loreto Secondary School and Wexford CBS, both located in Wexford Town, which will provide for increased capacity in the area. The increase in accommodation planned for the Wexford Town area should be adequate to cater for the projected increase in enrolments.

Departmental Data

Questions (186)

Peadar Tóibín

Question:

186. Deputy Peadar Tóibín asked the Minister for Education and Skills if he is satisfied with the level of data that is collected on the issues which come under his Department's remit; the steps he will take to work with the administration in Northern Ireland to collect data on a North-South basis; the budgets he will put in place to undertake this work (details supplied); and if he will make a statement on the matter. [14439/16]

Written answers

Minister for Education and Skills

In November 2015 my Department established a new Data & Knowledge Management Unit which is currently preparing a Departmental Data Strategy to be published in late 2016. As part of its remit the Unit is working to identify and collect information on what data the Department collects, shares, develops, uses, analyses, evaluates, manages and governs. This work is intended to identify data issues and gaps that need to be addressed and opportunities and challenges to improving their effective use. Differing legislative, policy and institutional frameworks North and South present significant challenges in achieving an overall coordinated and cohesive approach to data gathering and compatibility on an all-island basis. In addition, the two Education Departments on the island are governed by the provisions of the Belfast/Good Friday Agreement that designate cross-border co-operation in education in four specific areas: educational underachievement; teacher qualifications; special educational needs; and school youth and teacher exchanges. Within this framework, my Department will continue to explore with the Department of Education NI the potential for developing and enhancing cooperation in areas of mutual benefit, including joint approaches to information gathering, sharing and exchange of best practice.

Special Educational Needs

Questions (187)

Kevin O'Keeffe

Question:

187. Deputy Kevin O'Keeffe asked the Minister for Education and Skills if he will ensure that a roll number is put in place for a new school (details supplied) in County Cork. [14527/16]

Written answers

Minister for Education and Skills

I wish to advise the Deputy that new schools are established to meet demographic demand. In general, the Department's policy is to integrate children with special educational needs into the mainstream school system wherever possible. Many of our schools have special education units included within them. However, Special Schools are also necessary to meet the educational needs of pupils whose needs cannot be adequately catered for in a mainstream school. The need to establish a new special school would be identified by the National Council for Special Education in conjunction with the Department. While the National Council for Special Education has advised my Department that there is an emerging need for a small number of Special School placement options in the area to which the Deputy has referred, they have not identified a need for the establishment of a new special School in that area. The NCSE are currently considering how the identified individual placement demands can be met.

Student Support Schemes

Questions (188)

Bobby Aylward

Question:

188. Deputy Bobby Aylward asked the Minister for Education and Skills if he can provide funding, apart from a grant from Student Universal Support Ireland, for a person who has secured a place on a master's degree course in September 2016; and if he will make a statement on the matter. [14530/16]

Written answers

Minister for Education and Skills

Students in third-level institutions experiencing exceptional financial need can apply for support under the Student Assistance Fund. This Fund assists students, in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. Details of this fund are available from the Access Office in the third level institution attended. Also, tax relief at the standard rate of tax may be claimed in respect of tuition fees paid for approved courses at approved colleges of higher education including approved postgraduate courses in EU Member States and in non-EU countries. Further information on this tax relief is available from the Revenue Commissioners. The Programme for Government contains a commitment to increase financial supports for post graduate students with a particular focus on those from low income households. The options for progressing this commitment are currently under consideration in my Department within the context of overall budgetary constraints.

School Curriculum

Questions (189)

Clare Daly

Question:

189. Deputy Clare Daly asked the Minister for Education and Skills to consider the inclusion of basic sign language on the primary and secondary school curricula to enable more people to communicate with the deaf community. [14538/16]

Written answers

Minister for Education and Skills

A new course in Irish Sign Language (ISL) has been prepared by the Post-Primary Languages Initiative (PPLI), a project of my Department. This 100 hour course is based on the Generic Short Course in Modern Languages, which was in turn developed by the PPLI using the new Framework for Junior Cycle (2015) and the Junior Cycle Short Courses Draft Handbook 'Developing Short Courses in Junior Cycle' prepared by the National Council for Curriculum and Assessment. The course provides the 'learning statements' and key skills which all short courses are based upon. In this course, the emphasis is on developing communication skills in ISL at level A1 on the Common European Framework of Reference for Languages (CEFR). Schools can choose to provide this short course as part of their Junior Cycle programme.

School Enrolments

Questions (190)

Bríd Smith

Question:

190. Deputy Bríd Smith asked the Minister for Education and Skills if he is aware that enrolments in a school (details supplied) are being blocked by the school; if he is complicit in the campaign to close the biggest school in the area at a time when number of primary school age children is predicted by the CSO to rise by 20%; and his plans for a new school in the area to cope with the increasing numbers. [14553/16]

Written answers

Minister for Education and Skills

It is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998. The enrolment policy must be non-discriminatory and must be applied fairly in respect of all applicants. Parents can choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available a selection process may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice. Section 29 of the Education Act, 1998 provides for an appeal by a parent or guardian to the Secretary General of my Department, or in the case of an Educational Training Board (ETB) school to the ETB in the first instance, where a Board of Management of a school, or a person acting on behalf of the Board, refuses to enrol a student in a school, expels a student or suspends a student for 20 or more days in any school year. The Educational Welfare Service of the Child and Family Agency (EWS) is the statutory agency which can assist parents who are experiencing difficulty in securing a school place for their child. The EWS can be contacted at 01-8738700. My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area. My Department uses a Geographical Information System to identify the areas under increased demographic pressure nationwide. The system uses data from the Central Statistics Office, Ordnance Survey Ireland, the Department of Social Protection and information from the Department's own databases. With this information, my Department carries out nationwide demographic exercises to determine where additional school accommodation is needed at primary and at post-primary level. In relation to the area referred to by the Deputy, I can advise that my Department has no plans to establish a new school in the area. In 2015, the Department agreed to a request from the Patron for a change to fully vertical co-educational status for three other schools in the area in question. The Patron indicated that there was no demand for a change in status from the school referred to by the Deputy. The Patron also indicated that the trend of declining enrolments in the area will be kept under review. The decision by the Patron to reorganise the primary schools in the parish in question first arose in 2009 because of concerns at local level regarding declining enrolments.

School Transport

Questions (191)

Carol Nolan

Question:

191. Deputy Carol Nolan asked the Minister for Education and Skills his plans to downsize school buses in order to reduce the number of children who avail of concessionary school transport; and if he will make a statement on the matter. [14554/16]

Written answers

Minister of State at the Department of Education and Skills

The Programme for Government commits to review the concessionary charges and rules element of the School Transport Scheme prior to Budget 2017. This review, which is being commenced, will be aimed at identifying issues in relation to current rules and charges relating to concessionary places under the School Transport Scheme with a view to maximising the effectiveness of available services for children. The results of the review will be considered in the context of Budget 2017. Pending this review, there will be no planned programme of downsizing school buses in the coming school year. There will be route changes and variations in line with normal operational decisions that occur from year to year, and any impacts in terms of increases or decreases of available places will be marginal, in line with what occurs every year.

Teaching Council of Ireland

Questions (192)

Carol Nolan

Question:

192. Deputy Carol Nolan asked the Minister for Education and Skills if he will reopen consultation on regulation 3 of the Teaching Council’s regulations to facilitate stakeholders in submitting their views prior to the proposed changes coming into effect; and if he will make a statement on the matter. [14555/16]

Written answers

Minister for Education and Skills

Since 2006, the Teaching Council is the body with statutory responsibility and authority for regulation of the teaching profession, including the registration of teachers under the Teaching Council Acts 2001-2015. Under the Teaching Council [Registration] Regulations 2009, Regulation 3 (Montessori and other categories), graduates with certain Montessori qualifications (Level 8 on the National Framework of Qualifications) are allowed to be registered as teachers to teach in certain restricted settings in recognised schools. Lengthening and reconfiguring the programmes of initial teacher education is a key component of the National Strategy to Improve Literacy and Numeracy among Children and Young People 2011-2020. These changes were incorporated into the Teaching Council's Policy Paper on the Continuum of Teacher Education, which set the criteria for providers of initial teacher education. A revision to the registration regulations was required to provide for the recognition of graduates of the 59 reconceptualised programmes of initial teacher education which are accredited by the Council as qualifying persons to teach in Ireland. Following significant stakeholder engagement, revised regulations were drawn up by the Teaching Council. The revised regulations also give effect to changes made in the Teaching Council (Amendment) Act 2015, such as the placing of the Garda vetting of new teachers on a statutory footing. They provide for persons currently registered with the Council under Regulation 3 on the basis of holding a level 8 Montessori qualification and allow for the registration of persons who obtain a level 8 Montessori qualification, where the course is commenced on or before 1 October 2016 and the qualification is obtained before the end of 2021. The regulations were recently provided to my Department for my consent and approval. The Deputy should note that my Department has no plans to change the current position whereby teachers who are registered with a level 8 Montessori qualification under Regulation 3 (or its equivalent in the new regulations) are eligible for employment as teachers of pupils with special education needs in recognised mainstream primary schools and special schools.

Educational Reform

Questions (193)

Carol Nolan

Question:

193. Deputy Carol Nolan asked the Minister for Education and Skills the number of students who could potentially lose up to 10% of their marks in junior certificate English due to the non-implementation of the reformed curriculum; his plans to address this; and if he will make a statement on the matter. [14556/16]

Written answers

Minister for Education and Skills

Students currently in second year of Junior Cycle who have not completed their first Classroom-Based Assessment (CBA) will, as agreed with the teacher unions, have the opportunity to complete this early in the first term of the coming school year. It is a matter of deep regret that ASTI has failed to deliver on the 2015 agreement with their leadership. Their continuing refusal to cooperate with the new framework is impacting on current junior cycle students of English. I received a letter from the General Secretary of the ASTI dated 9 May, indicating that the ASTI looks forward to engaging with me on a number of named issues, including junior cycle reform. I welcome the indications of the ASTI in this regard and I will meet with ASTI shortly. If the ASTI requires further clarifications on any aspects of the published framework, I am happy to facilitate their request. My Department has already clearly signalled that it is willing to support the ASTI in re-visiting this issue with their members.

Physical Education Facilities

Questions (194)

Carol Nolan

Question:

194. Deputy Carol Nolan asked the Minister for Education and Skills his plans to undertake an audit of the physical education facilities of all secondary schools prior to the introduction of physical education as a leaving certificate subject; and if he will make a statement on the matter. [14557/16]

Written answers

Minister for Education and Skills

In our Programme for Partnership Government we have set out a commitment to introduce a new Leaving Certificate Physical Education syllabus. The National Council for Curriculum and Assessment has advanced this work. It will be a priority of my Government to ensure its implementation. When introduced, it will be on a par with English and History, for example. I wish to assure the Deputy that I fully recognise the key role of physical education within the school experience and my Department continues to respond to the need to improve Physical Education facilities for all students attending schools within the constraints of the available funding. The provision of play space, where site conditions and circumstances allow, is one of the issues considered in the architectural design of new schools and major extensions. My Department's design guidelines for schools include guidance in the provision of P.E. Halls, general purpose rooms and outdoor hard play areas such as basketball courts.

Special Educational Needs

Questions (195, 208)

Carol Nolan

Question:

195. Deputy Carol Nolan asked the Minister for Education and Skills the cost of introducing individual education plans for students with special educational needs on a statutory basis; and if he will make a statement on the matter. [14558/16]

Carol Nolan

Question:

208. Deputy Carol Nolan asked the Minister for Education and Skills the number of students with special educational needs who are covered by an individual educational plan as opposed to a personal pupil plan; and if he will make a statement on the matter. [14571/16]

Written answers

Minister for Education and Skills

I propose to take Questions Nos. 195 and 208 together. I wish to advise the Deputy that Section 2 of the Education for Persons with Special Educational Needs (EPSEN) Act 2004, providing for the inclusive education of children with special educational needs and the sections of the Act which placed the National Council for Special Education (NCSE) on a statutory footing, were commenced in 2005. The remaining sections of the EPSEN Act, including those which would introduce a statutory provision for Individual Education Plans for children with special educational needs have yet to be commenced. Legal advice indicates that the EPSEN Act, as it is currently constituted, may not be implemented on a phased, or age cohort, basis. The NCSE has published a Plan for the Implementation of the EPSEN Act. This report, which was published in 2006, made recommendations which suggested that additional investment over a period of years of up to €235 million per annum, across the education and health sectors, would be required to fully implement the EPSEN Act. The estimate of costs did not identify those costs which related only to the introduction of Individual Education Plans. My Department's opinion is that the level of investment required could be significantly greater than that envisaged in the NCSE report. However, a total estimate of this amount has not been quantified. Revised estimates of the amount of additional expenditure required to fully implement remaining sectors of the EPSEN Act have not recently been conducted. The level of additional expenditure required would have to take into account annual demographic growth and service developments in the area of special educational needs, pricing adjustments and salary cost differentials on an ongoing basis. Estimates would also have to be made as to the number of pupils who might qualify for the statutory service provisions envisaged by the EPSEN Act. At present, all schools are encouraged to use Education Plans through training support and guidance. Schools use a range of different education plans, such as Student Support files, Personal Pupil Plans, or Individual Education Plans. As these education plans are prepared and retained in schools, my Department does not have details of who many such support plans are presently in place, or the number of different types of education plans used. However, my Departments Inspectorate's advice is that the majority of schools are now using some form of individual education planning for children with special needs. While awaiting the full implementation of the EPSEN Act, the NCSE has published a number of policy advice papers which make recommendations aimed at developing a better or more effective alternative to the current resource allocation model, and which aims to move the system towards ultimate implementation of the EPSEN Act. It is therefore intended to bring into effect many of the good ideas contained in the EPSEN Act, on a non-statutory basis initially, through policy developments across a range of areas, in conjunction with NCSE policy advice. Under the Programme for a Partnership Government I have also committed to consulting with stakeholders to see how best to progress sections of the EPSEN Act that were introduced on a non-statutory basis.

Third Level Facilities

Questions (196)

Carol Nolan

Question:

196. Deputy Carol Nolan asked the Minister for Education and Skills the number of buildings at third level which are rented or prefabricated; the annual cost of renting these; and if he will make a statement on the matter. [14559/16]

Written answers

Minister for Education and Skills

Third Level Colleges and Institutions are autonomous bodies and are responsible for the day to day management of their affairs including the rental of accommodation. Therefore, the information requested by the Deputy is not maintained by my Department.

State Examinations

Questions (197)

Carol Nolan

Question:

197. Deputy Carol Nolan asked the Minister for Education and Skills the terms of reference of the review of the reasonable accommodations at the certificate examinations, RACE, scheme; the consultation process with stakeholders; when the review will be concluded; if he will publish the report; and if he will make a statement on the matter. [14560/16]

Written answers

Minister for Education and Skills

The State Examinations Commission (SEC) has statutory responsibility for operational matters relating to the certificate examinations. The SEC operates a scheme of Reasonable Accommodations at the Certificate Examinations (RACE scheme). The RACE scheme enables access to the Leaving and Junior Certificate examinations by students with special needs which include specific learning difficulties and permanent or temporary physical, medical or behavioural conditions or other conditions. Reasonable accommodations are intended to: (a) remove, as far as possible, the impact of the disability on the candidate's performance and thus enable the candidate to demonstrate their attainment and (b) ensure that special arrangements do not confer any unfair advantage over other candidates in the same examination. I am advised by the SEC that a review of the operation of RACE is being undertaken at the request of their Board. This ongoing operational review is focussing in the first instance on:

- the nature and timing of decision making regarding applications for reasonable accommodations

- the provision of comprehensive information about access arrangements to applicants and their parents

- making better use of assistive technology to enable candidates to access the examinations while at the same time enhancing integrity and reducing the administrative and logistical demands on schools I am further advised that a programme of consultation with stakeholders is planned by the SEC for over the summer.

Capital Expenditure Programme

Questions (198, 240)

Carol Nolan

Question:

198. Deputy Carol Nolan asked the Minister for Education and Skills the third level projects he will fund under the capital investment plan; and if he will make a statement on the matter. [14561/16]

Carol Nolan

Question:

240. Deputy Carol Nolan asked the Minister for Education and Skills the third level projects he will fund under the capital plan 2016 to 2021; and if he will make a statement on the matter. [14991/16]

Written answers

Minister for Education and Skills

I propose to take Questions Nos. 198 and 240 together.

The 2016-2021 Capital Plan provides funding of €350m for the Third Level Sector. This consists of a direct Exchequer investment of €150m, including €40m already allocated to the Grangegorman project, and €200m worth of funding for PPP projects.

These are critically important and very welcome investments which will go some way to addressing the capital requirements and, more particularly, the infrastructural deficits that exist in the Sector. They also make a strong statement about the importance of the Sector to our national strategic objectives.

I am conscious that there are many competing demands on the Department's Third Level Capital budget. In that context, the distribution of the funding provided in the Capital Plan is being considered carefully and in consultation with the HEA. A final decision has not yet been made in that respect.

Early Childhood Care and Education

Questions (199)

Carol Nolan

Question:

199. Deputy Carol Nolan asked the Minister for Education and Skills his plans to introduce a compulsory second preschool year under the programme for Government; if parents will still be able to send their children to school at four years of age; and if he will make a statement on the matter. [14562/16]

Written answers

Minister for Education and Skills

In relation to school starting age, the compulsory school starting age is 6 years of age and the Rules for National Schools provide that a child must be at least 4 years of age before being enrolled in a National School. The Programme for Government gives a commitment to target investment in children's early years and in this regard, one of the measures refers to a second free preschool year. My colleague in Government, Minister Zappone, T.D., is responsible for the universal pre-school scheme delivered under the ECCE programme. The introduction of this expanded provision for children from September 2016 will mean that most children will be 5 years of age when they start school. This commitment will be considered in the context of the next budget.

Asylum Support Services

Questions (200)

Carol Nolan

Question:

200. Deputy Carol Nolan asked the Minister for Education and Skills the cost of extending third level and post-leaving certificate supports to students in the asylum-seeking process who have been in the school system for five years or more; and if he will make a statement on the matter. [14563/16]

Written answers

Minister for Education and Skills

The Deputy will be aware that a Pilot Support Scheme was introduced last year for students who are in the Protection System or at the Leave to Remain (but not deportation order) stage. The scheme was intended to provide supports to qualifying students which were similar to those available in the statutory based Student Grant Scheme. A total of 39 applicants applied for the pilot scheme last year with 2 qualifying for support. The cost of the Pilot Support Scheme for the 2015/16 academic year was €9,000. Last week I announced the continuation of the Pilot Support Scheme for those in the protection system for 2016/17. It is envisaged that the costs for 2016/17 will be in line with those for 2015/16.