Written Answers Nos. 179-200
179. Deputy Carol Nolan asked the Minister for Education and Skills if he will carry out an independent review of the operation of the community national school model; and if he will make a statement on the matter. [16924/16]
View answerIn 2008, a new model of primary school provision was established on a pilot basis. This pilot was in response to increased demand for parental choice in the patronage of primary schools. The Community National School (CNS) model was initially piloted in two schools and has since expanded to a total of eleven schools. CNSs are multi-denominational schools and cater for the diversity present within the community in a single school setting, rather than in more than one school. The operation of Community National Schools, like all other recognised schools, is subject to ongoing inspection and evaluation. My Department's school inspectorate inspects the schools on an ongoing basis and this has included a Whole School Evaluation in certain cases. The findings of such Whole School Evaluations are published on my Department's website. In addition, the schools all engage in school self-evaluation, the findings of which are published on school websites.
180. Deputy Carol Nolan asked the Minister for Education and Skills when he will finalise and publish the Gaeltacht education policy; and if he will make a statement on the matter. [16925/16]
View answerThe drafting of a Policy on Education in the Gaeltacht is at an advanced stage. This is a key response by my Department to the Government's commitment to implement the Twenty Year Strategy for the Irish Language 2010 – 2030. I will consider the Policy and its recommendations and will present it to my colleagues in Government for approval. I expect that the report will be published before the end of the year.
181. Deputy Carol Nolan asked the Minister for Education and Skills why his Department had to refund €19.8 million under the programme for employability, inclusion and learning; the impact of this on the delivery of the programme; and if he will make a statement on the matter. [16926/16]
View answerThe EU co-financed Youth Employment Initiative (YEI), which aims to tackle youth unemployment and implement the Youth Guarantee, is integrated into European Social Fund programming and is being delivered in Ireland as a dedicated priority axis within the ESF Programme for Education, Inclusion and Learning (PEIL) 2014-2020. The specific YEI funding allocation for Ireland of €68m is matched by equal amounts from our ESF allocation and from the Exchequer, giving an overall allocation of €204m. The rules governing the ESF provide for initial pre-financing of EU support at 1% (or 1.5% for Member States under financial assistance) of the full programme support, payable for each year from 2014 to 2016. However, in order to mobilise faster YEI actions on the ground, the initial pre-financing of the YEI EU support was exceptionally increased to 30% in 2015. Accordingly Ireland received additional YEI pre-financing of €19.8m. The Regulations providing for this exceptional increase also specified that where a Member State did not submit an interim payment application by 23 May 2016 for at least 50% of the additional pre-financing amount, that the Member State must reimburse the Commission the total YEI pre-financing contribution. As work on the designation of the relevant ESF authorities, including the provision of a national computerised accounting and information system for EU funds to meet the 2014-2020 functionality requirements is continuing, Ireland did not comply with the requirement to submit an interim claim by the due date. In accordance with the relevant Regulations, the €19.8m additional pre-financing received and currently held in a Suspense Account, is to be reimbursed to the Commission. My Department is liaising with the Commission in this regard. However, it should be noted that the reimbursement of this pre-financing will not result in any loss of EU monies to the Exchequer, as the full YEI allocation of €68m to Ireland will still be available for drawdown before year-end 2018, and it is expected that this funding will be fully drawn down. Furthermore, as the activities concerned are fully funded up-front by the Exchequer there is no resulting reduction in the funding available to those activities.
|
Youth Employment Initiative |
Funding (€m) |
|
Back to Work Enterprise Allowance (BTWEA) Scheme |
4.648 |
|
JobsPlus Incentive Scheme |
7.992 |
|
Tús |
35.347 |
|
JobBridge, the National Internship Scheme |
57.240 |
|
Youthreach |
79.876 |
|
Momentum |
13.333 |
|
Social Inclusion and Activation Programme (SICAP) |
6.000 |
|
TOTAL |
204.436 |
182. Deputy Carol Nolan asked the Minister for Education and Skills when the science, technology, engineering and maths report will be published and referred to the Oireachtas committee; and if he will make a statement on the matter. [16927/16]
View answerI am awaiting the final report for the STEM Education Review Group. When I receive the final report, I will request the relevant Oireachtas Committee to review the recommendations contained in the report in line with the commitment given in the Programme for Government.
183. Deputy Carol Nolan asked the Minister for Education and Skills if the independent examination of the supports and barriers to accessing higher education for lone parents, as referred to in the programme for Government, has commenced; if he will engage in a wide consultation process with relevant stakeholders during this review; and if he will make a statement on the matter. [16928/16]
View answerOfficials in my Department have consulted with relevant officials in the Departments of Social Protection and Children and Youth Affairs about this commitment in the Programme for Government. A process has been initiated to engage an independent expert to undertake the review. I expect that consultation with relevant stakeholders will inform the review process. The review is expected to be completed in the autumn.
184. Deputy Carol Nolan asked the Minister for Education and Skills the amount that has been allocated over each of the years 2006 to 2016 to date to the delivering equality of opportunity in schools (DEIS) programme and the number of schools that have qualified for DEIS status; and if he will make a statement on the matter. [16929/16]
View answerThe information requested by the Deputy is not readily available. I have asked my officials to compile the information and forward it to the Deputy as soon as possible.
185. Deputy Carol Nolan asked the Minister for Education and Skills if he will implement the recommendations of the Cush report; and if he will make a statement on the matter. [16930/16]
View answerThe Report of the Expert Group on Fixed Term and Part Time Employment in Lecturing contains a number of recommendations that will assist in addressing the concerns raised about precarious employment by Union representatives. My officials are currently taking steps to begin implementation of the recommendations to academic staff who have signed up to the Lansdowne Road Agreement.
186. Deputy Carol Nolan asked the Minister for Education and Skills if he remains of the view that the merger of institutes of technology is a pre-requisite for the application for, as opposed to the granting of, technological university status; and if he will make a statement on the matter. [16931/16]
View answerAs 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. There is no point in making the TU project a simple renaming exercise and falling into traps seen in similar processes in other countries. 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. Position of Technological Universities Bill: The first Government Legislative Programme of this new Partnership Government was published on 8 June 2016, and the Technological Universities Bill has been restored to the Dáil Order Paper at Committee Stage. 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.
187. Deputy Carol Nolan asked the Minister for Education and Skills the number of pupils currently awaiting assessment by a National Educational Psychological Service psychologist, by county; the number that have been waiting less than 13 weeks, over 13 weeks, for over six months or longer; and if he will make a statement on the matter. [16932/16]
View answerThe Deputy will be aware from my previous responses to her in this regard that my Department's National Educational Psychological Service (NEPS) provides educational psychology service to all primary and post primary schools through an assigned NEPS psychologist and in some cases through the Scheme for Commissioning Psychological Assessments (SCPA).
NEPS does not maintain waiting lists but, in common with many other psychological services and best international practice, NEPS has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution oriented consultative approach to maximise positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Only in the event of a failure to make reasonable progress, in spite of the school's best efforts in consultation with NEPS, will the psychologist become involved with an individual child for intensive intervention or assessment.
This system allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually. It also ensures that children are not referred unnecessarily for psychological intervention.
I would advise if there are concerns in relation to the educational development of any student that these should be raised, in the first instance, with the Principal of the school he/she is attending, with a view to the Principal discussing the situation with the assigned NEPS psychologist. In this regard where it is agreed that an assessment is appropriate it is conducted within an average of six weeks.
188. Deputy Carol Nolan asked the Minister for Education and Skills the reason for the delay in granting permission for a new walkway between a school (details supplied) and the local shopping centre; and if he will make a statement on the matter. [16933/16]
View answerI can confirm that my Department received a revised proposal for funding towards the proposed walkway from the school to which the Deputy refers.
This proposal was considered and my Department wrote to the school requesting further information in March 2016. This information has not yet been received.
189. Deputy Carol Nolan asked the Minister for Education and Skills the status of an application for the summer works scheme by a school (details supplied); and if he will make a statement on the matter. [16934/16]
View answerI wish to confirm to the Deputy that in the case of the school, referred to, an application was received under Category 6 of the Summer Works Scheme (SWS) 2016-17. Valid SWS (2016-2017) applications from schools in respect of Categories 3 to 10 that were not reached under round one approvals announced on 28th April last, 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. The SWS (2016-2017) application from the school, in question, is available to be considered in this context.
190. Deputy Michael Healy-Rae asked the Minister for Education and Skills his views on a matter (details supplied) regarding the construction skills certification scheme, quarry skills certification scheme and safe pass courses. [16963/16]
View answerThe functions of SOLAS are set out in section 7 of the Further Education and Training Act 2013 and include the provision of training as well as the development of new and existing further education and training programmes. The role of SOLAS in relation to the CSCS and Safe Pass derives from the Safety, Health and Welfare at Work (Construction) Regulations 2013. The regulations provide that FÁS is responsible for the issue of valid construction skills registration cards under the provisions of Schedule 5 of the Regulations. Schedule 4 of the regulations require the successful completion of either the FÁS Safe Pass training programme, or an equivalent safety awareness scheme approved by FÁS for the issue of a valid safety awareness registration card. The role of SOLAS in relation to the QSCS derives from the Safety, Health and Welfare at Work (Quarries) Regulations, 2008. It provides that FÁS is responsible for issue of the quarries skills registration card under the provisions of Schedule 1 of the Regulations. SOLAS was established in October 2013 under the Further Education and Training Act, 2013. Section 38 of the Act provides that all functions that were vested in FÁS are transferred to SOLAS including any references to FÁS in any enactment or instrument.
191. Deputy Michael Healy-Rae asked the Minister for Education and Skills his views on a matter (details supplied) regarding construction skills certification scheme, quarries skills certification scheme and safe pass courses; and if he will make a statement on the matter. [16966/16]
View answerFÁS previously had responsibility for administering the Construction Skills Certification Scheme (CSCS). In 2012 FÁS commissioned a report to consider proposed changes to a number of programmes for which it had responsibility including the CSCS. This included an examination of the potential transfer of the CSCS to another state agency. Amongst a number of conclusions, this report recommended that no imminent transfer of the CSCS should be undertaken. As a result, FÁS continued in its role and the Further Education and Training Awarding Council (FETAC) retained its role as the awarding body for the CSCS. Quality and Qualifications Ireland (QQI) was established in November 2012 and many of the functions of FETAC were assumed by QQI, including its role in relation to the CSCS. The Common Awards System (CAS) was introduced by FETAC for further education and training awards at levels 1 to 6 of the National Framework of Qualifications and is now maintained by QQI. Under the 2012 Qualifications and Quality Assurance (Education and Training) Act QQI is empowered to issue a wide range of awards both inside and outside of the CAS. SOLAS was established in October 2013 under the Further Education and Training Act 2013. Section 38 of that Act provides that all functions that were vested in FÁS are now transferred to SOLAS. The role of SOLAS in relation to the CSCS and Safe Pass derives from the Safety, Health and Welfare at Work (Construction) Regulations 2013. The regulations provide that FÁS (now SOLAS) is responsible for issuing valid construction skills registration cards under the provisions of Schedule 5 of the Regulations. Schedule 4 of the regulations require the successful completion of either the FÁS Safe Pass training programme, or an equivalent safety awareness scheme approved by FÁS (now SOLAS), for the issuance of a valid safety awareness registration card. The role of SOLAS in relation to the Quarries Skills Certification Scheme (QSCS) derives from the Safety, Health and Welfare at Work (Quarries) Regulations, 2008. It provides that FÁS (now SOLAS) is responsible for issuing the Quarries Skills Registration card under the provisions of Schedule 1 of the Regulations.
192. Deputy Thomas Byrne asked the Minister for Education and Skills the number of students with special needs in mainstream classes at primary and post-primary level in the school years 2014/2015 and 2015/2016, in tabular form. [16994/16]
View answerThe information requested is presented in the following table.
Number of Students accessing additional learning supports in Primary and Post Primary Mainstream Classes
|
- |
Primary |
Post Primary |
Total |
||
|
GAM* |
LITH |
HITH* |
LITH |
||
|
2014/15 |
110,813 |
25,647 |
10,623 |
12,767 |
159,850 |
|
2015/16 |
113,888 |
28,714 |
10,835 |
14,217 |
167,654 |
*Estimated.
193. Deputy Jim O'Callaghan asked the Minister for Education and Skills if third level institutions in receipt of considerable State funding, should be allowed to discriminate against Irish citizens, in the matter of postgraduate fees (details supplied). [17004/16]
View answerThe position is that higher education universities are autonomous institutions as provided for in the Universities Act 1997 and therefore the criteria governing the level of tuition fees to be charged in the case of postgraduate study is solely a matter for the relevant institution to determine in line with its own criteria. Accordingly, my Department has no function in relation to such matters. Tax relief is available on postgraduate tuition fees paid. Details in relation to this relief are available from the Revenue Commissioners at www.revenue.ie.
194. Deputy Seán Haughey asked the Minister for Education and Skills if he will sanction a building project at a school (details supplied) to enable it to open another class for children with autism; and if he will make a statement on the matter. [17013/16]
View answerI can confirm that the school referred to by the Deputy has submitted an application for additional accommodation to establish a second class for pupils with autism. The application is currently being considered and a decision will be conveyed to the school authority as soon as this process has been finalised.
195. Deputy Thomas Byrne asked the Minister for Education and Skills the number of applications from schools he received for special educational needs posts in 2016 and the number of applications by county. [17019/16]
View answerI wish to advise the Deputy that the National Council for Special Education (NCSE) is responsible, through its network of local Special Educational Needs Organisers (SENOs), for allocating special educational needs supports, including Special Needs Assistants (SNAs) and Resource Teaching support to schools to support children with special educational needs. The NCSE operates within my Department's criteria in allocating such support. All schools were asked to submit applications for SNA and Resource Teaching support for the 2016/17 school year to the NCSE by 29th February this year. This year, 12,900 SNAs are available for allocation to schools, which is an increase of almost 22% in the number of posts available since 2011, which was 10,575 posts. The NCSE advised all schools of their allocations for SNA support for the coming 2016/17 school year, on 14th June, 2016, based on the number of valid applications received to date. The NCSE has now allocated 12,635 Whole Time Equivalent SNA posts to schools, which is 711 posts additional to 11,924 SNA posts which were allocated at the end of the 2015/16 school year. A total of 7452 resource teaching posts is also available to the NCSE to allocate to schools for the coming 2016/17 school year, which is an increase of over 600 posts on the current years allocation, and an increase of 41% over the numbers allocated since 2011, which was 5265 posts. The NCSE advised all schools, on 28th April, 2016, of their allocations for resource teaching support for September 2016. 7015 posts were allocated to schools at that time. Details of all of the allocations which have been made to schools for SNA and resource teaching support, on a per county and per school basis, have been published on www.ncse.ie.
The NCSE continues to accept applications in recognition that enrolments may not have been completed or where assessments were not completed. The NCSE will consider these applications and make further allocations to schools in respect of valid applications which have been received to September. As the Deputy's question relates to the number of invalid applications received, additional to the allocations made, for resource hours and SNA support, I have referred this question to the NCSE for their consideration and direct reply to the Deputy.
196. Deputy Michael Healy-Rae asked the Minister for Education and Skills his views on whether the July provision should be provided for children with special needs (details supplied); and if he will make a statement on the matter. [17020/16]
View answerMy Department currently provides July Provision for children with a diagnosis of ASD and/or severe or profound general learning disability. It is not currently proposed to extend the 2016 July Provision Scheme to further disability categories. The 2016 July Provision scheme commenced in April 2016, the deadline for receipt of applications was May 13th 2016. As the Deputy is aware the Programme for a Partnership Government, published in May 2016, includes a commitment to examine the adequacy of current special education access and funding provision, in particular for children with Down syndrome. In addition the National Council for Special Education (NCSE) has submitted its Policy Advice on Educational Provision for Children with Autism Spectrum Disorders. In developing this policy advice, the NCSE reviewed a range of provision for children with Autism including the Department's July Provision scheme. The NCSE consulted widely with parents, professionals and other stakeholders and interested parties while also conducting research. An implementation group has now been established to review the recommendations of this policy advice. Any recommendations which relate to the July Provision Scheme will be fully considered by this group which will prepare an implementation plan for my consideration.
197. Deputy Michael Ring asked the Minister for Education and Skills if and when he will provide funding to a school (details supplied) under the emergency works given the urgent and substantial works required; and if he will approve funding Scheme. [17023/16]
View answerI wish to advise the Deputy that my Department has no record of receiving an application for funding for emergency works from the school in question. However, I can confirm that the school in question submitted an application under Category 6 of the Summer Works Scheme (SWS) (2016-17), for roof works. I wish to confirm to the Deputy that valid SWS (2016-2017) applications from schools in respect of Categories 3 to 10 that were not reached under round one approvals announced on 28th April last, 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. The SWS (2016-2017) application from the school, in question, is available to be considered in this context.
198. Deputy Stephen S. Donnelly asked the Minister for Education and Skills if he can challenge an overturning by third parties directly affected with regard to the expulsion of a student from a secondary school and the subsequent overturning of the expulsion by the school board; and if he will make a statement on the matter. [17026/16]
View answerThe position regarding expulsions is that 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 Education and 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, expels a student. In the case of a school which is established or maintained by an ETB, an appeal against a decision of the board of such a school shall lie, in the first instance, to the ETB and thereafter to the Secretary General of my Department. In general, appeals must be made within 42 days of receipt of the Board of Management's decision. My Department has no authority to compel a school to admit a pupil, except in the case of an appeal under section 29 of the Education Act, 1998 being upheld. Application forms for Section 29 Appeals are available on my Departments website at the following link: http://www.education.ie/en/Parents/Services/Appeal-against-Permanent-Exclusion-Suspension-or-Refusal-to-Enrol/Section-29-Appeals-Application-Form.doc or from Section 29 Appeals Unit, Friars Mill Road, Mullingar, Co. Westmeath, Phone: 0761 108588.
199. Deputy Carol Nolan asked the Minister for Education and Skills the amount of the €407 million he allocated for the purposes of student support and related expenses, that is paid to education institutions to cover the student contribution; the amount that is paid for the purposes of student maintenance and the amount paid for staff or administration purposes; the additional moneys not accounted for, in this allocation, including the purpose of same; and if he will make a statement on the matter. [17040/16]
View answerThe allocation of the €407.656m is broken down as follows:
- €377.2m - Student grants and related activities.
- €19.2m - Third Level Access Fund.
- €9.5m – SUSI pay and non-pay costs.
- €1.7m – Costs associated with scholarships, bursaries, the European University Institute and the Student Grants Appeals Board. The Deputy will be aware that the student support subhead is a demand led subhead. As such, the breakdown of the 2016 expenditure between its constituent parts will not be available until 2017. However, the breakdown of expenditure in 2015 was as follows:
- €219m (56%) was spent on student contributions & fees, and
- €169m (44%) was spent on maintenance.
200. Deputy Michael Healy-Rae asked the Minister for Education and Skills the status of an application by a school (details supplied) which wishes to receive a second caretaker in the school; and if he will make a statement on the matter. [17048/16]
View answerUnder arrangements introduced in 2009 as part of budgetary measures, schools like the one referred to by the Deputy are permitted to fill a caretaker vacancy provided they have no other caretaker. Given that this school already has a caretaker it is not permitted to fill a second caretaker post. Any improvement in these arrangements is dependent on the budgetary position and will, in the first instance, be targeted at the largest schools. In the meantime, if any additional caretaking is required it should be met from within the School Services Support Fund grant that is paid to the school. This grant will amount to €66,052 for the school year 2015/16, in respect of the school in question. Schools are permitted discretion in the application of the School Services Support Fund in accordance with their own needs and priorities. However, the provision of secretarial and maintenance services is a particular focus of this fund. The SSSF is a significant resource for schools in regard to employing additional administrative and maintenance staff.
