Mick Barry
Question:21. Deputy Mick Barry asked the Minister for Education and Skills if he will end the position whereby new teachers are on lesser pay rates and conditions; and if he will make a statement on the matter. [18266/16]
View answerTeachers' Remuneration
Questions (21)
Written answers
The Government has committed to establishing a Public Service Pay Commission to examine pay levels across the Public Service, including entry pay levels. The terms of reference and timescale for the Commission's work are a matter for my colleague, the Minister for Public Expenditure and Reform.
The Government recognises the importance of being able to attract quality new entrants to the Public Service, particularly so in important professional areas like education.
The restrictions in entry pay levels were introduced in 2011 and 2012 across the public service at a time when the pressure in public finances was severe and the scope for new recruitment was very restricted.
Under the Lansdowne Road Agreement the process of restoring public service pay is commencing. An important feature of this is the flat rate increase which is being implemented. This is proportionately more valuable to those early in their careers. Restoration of the supervision and substitution payment is provided for subject to co-operation with the Lansdowne Road Agreement. The Lansdowne Road Agreement did not address the issue of pay of new entrants.
My Department continues to seek to engage with teacher unions on issues of mutual concern and has recently reached agreement with INTO and TUI in respect of:
- discussions to improve the position of teachers on fixed-term and part-time teaching
- a robust review of in-school management structures
- an increase in the quantum of the extra Croke Park hours which do not have to be worked on a "whole school" basis
The Government has also indicated that it will support the gradual negotiated unwinding of FEMPI measures having due regard to the priority to improve public services and in recognition of the essential role played by public servants.
School Enrolments
Questions (22)
Clare Daly
Question:22. Deputy Clare Daly asked the Minister for Education and Skills if he will legislate to protect families from religious discrimination in the enrolment process to all schools, by amending section 7(3)(c) of the Equal Status Act as a first step towards providing equal school access for all, with the option of teaching religion at the end of the school day. [17913/16]
View answerWritten answers
The Programme for Government contains a commitment to publish new School Admissions legislation taking account of current draft proposals and addressing issues including publication of school enrolment policies, an end to waiting lists, introduction of annual enrolment structures, and transparency and fairness in admissions for pupils and their parents.
I have commenced a process of consultation with opposition parties to discuss my proposals to introduce a new Admissions Bill. Following these consultations, it is my intention to publish a new Admissions Bill during the current Dáil session.
As the Deputy may be aware, a Private Members Bill proposing an amendment to section 7(3)(c) of the Equal Status Act has been initiated and is due to be discussed later today. As previously indicated, my preference is to discuss this complex issue with the Oireachtas Committee at the earliest opportunity and I am open to hearing views on the best way to proceed within our existing constitutional framework.
It is my view that an effective way of providing diversity and choice for parents is by providing additional multi-denominational and non-denominational schools, and in this regard, I have committed to increasing the rate of delivery of these schools, to reach a total of 400 by 2030.
In relation to the teaching of religion in schools, a follow-up paper to Report of Forum on Patronage and Pluralism in the Primary Sector was published in 2014. The paper outlines good practice and options for promoting diversity in all schools and encourages school authorities to engage in consultation with stakeholders and to review their policies and practices on an ongoing basis to ensure that they remain suitable for the school population that they serve. One of the areas to be examined by schools relates to the scheduling of religion classes, and the paper gives an overview of different types of arrangements that schools can put in place in this regard. This is an area I plan to keep under review.
Legislative Programme
Questions (23)
Robert Troy
Question:23. Deputy Robert Troy asked the Minister for Education and Skills the status of the Technological Universities Bill 2015; and if he will make a statement on the matter. [18258/16]
View answerWritten answers
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.
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.
Ministerial Meetings
Questions (24)
Ruth Coppinger
Question:24. Deputy Ruth Coppinger asked the Minister for Education and Skills if he met teachers and their unions on the issue of post-2011 entrants to teaching having a different pay rate to pre-2011 entrants; and if he will make a statement on the matter. [18286/16]
View answerWritten answers
The Government has committed to establishing a Public Service Pay Commission to examine pay levels across the Public Service, including entry pay levels. The terms of reference and timescale for the Commission's work are a matter for my colleague, the Minister for Public Expenditure and Reform and would require broad consultation, including engagement with staff representatives as was committed to in the Lansdowne Road Agreement. The teacher unions have made it clear to my Department that this is an issue of major concern to them.
I am making arrangements to meet all education unions as part of consultations with key stakeholders in the education and training sector on a range of issues.
The Government recognises the importance of being able to attract quality new entrants to the Public Service, particularly so in important professional areas like education.
The restrictions in entry pay levels were introduced in 2011 and 2012 across the public service at a time when the pressure in public finances was severe and the scope for new recruitment was very restricted.
Under the Lansdowne Road Agreement the process of restoring public service pay is commencing. An important feature of this is the flat rate increase which is being implemented. This is proportionately more valuable to those early in their careers. Restoration of the supervision and substitution payment is provided for subject to co-operation with the Lansdowne Road Agreement. The Lansdowne Road Agreement did not address the issue of pay of new entrants.
The Government has also indicated that it will support the gradual negotiated unwinding of FEMPI measures having due regard to the priority to improve public services and in recognition of the essential role played by public servants.
Apart from the issue of new entrant pay, my Department continues to seek to engage with teacher unions on issues of mutual concern and has recently reached agreement with INTO and TUI in respect of:
- discussions to improve the position of teachers on fixed-term and part-time teaching
- a robust review of in-school management structures
- an increase in the quantum of the extra Croke Park hours which do not have to be worked on a "whole school" basis.
Teachers' Remuneration
Questions (25)
Fergus O'Dowd
Question:25. Deputy Fergus O'Dowd asked the Minister for Education and Skills to restore full equality of pay for all teachers; and if he will make a statement on the matter. [17910/16]
View answerWritten answers
The Government has committed to establishing a Public Service Pay Commission to examine pay levels across the Public Service, including entry pay levels. The terms of reference and timescale for the Commission's work are a matter for my colleague, the Minister for Public Expenditure and Reform. The Government recognises the importance of being able to attract quality new entrants to the Public Service, particularly so in important professional areas like education.
The restrictions in entry pay levels were introduced in 2011 and 2012 across the public service at a time when the pressure in public finances was severe and the scope for new recruitment was very restricted. Under the Lansdowne Road Agreement the process of restoring public service pay is commencing. An important feature of this is the flat rate increase which is being implemented. This is proportionately more valuable to those early in their careers. Restoration of the supervision and substitution payment is provided for subject to co-operation with the Lansdowne Road Agreement. The Lansdowne Road Agreement did not address the issue of pay of new entrants.
My Department continues to seek to engage with teacher unions on issues of mutual concern and has recently reached agreement with INTO and TUI in respect of:
- discussions to improve the position of teachers on fixed-term and part-time teaching;
- a robust review of in-school management structures;
- an increase in the quantum of the extra Croke Park hours which do not have to be worked on a "whole school" basis. The Government has also indicated that it will support the gradual negotiated unwinding of FEMPI measures having due regard to the priority to improve public services and in recognition of the essential role played by public servants.
EU Directives
Questions (26)
Fiona O'Loughlin
Question:26. Deputy Fiona O'Loughlin asked the Minister for Education and Skills how he is implementing European Union Directive 77/486 in education; and if he will make a statement on the matter. [18255/16]
View answerWritten answers
The Department of Education and Skills seeks to improve the standard of language education and the language competency of migrant students in the primary and post primary sectors in several ways.
Firstly, the Department allocates teachers to teach English as an additional language. Some €100 million is provided to give such additional language support to schools in this academic year. The level of additional language support is determined by the numbers of eligible students enrolled and the associated assessed levels of those students' language proficiency. The challenge for schools is to ensure that this very significant resource is used to maximum effect.
Secondly, the Department provides a programme of continuing professional development (CPD) for EAL (English as an Additional Language) teachers, principals and mainstream class teachers. The range of supports offered includes: seminars/courses for teachers of EAL, staff and for principals. The Department also funds the English Language Support Teachers Association to encourage teachers to network, to share experience and to provide a forum for discussion.
Thirdly, the Department provides support materials through CPD and has also provided materials for schools including the primary and post-primary assessment kits and the intercultural guidelines issued by the National Council for Curriculum and Assessment (NCCA). Web-based and multi-media supports have also been developed. These, together with a range of other material, are available through AIM, the web-based portal for Accessing Intercultural Material.
The Intercultural Education Strategy requires that due cognisance be given to the importance of mother tongue by encouraging migrant students to maintain a connection with their mother tongue and culture to assist in the development of their sense of identity, belonging and self-esteem, as well as their proficiency in the language of instruction.
http://publications.europa.eu/en/publication-detail/-/publication/b899a4e4-96f0-4370-bc4f-78fb93d42027/language-en.
School Textbooks
Questions (27)
Thomas Pringle
Question:27. Deputy Thomas Pringle asked the Minister for Education and Skills his plans to roll-out e-books in schools, given the weight of school bags and the cost of hard-copy books; and if he will make a statement on the matter. [18264/16]
View answerWritten answers
The decision to use tablet devices is a matter for the Board of Management of a school. Where the introduction of new technology is planned, consultation with members of the school community including parents is advised. The cost and other implications must be fully considered by the Boards of Managements before a decision is made.
An advice sheet on the adoption of tablets in schools is available on the PDST-Technology in Education website which covers areas such as what tablets can offer a school, educational considerations, purchasing considerations and software.
As part of the new Digital Strategy for Schools my Department will provide advice on ICT equipment and digital learning tools that are best-suited to support learning and teaching in schools. €210m will be allocated over the period of the Strategy commencing in the next school year to fund equipment investment by schools.
Work on the implementation of the Strategy is now underway.
There is a School Books Grant Scheme in place that provides assistance for books for students in all recognised primary and post-primary schools in the Free Education Scheme. Under this scheme, my Department provided approx. €16m in funding to all these schools in 2015.
I wish to advise the Deputy that Circulars issued to all primary and post-primary schools in 2005 to highlight the potential health hazard of overweight school bags and to outline a range of local measures that could be put in place to place to help manage the issue.
Physical Education Facilities
Questions (28)
Catherine Martin
Question:28. Deputy Catherine Martin asked the Minister for Education and Skills if and when he will audit all second-level schools which do not have a physical education hall on site. [18186/16]
View answerWritten answers
I wish to assure the Deputy that I fully recognise the key role of physical education within the school experience. 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.
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.
I also wish to advise the Deputy that the Physical Education curriculum has been designed on the basis that facilities in schools may vary. Many post primary schools have a PE hall and practically all schools have outdoor play areas which are used for teaching different aspects of the P.E. programme. In addition, many schools use adjacent local facilities, including Community Halls, public parks, playing fields and swimming pools. 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. An audit of second-level schools is not planned at this time.
Languages Programme
Questions (29)
Fiona O'Loughlin
Question:29. Deputy Fiona O'Loughlin asked the Minister for Education and Skills his plans for a new foreign languages strategy; how he proposes to accommodate the needs of new communities who are struggling to maintain their native languages; and if he will make a statement on the matter. [18254/16]
View answerWritten answers
My Department is working on a Foreign Language Strategy and intends to complete it by the autumn. The Strategy will consider foreign languages from the post-primary sector upwards.
The strategy will take into account the findings of a public consultative process with education stakeholders held in 2014. Following the analysis of the submissions received there were two further consultation events in 2015, one concentrating on schools and the second seeking input from stakeholders in the higher and further education sectors along with industry.
Over 10% of our population are immigrants from over 200 countries with their many languages. Our immigrants provide Ireland with a social, cultural and national resource that we welcome and want to nurture.
For Junior Cycle, students may study French, German, Spanish and Italian. A new specification for modern languages is being finalised by the National Council for Curriculum and Assessment (NCCA) which includes these four languages and this framework could be used for other languages into the future.
With the introduction of the new Framework for Junior Cycle in 2014, schools may now also offer their students short courses (of 100 hours duration) in foreign languages. A short course in Chinese language and culture (as a foreign language) has been prepared by the NCCA. Short courses are also available in two other languages of our new communities, Polish (for heritage speakers) to stimulate and maintain students' interest in the Polish language and culture and to nurture their desire to maintain proficiency in their Polish. Russian (as a foreign language) is also available. It is the eighth most spoken language in the world. These latter two languages courses have been developed by my Department's Post Primary Languages Initiative (PPLI). The PPLI is also in discussion with the Lithuanian, Latvian, and Romanian embassies in relation to developing short courses in these languages.
At Senior Cycle, in addition to French, German, Spanish and Italian, schools may also provide Leaving Certificate choices to their students which include Russian, Japanese and Arabic. In addition, the State Examinations Commission provides Leaving Certificate examinations in 'non-curricular EU languages'. Students who are from EU member states may present their home language as a non-curricular subject at Leaving Certificate, if they comply with certain criteria. For example, the non-curricular language must be their mother tongue.
The future of foreign languages, including the non-curricular languages, in the post-primary sector is currently under consideration as the Foreign Languages Strategy is being finalised.
It is also important that immigrant students gain proficiency in the language of instruction in the school they attend. Alleviation measures were put in place in the 2012/13 school year for schools with a high concentration of students requiring language support. These schools will continue to receive this allocation in 2016/17. Schools where a significant number of the total enrolment is made up of language support students with less than B1 (Level 3) proficiency can lodge an appeal for a review of their proposed allocation.
In the higher education sector, the different institutions provide courses in a number of the new communities languages. These can be taken as core subjects or in combination with a range of other disciplines such as business and the sciences.
Education Policy
Questions (30)
Ruth Coppinger
Question:30. Deputy Ruth Coppinger asked the Minister for Education and Skills if he is satisfied with the practice in schools where a child's parents or a young person over 18 years of age can opt out of religious instruction; if he will issue guidelines to ensure this right is vindicated; and if he will make a statement on the matter. [18287/16]
View answerWritten answers
Under the Constitution and in accordance with Section 30 of the Education Act 1998, parents have a right to have their children opt out of religion classes if they so wish.
The manner in which any school ensures that the right to opt out of religion classes is upheld is a matter for the school concerned. Each individual school must determine the particular arrangements which are most appropriate in its individual circumstances having regard to local issues such as available space, supervision requirements and how the school concerned organises classes etc.
The follow-up paper to the Report of Forum on Patronage and Pluralism in the Primary Sector which was published in 2014 outlines good practice and options for promoting diversity in all schools. The paper gives an overview of different types of arrangements that schools have put in place to facilitate those pupils who wish to opt-out of religious education.
The paper encourages school authorities to consider their policies and practices and to review whether they are taking the steps necessary to welcome all pupils and make them feel included.
I understand that in the case of Catholic schools, the Catholic Schools Partnership subsequently published guidelines for Catholic schools in relation to the inclusion of all pupils and that this also contains suggestions on how such schools can manage the "opt-out" of religious education.
I also believe that difficulties could be avoided if, from the outset, a school's arrangements for those students who do not wish to attend religious instruction are made clear to parents. In that regard, the Programme for Government contains a commitment to publish new school admissions legislation taking into account current draft proposals. The previously published Admissions to School Bill included a specific requirement that school enrolment policies must include details of the school's arrangements for any students who do not wish to attend religious instruction. I believe this is an important measure which will help ensure and transparency from the outset as to how a school will uphold the rights of parents in this regard. It is my intention to retain this measure in the new legislative proposals.
I have commenced a process of consultation with opposition parties to discuss my proposals to introduce a new Admissions Bill. Following these consultations, it is my intention to publish a new Admissions Bill during the current Dáil session.
Pupil-Teacher Ratio
Questions (31)
Éamon Ó Cuív
Question:31. Deputy Éamon Ó Cuív asked the Minister for Education and Skills his plans to change the pupil-teacher ratio for island primary schools; if he is willing to revert to the previous policy, where all offshore island primary schools on islands with only one school with more than eight pupils had two classroom teachers; and if he will make a statement on the matter. [18276/16]
View answerWritten answers
The criteria used for the allocation of teaching posts for the 2016/2017 school year is set out in Circular 0007/2016. The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the 30 September 2015.
There is a reduced enrolment requirement for the retention of the second and third teaching post in island schools where the school is the only school on the island. The total number of pupils must be at 8 or above for the retention of the second teaching post. This special provision has been in place since the 2006/07 school year. Prior to that, island schools were subject to the enrolment thresholds of schools on the mainland.
The staffing arrangements for the current school year provide an improvement to the staffing levels of small schools. Improved appointment and retention thresholds for isolated one teacher schools were introduced for the 2015/16 school year. Where previously an isolated one teacher school would have required an enrolment of 20 pupils in order to appoint a second teacher, this has now been reduced to 15 pupils.
The Programme for Government has a commitment to reduce class sizes at primary level and to commencing a review, within three months, of teacher appointment thresholds in small schools with four teachers or less.
Further Education and Training Programmes Provision
Questions (32)
Thomas P. Broughan
Question:32. Deputy Thomas P. Broughan asked the Minister for Education and Skills the changes he will introduce in the provision of training and skills to assist unemployed young persons; and if he will make a statement on the matter. [16125/16]
View answerWritten answers
The Further Education and Training (FET) sector has undergone major structural and policy change over the last number of years. The purpose of this reform is to ensure that we have a FET sector that is flexible and responsive to the needs of learners and industry alike.
Within the FET sector there is a range of flexible high quality programmes on offer to meet the needs of young unemployed people to enable them to develop skills that are genuinely valued by employers. The successful completion of these programmes can lead to awards of levels 1 to 6 on the National Framework of Qualifications which will enhance the individual's chances of gaining employment.
Provision is made available in a wide range of venues including second level Community Schools, Further Education Colleges, Youthreach and adult education centres and training centres. Guidance services are on offer within the 16 Education and Training Boards (ETBs) that can offer valuable assistance in choosing the right programmes to assist them in planning progression to higher education and/or employment.
The Apprenticeship Council is overseeing the expansion of the apprenticeship system into a range of new areas, following a call for proposals from employers and education and training providers. 25 proposals have been prioritised by the Council for development, with employers on a number of these new apprenticeships planning to recruit in 2016. Some of these apprenticeships will be suitable for young people entering the labour market for the first time and the Council is working with partners to ensure that information on these opportunities is made available as widely as possible.
The Momentum programme was created in 2012 as a new innovation in the provision of free education and training to address the needs of long term unemployed and young unemployed individuals. To-date there have been two rounds of the programme with the second due to complete in mid-2016. Under this round, funding of €20m has been made available to SOLAS, to provide up 6,000 training and education places for the long-term unemployed. In line with our commitment to Ireland's Youth Guarantee Initiative, 33% of those places are ring fenced for those under the age of 25.
Schools Building Projects Status
Questions (33)
Thomas Byrne
Question:33. Deputy Thomas Byrne asked the Minister for Education and Skills the status of funding for the building of a school (details supplied). [18241/16]
View answerWritten answers
The Deputy will be aware that a building project for the school to which he refers was included in my Department's 6 Year Capital Programme announced last November.
The delivery of a project necessitates the acquisition of a suitable site. Once a site is acquired, the project will be progressed with a view to proceeding to tender and construction in 2019-2021, as outlined in the programme.
Equality Legislation
Questions (34)
Bríd Smith
Question:34. Deputy Bríd Smith asked the Minister for Education and Skills the advice his Department sought or received on the constitutional issues in relation to amending the Equal Status Act, to cease discrimination on school admission. [18289/16]
View answerWritten answers
It is acknowledged that any change to the Equal Status Act would be extremely difficult as this is a hugely complex area legally, constitutionally, and in other ways.
I note that the previous Oireachtas Joint Committee on Education and Social Protection, when conducting pre-legislative scrutiny of the previously published Admissions Bill, acknowledged the potential tension between Articles 42 (Education) and 44 (Religion) of Bunreacht na hÉireann and concluded that the provisions of the constitution "poses a particular difficulty when legislating in this policy area."
The Programme for Government contains a commitment to publish new School Admissions legislation taking account of current draft proposals and addressing issues including publication of school enrolment policies, an end to waiting lists, introduction of annual enrolment structures, and transparency and fairness in admissions for pupils and their parents.
I have commenced a process of consultation with opposition parties to discuss my proposals to introduce a new Admissions Bill. Following these consultations, it is my intention to publish a new Admissions Bill during the current Dáil session. The new Admissions Bill will bring tangible benefits to all parents. The Bill will oblige all schools to admit pupils where there are available places. It is important to note that 80% of schools are not oversubscribed.
As the Deputy may be aware, a Private Members Bill proposing an amendment to section 7(3)(c) of the Equal Status Act has been initiated and is due to be discussed later today. I can advise that I have sought advices from the Attorney General on the proposals. As previously indicated, my preference is to discuss this complex issue with the Oireachtas Committee at the earliest opportunity and I am open to hearing views on the best way to proceed within our existing constitutional framework.
It is my view that an effective way of providing diversity and choice for parents is by providing additional multi-denominational and non-denominational schools, and in this regard, I have committed to increasing the number of these schools with a view to reaching 400 by 2030 as set out in the Programme for Government.
Equality Legislation
Questions (35)
Paul Murphy
Question:35. Deputy Paul Murphy asked the Minister for Education and Skills if his Department has sought legal opinion on the constitutional position of section 7(3)(c) of the Equal Status Act 2000; and if he will make a statement on the matter. [18268/16]
View answerWritten answers
It is acknowledged that any change to the Equal Status Act would be extremely difficult as this is a hugely complex area legally, constitutionally, and in other ways.
I note that the previous Oireachtas Joint Committee on Education and Social Protection, when conducting pre-legislative scrutiny of the previously published Admissions Bill, acknowledged the potential tension between Articles 42 (Education) and 44 (Religion) of Bunreacht na hÉireann and concluded that the provisions of the constitution "poses a particular difficulty when legislating in this policy area."
The Programme for Government contains a commitment to publish new School Admissions legislation taking account of current draft proposals and addressing issues including publication of school enrolment policies, an end to waiting lists, introduction of annual enrolment structures, and transparency and fairness in admissions for pupils and their parents.
I have commenced a process of consultation with opposition parties to discuss my proposals to introduce a new Admissions Bill. Following these consultations, it is my intention to publish a new Admissions Bill during the current Dáil session. The new Admissions Bill will bring tangible benefits to all parents. The Bill will oblige all schools to admit pupils where there are available places. It is important to note that 80% of schools are not oversubscribed.
As the Deputy may be aware, a Private Members Bill proposing an amendment to section 7(3)(c) of the Equal Status Act has been initiated and is due to be discussed later today. I can advise that I have sought advices from the Attorney General on the proposals. As previously indicated, my preference is to discuss this complex issue with the Oireachtas Committee at the earliest opportunity and I am open to hearing views on the best way to proceed within our existing constitutional framework.
It is my view that an effective way of providing diversity and choice for parents is by providing additional multi-denominational and non-denominational schools, and in this regard, I have committed to increasing the number of these schools with a view to reaching 400 by 2030 as set out in the Programme for Government.
Skills Development
Questions (36)
Bernard Durkan
Question:36. Deputy Bernard J. Durkan asked the Minister for Education and Skills his short-term and medium-term proposals to meet the education and skills requirements of a modern economy, given the needs of the manufacturing and service sectors; if he expects to provide sufficient apprenticeships to satisfy current and future requirements; if he has identified any specific areas that require special attention. [18261/16]
View answerWritten answers
My Department published a new National Skills Strategy in January 2016. The purpose of this new Strategy is to provide a framework for skills development that will help drive Ireland's growth both economically and societally over the next decade. Through the vision, objectives, actions and indicators, the Strategy will support the development of a well-educated, well-skilled and adaptable labour force, creating and sustaining a strong pool of talented people of all ages throughout Ireland.
The Strategy underlines the importance of employer participation in the development and effective of use of skills. This can happen through influencing the skills development of graduates, upskilling existing staff and by supporting knowledge transfer between educational institutions and enterprises. The Strategy sets out new structures to drive better engagement between employers, education and training providers and other stakeholders. I will be appointing a new National Skills Council, which will oversee Strategy implementation and consider and respond to labour market trends and sectoral needs.
A network of 9 Regional Skills Fora has also been established to foster greater engagement between the education and training system, employers and other enterprise stakeholders in building the skills of each region. The fora provide a vehicle for close co-operation at regional level between education and training providers and enterprise, between the different education and training providers themselves and a local link with the implementation of other strategies such as the Regional Action Plans for Jobs and Pathways to Work.
The expansion of the apprenticeship system is one of my key priorities and I am encouraged by the increase in apprenticeship registrations in existing trades and the progress being made in introducing new apprenticeships, focusing initially on the 25 priority proposals identified by the Apprenticeship Council through their public call. In the Programme for a Partnership. Government we have committed to double the number of apprenticeships by 2020. We will target 100 different apprenticeship schemes spread across sectors of the economy and in every region of Ireland.
Schools Building Projects Status
Questions (37)
Josepha Madigan
Question:37. Deputy Josepha Madigan asked the Minister for Education and Skills the steps he will take to expedite the building and planning issues that have arisen for a school (details supplied); and if the school can be built earlier than 2018. [17915/16]
View answerWritten answers
The 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 focused on achieving this outcome. My Department is continuing to engage with the planning authorities in that regard.
Legislative Reviews
Questions (38)
Mick Wallace
Question:38. Deputy Mick Wallace asked the Minister for Education and Skills his plans to carry out or commission a revised plan for the implementation of the Education for Persons with Special Educational Needs Acts, particularly given that the most recent report of this type was published ten years ago; and if he will make a statement on the matter. [18072/16]
View answerWritten answers
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, 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 €235m per annum, across the education and health sectors, would be required to fully implement the EPSEN Act.
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 the remaining sections 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 currently qualify for the statutory service provisions envisaged by the EPSEN Act.
I wish to advise that the NCSE has a statutory function under the EPSEN Act to advise me in relation to matters concerning the education of children with special educational needs.
While awaiting the full implementation of the EPSEN Act, the NCSE has published a number of policy advice papers.
These reports include the NCSE Report on Supporting Students with Special Educational Needs in Schools (2013) and the Report of the NCSE Working Group: Proposed New Model for Allocating Teaching Resources for Students with Special Educational Needs (2014).
The reports made a number of 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 planned 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.
School Curriculum
Questions (39)
Thomas Byrne
Question:39. Deputy Thomas Byrne asked the Minister for Education and Skills the status of negotiations with the Association of Secondary Teachers of Ireland regarding the outstanding dispute over reform of the junior education cycle; to address concerns by students and parents that students in schools staffed by members of the Association of Secondary Teachers of Ireland will lose 10% in English examinations in 2017 due to the lack of a resolution. [18281/16]
View answerWritten answers
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. The refusal to cooperate with the new framework is impacting on current junior cycle students of English.
On foot of a letter received from the General Secretary of ASTI last month, indicating that the ASTI looked forward to engaging with me to resolve issues that are of concern to their members, including junior cycle reform, I met with ASTI last week and had an exchange of views in relation to junior cycle. I advised ASTI that I would welcome further engagement on this matter and I hope that the ASTI will agree to this.