Wednesday, 29 Jun 2016

Written Answers Nos. 73-81

Tax Code

Questions (73)

Willie Penrose

Question:

73. Deputy Willie Penrose asked the Minister for Finance if a person (details supplied) is due a refund of tax payments; and if he will make a statement on the matter. [18647/16]

Written answers

Minister for Finance

I am advised by Revenue that the person concerned is not due a tax refund. Her tax credits exceed her income and she has not paid tax. The person concerned is exempt from Universal Social Charge.

Property Tax Exemptions

Questions (74)

John Curran

Question:

74. Deputy John Curran asked the Minister for Finance if he will grant persons living in a complex (details supplied) an exemption from the local property tax; and if he will make a statement on the matter. [18658/16]

Written answers

Minister for Finance

The Finance (Local Property Tax) Act 2012 (as amended) provides that any property that is in use as, or that is suitable for use as, a dwelling house is liable to LPT. Therefore, the condition of a property does not result in exemption from LPT where it is occupied. The only exception in this regard is where a property is certified as having significant pyritic damage.

Where a property is occupied and liable to LPT, it is up to the property owner to assess its market value on the relevant 'valuation date' (1 May 2013). When doing so, the property owner should take account of any structural deficiencies that existed on that date. The declared valuation then remains in place for the 'valuation period' (1 May 2013 to 31 October 2019) and is not affected by any subsequent repairs or improvements made to the property or by any general increase or decrease in property prices that might occur over the period.

Because it is suitable for use as a dwelling house, Revenue has confirmed that the property in question is not entitled to an exemption from LPT and no further reduction is possible as the property owner has valued the property in the minimum band (Band 1). Revenue has already confirmed the situation to the property owner on a number of occasions and has also clarified that it is obliged to administer LPT in accordance with the law as currently set down.

Teachers' Remuneration

Questions (75)

Joan Burton

Question:

75. Deputy Joan Burton asked the Minister for Education and Skills to confirm his commitment to pay equality for more recently appointed teachers; if he will meet the unions concerned to progress this; and if he will make a statement on the matter. [18715/16]

Written answers

Minister for Education and Skills

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.

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.

Departmental Strategies

Questions (76, 84)

Joan Burton

Question:

76. Deputy Joan Burton asked the Minister for Education and Skills the consultation process he has established on a new three-year Strategy for Education and Skills 2016 to 2018; when he will complete the consultation process and publish the final report; the key priority areas of the consultation process; and if he will make a statement on the matter. [18716/16]

Joan Burton

Question:

84. Deputy Joan Burton asked the Minister for Education and Skills how he will progress the three areas in the education sector that he has identified as his core priority areas of focus, including helping children with special needs, supporting schools and building a stronger bridge between education and the workplace; why he has prioritised these three areas; and if he will make a statement on the matter. [18724/16]

Written answers

Minister for Education and Skills

I propose to take Questions Nos 76 and 84 together.

As the Deputy will be aware, the Programme for a Partnership Government provides for a three year Statement of Strategy for my Department within the first 100 days and a framework for measuring its progress. The Strategy will be informed by the Government's Programme for a Partnership Government and will aim to advance the transformation of the education system to support the principles of the Programme in the development of a strong economy and a fair and compassionate society.

The three priority areas I have identified are contained within the broader Programme for Government's priority areas for education:

1. Prioritising Early Years

2. Tackling Disadvantage

3. Diversity and Choice for Parents

4. Promoting Excellence and Innovation in Schools

5. Promoting Creativity and Entrepreneurial Capacity in Students

6. Making Better use of Educational Assets within Communities

7. Special Needs Education

8. Meeting the Skills Needs of the Future.

By focusing on these priority areas through the development of my Department's Strategy Statement, we intend to transform the learning experience. All learners will receive a quality education that enables them to reach their potential and contribute to social and the economy. The Statement of Strategy and the associated documents will provide further details on implementation.

Pupil-Teacher Ratio

Questions (77)

Joan Burton

Question:

77. Deputy Joan Burton asked the Minister for Education and Skills his plans to reduce class sizes and to build on the measures to reduce class sizes in Budget 2016; and if he will continue to reduce class sizes [18717/16]

Written answers

Minister for Education and Skills

The pupil teacher ratio in the current school year is 1 classroom teacher for every 28 pupils. Budget 2016 provides for a one point adjustment to the staffing allocation to primary schools, which will be implemented for the 2016/17 school year. This will see the primary staffing schedule operate on the basis of a general average of 1 classroom teacher for every 27 pupils. Lower thresholds apply for DEIS Band 1 schools, ranging from 20:1 to 24:1 depending on the type of school. Staffing arrangements for the 2016/17 school year are available in Circular 0007/2016, which is published on the Department website.

The Programme for Government has a commitment to reduce class sizes at primary level. In the next Budget I will consider the best approach to further meeting commitments in the Programme for Government.

School Management

Questions (78)

Joan Burton

Question:

78. Deputy Joan Burton asked the Minister for Education and Skills his plans to reform the model of leadership in schools; and if he will make a statement on the matter. [18718/16]

Written answers

Minister for Education and Skills

It is widely accepted that the quality of school leadership is a key determinant of school effectiveness and the achievement of good learning outcomes. Indeed international research indicates that school leadership is second only to classroom teaching as an influence on pupil learning. Therefore my Department, in consultation with the representative school management bodies has commenced an exploration of the opportunities to support school leaders and how their needs might be addressed.

The recently established Centre for School Leadership (CSL) is a collaboration between my Department and the representative professional bodies for school principals. It has been created to offer professional and practical support to schools leaders. This support structure for leadership teams in schools will attempt to ensure that school leaders have opportunities to access, share and create knowledge and experience within their leadership roles. The work of the Centre draws on best international practice and research in the professional development of school leaders. Priorities for the Centre include a new post graduate qualification for aspiring school leaders, a mentoring programme for newly appointed school principals, coaching support for serving principals who are facing new challenges in the role, a review and alignment of leadership programmes with Department standards and the development of a quality assurance framework for leadership provision. In addition my Department will shortly publish Looking at Our School 2016, a quality framework for schools which is designed to support the efforts of teachers and school leaders, as well as the school system more generally, to strive for excellence in our schools.

In Budget 2016 and as part of the 2,260 additional teaching posts announced in that budget, 250 posts were provided to second level schools to enable Deputy Principals to be freed from teaching time and be more fully available for leadership in schools. Thus with effect from 01 September 2016, second level schools with over 400 students will receive an allocation that will bring those schools in line with the schools that have over 500 pupils where the Deputy Principal is fully freed up for leadership in the school. A pro rata allocation of additional hours to support school leadership will also be provided to the schools with 400 or fewer students enrolled. At primary level Budget 2016 provided for additional release days for teaching principals to range between 15 and 25 days depending on the size of the school.

Lansdowne Road Agreement

Questions (79)

Joan Burton

Question:

79. Deputy Joan Burton asked the Minister for Education and Skills his plans to issue a directive on implementing pay deductions for members of teachers' unions who rejected working additional hours under the Public Service (Croke Park) Agreement 2010 to 2014; and if he will make a statement on the matter. [18719/16]

Written answers

Minister for Education and Skills

ASTI members voted recently to authorise the ASTI Standing Committee to direct its members to cease fulfilling the Croke Park hours. ASTI's decision to withdraw from these hours is a serious issue that has implications beyond the question of whether these hours are fulfilled or not. As I have stated previously, this decision means that ASTI is withdrawing from the Lansdowne Road Agreement.

These hours represent a real reform with real benefits for parents and children. They facilitate staff meetings and parent teacher meetings without schools closing for half days. They represent 33 extra hours per year, less than one hour per week.

In opting to withdraw from the Lansdowne Road Agreement, ASTI members are also opting to forego a series of benefits and protections, as communicated by my Department previously. These include avoiding an increment freeze, continuation of the alleviation of the FEMPI Act 2013 pay cut for higher earners, the Supervision and Substitution payment of €796 due to be paid on 1 September and protection against compulsory redundancy.

In regard to the increment freeze, the effect of the FEMPI legislation is that the freeze would be applied retrospectively with effect from 1 July 2013. However, my intention is to seek a temporary modification to this from my colleague, the Minister for Public Expenditure and Reform, so that the immediate impact of the increment freeze is prospective rather than retrospective. A further significant consequence of withdrawing from the Lansdowne Road Agreement will be the withdrawal of the benefits introduced for new teachers under the Ward Report, which enable them to gain permanent employment and full hours more quickly than before.

I am aware of union concerns regarding the usage of the Croke Park hours. In response to those concerns, my Department recently agreed with INTO and TUI that the usage would be reviewed, having regard to teacher professional judgement, system and school requirements and experience to date of best practice in the utilisation of the hours.

ASTI have previously declined an open invitation to engage with my Department on this or other issues.

The Lansdowne Road Agreement provides stability, security and financial benefits for teachers. The members of ASTI have exercised their democratic mandate and I respect their right to do so.

However, there are serious consequences for ASTI members in opting out of the Lansdowne Road Agreement. I would prefer that those consequences are avoided. In my view, continuing cooperation with collective agreements offers financial and other benefits for teachers without compromising the legitimate right of their representatives to advance their case when successor agreements are negotiated.

With that in mind, I have again extended an invitation to ASTI to discuss issues of concern and I genuinely believe that it would be in the best interests of ASTI members and the school system as a whole for the union to engage with my Department on this.

I understand that ASTI issued a statement yesterday saying that they will be issuing a directive to their members to withdraw from the Croke Park hours, thereby repudiating the Lansdowne Road Agreement. I am disappointed that the ASTI has chosen to repudiate the agreement. However, I also understand that the union has indicated that they will accept my invitation to talk, and I hope this will give the union and my Department the opportunity for a constructive exchange of views on matters of mutual concern.

My Department is currently putting arrangements in place for implementation of the Lansdowne Road Agreement for teachers represented by unions that have accepted the Agreement. These arrangements are currently being finalised and my Department will publish a Circular in early July to notify teachers and the system in general.

School Curriculum

Questions (80)

Joan Burton

Question:

80. Deputy Joan Burton asked the Minister for Education and Skills the status of the roll-out of the junior cycle reform process; and if he will make a statement on the matter. [18720/16]

Written answers

Minister for Education and Skills

Implementation of the new framework for Junior Cycle is proceeding. Members of the TUI are fully co-operating with the implementation. The teachers involved are benefiting from extensive continuing professional development and are availing of professional time to support the implementation. The ASTI continue to operate a directive of non-cooperation with the framework. The effect of this is that ASTI teachers are not participating in the continuing professional development that is available to all teachers of junior cycle and are not co-operating with the delivery of class-room based assessments. This is impacting on current first year and second year students of English who are taught by ASTI member teachers. The Department is continuing to work with the management bodies and other partners in addressing ongoing implementation matters. In fact, in March 2016 the Department issued a circular to school management on the "Arrangement for the Implementation of the Framework for Junior cycle with particular reference to school years 2015/ 2016 and 2016/ 2017." The Circular provides detailed data to supplement that which was provided in the Framework for Junior Cycle published in August 2015 and in addition it provides details on the extra resources and supports available to schools and teachers.

The position of ASTI in relation to continuing non-cooperation is unsustainable, unjustified and unfair on the teachers and students involved. I met with ASTI recently and had an exchange of views in relation to junior cycle. I am committed to the continuing implementation of the framework and have told ASTI that I am willing to engage with them to discuss their implementation concerns and to provide any further clarifications that they require. ASTI are aware that I would welcome further engagement on this matter and I hope that they will agree to this.

Skills Shortages

Questions (81)

Joan Burton

Question:

81. Deputy Joan Burton asked the Minister for Education and Skills his views on the areas the skills and labour market research unit has highlighted as having skills shortages such as business administration and management, the green economy, financial services, information technology, manufacturing and engineering, sales and marketing and transport; how he will tackle these skill shortages; and if he will make a statement on the matter. [18721/16]

Written answers

Minister for Education and Skills

The National Skills Bulletin is produced by the Skills and Labour Market Research Unit (SLMRU) in SOLAS on behalf of the Expert Group on Future Skills Needs (EGFSN) and highlights a number of areas where there are skills shortages. The scale of these shortages varies and there can be a variety of reasons that impact on the ability of employers to recruit.

The work of the SLMRU provides valuable input in terms of labour market research and is a critical component in the annual service planning process, that takes between SOLAS and each of the 16 ETBs in preparing the annual Further Education and Training service plans, so as to inform education and training provision to meet the identified skill needs of learners, employers and enterprise, across all sectors and on a national and regional basis.

My Department launched a new National Skills Strategy to 2025 in January, 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 outlined, 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's vision and objectives focus on relevant, high quality education and training provision with continuous evaluation; strong employer participation in skills development and use of skills in their organisations to drive productivity and competitiveness; support for lifelong learning; active inclusion to support participation in education and training and the labour market and increasing the supply of skills to the labour market.

It sets out the elements of a new skills architecture which seeks to foster close collaboration between relevant Government Departments and agencies and develop structures to strengthen engagement between the education and training system and enterprise. It provides for establishment of the National Skills Council to provide a mechanism to mediate demands across the full range of needs identified through the research and analysis conducted under its direction and by the new network of nine Regional Skills Fora.

The skills needs of the economy are met from both mainstream Further and Higher Education and Training provision as well as through targeted programmes such as Momentum and Springboard. In recent years, higher education enrolments have continued to increase throughout the economic crisis. Numbers have increased from 196,000 in 2011/12 to around 210,000 in 2014/15. Within the Further Education and Training sector, a range of flexible high quality provision will be made available for almost 340,000 beneficiaries in 2016, with provision including new career traineeships in areas such as hospitality and engineering and new programmes in IT, entrepreneurship, information technology, manufacturing and business and finance.

As part of the Springboard programme, between 2011 and 2015, 30,000 free places have been provided on 1,000 programmes in disciplines related to high growth areas in the economy. Springboard+ 2016, which incorporates the ICT skills conversion programme, is providing nearly 6,000 free higher education places for jobseekers who wish to upskill or reskill in areas where there are identified skills needs. These include ICT, manufacturing, international financial services and entrepreneurship.

Following on from a comprehensive review of the Irish apprenticeship system, a major initiative is also underway to reform and expand apprenticeship. The content of existing apprenticeships is being modernised, with new curricula being rolled out in five of the most popular trades and a curriculum review underway in the remaining trades. A new Apprenticeship Council has been established that is prioritising the development of 25 new apprenticeships in areas such as ICT, financial services, transport and tourism and hospitality. These new apprenticeships are being progressed following the evaluation of responses to a call for proposals from employers and education and training providers. This expansion of apprenticeship will provide new options for school leavers as well as for those seeking to reskill or upskill in the labour market. In the Programme for Partnership Government we have committed to double the number of apprenticeships by 2020, together with the Apprenticeship Council, SOLAS, the ETBs and with Industry and to target 100 different apprenticeship schemes spread across sectors of the economy and in every region of Ireland.

Given the scale of demand for ICT skills, my Department and the Department of Jobs, Enterprise and Innovation launched a revised Government/Industry ICT Skills Action Plan in 2014. The Plan takes a comprehensive approach including increases in high-level graduate output, enhancing awareness of ICT as a career among students, maintaining a strong talent pool and promoting Ireland as a destination for ICT talent. Implementation of the plan is being overseen by a high-level steering group shared by the two departments and including representatives from industry and the education system, and delivery teams have been set up to progress areas of work set out under the plan. ICT graduate output from the higher education sector has increased significantly since the first ICT plan was published in 2011.

Under the umbrella of Springboard+, ICT conversion courses are also open to a wide cohort of applicants given the priority in this area. This year, for the first time, two-year part time ICT Conversion Courses are also being made available on a pilot basis, to enable people who are unable to commit to a full-time course, the opportunity to reskill in this area. Employment outcomes for Springboard graduates are very strong and further information on outcomes is available in the trend analysis reports published on my Department's website.