Written Answers 164 - 188
164. Deputy Niamh Smyth asked the Minister for Education and Skills the status of the review into the nearest school rule relating to school transport; if its implementation has forced small school closures, particularly in counties Cavan and Monaghan; the amount of money it has saved; and if he will make a statement on the matter. [19101/16]
View answerThe purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school. The overall costs of the scheme have reduced by some 7% since 2008 as a result of policy changes and other efficiencies. In relation to the Department's forward planning policy, school accommodation needs are assessed based on local demographic trends, current and projected enrolments, recent and planned housing developments and the capacity of existing schools to meet demand for places. In this regard, it makes sense that children have their eligibility for school transport determined by the distance they reside from their nearest school. The Programme for Government commits to review the concessionary charges and rules element of the School Transport Scheme prior to Budget 2017. This review, which is being commenced, will be aimed at identifying issues in relation to current rules and charges relating to concessionary places under the School Transport Scheme with a view to maximising the effectiveness of available services for children. The results of the review will be considered in the context of Budget 2017. Pending this review, there will be no planned programme of downsizing school buses in the coming school year. There will be route changes and variations in line with normal operational decisions that occur from year to year, and any impacts in terms of increases or decreases of available places will be marginal, in line with what occurs every year.
165. Deputy Thomas Byrne asked the Minister for Education and Skills the funding for the Skillnets programme from the national training framework in each year from 2011 to 2016 in tabular form. [19108/16]
View answerFunding provided from the National Training Fund (NTF) for Skillnets programmes for the years 2011 to 2016 is set out in the following table.
Funding for Skillnets programmes from the National Training Fund from 2011 to 2016.
|
2011 |
2012 |
2013 |
2014 |
2015 |
2016 Estimate |
|
|
€000 |
€000 |
€000 |
€000 |
€000 |
€000 |
|
|
Skillnets - Training Networks Programme |
14,500 |
14,500 |
14,500 |
15,690 |
16,200 |
16,200 |
166. Deputy Thomas Byrne asked the Minister for Education and Skills to provide details of any recent studies, undertaken or commissioned by his Department, of how Ireland compares internationally on macro indicators of lifelong learning; if he will outline the results and conclusions of these studies; and his views on policies to improve lifelong learning here. [19109/16]
View answerThe Skills and Labour Market Research Unit in SOLAS, on behalf of the Expert Group on Future Skills Needs (EGFSN), monitors participation in lifelong learning in Ireland, comparing the results with other EU Countries. Reports on this monitoring work are published on the EGFSN website www.skillsireland.ie. The most recently published report relates to data collected from the Quarter 4 2014 Quarterly National Household Survey (QNHS). Work is nearing completion on results collected from the Quarter 4 2015 QNHS report which will be compared with data from Eurostat, the EU's statistical agency, to show how Ireland compares to other EU countries. That report will shortly be published on the EGFSN website. The new National Skills Strategy, highlights the importance of lifelong learning and outlines a number of actions aimed at promoting and supporting participation. The Strategy has set targets to increase life long learning participation rates to 10% in 2020 and 15% by 2025.
167. Deputy Thomas Byrne asked the Minister for Education and Skills the reason there is no borrowing framework in place for institutes of technology, IoTs, as there is for universities, whereby they can borrow from private sources without explicit permission from the Higher Education Authority or his Department, given that there is no statutory distinction between IoTs and universities; and the plans he or the Higher Education Authority have to put in place such a borrowing framework for IoTs to enable them to borrow independently. [19110/16]
View answerThe Universities Act, 1997 contains a provision for universities to borrow within a framework agreed with the Higher Education Authority. This framework, which was agreed with my Department and the now Department of Public Expenditure and Reform, has been in operation for many years. A similar provision to allow Institutes of Technology to borrow is contained in the Institutes of Technology Act, 2006, however this provision has not been enacted. As the Deputy may be aware, universities are classified as outside General Government for Eurostat purposes, while Institutes of Technology are classified as within General Government. This arises primarily from the difference in funding sources in the two sectors, with the university sector raising a greater proportion of income from non-State sources. As the Deputy will appreciate, the recent economic crisis and continuing constraints on Government as a result of EU fiscal rules on expenditure and debt levels has to date prevented the agreement of a borrowing framework for Institutes of Technology. However, this situation is being kept under review and will be considered as part of broader deliberations arising from the report of the Expert Group on Future Funding for Higher Education.
168. Deputy Thomas Byrne asked the Minister for Education and Skills if any Irish universities have had to place a cap on student numbers due to funding difficulties; his views on student entry caps as a means of dealing with funding shortfalls by universities; and the sanction he or the Higher Education Authority can employ to censure universities who cap student numbers on certain courses due to funding shortfalls. [19111/16]
View answerHigher Education Institutions have responded positively in recent years to increasing student demand despite challenging financial circumstances, and have continued to provide opportunities for increasing numbers of students to undertake a higher education qualification. In the last five years alone, there has been a significant increase in both undergraduate and postgraduate numbers. Full-time undergraduate enrolments increased by 11%, part-time undergraduates by 8% and postgraduate enrolments have grown by 8%. The system will have to provide an even greater number of places over the next decade to accommodate a growing cohort of school leavers and to meet continued demand from the labour market for graduates. The system must be resourced sufficiently and in a sustainable manner to ensure it can meet these demands and deliver on our national ambitions. The Expert Group chaired by Peter Cassells was established to examine funding arrangements for higher education and to present options for developing a sustainable long-term funding strategy for the sector. The Expert Group has completed its work and its report will allow for a real and meaningful discussion on the funding requirements of the sector and how those requirements should be met. I intend to publish the report shortly and I will engage with the Oireachtas Committee on Education and Skills immediately after this as part of the process for formulating a plan for the future of the sector. Specific details on new entrant numbers for full-time undergraduate programmes in each Irish university over the last five years are set out in the following table. At a sector level, there has been a 5% increase in new entrants since 2011/12. The number of places offered by an institution is dependent on a number of factors. The first is student demand and this can vary across regions for demographic and geographical reasons. It should be noted that while participation rates at third level have increased, there were very low birth rates in the mid-nineties which has resulted in a dip in the number of school leavers in the last number of years. Secondly, some courses have quotas or limits in place because of specific requirements, or in areas such as medicine or nursing which require clinical training placements and are linked to identified future manpower requirements in the health sector.
Full-Time New Entrants by University, 2011/12 - 2015/16
|
Institute |
2011/2012 |
2012/2013 |
2013/2014 |
2014/2015 |
2015/2016 |
|
Universities |
19,882 |
20,512 |
20,206 |
20,921 |
22,461 |
|
Dublin City University |
2,060 |
2,302 |
2,416 |
2,534 |
3,413 |
|
National University of Ireland, Galway |
3,017 |
3,080 |
2,983 |
2,991 |
3,085 |
|
National University of Ireland, Maynooth |
1,857 |
1,963 |
2,122 |
2,427 |
2,563 |
|
Trinity College Dublin |
2,882 |
2,835 |
2,926 |
2,990 |
2,939 |
|
University College Cork |
3,846 |
3,804 |
3,253 |
3,512 |
3,568 |
|
University College Dublin |
4,115 |
4,234 |
4,240 |
4,207 |
4,401 |
|
University of Limerick |
2,105 |
2,294 |
2,266 |
2,260 |
2,492 |
169. Deputy Thomas Byrne asked the Minister for Education and Skills to provide a list of all unfilled board positions in bodies under his Department's aegis; and if each of these positions is a paid or an unpaid position. [19112/16]
View answerThe information requested on unfilled board positions in bodies under the aegis of my Department and in regard to the Higher Education sector is included in the following table. Certain of these vacancies are in the process of being filled via the Public Appointments Service. The Deputy should note that Board appointments, while made by me as Minister, are not in all cases made at my sole discretion. Individuals may be nominated for appointment by various organisations in the relevant statute of the body concerned. The information requested by the Deputy in relation to whether the unfilled Board positions are paid positions is also included in the following table. The fee structure for chairpersons and non-executive directors are paid in accordance with rates specified by the Department of Public Expenditure and Reform and with respect to relevant legislation, as appropriate. In line with Department of Public Expenditure and Reform's guidance, serving public servants who sit on boards are not remunerated. However, where appropriate Travel and Subsistence payments are made to Board members.
|
Name of Aegis Bodies for which there are Board Vacancies |
Details of Vacancies on Boards |
Details of whether Fees are paid to Board members |
|
Higher Education Authority |
9 -Chairperson plus 8 Board member vacancies |
Fees are paid - €11,975 for Chairperson and €7,695 for Board members |
|
Teaching Council |
2 - Board member vacancies |
No fees are paid |
|
National Council for Special Education |
13 - Board member vacancies |
No fees are paid |
|
Irish Research Council |
4 - Board member vacancies |
No fees are paid |
|
Léargas |
1 - Board member vacancy |
No fees are paid |
|
ERC |
5 - Chairperson/Deputy Chairperson and 3 Board member vacancies |
No fees are paid |
|
Other Body |
||
|
Middletown Centre for Autism Limited |
5- Board member vacancies |
The Chairperson is paid a daily rate of Stg£230 and Directors are paid a daily rate of Stg £160. Fees are not paid to public servants |
|
Name of Higher Education Institutes for which there are Board Vacancies |
||
|
Institute of Technology, Sligo |
1 Chairperson |
No fees are paid |
|
Cork Institute of Technology |
1 Chairperson |
No fees are paid |
|
Institute of Technology, Carlow |
1 Chairperson |
No fees are paid |
|
Dundalk Institute of Technology |
1 Chairperson |
No fees are paid |
|
Galway Mayo Institute of Technology |
1 Chairperson |
No fees are paid |
|
Institute of Technology, Tallaght |
1 Chairperson |
No fees are paid |
|
Institute of Technology, Tralee |
1 Chairperson |
No fees are paid |
|
Dublin City University |
4 vacancies |
No fees are paid |
|
Dun Laoghaire Institute of Art Design and Technology |
1 Chairperson |
No fees are paid |
|
An Chomhairle Bhéaloideas Éireann |
4 vacancies |
No fees are paid |
|
NUI Maynooth |
2 vacancies |
No fees are paid |
|
National University of Ireland - Galway |
3 vacancies |
No fees are paid |
170. Deputy Thomas Byrne asked the Minister for Education and Skills if, when consulting on the technological university model and drafting the Technological University Bill, his Department had ever considered creating a comprehensive national technological university system to encompass institutes of technologies across all regions (details supplied); and the reason the technological university consortium model on a regional basis was considered better. [19113/16]
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. The national strategy was developed by the Strategy Group on the Future Development of Higher Education (The Hunt Group). In preparing this report, the Group engaged in a wide consultation process across education, enterprise, trade unions, and wider interest groups. One of the proposals put forward at that time by a number of institutes of technology was for the creation of a single federal national technological university which appears to be a similar model to the State and City University of New York (SUNY and CUNY) systems. The proposal for a National Technological university was for a single institution that would encompass all 14 institutes of technology. The Strategy outlined that one of the strengths of higher education in Ireland is the extent to which collaborative behaviour has already developed. The Strategy outlined that the proposal put forward by a number of institutes of technology for the creation of a single federal national technological university ran counter to that approach. The Strategy also outlined that there are strong arguments against simply making changes to the names of institutions. Any such changes could, if allowed, lead to confusion internationally as to the roles and mission of Irish institutions. Any loss of this mission would be detrimental to the breadth of Irish higher education provision and would not serve our longer-term societal needs. Accordingly, with regard to the institute of technology sector, the Strategy recommended significant reforms to position the sector to meet national strategic objectives. In particular, in order to qualify for technological university status, the Strategy recommended that Institutes of Technology would have to merge and to demonstrate significant progress against robust performance criteria before they can apply to be designated as a Technological University. The Government is keen not to replicate the mistakes made in other countries and to avoid a scenario whereby institutes of technology are allowed to become Technological Universities simply as a rebranding exercise, in the process damaging the strengths of the sector, and the national and international reputation of the Irish Higher Education system, built up over many years. Regional Focus:
There will also be a specific focus on the particular contribution the university will make to the needs of the region in which it is located. The development of technological universities has the potential to deliver greater opportunity to students in these regions, to staff working in the institutions, and to the broader local economy and society. Consortiums who have applied:
As part of the implementation of the Strategy, the Higher Education Authority in 2012 published a four-stage process and criteria for applicant groups of institutes of technology wishing to apply to become technological universities. The designation process consists of four stages as follows –
- an expression of interest,
- the preparation of a plan to meet the criteria,
- an evaluation of the plan, and
- an application for designation.
There are currently four consortia engaged with the process to become designated as TUs. These are TU4Dublin (Dublin Institute of Technology, Institute of Technology Tallaght, Institute of Technology Blanchardstown), Technological University for the South-East (TUSE – consisting of Waterford Institute of Technology and Institute of Technology Carlow), Munster Technological University (MTU – consisting of Cork Institute of Technology and Institute of Technology Tralee) and the Connacht Ulster Alliance (CUA – consisting of Galway-Mayo Institute of Technology, Institute of Technology Sligo and Letterkenny Institute of Technology). 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.
171. Deputy Fergus O'Dowd asked the Minister for Education and Skills if he will meet with a person (details supplied) to discuss the issue of guidance counsellors in post-primary schools; and if he will make a statement on the matter. [19116/16]
View answerI thank the Deputy for his invitation to meet with his constituent. I am engaged in a round of initial meetings with stakeholder organisations across the sector and I regret that I cannot provide for the meeting requested. The Programme for Government 'A Programme for a Partnership Government' has a clear commitment to enhance the guidance counsellor allocation in our secondary schools and I will be seeking the resources necessary for schools to be in a position to return to the level of resources available to them in 2012 when the change in allocation occurred. I would be grateful if you would assure the person that corresponded with you that I have read the correspondence and I will be reflecting on the clear points he made which have also been made to me by others.
172. Deputy Michael Healy-Rae asked the Minister for Education and Skills if he will examine the status of an application for funding by a school (details supplied); and if he will make a statement on the matter. [19121/16]
View answerI wish to advise the Deputy that no application for funding has been received from the school, referred to, in respect of this issue. I understand that this school has sufficient classroom accommodation to meet its needs. I understand also that it is the school's intention to utilise the prefab in question for ancillary purposes. On this basis, my Department raised no objection to the transfer of a prefab in December 2015 to the school and it was understood by my Department that the school was prepared to meet the costs involved. It is open to the school to fund the prefab removal from its minor works grant, which all primary schools received last November, if the school considers the removal to be a priority. It is also open to the school authorities to submit an application for funding to my Department. Any application received will be considered in the context of my Department's focus on prioritising the funding available for the provision of essential classroom accommodation to meet demographic need.
173. Deputy Thomas Pringle asked the Minister for Education and Skills his plans to ensure effective mechanisms to facilitate children in opting out of religious instruction in publicly funded schools (details supplied); and if he will make a statement on the matter. [19122/16]
View answerUnder 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 the 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 proposed Admission to Schools Bill includes 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 transparency from the outset as to how a school will uphold the rights of parents in this regard. Furthermore a crucial way of dealing with this issue is to provide additional choice to parents and in this regard the Programme for Government includes a commitment to increasing the rate of provision of multi-denominational schools reaching 400 by 2030.
174. Deputy John Brassil asked the Minister for Education and Skills the number of Irish students in third level education in the United Kingdom; and if he will make a statement on the matter. [19144/16]
View answer181. Deputy Thomas P. Broughan asked the Minister for Education and Skills the number of Irish students who completed their third level education in the United Kingdom in each of the years 2013 to 2016 to date. [19192/16]
View answerI propose to take Questions Nos. 174 and 181 together.
The Higher Education Authority (HEA) does not collect statistical data on students from the Republic of Ireland studying in the United Kingdom. However, I understand from the Department for the Economy in Northern Ireland that in the academic year 2014/15 there were 2,345 full-time and part-time Republic of Ireland domiciled enrolments in higher education institutions in Northern Ireland. Data are not available on the number of students from the Republic of Ireland studying in the United Kingdom as a whole. Obviously, this matter will need to be monitored in light of the United Kingdom European Union membership referendum result. The Government has a contingency framework in place which maps the key issues that will be most important to Ireland in the coming weeks and months. The Government has published a summary of the key actions that will be taken to address the contingencies arising from the UK's decision to leave the EU. My Department participated fully in and contributed to the preparation of this framework for the education sector and has identified student flows as a priority area. Negotiations on the future EU UK relationship will now be required and officials from my Department will engage fully in these discussions with the EU and the UK to protect our special relationship with Northern Ireland and the UK.
175. Deputy John Brassil asked the Minister for Education and Skills the strategies the Irish education system put in place to cope with the inevitably increased demand on the third level education system, given that fewer students will now be able to choose the United Kingdom option for third level education; and if he will make a statement on the matter. [19145/16]
View answerThe Government has a contingency framework in place which maps the key issues that will be most important to Ireland in the coming weeks and months. The Government has published a summary of the key actions that will be taken to address the contingencies arising from the UK's decision to leave the EU. My Department participated fully in and contributed to the preparation of this framework for the education sector and has identified student flows as a priority area. Negotiations on the future EU UK relationship will now be required and officials from my Department will engage fully in these discussions with the EU and the UK to protect our special relationship with Northern Ireland and the UK. My Department is conscious of the resulting pressures that may fall on the Irish higher education system following the UK's decision to leave the EU and is working on gathering relevant data, such as the number of Irish students in the different jurisdictions of the UK, to assist in informing the discussions that will be taking place. My Department will be liaising with all relevant parties, including the relevant education departments in the UK in relation to these pressures including issues with regard to the movement of students between this State and the UK, fees and student grant arrangements.
176. Deputy Michael Healy-Rae asked the Minister for Education and Skills the status of concessionary bus tickets for school transport (details supplied); and if he will make a statement on the matter. [19146/16]
View answerThe Programme for Government commits to review the concessionary charges and rules element of the School Transport Scheme prior to Budget 2017. This review, which is being commenced, will be aimed at identifying issues in relation to current rules and charges relating to concessionary places under the School Transport Scheme with a view to maximising the effectiveness of available services for children. The results of the review will be considered in the context of Budget 2017. Pending this review, there will be no planned programme of downsizing school buses in the coming school year. There will be route changes and variations in line with normal operational decisions that occur from year to year, and any impacts in terms of increases or decreases of available places will be marginal, in line with what occurs every year.
177. Deputy Michael Healy-Rae asked the Minister for Education and Skills his views on correspondence (details supplied) regarding a new school; and if he will make a statement on the matter. [19164/16]
View answerI can confirm that the school referred to by the Deputy has submitted applications to my Department for capital funding in relation to its school accommodation. The applications concerned are currently being considered and my Department will be in contact with the school concerned shortly. I also wish to advise the Deputy that my Department has not received a request for a meeting from the school but would be open to such a meeting, if required.
178. Deputy Jack Chambers asked the Minister for Education and Skills to ensure funding is not removed in respect of two prefabricated buildings rented by a school (details supplied); to ensure that any permanent replacement buildings are the same size as the existing prefabs and not half the size, as previously suggested; to ensure funding is immediately made available for other prefab buildings owned by the school or that funding is made available to replace these pre-fabs with permanent buildings; and if he will make a statement on the matter. [19167/16]
View answerI can confirm to the Deputy that further information has been supplied by the school, referred to, in relation to its application to continue the rental of a prefab unit. This information is currently being assessed and a decision will be conveyed to the school authority as soon as this process is finalised.
179. Deputy Jack Chambers asked the Minister for Education and Skills to ensure funding is made available for repair work on the roof of a school (details supplied) where rain water is entering through loose membranes in the roof which may compromise the building's structural integrity; and if he will make a statement on the matter. [19168/16]
View answerI wish to advise the Deputy that my Department is in receipt of a Category 9 application for structural improvement works under the Summer Works Scheme (2016-2017) from the school to which he refers. 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 application from the school in question is available to be considered in this context. In the meantime, the school may use its minor works grant, which all primary schools received last November, to carry out the works in full or on a phased basis as that grant permits if the school considers them to be a priority. It is also open to the school to make an application under the Emergency Works Grant Scheme in respect of the most critical elements of the works. The purpose of the Emergency Works Scheme is to ensure the availability of funding for urgent works to those schools that are most in need of resources as a result of an emergency situation. Full details of the scheme together with an application form is available on my Department's website www.education.ie.
180. Deputy Marc MacSharry asked the Minister for Education and Skills if he will direct SOLAS the Further Education and Training Authority to place a person (details supplied) on the next electrical instrumentation phase 2 training apprenticeship starting on 11 July 2016, in County Sligo; and if he will make a statement on the matter. [19175/16]
View answerThis is an operational matter for SOLAS and I have asked them to contact the Deputy directly.
182. Deputy Peter Fitzpatrick asked the Minister for Education and Skills if he will provide a full-time special needs assistant for a person (details supplied); and if he will make a statement on the matter. [19241/16]
View answerI wish to advise the Deputy that the National Council for Special Education (NCSE) through its network of local Special Educational Needs Organisers (SENOs) is responsible for processing applications from schools for special needs assistants (SNA) supports. The NCSE operates within my Department's criteria in making recommendations for support, which are set out in my Department's Circular 0030/2014 and are available on my Department's website at www.education.ie. All schools were asked to apply for SNA support for the 2016/17 school year by 29th February 2016. The NCSE also continues to accept applications after that date, in recognition that enrolments may not have been completed or where assessments were not completed. I announced on 14th June, 2016 that 860 additional Special Needs Assistants will be available for allocation to schools from September 2016, which is a 7% increase on the existing availability. This will bring the total number of Special Needs Assistants to 12,900 at a total gross annual cost of €425 million. This increase reflects the growing participation of children with Special Needs in education and will support their full participation and progression within the educational system. The NCSE advised all schools of their allocations for SNA support for the coming 2016/17 school year on 14th June, 2016. Details of the allocations which have been made to schools have now been published on www.ncse.ie. It should be noted that SNA allocations are not made to individual children, but are made to schools to support the care needs of children with assessed special educational needs in the school.
Where a school wishes to appeal the SNA allocation which has been made to them, they may do so through the NCSE appeal process, details of which are set out at www.ncse.ie. All schools have the contact details of their local SENO, while Parents may also contact their local SENO directly to discuss their child's special educational needs, using the contact details available the NCSE website. As the Deputy's question relates to the allocation of SNA support by the NCSE to an individual child, I have referred this question to the NCSE for their consideration and direct reply to the Deputy.
183. Deputy Michael D'Arcy asked the Minister for Education and Skills why he refused a person (details supplied) the disability access route to education; and if he will make a statement on the matter. [19244/16]
View answerThe Disability Access Route to Education (DARE) is a third-level admissions scheme for students with a disability.
The DARE scheme is operated by a number of higher education institutions and not by my Department. Admissions under the DARE scheme are regulated by the institutions themselves. Each higher education institution determines its own admission policy in relation to DARE, the number of places they reserve for DARE, and the allocation of those places. Any requests for more detailed information about DARE should be directed to the Irish Universities Association (IUA) who co-ordinate the DARE scheme for participating institutions.
184. Deputy Robert Troy asked the Minister for Education and Skills to reform the assessment criteria for Student Universal Support Ireland third level grants to reflect real family situations, for example, to include mortgage payments and other utility bills to reflect real outgoings; if he will allow additional documentation be used as proof of independent living, that is, that proof of lone parent payment be accepted as proof of independent living; and if the Department of Social Protection is satisfied that a person is living and claiming a payment at an address, if Student Universal Support Ireland should also accept same. [19248/16]
View answerStudent grant applications are means tested on gross income from all sources earned inside and outside the State within a specified reference period. The means test arrangements of the Student Grant Scheme are applied nationally. The assessment of income from the same starting point is deemed to be fair and reasonable because this approach eliminates any distortion which might arise from different spending decisions in different households. The decision on eligibility for new student grant applications is a matter for the centralised grant awarding authority, SUSI (Student Universal Support Ireland). When considering whether a student meets the conditions to be assessed independently of his or her parents, grant awarding authorities are obliged to satisfy themselves beyond doubt that an acceptable degree of proof of independent living in the relevant period has been submitted by the grant applicant. I understand that SUSI accepts certain documentation from the Department of Social Protection in order to assist an applicant in proving that he/she is living independently at an address. The documentation must, however, directly relate to the applicant's residence at that address e.g. a letter from the Department of Social Protection confirming that the applicant is receiving rent allowance at that address. Other forms of correspondence from the Department of Social Protection that may be provided to SUSI by applicants as part of their student grant application do not necessarily require the same level of validation by the Department of Social Protection with regard to the person's residence at a particular address. However, all documentation received by SUSI as evidence of independent residence is reviewed and decisions are made on a case by case basis, having regard to the evidential value of the documentation submitted, other available evidence and the specific circumstances of each case. If an individual applicant considers that he/she has been unjustly refused a student grant, she/he may appeal, in the first instance, to SUSI. Where an individual applicant has had an appeal turned down in writing by SUSI and remains of the view that the scheme has not been interpreted correctly in his/her case, a further appeal can be made by the applicant to the statutory independent Student Grants Appeals Board.
185. Deputy Pearse Doherty asked the Minister for Education and Skills if he is aware of the increasing concerns of students at the prospect of student fees payable by those from the Republic of Ireland, who are undertaking degree programmes in either Northern Ireland or in the United Kingdom, may in future be levied at non-European Union student rates following the Brexit referendum outcome; if he is further aware of similar concerns among students resident in Northern Ireland regarding the likelihood of student fees being levied at non-European Union student rates for those studying in institutions here; the measures he will take to ensure that students in both instances will not experience an increase in the cost of attending third level; and if he will make a statement on the matter. [19274/16]
View answerWe have been working for many years with our colleagues in Northern Ireland in seeking to encourage cross-Border participation in education. My Department will continue to work constructively to try to maintain the greatest possible links and co-operation between the EU and the UK in student and academic mobility and in research activities. Negotiations on the future EU UK relationship will now be required and the Irish Government will continue to emphasise our very particular relationship with Northern Ireland and the UK in these negotiations, a fact that is widely understood by our EU partners. The Irish Universities Association recently issued a statement reassuring all UK students currently enrolled in an Irish university that they will continue to enjoy the same conditions as other EU students regarding fees and contributions, for the duration of their degree. The Irish universities also confirmed that UK applicants planning to enter an Irish university in 2016 will likewise enjoy these same conditions as other EU students for the duration of their degree. In addition, Universities UK and the UK Student Loans Company (SLC) have made statements regarding EU nationals studying in the UK. Universities UK have stated that their first priority will be to convince the UK Government to take steps to ensure that students from EU countries can continue to study at British universities in the long term. The UK SLC has stated that EU nationals or their family members, currently in higher education, and who are assessed as eligible to receive loans and/or grants from the SLC, will continue to receive these loans and grants until they finish their course.
186. Deputy Thomas Pringle asked the Minister for Education and Skills the way in which children from the Republic of Ireland attending schools in Northern Ireland will be affected by the Brexit outcome; and if he will make a statement on the matter. [19288/16]
View answerThere are no immediate implications for cross-Border student flows. The Government has a Contingency Framework in place which maps the key priorities and issues that will be most important to Ireland in the coming months. My Department participated fully in and contributed to the preparation of that framework for the education sector. A priority for my Department is to work with counterparts in Northern Ireland to seek to maintain the continuity of cross-Border participation in education and training including pupils crossing the Border to attend school. We will be endeavouring to ensure the greatest continuity possible in this area. Negotiations on the future EU-UK relationship will now be required and the Irish Government will continue to emphasise our very particular relationship with Northern Ireland and the UK in these negotiations, a fact that is widely understood by our EU partners.
187. Deputy Carol Nolan asked the Minister for Education and Skills if he will provide the funding for a new playground at a school (details supplied); and if he will make a statement on the matter. [19301/16]
View answerI wish to advise the Deputy that my Department is in receipt of a Category 10 application for the provision of a playground under the Summer Works Scheme (2016-2017) from the school to which he refers. 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 application from the school in question is available to be considered in this context.
188. Deputy John McGuinness asked the Minister for Education and Skills the reason Caranua is now closing clients' files and insisting that they must go through the approval process all over again just to be accepted as a client; if the request for services in the name of a person (details supplied) will be processed and approved; and if he will confirm the level of State funding granted to this organisation over the past three years. [19306/16]
View answerCaranua is an independent statutory body established pursuant to the Residential Institutions Statutory Fund Act 2012. Any questions on an individual's entitlement to or approval for services is a matter for Carnua. Caranua is funded entirely from contributions from the religious congregations and is not in receipt of State funding.
