Thursday, 6 Oct 2016

Written Answers Nos. 96-106

Oideachas trí Ghaeilge

Questions (96)

Catherine Martin

Question:

96. D'fhiafraigh Deputy Catherine Martin den Aire Oideachais agus Scileanna cad é an plean atá ag a Roinn le dul i ngleic leis an ollfhadhb atá ann faoi láthair maidir le múinteoirí a sholáthar don Ghaelscolaíocht, go háirithe ar leibhéal na meánscolaíochta; an bhfuil iniúchadh déanta ag a Roinn ar an soláthar múinteoirí i ngach ábhar sna scoileanna a fheidhmíonn trí Ghaeilge ar an dara leibhéal chun na heasnaimh atá ann sna scoileanna faoi láthair agus a bheidh ann sa mheántéarma agus san fhadtéarma a aithint (agus an méadú a thiocfaidh ar líon na scoileanna agus ar líon na ndaltaí sna blianta atá romhainn á chur san áireamh); an bhfuil plean ag a Roinn le dul i ngleic leis na heasnaimh sin sa ghearrthéarma, sa mheántéarma agus san fhadtéarma; agus an ndéanfaidh sé ráiteas ina thaobh. [28965/16]

Written answers

Minister for Education and Skills

Síleann mo Roinnse go bhfuil sé fíorthábhachtach dóthain múinteoirí a chur ar fáil i mbunscoileanna agus i meánscoileanna a bhfuil na cáilíochtaí cuí acu, scoileanna Gaeilge san áireamh.   Tá iarrtha ag mo Roinn, dá réir sin, ar an gComhairle Mhúinteoireachta féachaint ar cheist sholáthar na múinteoirí le súil is go bhforbrófar modhanna réamhfhaisnéise níos fearr chun a chinntiú go mbeidh dóthain múinteoirí ann a bhfuil na cáilíochtaí riachtanacha acu.  Tá a cuid comhairle agus a tuairisc curtha ar fáil ag an gComhairle, agus tá moltaí na tuairisce á meas faoi láthair ag an Roinn agus é ar intinn acu iad a chur i bhfeidhm más cuí.

Tugadh an Teachta ar aird freisin go bhfuil tiomantas déanta agam sa Phlean Gnímh don Oideachas, a foilsíodh le gairid, Beartas maidir le hOideachas Gaeltachta a fhoilsiú go luath, rud a mhúnlóidh beartais eile sa réimse seo amach anseo.

Scoileanna Gaeilge agus Gaeltachta

Questions (97)

Catherine Martin

Question:

97. D'fhiafraigh Deputy Catherine Martin den Aire Oideachais agus Scileanna cad é an plean atá aige le tacaíocht a thabhairt do mhúinteoirí atá ag obair i scoileanna Gaeilge agus Gaeltachta agus nach bhfuil muinín acu as a gcuid Gaeilge; agus an ndéanfaidh sé ráiteas ina thaobh. [28966/16]

Written answers

Minister for Education and Skills

D'fhoilsigh mé mo Phlean Gnímh don Oideachas 2016 - 2019 i mí Mheán Fómhair.  Táim tiomanta do ghnéithe oideachais "na Straitéise 20 Bliain don Ghaeilge, 2010 - 2030" a chur chun cinn, i gcomhar le Roinn an Taoisigh agus an Roinn Ealaíon, Oidhreachta, Réigiún, Tuaithe agus Gaeltachta.   Trí Ghníomh 32 den Straitéis, tugann mo Roinnse tiomantas Curaclam na Bunscoile a chur i bhfeidhm i ngach bunscoil, Gaelscoileanna san áireamh. Ó Mheán Fómhair amach, tá an curaclam nua ar fáil ó rang na Naíonán Beag go Rang a Dó i nGaeilge, le haghaidh scoileanna Gaeilge, Gaelscoileanna san áireamh - áit a gcleachtar tumoideachas - agus i mBéarla le haghaidh scoileanna Béarla.

Tá sainchlár forbartha gairmiúla ar dul leis an gCuraclaim nua Teanga faoi láthair.  Taca a bheidh sa chlár seo do mhúinteoirí agus do phríomhoidí i nGaelscoileanna chun an curaclam nua teanga a chur i bhfeidhm i mbunscoileanna, scoileanna Béarla san áireamh. Cuirfear oiliúint ar na baill foirne ar fad i ngach scoil lá sa bhliain in 2016/17 agus arís in 2017/18.  Cuirtear na seimineáir seo ar fáil sa dá theanga do scoileanna Gaeilge agus do scoileanna Béarla.  Tá réimse tacaíochtaí saincheaptha ann arb é is aidhm leo an Curaclam Teanga Bunscoile a neadú sna scoileanna, agus beidh siad sin ar fáil ó lucht na seirbhísí tacaíochta i mo Roinnse.

Tá an NCCA ag forbairt an Churaclaim nua Teanga faoi láthair le haghaidh Rang a Trí go Rang a Sé agus beidh sé sin ar fáil sa dá theanga freisin.

Cuireann COGG (An Chomhairle Um Oideachas Gaeltachta agus Gaelscolaíochta) tacaíochtaí áirithe ar fáil do Ghaelscoileanna. Tá baill foirne bhreise curtha ar fáil do COGG i mbliana chun cuidiú leis an obair sin.

Tá maoiniú curtha ar fáil chun Séideán Sí a dhigitiú. Is acmhainn fhíorthábhachtach é Séideán Sí a thacaíonn leis an gcuraclam Gaeilge i mbunscoileanna.  Tá obair mhór déanta ar na hacmhainní idirghníomhacha seo do rang na naíonán beag go rang a dó agus táthar fós ag obair ar ábhar digiteach do rang a trí go rang a sé.

Cuireann an tSeirbhís um Fhorbairt Ghairmiúil do Mhúinteoirí (PDST) réimse tacaíochtaí forbartha gairmiúla ar fáil do scoileanna. Sna bunscoileanna, téann na ceardlanna seo a leanas i ngleic le riachtanais mhuiníne múinteoirí agus le múineadh is foghlaim na Gaeilge sa seomra ranga.   Tá béim faoi leith ar an nGaeilge labhartha.

- An Cur Chuige Cumarsáideach

- An Teanga Ó Bhéal

- Múineadh na Gramadaí

- Cruinneas Gaeilge an Mhúinteora

 Tairgeann PDST tacaíocht scoile shaincheaptha le haghaidh gach comhthéacs scoile; scoileanna Béarla, Gaelscoileanna agus Scoileanna sa Ghaeltacht. Anuraidh (2015/2016), cuireadh an tseirbhís ar fáil do gach Gaelscoil/Scoil Ghaeltachta a d'iarr tacaíocht dá leithéid.

 Ar an gcaoi chéanna, sna meánscoileanna, cuirtear ceardlanna PDST ar fáil do mhúinteoirí Gaeilge sna réimsí seo a leanas:

- Pleanáil Topaice

- An Ghaeilge san Idirbhliain

- An Ghaeilge agus TFC

- Cruinneas

- Cluastuiscint agus Scil na hÉisteachta  

Cuirtear béim mhór ar fhéinmhuinín múinteoirí Gaeilge a chothú.   Arís, cuirtear tacaíocht scoile ar fáil do gach scoil, Gaelcholáistí san áireamh.  Anuraidh, cuireadh an tacaíocht seo ar fáil do gach ceann den 56 Gaelcholáiste a rinne iarratas uirthi.

Lena chois sin, bíonn Tionól Teagaisc ag an PDST gach bliain. Tá seo dírithe ar mhúinteoirí iar-bhunscoile agus béim ar leith ann ar a gcuid scileanna i labhairt na Gaeilge a fhorbairt. Réimsí eile a bhféachtar orthu ann ná múineadh, foghlaim agus measúnú na Gaeilge.   Sna bunscoileanna agus sna meánscoileanna araon, déanann an PDST tacaíocht tionscadail áitiúil a chomhordú le haghaidh na Gaeilge, de réir riachtanais áitiúla.  

Anuas ar an méid sin, tá tiomantas tugtha agam i mo Phlean Gnímh Beartas maidir le hOideachas Gaeltachta a fhoilsiú as seo go ceann cúpla seachtain.  Tá i gceist agam é a chur faoi bhráid Choiste Comh-aireachta na Roinne Ealaíon, Gaeilge agus Gaeltachta go luath.

Cáilíochtaí Aistriúcháin

Questions (98)

Catherine Martin

Question:

98. D'fhiafraigh Deputy Catherine Martin den Aire Oideachais agus Scileanna cén fáth a síleann sé gur leor bunchéim sa Ghaeilge chun obair aistriúcháin a dhéanamh ar son an Stáit, agus cén fáth nár mhaith leis go mbeadh cáilíocht chreidiúnaithe ó Fhoras na Gaeilge, a fhaigheann maoiniú ón Stát, de dhíth ar aistritheoirí chun a léiriú gur féidir leo aistriúchán ar ardchaighdeán a dhéanamh, cé go bhfuil ag éirí go maith leis an chóras seo faoi láthair; agus an ndéanfaidh sé ráiteas ina thaobh. [28967/16]

Written answers

Minister for Education and Skills

Tuigtear dom go mbaineann an cheist seo leis an gcreat do sheirbhísí aistriúcháin Ghaeilge a sholáthar don Roinn Oideachais agus Scileanna. Sonraíodh na cáilíochtaí phroifisiúnta íosta chun bheith páirteach sa chreat tar éis dul i gcomhairle le hOifig Phríomh-Aturnae an Stáit agus comhlíonann siad beartas um sholáthar poiblí.  I gcomhréir le prionsabal na cothroime sa phróiseas soláthair, b’iad  na cáilíochtaí phroifisiúnta íosta a sonraíodh ná cáilíocht iarchéime in aistriúchán na Gaeilge, creidiúnú mar aistritheoir Gaeilge ó Fhoras na Gaeilge nó a choibhéis agus bunchéim céad onóracha nó dara honóracha ar a laghad dá raibh an Nua-Ghaeilge mar chomhpháirt lárnach nó a coibhéis. Ní mór ceann amháin ar a laghad de na cáilíochtaí phroifisiúnta íosta sonraithe a bheith ag ball den chreat. Tá an séala creidiúnaithe d’áistritheoirí ó Fhoras na Gaeilge ag gach ball de chreat na Roinne, chomh maith le hiliomad cáilíochtaí eile a bhaineann le haistriúchán na Gaeilge.

Straitéisí Ranna

Questions (99)

Éamon Ó Cuív

Question:

99. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais agus Scileanna cén fáth nach bhfuil aon tagairt déanta don Ghaeloideachas ná don chóras tumoideachais i ráiteas straitéise na Roinne Oideachais agus Scileanna, 2016-2018; agus an ndéanfaidh sé ráiteas ina thaobh. [28969/16]

Written answers

Minister for Education and Skills

D’fhoilsigh mé an Plean Gníomhaíochta don Oideachas 2016 – 2019 i mí Mheán Fómhair. Tabharfaidh an Teachta faoi deara go ndéantar roinnt tagairtí sa phlean don rún atá agam beartas ar an Oideachas Gaeltachta a fhoilsiú laistigh den chéad chúpla seachtain eile. Ina theannta sin, gheall mé go gcuirfí na gnéithe oideachais den “Straitéis 20 Bliain don Ghaeilge 2010 – 2030” chun cinn i gcomhar le Roinn an Taoisigh agus leis an Roinn Ealaíon, Oidhreachta, Gnóthaí Réigiúnacha, Tuaithe agus Gaeltachta. De bharr a chineáil, pléitear i mo Phlean Gníomhaíochta don Oideachas leis an obair uileghabhálach a bheidh i gceist, agus ní leis na mionsonraí. Mar a tharlaíonn, ceanglaítear le Gníomh 32 den Straitéis ar an Roinn an Curaclam Teangacha Bunscoile a chur i bhfeidhm i ngach bunscoil, Gaelscoileanna san áireamh. Ó mhí Mheán Fómhair i leith, tá dhá leagan den churaclam nua sin ar fáil ag leanaí i rang na Naíonán Sóisearach go rang a dó – tá leagan amháin dírithe ar Ghaelscoileanna ina gcleachtar an tumoideachas agus tá an leagan eile dírithe ar scoileanna Béarla. Ina theannta sin, tá clár tiomnaithe um fhorbairt ghairmiúil leanúnach ag gabháil le tabhairt isteach an Churaclaim Theangacha nua faoi láthair. Tacóidh an clár sin le múinteoirí agus le príomhoidí i nGaelscoileanna an curaclam teangacha bunscoile nua a chur chun feidhme. Tacóidh sé lena gcuid comhghleacaithe i mbunscoileanna Béarla freisin.

Tá an Chomhairle Náisiúnta Curaclaim agus Measúnachta (CNCM) ag obair anois ar an gCuraclam Teangacha nua a fhorbairt do rang 3 go rang 6. Beidh dhá leagan den Churaclam sin ar fáil freisin.

Soláthraíonn an Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta (COGG) tacaí ar leith do Ghaelscoileanna. Mar a tharlaíonn, cuireadh pearsanra breise ar fáil do COGG i mbliana chun cabhrú leis an obair sin.

Cuireadh cistiú ar fáil freisin chun Séideán Sí a dhigitiú, ar acmhainn é atá dírithe go sonrach ar Ghaelscoileanna. Tá obair shuntasach críochnaithe cheana féin ar na hacmhainní idirghníomhacha sin a ullmhú do rang na naíonán sóisearach go rang a dó. Tá obair fós ar siúl ar ábhair dhigitithe a ullmhú do rang a trí go rang a sé.

Technological Universities

Questions (100)

Joan Burton

Question:

100. Deputy Joan Burton asked the Minister for Education and Skills the status of the Technological Universities Bill 2015; when it will return to Dáil Éireann; the amendments he proposes to make to the draft legislation; and if he will make a statement on the matter. [29013/16]

Written answers

Minister for Education and Skills

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.

This is in line with the National Strategy for Higher Education to 2030 which provides a framework for the development of the higher education sector to 2030. With regard to the institute of technology sector, the Strategy recommended significant reforms to position the sector to meet national strategic objectives. In particular, the Strategy recommended consolidation within the sector and a pathway of evolution for those consolidated institutes of technology, to allow them to demonstrate significant progress against robust performance criteria and to apply to become technological universities.

Position of Technological Universities Bill:

The second Government Legislative Programme of this new Partnership Government was published on 27 September 2016, and the Technological Universities Bill is listed on the Dáil Order Paper and is awaiting Committee Stage.

I recognise that there were a significant number of matters raised previously in respect of the Bill at both Committee and Report Stage. It is my intention to 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.

State Examinations

Questions (101)

Joan Burton

Question:

101. Deputy Joan Burton asked the Minister for Education and Skills his views on the reported failure rate at leaving certificate maths; the measures his Department proposes to remedy this; and if he will make a statement on the matter. [29014/16]

Written answers

Minister for Education and Skills

I am taking it that the Deputy is referring to the combined numbers of Leaving Certificate Mathematics candidates at all three levels (Higher, Ordinary, and Foundation) who were awarded E grades, F grades or no grade in the 2016 examination. The designation of any performance in the certificate examinations as a “fail” ceased in 1968. 

The nature of curricular examinations such as the Leaving Certificate and the procedures currently in place for awarding grades are such that a certain amount of fluctuation in the grade distribution from year to year is to be expected.  Grade distributions are also affected significantly by the proportion of candidates who opt to take the examination at each level.  In particular, if the proportion of candidates opting for Higher level increases, the candidates making this move will tend to be those who were towards the higher-achieving end of the Ordinary level distribution and will tend to fall at the lower-achieving end of the Higher level distribution.  This will obviously affect the grade distribution at both levels. Influenced by the combined effect of syllabus change in mathematics, colloquially known as Project Maths, and the introduction by the Higher Education Institutions of “bonus points” for Higher level mathematics, the number of students in recent years presenting for Higher level in Leaving Certificate Mathematics examinations has increased significantly, from 15.8% in 2011 to 28% in 2016.

During the standard-setting process that happens as part of the marking process each year, the State Examinations Commission (SEC) takes account of these and any other relevant factors in the course of satisfying itself that the distribution of grades awarded is appropriate and that it accurately reflects the performance of the candidates in comparison to the achievement standards envisaged when the syllabus was designed.

In the context of a significant migration of mathematics candidates from Ordinary to Higher level, it may be noted that a similar absolute number of candidates awarded E, F or no grade at Ordinary level will inevitably be manifested as a higher percentage, since the total number of candidates at this level has reduced.

The number of candidates who failed to achieve at least a D3 grade at any level of the mathematics examination in 2016, while marginally higher than in the last three or four years, is very similar to the number in the years before that (2009 to 2011, for example).  In the context of the factors mentioned above, there is nothing especially unusual about the grade distribution in mathematics for 2016.

In the case of the current syllabus change in mathematics, there has been a deliberate attempt to increase the emphasis on higher-order thinking skills, including interpretation, problem solving, and dealing with the unfamiliar. These are skills that students find difficult to master and teachers find difficult to instil in students. The syllabus expectations are ambitious at all levels. 

The National Council for Curriculum and Assessment (NCCA) will be undertaking a review of the Project Maths initiative, now that the full implementation of all phases of the curricular change is complete.  By this time students will have been through the new maths cycle a few times and the NCCA will have good information on which to base the assessment of its impact, especially on the learning of under-achievers. I have asked the State Examinations Commission to ensure that any lessons that can be learned from candidate performance in recent examinations, and the 2016 examination in particular, be fed into that review process. The Project Maths Implementation Support Group, an industry-education partnership set up by my Department, including third level bodies, Engineers Ireland, Science Foundation Ireland, will also be able to provide their considered opinions to this process.

Institutes of Technology

Questions (102)

Joan Burton

Question:

102. Deputy Joan Burton asked the Minister for Education and Skills his views on the dropout rate in third level institute of technology courses; the measures his Department propose to remedy the situation; and if he will make a statement on the matter. [29015/16]

Written answers

Minister for Education and Skills

In line with the overall mission of higher education in Ireland there has been a steady increase in student enrolments over recent years.  The most recent report by the HEA on retention and progression, entitled 'A Study of Progression in Higher Education 2012/13 TO 2013/14', is available on the HEA website, www.hea.ie.  This is the fourth in a series of progression analysis released by the HEA and examines those 1st year undergraduate new entrants enrolled in the academic year 2012/13 and traces them to the following academic year 2013/14.  The report gives an in-depth analysis of the non-progression rates by NFQ level, sector, discipline, gender, age, nationality and socio-economic group.  There are many factors identified as influencing the likelihood of progression such as Gender, Age at commencement, Prior Educational attainment, nationality and socio-economic grouping. 

The report shows that 84% of full-time undergraduate new entrants in 2012/13 progressed to their second year of study in 2013/14.  The rates of non-progression in 2012/13 varied within and between sectors ranging from 26% and 28% at levels 6 and 7 to 17%, 11% and 6% at level 8 in universities, institutes of technology and colleges respectively.

The report demonstrates that the overall new entrant non-progression rate was 15% in 2007/08 and has remained constant at 16% from 2010/11 to 2012/13.  However, rates of progression do vary across the sector and between disciplines and further work will be done to see how students can best be supported to continue on their course or transfer to another programme. 

The HEA through the System Performance and Strategic Dialogue process also monitor progression rates within the institutions on an annual basis. Institutes report on retention measures in place within their institutes to combat high non-progression rates. The HEA funds retention initiatives in Computer Science disciplines in higher education institutions through the Information Technology Investment Fund.  In 2015 these initiatives included additional classes, attendance mentoring, teaching and learning initiatives, student support sessions, buddy practicals and maths enabling courses. In 2016 the National Forum for Teaching and Learning established an ICT Retention Scoping Group to examine ways in which students could be enabled to complete ICT courses.  The group working with practitioners and industry are examining areas such as career guidance, pathways, provision and pedagogy.

One of the key objectives of the National Plan for Equity of Access to Higher Education 2015-2019 (‘National Access Plan’) is to address the issue of non-completion within higher education institutions, for those in under-represented target groups. The Plan also commits to the further development of mechanisms to track the progression, retention and student experience of target groups. The target student groups include entrants from socio-economic groups that have low participation in higher education; first time mature student entrants and students with disabilities.

To support the implementation of these objectives, a Working Group is being established to consider the issues contributing to the non-completion of target groups in the National Access Plan and to produce recommendations for policy and practice.  The group is being convened by the Higher Education Authority (HEA) and will include representatives of relevant stakeholders. Considerations of members will be informed by recent, qualitative research by the National Forum for Teaching and Learning on the reasons why students leave higher education (National Forum for Teaching and Learning, 2015).  

Apprenticeship Programmes

Questions (103)

Joan Burton

Question:

103. Deputy Joan Burton asked the Minister for Education and Skills if he will acknowledge the lack of apprenticeships suitable for a number of employment vacancies such as chefs and in the hospitality sector generally to upskill young unemployed workers; and if he will make a statement on the matter. [29016/16]

Written answers

Minister for Education and Skills

As the Deputy will be aware, the Apprenticeship Council was established in early 2014 to oversee the expansion of the apprenticeship system into a range of new areas. Its first task was to formally invite proposals for new apprenticeship programmes from consortia of enterprise, professional bodies and education and training providers. Over 80 separate proposals were received all of which were evaluated by the Council. Following the evaluation process, the Council prioritised 25 proposals for development. Included in these proposals are a number of proposals in the hospitality sector, particularly in the culinary area.

A proposal to develop a new Commis Chef Apprenticeship is at an advanced stage and is due to commence in the coming months.  A separate proposal to develop a Chef de Partie Apprenticeship has been approved for development funding by the Apprenticeship Council at its last meeting in September.

Apprenticeship Programmes

Questions (104)

Joan Burton

Question:

104. Deputy Joan Burton asked the Minister for Education and Skills his views on the uptake in the number of apprenticeships by females; if his Department has proposals to address the issue; and if he will make a statement on the matter. [29017/16]

Written answers

Minister for Education and Skills

As the Deputy is aware, in order to be registered as an apprentice by SOLAS, a person must be employed by an approved employer in one of the 27 existing trades. Recruitment to apprenticeship is therefore driven by employers rather than by SOLAS or by education and training providers.

The 2014 Review of Apprenticeship in Ireland acknowledged that the number of women employed in craft apprenticeships is low as they operate in sectors that have traditionally low levels of female employment. SOLAS offers a bursary to employers to encourage women to take up apprenticeships in these areas. Despite this the number of female apprentices remains low.

Currently 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. The first of these new apprenticeships, the Insurance Practitioner Apprenticeship, was launched last month with further new apprenticeships to be launched later this year and early next year. Many of these new apprenticeships are in sectors where there is a different gender balance in the workplace and I am confident that this will lead to a strong increase in female participation when these new apprenticeships are launched in the coming months.

Accompanying the renewal and expansion of apprenticeship in Ireland will be a new branding and marketing campaign. SOLAS will examine how this campaign can assist with promoting apprenticeship to women and to their potential employers.

DEIS Scheme

Questions (105, 106)

Brendan Ryan

Question:

105. Deputy Brendan Ryan asked the Minister for Education and Skills the number of schools classified as DEIS band 1 (primary), DEIS band 2 (primary), DEIS rural (primary) and DEIS (post-primary) in each of the past five school years; and if he will make a statement on the matter. [29026/16]

Brendan Ryan

Question:

106. Deputy Brendan Ryan asked the Minister for Education and Skills the level of expenditure on the DEIS programme in each of the past five years; and if he will make a statement on the matter. [29027/16]

Written answers

Minister for Education and Skills

I propose to take Questions Nos. 105 and 106 together.

The information requested by the Deputy in relation to the number of schools classified as DEIS Band 1, DEIS Band 2, DEIS Rural and DEIS Post Primary over the last five school years is available on my Department's website at the following link:

http://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/Breakdown-of-DEIS-Schools-2006-to-date.pdf

The information requested by the Deputy in relation to the level of expenditure on the DEIS programme in each of the past five years is available on my Department's website at the following link:

http://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/DEIS-Expenditure.pdf