Written Answers Nos. 128-151
128. Deputy Thomas Byrne asked the Minister for Education and Skills if he will review the protocols in place at SUSI for students such as a person (details supplied) where SUSI will not accept a change of circumstances once a student's first point of entry into the system is when he or she is under 23 years of age; and if he will make a statement on the matter. [29464/16]
View answerFor student grant purposes, students are categorised according to their circumstances either as students dependent on parents or a legal guardian, or as independent mature students.
For a dependent student, the reckonable income for grant purposes includes both his/her own income and that of his/her parents/legal guardians.
A student may be assessed as an independent mature student if he or she has attained the age of 23 on the 1st January of the year of first entry to an approved course, or of re-entry following a break in studies of at least three years, and is not ordinarily resident with his/her parents from the previous October. Otherwise he or she would continue to be assessed on the basis of parental income.
An applicant's class is defined at his/her first point of entry to an approved higher or further education course and will continue to apply for the duration of his/her studies.
While it is not possible to amend an applicant's classification during the course of their studies, an applicant may be assessed or re-assessed by the awarding authority in the event of a change of circumstances relating to the following:
- Permanent change in reckonable income;
- Number of dependent children residing in the household;
- Commencement of an approved course;
- Normal residence;
- Nationality or immigration status;
- Change of course or institution.
If an individual applicant considers that she/he has been unjustly refused a student grant on the grounds of their initial classification as an independent or dependent student, 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, an appeal form outlining the position may be submitted by the applicant to the independent Student Grants Appeals Board.
129. Deputy David Cullinane asked the Minister for Education and Skills the status of the delivery of a technological university for the south east; and if he will make a statement on the matter. [29496/16]
View answerAs the Deputy will be aware, the new Programme for Government outlines that this new Government will continue to support the creation of Technological Universities.
This is in line with the National Strategy for Higher Education to 2030 which provides a framework for the development of the higher education sector to 2030. With regard to the institute of technology sector, the Strategy recommended significant reforms to position the sector to meet national strategic objectives. In particular, the Strategy recommended consolidation within the sector and a pathway of evolution for those consolidated institutes of technology, to allow them to demonstrate significant progress against robust performance criteria and to apply to become technological universities.
Technological University for the South-East (TUSE)
In relation to the Technological University for the South-East, consisting of Institute of Technology, Carlow (ITC) and Waterford Institute of Technology (WIT), following the publication of the Kelly report, a preliminary facilitation process which was underway since September 2015 has been completed. There was strong engagement in the process by both parties and this facilitation process has been an important building block in terms of building trust between the parties and in developing a strong working relationship between the Presidents and Chairs of both institutions. As part of this process, the Presidents of the two institutions, have jointly developed an initial work-plan to support the development of a joint TU proposal.
In addition to this both Institutions made a joint presentation and submission to the Higher Education Authority (HEA), seeking funding to underpin the next phase of engagement. This was part of the latest call issued by the HEA regarding the restructuring of the higher education landscape. The call sought submissions for funding support in respect of the costs arising from mergers as part of the implementation of the National Strategy for Higher Education.
All four consortiums that are involved in merger processes with the ultimate aim of becoming Technological Universities have been allocated additional funding for 2016. Part of this funding arises from a specific €2 million allocated in Budget 2016 to support Technological University projects and further funding from the overall higher education budget.
Arising from the submissions received and subsequent detailed presentations made to the HEA, the TUSE project has been allocated a ring-fenced sum of €1.445 Million in 2016 to support the further development of the project.
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.
130. Deputy David Cullinane asked the Minister for Education and Skills the strategies in place in the south east to align economic policy with educational policy; and if he will make a statement on the matter. [29497/16]
View answerA new Action Plan for Education was launched on 15 September. The central vision of the plan is that Irish Education and Training should become the best in Europe over the next decade. Excellent and innovative education and training are the pivot around which personal fulfilment, a fair society and a successful nation should revolve. It is central to sustaining economic success and in converting economic success into building a strong community.
The Action Plan for Education also provides for the implementation of a range of strategies, including the National Strategy for Higher Education to 2030, the Further Education and Training Strategy 2014 - 2019, and the National Skills Strategy 2025, all of which are intended to help drive Ireland's growth both economically and societally including in the south east region.
131. Deputy Bernard J. Durkan asked the Minister for Education and Skills if a school (details supplied) can be included in the DEIS scheme for the 2017-2018 academic year; the procedure to be followed by the school in order to be considered; and if he will make a statement on the matter. [29516/16]
View answerThe school the Deputy refers to applied for the DEIS Programme in 2005 but was assessed not to have a sufficient level of disadvantage for inclusion in the scheme at the time.
As the Deputy may be aware, a review of the DEIS programme is currently underway and, as I have recently announced, a New Action Plan Educational Inclusion will be published before the end of this year. The review is looking at all aspects of DEIS, including the range and impact of different elements of the School Support Programme, particularly the scope for increased integration of services provided by other Departments and Agencies, in order to improve effectiveness.
As I have already announced, among the measures to be included in the plan are a series of pilot schemes aimed at introducing measures which have been shown to work well in improving results for disadvantaged children and students. The plan is expected to include targeted measures in the areas of:
- Supporting school leadership. We are lucky in Ireland to have exceptionally strong school principals in disadvantaged schools – even small improvements in supports for and retention and performance of school leaders in these schools can have a dramatic impact on outcomes.
- Networks and clusters for DEIS teachers and schools – including greater supported self-evaluation. Stronger networks of peer groups for teachers can help develop new methods and improve outcomes.
- Teaching methodologies. There is evidence that, for example, changing the way literacy is taught to children who struggle can achieve major improvements in results.
- Explore ways in which the work of schools could be better integrated with other state supports within the community.
The results of pilot programmes will be carefully monitored before any decisions around mainstreaming are considered.
Also under consideration is the development of a new assessment framework using centrally held CSO and DES data for the identification of schools for inclusion in a new programme to tackle educational disadvantage. The number of schools to be included in the programme will be determined by this proposed new identification process which will assess all schools in the country, including the school in question.
The Review process has included extensive stakeholder consultation, in particular engagement with relevant education partners.
The work undertaken by the Technical and Advisory Group is ongoing and its outcome will form part of the Action Plan, when published.
It is envisaged that actions arising from a new Action Plan for Educational Inclusion plan will be implemented in the 2017/2018 school year.
Further details on the Review Process and the groups involved are available at www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/.
132. Deputy Pat Deering asked the Minister for Education and Skills the options open to a person (details supplied) who wishes to return to study nursing here; and if he will make a statement on the matter. [29545/16]
View answerAn individual can study to be a nurse or midwife at one of the 13 Irish Higher Education Institutes (HEIs) which offer Nursing and Midwifery Degree Programmes. The total number of college places available for nursing and midwifery in the HEIs is approximately 1,570. The HEIs provide programmes in:
General nursing
Children's and general nursing (integrated)
Intellectual disability nursing
Midwifery
Psychiatric nursing
All of the programmes are at Level 8 Honours Bachelor Degree. On successful completion a graduate will receive the academic award Bachelor of Science (BSc) and will be eligible to apply to register with the Nursing and Midwifery Board of Ireland (NMBI).
All applicants must firstly apply for their preferred courses through the Central Applications Office (CAO). Prior to applying, candidates are advised to study the CAO Handbook and the websites of the Higher Education Institutions (HEIs), which offer nursing and midwifery programmes. In relation to offers of a place on the programme, the CAO operates an Order of Merit (OOM) list.
The CAO Handbook provides the information required. The CAO Handbook for 2017 will be available on 04 November 2016.
In addition to the NMBI requirements, candidates will be required to meet the basic minimum requirements for the HEI concerned. It is essential to consult the websites of individual HEIs.
HEAR and DARE
Students may also avail of the HEAR and DARE schemes.
HEAR is a college and university admissions scheme offering places on reduced points and extra college support to school leavers from socio-economically disadvantaged backgrounds. An applicant must be a school leaver who has completed a Leaving Certificate and under the age of 23 by 1 January of the year entry.
HEAR applicants must also meet a range of financial, social and cultural indicators to be considered for a reduced points place and extra college support. For further information, visit www.accesscollege.ie.
DARE is a college and university admissions scheme offering places on reduced points basis to school leavers with disabilities who are under 23 years of age by 1 January in the year of entry. If the candidate is a school leaver who would like to succeed in higher education but may not be able to meet the points for their preferred course, due to the impact of a disability, please refer to www.accesscollege.ie.
Quality and Qualifications Ireland (QQI):
Specific Level 5 and some Level 6 further education and training certificates awarded by QQI may be considered as an entry route for standard code applicants to nursing/midwifery. These are:
Nursing Studies
Healthcare Support
Community and Health Services
Health Service Skills
A person would need to explore these options directly with the relevant course providers and the relevant HEIs to ensure that any such courses meet the NMBI requirements and the basic minimum requirements for the HEI concerned.
133. Deputy Joan Burton asked the Minister for Education and Skills the health and safety framework of each commercial and non-commercial State agency; when the health and safety policy of each was last reviewed; when the safety statement of each was last reviewed; if each body has a health and safety committee and when this was last elected; if each has a health and safety representative and when this person was last elected; and if he will make a statement on the matter. [29552/16]
View answerThere are no commercial agencies under the aegis of the Department. The non-commercial agencies under the aegis of the Department have a responsibility as employers, under the Safety, Health and Welfare at Work Act 2005, to have a Safety Statement in place in the workplace. The Statement identifies potential hazards, assess the risks to health and safety and put appropriate provisions in place to safeguard the health and safety of employees. It should be reviewed on a regular basis.
The Act provides for consultation between employers and employees to help ensure co-operation to prevent accidents and ill-health. Under Section 25 of the Act, employees are entitled to select a Safety representative to represent them on health and safety matters in consultations with their employer. Section 26 sets out the arrangements for this consultation. Where a safety committee exists in a workplace, it can be used for this consultation process.
The information on Health and Safety frameworks sought by the Deputy is not required to be collected by the Department. However if the Deputy has an interest in a particular agency, officials will request the information to be forwarded to the Deputy. The list of agencies under the Department's aegis is available at www.education.ie/en/The-Department/Agencies/.
134. Deputy Joan Burton asked the Minister for Education and Skills the gifts or hospitality given to employees to attend overseas sporting or musical events during 2015 in respect of all commercial and non-commercial agencies; the locations of such visits; and if he will make a statement on the matter. [29553/16]
View answerMy Department has not provided any gifts or hospitality to employees to attend overseas sporting or musical events during 2015.
135. Deputy Catherine Martin asked the Minister for Education and Skills if degree courses (details supplied) are run in collaboration with private for-profit providers; if eligible students on these courses are receiving both their SUSI maintenance grants and registration fees with departmental approval; the amount of fees paid to these private for-profit providers; and if he will make a statement on the matter. [29581/16]
View answerUniversities and Institutes of Technology are autonomous institutions within the meaning of the Universities Act 1997 and the Institutes of Technology Acts 1992 to 2006. The management of their academic affairs, including the selection and delivery of courses are matters for individual institutions. Accordingly, I have no function in relation to any collaborative initiatives that individual institutions may have.
The decision on eligibility for new student grant applications is a matter for the centralised grant awarding authority, SUSI (Student Universal Support Ireland). Eligible candidates may receive funding provided they are attending an approved course at an approved institution as defined in the scheme.
The definition of an approved institution is set out in Section 7 of the Student Support Act 2011 and Regulation 3 of the Student Support Regulations 2016. The full list of approved institutions is set out in Schedules 1, 2 and 3 of the Student Support Regulations 2016.
136. Deputy Catherine Martin asked the Minister for Education and Skills the reason SUSI is providing funding to students at only certain QQI-approved private third level colleges; the supports he intends to provide to low-income students and parents financially impacted by this inequality; and if he will make a statement on the matter. [29582/16]
View answerUnder my Department's student grant scheme, eligible candidates may receive funding provided they are attending an approved course at an approved institution as defined in the scheme.
The definition of an approved institution is set out in Section 7 of the Student Support Act 2011 and Regulation 3 of the Student Support Regulations 2016. Section 7 further defines the matters that the Minister for Education and Skills can consider when prescribing an educational institution as being an approved institution. These matters include the following:
- whether the institution receives one or more than one payment out of moneys made available by the Oireachtas and the amount of the payment;
- the policy of the institution in relation to access to education in the institution by economically or socially disadvantaged persons, by persons who have a disability and by persons from sections of society significantly under-represented in the student body;
- the courses and facilities offered or intended to be offered to students by the institution;
- whether prior to the commencement of this section, the institution was an institution which, in respect of its courses, grants were made available pursuant to a scheme administered by a local authority or a vocational education committee whereby grants were provided to students to assist them in attending those courses;
- whether the institution is established for the principal purposes of higher education, training and research and operated and managed on a basis other than for financial gain;
- the requirement for the development of skills and knowledge in sectors of the economy or employment identified as requiring such development of skills and knowledge following advice received by the Minister from such person who has an interest or expertise in educational matters or the development of skills and knowledge as the Minister considers appropriate to consult for that advice;
- resources available for the provision of student support;
- any other matters which in the opinion of the Minister are proper matters to be taken into account having regard to the objective of enabling persons to attend courses of higher or further education, the need to maintain educational standards and the contribution that the institution is making to higher education in the State.
Tax relief on tuition fees may be available for students attending courses in institutions which are not approved for the purposes of grant support. Details in relation to this relief are available from the Revenue Commissioners on www.revenue.ie.
It is open to private higher education institutions that operate on a 'for profit' basis to use their own resources to provide financial supports to students that they consider to be in financial difficulty.
137. Deputy Joan Burton asked the Minister for Education and Skills if he will identify the nine schools awaiting the nomination of a patron by his Department; when he plans to let the communities know the outcome of the process for identifying the patron; and if he will make a statement on the matter. [29585/16]
View answerIn April 2016 applications were invited for the patronage of nine new post-primary schools to be established, six in 2017 and three in 2018. The areas where these nine new post-primary schools are:
Carpenterstown and Castleknock, Dublin 15
Limerick City and Environs (South-West)
Lucan, Co. Dublin
Malahide and Portmarnock, Co. Dublin
Portlaoise, Co. Laois
Swords, Co. Dublin
Limerick City & Environs (East)
Dublin South City Centre
Firhouse, Dublin 24
The closing date for receipt of applications for this process was 8 June 2016. Patrons submitted with their application a parental preference template in which parents have been requested to declare their preference for their child to be educated through that patron's school model and also their preference with regard to education through the medium of English or Irish.
Applications received are currently being assessed by my Department. The assessment process is detailed and rigorous and numerous applications have been received in respect of each of the nine proposed new post-primary schools.
The final assessment reports will be forwarded for the consideration of the New Schools Establishment Group (NSEG). The NSEG is an external independent advisory group set up to oversee the process. Following the Group's consideration, they will submit a report with recommendations to me for consideration and final decision. I will then announce who the successful patron of each school is. I expect to receive this report in the coming weeks.
The assessment reports and the recommendations of the NSEG will be available on my Department's website following the announcement.
138. Deputy Joan Burton asked the Minister for Education and Skills when he plans to announce the patron of the proposed new secondary school for Castleknock-Carpenterstown in view of the fact that parents and the general community are anxiously awaiting his decision; when he proposes to make the announcement; and if he will make a statement on the matter. [29586/16]
View answerIn April 2016 applications were invited for the patronage of nine new post-primary schools to be established in 2017 and 2018, including the new post-primary school to serve the Carpenterstown and Castleknock areas. The closing date for receipt of applications for this process was 8 June 2016. Patrons submitted with their application a parental preference template in which parents have been requested to declare their preference for their child to be educated through that patron's school model and also their preference with regard to education through the medium of English or Irish.
Applications received are currently being assessed by my Department. The assessment process is detailed and rigorous and numerous applications have been received in respect of each of the nine proposed new post-primary schools.
The final assessment reports will be forwarded for the consideration of the New Schools Establishment Group (NSEG). The NSEG is an external independent advisory group set up to oversee the process. Following the Group's consideration, they will submit a report with recommendations to me for consideration and final decision. I will then announce who the successful patron of each school is. I expect to receive this report in the coming weeks.
The assessment reports and the recommendations of the NSEG will be available on my Department's website following the announcement.
139. D'fhiafraigh Deputy Thomas Byrne den Aire Oideachais agus Scileanna an gcinnteoidh sé go mbeidh teacht ag aon dalta scoile ar an gcuraclam nua atá le teacht isteach i scoileanna Gaeltachta, más rud é go bhfuil an dalta sin i scoil Ghaeltachta nó i nGaelscoil áit ar bith eile, chun a chinntiú go mbeidh an curaclam seo ar fáil do gach dalta scoile atá á thógáil nó á tógáil le Gaeilge nó a bhfuil Gaeilge ar ardchaighdeán aige nó aici; agus an ndéanfaidh sé ráiteas ina thaobh. [29625/16]
View answerI Meán Fómhair, tosaíodh ag cur Curaclam Teanga Bunscoile nua i bhfeidhm i scoileanna, ó ranganna na naíonán sóisearach go dtí rang a dó. Tá dhá leagan den churaclam ann: leagan do scoileanna arb é an Béarla an meán teagaisc iontu agus leagan do scoileanna arb í an Ghaeilge an meán teagaisc iontu. Is í aidhm na leaganacha difriúla go gnóthódh cainteoirí dúchais Béarla nó Gaeilge na torthaí foghlama céanna, maidir le T1 na scoile (céad teanga na scoile), ag timpeall an ráta chéanna. Bheifí ag dúil go n-úsáidfeadh scoileanna Gaeltachta agus Gaelscoileanna an leagan den Churaclam Teanga Bunscoile atá dírithe ar an nGaeilge mar T1.
Maidir le scoileanna arb é an Béarla an meán teagaisc iontu, bheifí ag dúil go n-úsáidfeadh siad an leagan den Churaclam Teanga Bunscoile atá dírithe ar an mBéarla mar T1.
Ba chóir do mhúinteoirí a úsáideann cur chuige foghlama difreála a chinntiú go bhfeabhsóidh a gcuid daltaí a n-inniúlacht sa Bhéarla agus sa Ghaeilge araon agus iad dul chun cinn san oideachas bunscolaíochta.
Tá Forbairt Ghairmiúil Leanúnach (FGL) á cur ar fáil do mhuinteoirí bunscoile lena chinntiú go bhfuil na scileanna agus na cumais acu leis an gCuraclam Teanga Bunscoile nua a theagasc dá gcuid daltaí uile, ach meas a bheith acu ar a gcúlra teanga.
140. D'fhiafraigh Deputy Thomas Byrne den Aire Oideachais agus Scileanna cén socrú a bheidh le cur i bhfeidhm don Ghaeilge mar ábhar Ardteistiméireachta nuair a thiocfaidh an córas nua don Ghaeilge sa tSraith Shóisearach isteach, .i. an mbeidh curaclam in oiriúint don chainteoir dúchais ar fáil don Ardteistiméireacht. [29626/16]
View answerTá dhá shonraíocht curaclaim nua beagnach réitithe le haghaidh Gaeilge na Sraithe Sóisearaí. Tá ceann díobh deartha le húsáid i scoileanna atá ag teagasc trí mheán na Gaeilge, an ceann eile le húsáid i scoileanna atá ag teagasc trí mheán an Bhéarla. Is í seo ar an chéad uair a bheidh sonraíochtaí ar leith tar éis bheith forbartha san oideachas iar-bhunscoile maidir leis na comhthéacsanna sin. Táthar ag ceapadh na sonraíochtaí a thabhairt isteach sna scoileanna i mí Mheán Fómhair 2017. Ardaíodh an gá le smaoineamh ar shaincheisteanna dhul chun cinn mar théama go rialta le linn na gcomhairliúchán a chuir an CNCM ar bun i dtaca leis na hathruithe i nGaeilge na sraithe sóisearaí. Cuirfidh an CNCM tús le hobair sa bhliain 2017 ar roinnt snáitheanna d'athbhreithniú na sraithe sinsearaí, agus éireoidh conair an leanúnachais idir an tSraith Shóisearach agus an tSraith Shinsearach maidir leis an nGaeilge aníos sa chomhthéacs sin.
141. D'fhiafraigh Deputy Thomas Byrne den Aire Oideachais agus Scileanna an dtabharfaidh sé uasdátú ar an mbeartas páirt-tumoideachais a ndéantar tagairt dó i dTuarascáil Bhliantúil na Roinne, 2015; agus an ndéanfaidh sé ráiteas ina thaobh. [29627/16]
View answerTá 3,262 bunscoil, scoileanna speisialta san áireamh, sa tír. Astu seo is scoileanna Béarla iad 2,847 díobh, is scoileanna lán-Ghaeilge iad 248 díobh agus tá 29 cinn a mhúineann trí Ghaeilge go pointe áirithe.
Ó thaobh na n-iarbhunscoileanna tá 735 scoil san iomlán. Astu seo is scoileanna Béarla iad 665 díobh agus is scoileanna lán-Ghaeilge iad 48 díobh. Tá 13 scoil ann ina múintear na hábhair uile do dhaltaí áirithe trí Ghaeilge agus tá 9 scoil ann ina múintear roinnt ábhar do dhaltaí trí Ghaeilge.
Níl an Roinn sa riocht le céatadán cruinn a thabhairt den am a chuirtear i leataobh le teagasc trí Ghaeilge.
Tá cur chuige nua atá níos príomhshruthaithe, atá difriúil lena bhfuil leagtha amach sa Straitéis 20 Bliain don Ghaeilge, á ghlacadh ag an Roinn a bhaineann le teagasc teanga agus na scileanna teanga a chur i bhfeidhm inár mbunscoileanna. Go deimhin, tá an CNCM tar éis curaclam teanga nua a ullmhú do na ranganna ó na naíonáin shóisearacha go dtí rang a dó. Tá an Béarla agus an Ghaeilge san áireamh ann. Beidh sé á thabhairt isteach do na daltaí bunscoile seo ó mhí Mheán Fómhair seo chugainn ar aghaidh. Tá curaclam ullmhaithe do scoileanna Béarla ina bhfuil an Béarla mar an phríomhtheanga teagaisc agus ina bhfuil an Ghaeilge mar an dara teanga. Tá curaclam ann freisin do scoileanna lán-Ghaeilge ina bhfuil an Ghaeilge mar an phríomhtheanga teagaisc agus ina bhfuil an Béarla mar an dara teanga.
Tá ról an tumoideachais á mheas i gcomhthéacs an Pholasaí nua um Oideachas Gaeltachta atá á thabhairt chun críche faoi láthair.
Tá treoir maidir le FCÁT (Foghlaim Chomhtháite Ábhar agus Teangacha) a úsáid san áireamh sna hábhair a d'fhorbair an CNCM le tacú le cur i bhfeidhm an churaclaim teanga Bunscoile nua do na ranganna ó na naíonáin shóisearacha go dtí rang a dó. Tabharfar é seo isteach chuig bunscoileanna ó mhí Mheán Fómhair 2016 ar aghaidh.
Tá clár cuimsitheach um fhorbairt ghairmiúil leanúnach curtha i bhfeidhm chun tacú le cur i bhfeidhm an churaclaim teanga bunscoile nua. Mar chuid den fhorbairt ghairmiúil seo, tá múinteoirí ag fáil comhairle maidir le húsáid na modheolaíochtaí éagsúla le Gaeilge a theagasc agus le Gaeilge a úsáid mar an modh teagaisc, cé acu an bhfuil siad i scoileanna Béarla nó i scoileanna lán-Ghaeilge.
142. D'fhiafraigh Deputy Thomas Byrne den Aire Oideachais agus Scileanna an dtabharfaidh sé uasdátú ar an tionscnamh páirt-tumoideachais a d'fhógair an Roinn Oideachais agus Scileanna ar leathanach 3 den Straitéis 20 Bliain don Ghaeilge, 2010-2030: Tuarascáil ar Dhul Chun Cinn: Iúil 2013 - Meán Fómhair 2014, tionscnamh a deirtear a tosaíodh i gcomhar leis an gComhairle Náisiúnta Curaclaim agus Measúnachta agus leis an tSeirbhís um Fhorbairt Ghairmiúil do Mhúinteoirí i seacht scoil ina múintear na hamharcealaíona trí mheán na Gaeilge; agus an ndéanfaidh sé ráiteas ina thaobh. [29628/16]
View answerNíor leanadh ar aghaidh leis an tionscnamh mar a beartaíodh toisc gur forbraíodh an Curaclam Teangacha Bunscoile ina ionad. Bhí sé i gceist ar dtús go n-úsáidfí an tionscnamh chun bonn eolais a chur faoi Fhoghlaim Chomhtháite Ábhar agus Teangacha (CLIL) don Churaclam Teangacha Bunscoile. Tá an Curaclam Teangacha Bunscoile do rang na naíonán sóisearach go rang 2 forbartha anois ag an gComhairle Náisiúnta Curaclaim agus Measúnachta (CNCM). Tá CLIL ar áireamh sa Churaclam sin. Ó mhí Mheán Fómhair i leith, tá an curaclam nua á chur chun feidhme do rang na naíonán sóisearach go rang a dó. Tá dhá leagan den churaclam nua ar fáil, ceann amháin atá dírithe ar Ghaelscoileanna, lena n-áirítear scoileanna Gaeltachta, ina gcleachtar an tumoideachas agus ceann eile atá 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 CNCM ag obair anois ar an gCuraclam Teangacha Bunscoile nua a fhorbairt do rang 3 go rang 6. Beidh dhá leagan den Churaclam sin ar fáil freisin.
143. Deputy Sean Sherlock asked the Minister for Education and Skills the status of the construction in Midleton of an Educate Together facility; when the start date for construction will be met; and when the commencement notice was applied for. [29657/16]
View answerOfficials from My Department are currently finalising the site acquisition for the new school building to which the Deputy refers. Once this has been completed the project will then be progressed to construction with the commencement notice being lodged.
144. Deputy Mick Wallace asked the Minister for Education and Skills the reason construction of a new building for a school (details supplied) has been delayed; the stage of the design, planning and build process the project is currently at; when construction will begin; and if he will make a statement on the matter. [29660/16]
View answerThe major building project referred to by the Deputy is at an advanced stage of architectural planning - Stage 2(b),which includes the applications for the Fire Certificate and Disability Access Certificate and the preparation of Tender Documents. Planning permission has been secured.
The Design team are currently completing the Stage 2b (Detailed Design) submission which when completed will be submitted to my Department for review. My Department will revert to the school with regard to the further progression of the project following consideration of that report.
145. Deputy Michael Healy-Rae asked the Minister for Education and Skills the status of an application for an SNA by a school (details supplied); and if he will make a statement on the matter. [29670/16]
View answerThe National Council for Special Education (NCSE), which is an independent statutory agency, is responsible, through its network of Special Educational Needs Organisers (SENOs), for processing applications from schools for special educational needs supports, including SNA support.
The NCSE allocates SNA support to schools in accordance with the criteria set out in my Department's Circular 0030/2014, which is available on my Department's website at www.education.ie in order that students who have care needs can access SNA support as and when it is needed.
Responsibility for deciding on the quantum of educational supports and resources to be allocated to schools to support individual pupils rests with the NCSE.
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 support 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. The option to invoke the NCSE appeals process is open to the school in question.
All schools have the contact details of their local SENO. Contact details are also available on the NCSE website. The local SENO is also available to discuss any concerns that parents have about the present or future educational needs of their child.
As the question to which the Deputy refers relates to an individual child, the matter has been referred to the NCSE for direct reply.
146. Deputy Eugene Murphy asked the Minister for Education and Skills the reason a person (details supplied) with an autism spectrum disorder diagnosis who received a satisfactory service with the Roscommon early intervention team in their first year of primary school has now been left unsupported in their school setting with an inadequate response from the Galway-Roscommon ASD service and a lack of school-based services and advocacy; and if he will make a statement on the matter. [29671/16]
View answerThe availability and provision of health-related therapy services, including speech and language, occupational therapy and sensory therapy support, is the responsibility of the Health Service Executive (HSE), and matters in relation to the provision of such services should be directed to the Minister for Health through the Health Service Executive. The Department has no responsibility or mandate for such services.
The HSE, which has statutory responsibility for the management and delivery of health and personal social services, is currently engaged in a reconfiguration of existing health related therapy resources for children with complex needs, into multi-disciplinary geographically based teams as part of its National Programme on Progressing Disability Services for Children and Young People (0-18 years).
The aim of this programme is to achieve a national, unified approach to delivering disability health services so that there is a clear pathway to services for all children, regardless of where they live, what school they go to or the nature of their disability.
The education sector, which is working very closely with Health, is fully involved in the development of the Programme, to ensure that, from the children's and parents' perspective, the services provided by each sector are integrated, in so far as is possible.
The Deputy will be aware that the Programme for Partnership Government includes a commitment to introduce a new in-school speech and language service and to increase the number of HSE speech and language therapists by some 25% over current numbers.
Officials of my Department will meet counterparts in the Departments of Health, Children and Youth Affairs and the HSE in the coming weeks to further consider the proposals and to progress the development of an implementation plan to give effect to the commitment.
My Department provides a range of supports for schools which have enrolled pupils with special educational needs in order to ensure that, wherever a child is enrolled, they will have access to an appropriate education.
The range of supports and services which are made available include additional learning and resource teaching support, Special Needs Assistant (SNA) support, funding for the purchase of specialised equipment, services of the National Educational Psychological Service (NEPS), enhanced levels of capitation in Special schools and Special Classes and additional teacher training.
The National Council for Special Education (NCSE) is responsible, through its network of local Special Educational Needs Organisers (SENO), for allocating resource teachers and Special Needs Assistants (SNAs) to schools to support students with special educational needs, including autism. The NCSE operates within the Department's criteria in allocating such support.
The NCSE also provides information for Parents of Children with Special Education Needs through its website (www.ncse.ie) and Pamphlet Series which inform parents and guardians of supports and services available for children and young people with ASD and their families.
Also, for children with autism, the school year is extended to include the month of July. This is commonly referred to as 'the July Provision Programme'. This is typically delivered in the child's school, but where the school is not in a position to deliver this, it can be provided as home tuition.
My Department supports the professional development of staff working with children with special educational needs, including those with Autism, through the Special Education Support Service (SESS).
Further support is provided to children and their families by the Middletown Centre for Autism in Co. Armagh. This centre is jointly funded by my Department and the Department of Education in Northern Ireland. The Centre provides a comprehensive nationwide training service for parents and educational professionals. Parents can view the range of courses which the Centre has available through the website www.middletownautism.com.
147. Deputy Catherine Murphy asked the Minister for Education and Skills the number of part-time and full-time staffing roles in each grade and area of responsibility which are filled by participants by their registration for the roles and acceptance into the job roles by community employment schemes, Gateway schemes and Tús schemes within his Department, specifically by county, in tabular form; and if he will make a statement on the matter. [29677/16]
View answerNo roles within the Department of Education and Skills are currently filled by participants of CE schemes, Gateway schemes or Tús schemes.
148. Deputy Michael McGrath asked the Minister for Education and Skills the preschool special ASD classes in Cork city and county; his plans to roll out further such classes; and if he will make a statement on the matter. [29682/16]
View answerThe Deputy will be aware that this Government is committed to ensuring that all children with Special Educational Needs, including those with autism, can have access to an education appropriate to their needs, preferably in school settings through the primary and post primary school network.
Such placements facilitate access to individualised education programmes which may draw from a range of appropriate educational interventions, delivered by fully qualified professional teachers, with the support of Special Needs Assistants and the appropriate school curriculum.
There are approximately 14,000 students with ASD in the school system.
- 63% are educated in mainstream classes;
- 23% are educated in special classes in mainstream primary and post-primary schools; and
- 14% are educated in special schools.
We now have the highest level of Special Needs Assistant (SNA) support, Resource Teaching allocations and Special Class provision that we have ever had, which will ensure that children with special educational needs including Autism can continue to participate in education and be supported in a manner appropriate to their needs.
I announced on the 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 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.
In addition, there are currently over 11,800 learning support and Resource Teacher posts in mainstream primary and post primary schools providing additional teaching support to pupils with special educational needs. About 25% of all resource teaching posts are allocated for ASD.
In respect of children with ASD who cannot be accommodated in mainstream education, they may be enrolled in special classes or special schools where more intensive and supportive interventions are provided.
The Deputy will be aware that the National Council for Special Education (NCSE) is responsible, through its network of local Special Educational Needs Organisers (SENOs), for allocating resource teachers and special needs assistants to schools to support students with Special Educational Needs, including Autism.
It is also the role of the NCSE to make appropriate arrangements to establish special classes in schools in communities where the need for such classes has been identified.
Special classes within mainstream schools are intended for children who, by virtue of their level of Special Educational Needs, cannot reasonably be educated in a mainstream class setting, but who can still attend their local school in a special class with a lower pupil–teacher ratio of 6:1 at primary level and 6:1.5 at post primary level, and also have Special Needs Assistant support normally amounting to 2 SNAs for a class of 6 children.
Progress in developing this network has been significant and in addition to the special school placements there are currently 1,153 special classes throughout the country at primary and post primary level of which 889 are for children with Autism.
Of these there are 145 ASD classes in Cork City and County, comprising 24 Early Intervention Classes for children who are not yet school going age, 80 primary school classes and 41 at post primary level in mainstream schools. 18 of these classes are new classes, 11 in primary schools and 7 in post primary schools.
Details of all special classes for children with special educational needs, including those in Cork City and County, are available on www.ncse.ie in county order, with new classes identified.
149. Deputy Mary Butler asked the Minister for Education and Skills when a school (details supplied) will receive written confirmation of the approval of its building application; and if he will make a statement on the matter. [29688/16]
View answerI can confirm that the school to which the Deputy refers has submitted an application to my Department for significant additional funding for a building project. This request is currently being considered and a decision will be conveyed to the school authority in due course.
150. Deputy Sean Fleming asked the Minister for Education and Skills if he will provide funding for a project (details supplied); and if he will make a statement on the matter. [29696/16]
View answerThere are many competing demands on the limited capital budget for higher education.
The Department of Education and Skills is aware of the proposed development referred to by the Deputy and it will be considered within the context of competing demands. I am not in a position to commit to a funding allocation at this point.
151. Deputy Jackie Cahill asked the Minister for Education and Skills if a school (details supplied) can be assessed for a capital investment programme; and if he will make a statement on the matter. [29708/16]
View answerAs the Deputy may be aware, my Department provided capital funding in 2014 to the school referred to for ancillary works to facilitate an amalgamation at that time.
The school subsequently submitted an application to my Department for major capital works. However, a project for this school was not included on my Department's 6 year Construction Programme (2016-2021) which is focused on providing essential school accommodation to meet demographic demand and this will be the main focus for capital investment in the coming years. It is therefore not possible to provide an indicative timeframe for the progression of a major project for the school in question at this time.
