Written Answers Nos. 176 - 199
176. Deputy Carol Nolan asked the Minister for Education and Skills the steps being taken by his Department to address the shortage of teachers qualified to teach through Irish; if his Department has any initiatives planned to address this issue; if his Department has set any targets over the lifetime of this Government in respect of this matter; and if he will make a statement on the matter. [29741/16]
View answerMy Department considers it important that the supply of teachers with the required qualifications should meet demand at both primary and post primary levels, including teachers qualified to teach through Irish. Accordingly, my Department asked the Teaching Council to consider the matter of teacher supply with a view to developing better forecasting methods to ensure an adequate supply of teachers with the necessary qualifications. The Council has provided its advice and report, and the Department is currently considering the report’s recommendations with a view to implementation where appropriate.
The Deputy may wish to note also that, in the recently published Action Plan for Education, I have committed to publish a Policy on Gaeltacht Education shortly, which will also inform future policy in this area.
177. Deputy Carol Nolan asked the Minister for Education and Skills the reason a family (details supplied) has to pay for school transport; if his Department will consider waiving the school transport fee in the circumstances; and if he will make a statement on the matter. [29742/16]
View answerSchool transport is a significant operation managed by Bus Éireann on behalf of the Department.
During the 2015/16 school year in the region of 114,000 children, including some 10,000 children with special educational needs, were transported in approximately 4,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres annually.
As the Deputy is aware, under the terms of my Department's Post Primary School Transport Scheme children are eligible for school transport where they reside not less than 4.8 kilometres from and are attending their nearest education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
In general children who are not eligible for school transport may apply for transport on a concessionary basis subject to a number of terms and conditions including that there are spare seats available on an existing school bus service and payment of the annual charge. A medical card waiver does not apply to concessionary transport.
Bus Éireann has advised that the child in question is not eligible for school transport but is availing of school transport on a concessionary basis.
While it is the prerogative of parents to send their children to the school of their choice, eligibility for school transport is to the nearest education centre/school.
The terms of the Scheme are applied equitably on national basis.
178. Deputy Carol Nolan asked the Minister for Education and Skills if he will ensure that parents in the Urris area of Inishowen, County Donegal, will no longer be penalised for sending their children to secondary schools in Carndonagh, County Donegal, in view of the fact that it presents the safest route to travel; and if he will make a statement on the matter. [29743/16]
View answerSchool transport is a significant operation managed by Bus Éireann on behalf of the Department.
During the 2015/16 school year in the region of 114,000 children, including some 10,000 children with special educational needs, were transported in approximately 4,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres annually.
As the Deputy is aware, under the terms of my Department's Post Primary School Transport Scheme children are eligible for school transport where they reside not less than 4.8 kilometres from and are attending their nearest school as determined by my Department/Bus Éireann, having regard to ethos and language.
Bus Éireann has advised that in general children residing in the Urris area are not eligible for school transport to schools in Carndonagh. Consequently, these children may avail of school transport on a concessionary basis only to Carndonagh subject to a number of terms and conditions which are outlined in the Scheme.
Bus Éireann determines distance eligibility by measuring the shortest traversable route, which may be either pedestrian or vehicular from a family's home to their nearest school. The main purpose of this measurement is to identify the distance that families reside from their nearest school and to assess if they meet the distance eligibility criterion for school transport. The route travelled by a school transport service is not a consideration in determining distance eligibility for school transport. In the interests of equity, this is applied on a consistent standard basis across the country.
Safety of children travelling on the school transport service is of paramount importance to my Department and to Bus Éireann. Bus Éireann place special emphasis on safety and, to this end, have a wide range of checking procedures in place to ensure that a safe and reliable service is provided.
179. Deputy Carol Nolan asked the Minister for Education and Skills the status of the site selection process for the three school campus at Buncrana, County Donegal, which incorporates new schools for a school (details supplied); if he will provide assurance that this project will proceed without further delay in view of the fact that it has taken 11 years; and if he will make a statement on the matter. [29744/16]
View answerThe project to which the Deputy refers was announced as part of the Six Year Capital Programme last year. The project is scheduled to go to tender and construction in 2019-2021.
As the Deputy may be aware, officials from my Department have been working closely with officials from Donegal County Council under the Memorandum of Understanding for the acquisition of school sites in order to identify and procure a suitable site for this project.
Following a comprehensive technical assessment of a significant number of identified site options by my Department in conjunction with the Local Authority, a preferred site option was identified. Officials from the Local Authority have since engaged with the relevant landowner and are progressing with negotiations.
My officials continue to liaise with both officials from the Local Authority and with representatives of the school authorities and all parties are working to complete this acquisition as soon as possible.
180. Deputy Carol Nolan asked the Minister for Education and Skills his plans to make grants available to schools to upgrade ICT equipment; the timeframe for the introduction of same; and if he will make a statement on the matter. [29745/16]
View answerThe new Digital Strategy for Schools 2015-2020 (Enhancing Teaching, Learning and Assessment), launched in October 2015, sets out a clear vision for the role of ICT in teaching, learning and assessment in primary and post primary schools. The Strategy is focused on realising the potential of digital technologies to transform the learning experiences of students by helping them become engaged thinkers, active learners, knowledge constructors and global citizens who participate fully in society and the economy.
The Strategy recognises that schools require public investment in their ICT equipment and infrastructure and accordingly a fund of €210 million to support the implementation of this Strategy has been committed beginning with an investment of €30 million in the 2016/2017 school year, rising to €50 million towards the end of the Strategy. Oversight and consultative structures for the implementation of the strategy are now finalised and my Department will be in communication with schools on progress.
181. Deputy Carol Nolan asked the Minister for Education and Skills if he will review the situation whereby a school (details supplied) has not been included in the DEIS programme due to an administrative error ten years ago on the part of the school; and if he will make a statement on the matter. [29746/16]
View answerI would like to explain that an extensive identification process to select schools for inclusion in DEIS was conducted in 2005. In spite of a number of reminders issued by my Department, a completed survey form was not received at that time from the school in question. Furthermore, the school did not participate in a follow-up appeal process to address the concerns of schools that did not qualify for DEIS status.
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.
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-/.
182. Deputy Carol Nolan asked the Minister for Education and Skills if his Department will provide the necessary supports to allow an aonad to be established at a school (details supplied); if he will meet the group wishing to establish the aonad; and if he will make a statement on the matter. [29747/16]
View answerMy Department has considered a proposal made by the relevant Education and Training Board (ETB) to provide Irish-medium education at second level through establishing an Aonad in the school referred to by the Deputy. My Department has advised that the proposal needs to be re-examined by the ETB concerned to address a number of issues that could assist in facilitating delivery of Irish-medium education more successfully and sustainably in the ETB's area of responsibility.
Officials from my Department have been in contact with representatives of the group wishing to establish the Aonad and have advised them that the appropriate course in this instance is to re-engage with the ETB concerning the re-examination of its proposal on the basis of the advice and clarification already provided by the Department.
183. Deputy Carol Nolan asked the Minister for Education and Skills the methodology being utilised by his Department to identify the areas of demand for school diversity in respect of patronage for existing schools; and if he will make a statement on the matter. [29748/16]
View answerThe Government is committed to progressing the development of a dynamic and innovative education system that reflects the diversity of twenty first Century Ireland. The Programme for a Partnership Government reflects the Government's objective of strengthening parental choice and further expanding diversity in our school system. The desire of parents for diversity in education is primarily being pursued by increasing the number of non-denominational and multi-denominational schools with a view to reaching 400 by 2030.
In addition to the phased transfer of Catholic schools to new patrons already under way, this requires considering new ideas and new approaches to substantially accelerate the changes in school provision in order to achieve greater diversity.
By developing new approaches I am convinced that we can significantly increase the number of non-denominational and multi-denominational schools.
I am progressing these matters as a priority and have already commenced a round of consultations with patron bodies in this regard. I aim to be in a position to announce these new approaches within the timeframe indicated in the Action Plan for Education.
184. Deputy Carol Nolan asked the Minister for Education and Skills if a new governing circular and application forms have been issued to schools in respect of the reasonable accommodation scheme for State examinations for the 2016-2017 school year; and if he will make a statement on the matter. [29749/16]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations. The Commission operates the scheme of Reasonable Accommodations in the Certificate Examinations.
In view of this I have forwarded the Deputy's query to the State Examinations Commission for direct reply to her.
185. Deputy Carol Nolan asked the Minister for Education and Skills if there has been a decline of experienced psychologists willing to participate in the scheme for private psychological assessments; and if he will make a statement on the matter. [29750/16]
View answerMy Department’s National Educational Psychological Service (NEPS) provides an educational psychological service to all primary and post primary schools through an assigned NEPS psychologist and in some cases through the Scheme for Commissioning Psychological Assessments (SCPA), full details of which are in the NEPS section of my Department's website. Under this scheme schools can have an assessment carried out by a member of the panel of private psychologists approved by NEPS, and NEPS will pay the psychologist the fees for this assessment directly.
SCPA was established in 2001 to provide assessment services to school in advance of reaching NEPS agreed staffing levels to provide coverage to all first and second level schools. In practice, in the current year, SCAP is used in the main to provide assessment services to schools who do not have an assigned psychologist, who are awaiting the appointment of a psychologist due to a vacant post or whose assigned psychologist is absent due to maternity or long-term sick leave.
In relation to the maintenance of the panel of private practitioners which constitute the SCPA Panel a refresh process is undertaken on an annual basis which reconfirms the professional status of existing personnel and oversees quality assurance in relation to the professional qualification and suitability of new applicants wishing to join the panel. The process of entering the panel is, of course, a matter of personal choice for individual psychologists. My Department is not aware of any marked diminution in the number of experienced psychologists partaking in the SCPA Panel and is satisfied that all personnel thereon are properly qualified to undertake the educational psychological assessments requested. I hope this clarifies the matter for the Deputy.
186. Deputy Carol Nolan asked the Minister for Education and Skills if his Department will consider granting urban DEIS status to a school (details supplied) that currently is categorised as a rural DEIS school; and if he will make a statement on the matter. [29751/16]
View answerAs the Deputy is aware, a process for the review of the DEIS Programme which was announced in 2015, is currently under way in my Department. While this process is underway, I do not intend to make any changes to the current programme, including the re-classification of DEIS Bands for schools currently participating in the DEIS Programme.
The review is looking at all aspects of DEIS, including the identification process for the inclusion of schools in the programme, the range and impact of different elements of the School Support Programme, and the scope for increased integration of services provided by other Departments and agencies.
It is my intention that a New Action Plan for Educational Inclusion will be published by the end of this year.
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-/.
187. Deputy Willie Penrose asked the Minister for Education and Skills if the detailed design and tender documents for a school (details supplied) have been submitted to his Department; when tenders will be invited for the project; and if he will make a statement on the matter. [29788/16]
View answerThe major building project for the school referred to by the Deputy is at an advanced stage of architectural planning - Stage 2b - Detailed Design, which includes the applications for Planning Permission, Fire Cert and Disability Access Cert and the preparation of Tender Documents.
A decision to grant planning permission for the project was issued by the Local Authority on 4 July 2016.
The Design Team is currently finalising the applications for the Fire Certificate and Disability Access Certificate for submission to the Local Authority.
Once all statutory approvals are secured the Design Team will then complete the Stage 2(b) report for submission to my Department and following review of that report my officials will revert to the school with regard to the further progression of the project.
188. Deputy Willie Penrose asked the Minister for Education and Skills the position regarding the provision of a replacement school (details supplied) in County Carlow; and if he will make a statement on the matter. [29789/16]
View answerThe main building project referred to by the Deputy was included on the 5 year Construction Programme 2012-2016.
The project is currently at an advanced Stage of Architectural Planning, Stage 2(b)- Detailed Design, which includes the application for planning permission and other statutory approvals and the preparation of tender documents.
The school's design team has submitted the stage 2(b) report to my Department and this is currently under review. My Department will revert to the school with regard to the further progression of the project when the review of that report is completed.
189. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais agus Scileanna cén fáth ar íslíodh an riachtanas Gaeilge le haghaidh iontráil i gcúrsaí bunmhúinteoireachta i gColáistí Tríú Leibhéal go 50% ó 2017 ar aghaidh d'ainneoin gur mhol Comhairle Mhúinteoireachta na hÉireann go n-ardófaí go 85% é; agus an ndéanfaidh sé ráiteas ina thaobh. [29819/16]
View answerFógraíodh córas úr grádaithe le haghaidh na hArdteistiméireachta in 2015 atá le cur i bhfeidhm ó 2017. Bainfidh an córas úr le daltaí a thosaigh ar an tsraith shinsearach i Meán Fómhair 2015 agus laghdófar líon na ngrád atá ann faoi láthair. Toisc gur cúrsa úr grádaithe a bheidh ann, is amhlaidh go mbeidh gá le hathrú ar na bunriachtanais iontrála le haghaidh oiliúint tosaigh múinteoirí bunscoile (ITE).
Mar bheart eatramhach, chun nach mbeidh na daltaí sin a thosaigh an tsraith shinsearach faoi mhíbhuntáiste agus a bheidh ag tabhairt faoi scrúduithe na hArdteistiméireachta in 2017, glacfar le ‘mapáil’ dhíreach na mbunriachtanas iontrála le haghaidh oiliúint tosaigh múinteoirí le haghaidh na Gaeilge ag Ard-Leibhéal C3 (55-59%) go dtí an córas úr grádaithe H5 (50-59%) atá le glacadh le haghaidh iontrála i Meán Fómhair 2017.
Maidir le comhairle ón gComhairle Mhúinteoireachta, ba chóir don Teachta Dála a thabhairt faoi deara go ndearnadh roinnt forbairtí ó rinne an Chomhairle na moltaí, a ndearna seisean tagairt dóibh, agus a foilsíodh in 2011. Is í an tuiscint atá agam ná gur thug an Chomhairle ina dhiaidh sin faoi phróiseas comhairliúcháin le páirtithe leasmhara agus gur choimsiúnaigh siad tuarascáil tríd an Institiúid Taighde Eacnamaíochta agus Sóisialta. Mar bharr ar an tuarascáil sin, shocraigh an Chomhairle ar chomhairle agus chuir siad í sin faoi bhráid mo Rannóige. Tá breithiúnas á dhéanamh i láthair na huaire ar an gcomhairle sin agus, sa chomhthéacs sin, déanfar athbhreithniú ar an seasamh iomlán maidir le bunriachtanais iontrála ó 2018 ar aghaidh.
190. Deputy Timmy Dooley asked the Minister for Education and Skills further to Parliamentary Question No. 227 of 21 June 2016, the number of applications for incremental credit for non-teaching service his Department has received; if the applicants are qualified to teach in both primary and secondary schools; the length of time the applicants taught in primary and secondary schools; and the nature of the contracts and positions they had in both primary and secondary schools. [29885/16]
View answer191. Deputy Timmy Dooley asked the Minister for Education and Skills if applications (details supplied) were granted incremental credit for non-teaching service; and if not, the reason those applications were refused incremental credit. [29886/16]
View answer192. Deputy Timmy Dooley asked the Minister for Education and Skills further to Parliamentary Question No. 227 of 21 June 2016 (details supplied), if all applications are dealt with having regard to the relevant circular, discussions at the Teachers Conciliation Council that informed the wording of the circular or decisions, and subsequent precedents, or the way the circular is interpreted and applied as decided by his departmental officials. [29887/16]
View answer193. Deputy Timmy Dooley asked the Minister for Education and Skills the reason and when incremental credit for non-teaching service was extended to all post-primary teachers; and if it was to reward teachers for gaining relevant work experience that would enhance their classroom teaching. [29888/16]
View answer194. Deputy Timmy Dooley asked the Minister for Education and Skills if, when the incremental credit scheme was extended to cover post-primary teachers, the principle of restricting the award to an applicant's initial teaching position was discussed and agreed at the Teachers Conciliation Council; if not, the forum at which the decision was made to adopt this policy; and if, subsequent to the issue of the original circular extending the scheme to post-primary teachers, it was decided to restrict the award to an applicant's initial position, the reason it was not specified in any subsequent versions of the circular that the award would be restricted to the applicant's initial position. [29889/16]
View answer195. Deputy Timmy Dooley asked the Minister for Education and Skills further to an FOI request (details supplied), if a record of the type referred to in the e-mail of 6 May 2014 dealing with the role of the appeals board exists; if so, the details of the contents; if a copy of that document will be forwarded; if the e-mail of 6 May 2016 describes applications from post-primary teachers only; and his views on whether the application is based on a person's first post-primary appointment and is not an application of the type, that is, 100 per year. [29890/16]
View answer196. Deputy Timmy Dooley asked the Minister for Education and Skills if the details outlined in an FOI request (details supplied) are correct. [29891/16]
View answer197. Deputy Timmy Dooley asked the Minister for Education and Skills further to Parliamentary Question No. 227 of 21 June 2016 (details supplied), if any applications from primary teachers have been rejected due to the fact non-teaching service was not relevant to their initial position, for example, teaching first class, but was relevant to their second position, for example, teaching sixth class. [29892/16]
View answer198. Deputy Timmy Dooley asked the Minister for Education and Skills if it was specified in circular letter 12/55 that the scheme for incremental credit would be restricted to the teacher's initial position; and if not, the reason therefore (details supplied). [29893/16]
View answerI propose to take Questions Nos. 190 to 198, inclusive, together.
The criteria for the award of Incremental Credit to recognised primary and post-primary teachers under Circulars 10/2001, 29/2007 and 29/2010 was agreed under the auspices of the Teachers Conciliation Council. This Council is comprised of representatives of teachers, school management, the Department of Public Expenditure and Reform, the Department of Education and Skills and is chaired by an official of the Workplace Relations Commission.
In accordance with Circular 12/55 Incremental Credit was originally introduced in the vocational sector to attract candidates with a good standard of general education together with the necessary trade and supervisory experience. The provision of Incremental Credit for relevant non-teaching experience was extended to all teachers on the common basic scale under Circular Letter 4/80.
My Department receives approximately 300 applications for Incremental Credit on an annual basis for relevant non-teaching experience. The majority of such applications are from the Post Primary sector. Under the criteria for the Primary sector the service given must have been relevant to primary teaching and in the Post Primary sector the experience must be demonstrated by the teacher, to be directly relevant to the requirements of the post to which the teacher has been appointed.
In assessing applications for Incremental Credit in respect of relevant non-teaching it has always been the initial teaching post that is considered. Where applicants do not meet the criteria of the scheme their applications are refused.
Where a decision is made to limit or refuse to award credit in respect of a claim a recognised teacher may appeal to a committee comprised of representatives of teacher unions, school management, the Department of Education and Skills and is chaired by an Independent Chairperson. The Appeals Committees act in accordance with theirs Terms of Reference.
The criteria for the Incremental Credit Scheme for Special Needs Assistants (SNA) in Primary and Post Primary sector are set out in Circular 139/2006. The experience must be demonstrated by the SNA to be directly relevant to the requirements of the post to which the SNA has been appointed.
199. Deputy Imelda Munster asked the Minister for Housing, Planning, Community and Local Government the status of the motor tax efficiency report submitted by Dublin City Council; and his views on the various recommendations, in particular, the levy for using the motor tax office in Smithfield and the removal of quarterly payments. [29232/16]
View answerThe recommendations contained in the Dublin City Council motor tax efficiency report will be considered in conjunction with a review of the collection and administration of motor tax which is currently being undertaken by the Office of the Comptroller and Auditor General. Some of the recommendations, if accepted, may require amendments to primary legislation and, as such, would be subject to approval by Government and by the Houses of the Oireachtas.
