Written Replies Nos. 103-115
105. Deputy Michael McGrath asked the Minister for Finance if his Department has received a reply to the formal request for the Brazilian listing of Ireland as a tax haven to be suspended from the Brazilian Federal Revenue Service; and if he will make a statement on the matter. [31448/16]
View answerA formal request for Ireland to be removed from the Brazilian list was submitted by Ireland to the Brazilian Federal Revenue Service on 27 September. We understand that this request is still being considered and we have not yet received a reply. Our Ambassador in Brazil remains in contact with the Brazilian Federal Revenue Service and is seeking a response and our removal from the list as soon as possible.
I strongly reject any allegations that we are a tax haven. Ireland does not meet any of the international standards for being considered a tax haven. Ireland is fully compliant with all international best practices in the areas of tax transparency and exchange of information. Ireland is a committed and active participant in international efforts to reform the international tax system. On Budget Day I published an Update on Ireland's International Tax Strategy which highlights our continuing efforts in this regard.
106. Deputy Sean Sherlock asked the Minister for Finance if his Department has applied for permission to engage external public relations companies for the purposes of disseminating information on Government policy; the cost of each contract entered into; the name of the contractors; the duration of the contracts; and if he will make a statement on the matter. [31678/16]
View answerI wish to advise the Deputy that my Department has engaged outside public relations companies for the purposes of disseminating Government policy in the period since January 2015. The details relating to these contracts are set out in the following table: -
External Public Relations Companies Engaged since January 2015
|
Purpose |
Contractor Name |
Contract Duration |
Contract Cost (€) |
|
PR consultancy in respect of the Government Framework on Mortgage Arrears. Following the Government decision of 13 May 2015 on mortgage arrears, my Department was asked to coordinate the development and implementation, once approved, of a comprehensive communications strategy around the Government-funded and other available supports for borrowers in arrears, which would advise on the best source of information and advice depending on the requestor's specific circumstances. |
Carr Communications awarded the contract following a public procurement exercise. |
29 September 2015 until 30 June 2016 |
€110,154 ( in cl. VAT) |
For the sake of completeness, the Deputy may wish to note that my Department is also currently conducting a tender competition for the provision of Research, Design and Media Buy Services (Public awareness and customer switching campaign) in retail banking markets. The term of the contract is advertised for twelve months.
The Department's policy regarding engaging external public relations companies is to follow the relevant general public procurement rules and procedures.
107. Deputy Joan Burton asked the Minister for Education and Skills his plans to ensure the better integration of the arts into education and a broadening of the focus on science, technology, engineering and maths, STEM, into science, technology, engineering, arts and maths, STEAM; if he will expand the ambition and resourcing of the arts and education charter; and if he will continue to work to further enhance the position of arts subjects within the curriculum at primary and secondary level. [31305/16]
View answerIreland’s National Skills Strategy 2025 was published by my Department in January 2016. The Strategy sets out the Government's commitment to improving and using skills for sustainable economic growth. It outlines how we can develop a well-skilled, adaptable workforce that contributes to, shares in and benefits from opportunities of economic expansion. This strategy will ensure increased access to high quality and relevant education and training and skills development opportunities. It will allow people to benefit from workplace learning and experience, and to enable effective participation by all in the economy and society. The Strategy states 'Students at all levels can be supported to apply their creativity and curiosity to scientific issues. They will be encouraged to consider science and technology within a wider context and to draw in insights from other studies such as the humanities, for example through cross-disciplinary project work. Options can also be offered for STEM students to take non STEM elective subjects that pique their curiosity. This crossover of arts-related subjects with STEM, sometimes referred to as STEAM, can make science more relevant to day-to-day situations and can help prepare students for the increasingly interdisciplinary nature of research activity (both within academia and industry). The Arts in Education Charter will support this approach at school level'.
The Arts in Education Charter, launched in 2013, has been a landmark development in relation to the promotion of arts education and arts in education in Ireland. The Charter is an initiative of my Department, the Department of Arts, Heritage and the Gaeltacht, working in association with the Arts Council. My Department is involved in ongoing liaison with the Department of Arts, Heritage Regional, Rural and Gaeltacht Affairs on the implementation of the Arts in Education Charter objectives. The Programme for a Partnership Government also recognises the Charter as providing an unprecedented opportunity for children and young people to engage in a proactive and meaningful way with arts in education in Ireland and commits to its implementation. Good progress has been made on implementation of the Charter objectives, as set out below under a number of key headings.
A – Under the auspices of the Charter, quality arts in education integration is teaching and learning in which arts learning and other academic learning are connected and deepened. Arts integration results in students engaging in a creative process which connects an art form and another subject area and meets evolving objectives in both while enhancing self-confidence, team working, risk taking and creative skills. Learning experiences in the arts contribute to the development of academic skills. Integrating the arts into the broader STEM curriculum provides pathways for personal meaning-making and self-motivation. It brings a cross-disciplinary, integrated focus on learning that engages and inspires students, brings students with diverse interests together in a team environment, and encourages imaginative, innovative, and critical thinking towards solving problems.
B -The Arts in Education Portal (www.artsineducation.ie): Ireland's first Arts in Education Portal, the key national digital resource for arts in education in Ireland and a major resource for arts education in Irish schools, was launched in May 2015.
C - Teacher – Artist Partnership as a model for Continuing Professional Development (CPD) initiative: An important development is the more focused attention to helping artists and teachers to develop together their understanding, expertise and creative pitch for arts in education work for children at different age levels. A significant initiative in this regard was the initiation in 2014 by the Charter Group of a pioneering programme of joint teacher - artist collaboration in continuing professional development. The scheme, ‘Exploring Teacher Artist Partnership as a Model of Continuing Professional Development (CPD) for Supporting and Enhancing Arts Education’, commenced in 2014. It is intended that the Education Centres, responsible for local delivery of national programmes of teacher professional development on behalf of my Department, will have the capacity to implement this model locally and regionally into the future.
D - Artists in Residencies in Higher Education Institutions: Significant developments regarding arts in education for initial teacher education have also been taking place. Higher education institutions, particularly colleges of education, have been extending their offerings of arts in education courses and experience for student teachers. The provision of a set of 'artists in residency' bursaries by the Arts Council, for such institutions, has been a major boost to this work.
E - Artists-Schools Guidelines: The Artists-Schools Guidelines were originally published in 2006. A number of changes have occurred in the arts in education landscape in Ireland since the Guidelines were first published. A significant change arising from the Charter is the launch of a national digital resource for the arts in education at www.artsineducation.ie. Given this changing landscape, the Arts Council, on behalf of the Implementation Group of the Arts in Education Charter, is currently reviewing the Artists-Schools Guidelines to examine whether and how they should be updated to continue to act as a useful resource.
F - ARIS – Arts Rich Schools: The Arts in Education Charter charges the Arts Council, in co-operation with the Department of Arts, Heritage and Gaeltacht and my Department, with the promotion of Arts Rich Schools (ARIS). According to the Charter – ‘ARIS will incentivise and recognise those schools (primary and post-primary) which in a range of ways make the arts a key part of school life and place the arts centrally within the life of the school community affecting pupils primarily but also teachers, parents, other staff and community.’ A working group is assisting with the development of Arís and the development of a feasible implementation plan for a first phase of Arts over three years (2017-2019).
G - Music Generation: The Music Generation initiative is co-ordinated and managed by Music Generation Ltd. through its National Development Office. Between 2010 and 2015, 11 Music Generation Music Education Partnerships (MEPs) were established as part of Phase 1 of the initiative, with the aim to provide non-mainstream vocal and instrumental music tuition for young people. In 2015, Music Generation Ltd. announced Phase 2 of the initiative during which up to 9 additional new MEPs will be established over the period from 2016 up to 2020. Initial funding for 50% of Phase 1 of the Music Generation initiative came from philanthropic sources with the remaining 50% funding from MEPs, with the Exchequer taking up 50% funding after 3 years. Phase 2 will be similarly funded.
H - Non-mainstream Music Education Bursary Scheme: The Department of Education and Skills also established the new Non-mainstream Music Education Bursary Scheme in February 2016, worth €50,000. The Purpose of the scheme is to provide support by way of a cash grant to established, smaller-scale, non-mainstream music education/community music initiatives with limited or no access to other forms of public funding.
I - School Policies: The Charter envisages that schools, in their school policies and plans, shall incorporate arts in education opportunities as an important aspect of enriching the curriculum and the wider life of the school. Schools will be assisted by my Department in this aspect of their school planning and self-evaluation. Making provision for arts in education practice will also be reflected in the design and equipping of school buildings. The National Council for Curriculum and Assessment has also established reciprocal partnership with the Arts Council in the promotion of the arts in schools, as set out in the Charter.
108. Deputy Joan Burton asked the Minister for Education and Skills if the new schools establishment group has made a decision in respect of the new Carpenterstown and Castleknock second level school in Dublin 15; and if he will make a statement on the matter. [31189/16]
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 of Dublin 15, which will open in September 2017. 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.
109. Deputy Joan Burton asked the Minister for Education and Skills if the final assessment reports of the new schools establishment group in respect of the patronage of nine new schools to be established have been completed; and if he will make a statement on the matter. [31190/16]
View answerIn April 2016 applications were invited for the patronage of nine new post-primary schools to be established in 2017 and 2018. 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.
110. Deputy Brendan Griffin asked the Minister for Education and Skills if the minor works grant will be paid to schools in 2016/2017; and if he will make a statement on the matter. [31195/16]
View answerThe normal practice is for the Minor Works Grant to be announced late in the year if funding permits. The issue of the Minor Works Grant 2016/2017 will be considered in the context of my Department's overall capital position later this year.
111. Deputy Brendan Ryan asked the Minister for Education and Skills if funding has been allocated for the building of a school (details supplied); and if he will make a statement on the matter. [31198/16]
View answerThe project referred to by the Deputy has recently been approved to proceed to Stage 3 which involves the tender competition for appointment of the building contractor. The ETB and its design team have been informed. Once this project commences construction it will start to draw down the funding being allocated to it.
112. Deputy Jan O'Sullivan asked the Minister for Education and Skills the measures he will take to address the cost of sending children to school as outlined in a survey (details supplied) including books, class materials, voluntary contributions and transport; if he will increase capitation; and if he will make a statement on the matter. [31219/16]
View answerI am aware of the report referred to by the Deputy. I strongly support any measures that can be put in place to reduce costs for parents. All schools must be sensitive to the financial pressures on parents in making decisions, not just about school uniforms or books, but about any matter that has cost implications for parents.
In relation to school transport I wish to inform the Deputy that children who are eligible for school transport pay an annual charge of €100, subject to a maximum of €220 per family; the charge can be paid in two instalments in July and December. These children are exempt from paying the annual charge if they hold valid Medical Cards (GMS Scheme).
The Action Plan for Education outlines hundreds of actions to be implemented over the 3 year period 2016 to 2019. Some of the actions as part of the plan are to strengthen the focus on reducing school costs for parents by:
- Restoring capitation funding over a three-year period as resources permit
- Increasing the financial support for book rental schemes, in order to reduce or eliminate school book costs for parents
- Issuing a new circular to school authorities and ETBs regarding school uniform policy and other costs and the need to put a greater emphasis on reducing the cost of school uniforms and other costs
Budget 2017 represents the start of a major programme of reinvestment in education, and the first phase of implementation of the Action Plan for Education, aimed at becoming the best education system in Europe within a decade.
It was not possible to provide additional funding in Budget 2017 in relation to this element of the Action Plan due to the many competing demands for the available funding. However, this commitment remains a priority for me to address as soon as possible during the lifetime of the Action Plan. It is important to note that the total allocation to this Department for additional policy measures, after demographics and Industrial Relations commitments, was €130 million and of which all our commitments in higher and further education and primary and secondary schools had to be funded.
My Department’s position in relation to voluntary contributions is that they are permissible provided it is made absolutely clear to parents that there is no question of compulsion to pay. I have no plans to alter this position so long as schools ensure that the contributions are sought in a manner that makes this clear to all concerned.
Separately, the Deputy will be aware that the Education (Admission to Schools) Bill, which was published on 6th July 2016, contains a provision prohibiting the charging of fees or seeking payment or contributions for an application for admission to a school or for the enrolment or continued enrolment of a student in a school.
I also intend to introduce a stronger complaints procedure and a charter for parents. It is important that schools should consult parents on matters relating to their children's education, including those matters which have cost implications, and schools should be responsive to the views and concerns of parents. In that regard requiring schools to have a parent charter will ensure that schools will interact better with parent associations and with individual parents.
I plan to make an announcement shortly on draft legislation that will replace Section 28 of the Education Act, 1998 and require every school to publish and operate a Parent and Student Charter in accordance with national guidelines. These guidelines will be published after consultation with the education partners.
I believe that these actions will significantly strengthen the focus on reducing school costs for parents.
113. Deputy Pat Deering asked the Minister for Education and Skills the responsibility on teachers to teach religion in primary schools (details supplied); and if he will make a statement on the matter. [31235/16]
View answerMy Department, in the context of the Education Act (1998), recognises the rights of the different church authorities to design curricula in religious education at primary level and to supervise their teaching and implementation. The Primary Curriculum (1999) makes it clear that both the development and the implementation of the curriculum in religious education in primary schools is the responsibility of the relevant church authorities.
Developing a curriculum for religious education in primary schools:
The Primary Curriculum documentation developed by the National Council for Curriculum and Assessment (NCCA) in 1999 does not include a curriculum for Religious Education and my Department’s Inspectorate does not evaluate the religious education programme provided by a primary school. Religious education programmes delivered in denominational primary schools are designed by church authorities and multi-denominational schools (such as Educate Together schools and Community National Schools) take responsibility for designing their own programmes.
Currently, the NCCA is revising the primary curriculum. In September 2016, the new Primary Language Curriculum for junior infants to second class commenced implementation. This work will continue for all other aspects of the primary curriculum over the coming years.
Implementing a curriculum for religious education in primary schools:
The Primary Curriculum 1999 recognises the affective, aesthetic, spiritual, moral and religious dimensions of the child’s experience and development. The Curriculum provides for the child’s spiritual, moral and religious development through the breadth of learning experiences the curriculum offers, through the child’s engagement with the aesthetic and affective domains of learning, and through the inclusion of religious education as one of the areas of the curriculum.
The basis on which teachers teach a religious education programme in primary schools:
The patron of the school determines its ethos and in a denominational school, it is the responsibility of the school management, through the teachers in the school, to provide a religious education that is consonant with its ethos. The board of management has responsibility for the overall management of the school and, within the resources available to it, the board provides support for the implementation of all aspects of the curriculum. The contract that a teacher signs with a board is a matter for that teacher and the board of management of the school and my Department does not have a role in that process.
When students are studying to become primary teachers, they study a programme that reflects the primary curriculum in order to graduate as teachers. In addition, colleges of education offer a certificate in religious studies. More recently, most colleges have developed new approaches to the methodology of religious education, which typically emphasise ethics, moral education and education about belief systems. Teachers employed in primary schools will be aware that some boards of management require a teacher to have satisfactorily completed the certificate course or equivalent in order to be considered for appointment. They will also be aware of the school’s approach to religious education or alternative programmes offered, such as ethics, moral education and education about other belief systems.
Time in primary schools:
The Primary Curriculum 1999 provides a suggested minimum weekly time framework to assist teachers and schools in planning the implementation of the curriculum. The guideline framework includes time for secular teaching, including discretionary time which can be allocated, at the teacher’s and at the school’s discretion, to any of the six curriculum areas or to any of the subjects within them. A minimum weekly time allocation of 20 hours (including discretionary time) is recommended for each of the six curriculum areas. In addition, typically, 2.5 hours is allocated to religious education in the weekly time framework. The balance of the time in the week available provides for breaks and assembly time.
114. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais agus Scileanna an bhfuil post buan ag múinteoir (sonraí tugtha); mura bhfuil, cén fáth ar chuir an Roinn in iúl dó i scríbhinn faoi dhó go raibh post buan aige; céard iad na cearta painéil atá aige anois ó scaoileadh óna phost é ag deireadh na scoilbhliana 2015/2016; agus an ndéanfaidh sé ráiteas ina thaobh. [31311/16]
View answerNíl post buan faoi láthair ag an múinteoir a dtagraíonn an leas-Phríomhoide dó. Taispeántar i dtaifid na Roinne gur éirigh sé as a phost buan i mí Lúnasa 2015.
Baineann earcú agus ceapachán múinteoirí chun folúntais teagaisc a líonadh le húdarás aonair na scoile, faoi réir nósanna imeachta arna n-aontú faoi Alt 24(3) den Acht Oideachais, 1998 (arna leasú ag an Acht Oideachais (Leasú) 2012).
Níor cuireadh i gcrích go fóill socruithe do rochtain ar phainéal do mhúinteoirí ionaid téarma seasta (sealadach) agus páirtaimseartha leis an bPainéal Ath-imlonnaithe Forlíontach don scoilbhliain 2017/18. Foilseofar na socruithe agus na critéir incháilitheachta i gciorclán ar shuíomh gréasáin na Roinne i mí na Samhna.
The teacher referred to by the Deputy does not currently hold a permanent position. Department records show that he resigned from a permanent position in August 2015.
The recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority, subject to procedures agreed under Section 24(3) of the Education Act 1998 (as amended by the Education (Amendment) Act 2012).
Arrangements for panel access for fixed-term (temporary), substitute and part-time teachers to the Supplementary Redeployment Panel for the 2017/18 school year have not yet been finalised. The arrangements and eligibility criteria will be published in a circular on the Department website in November.
115. Deputy Niall Collins asked the Minister for Education and Skills the apprenticeship targets as laid out in the national skills strategy 2025; and if he will make a statement on the matter. [31343/16]
View answerThe National Skills Strategy 2025 contains an ambitious target to support the delivery of 50,000 apprenticeship and traineeship places up to 2020. The achievement of this target will require commitment from a number of key stakeholders and is dependent on strong employer demand and economic capacity. However, I am confident that we will deliver on our targets and that learners, employers and our economy will benefit as a result.
