Written Answers Nos. 201-222
201. Deputy Niall Collins asked the Minister for Education and Skills if the two proposed new primary schools for Mungret, in County Limerick, will be open for September 2017; the status of these projects; and if he will make a statement on the matter. [31548/16]
View answerThe Contract for construction of the new school buildings to which the Deputy refers was recently awarded to JJ Rhatigan under the Department's Rapid Design & Build Framework. Both schools are being built under the one contract. Construction is expected to be completed in time for commencement of the new school year in September 2017.
202. Deputy Charlie McConalogue asked the Minister for Education and Skills his plans to provide additional resources to cater for the needs of exceptionally able children in primary and secondary schools; his plans to implement the suggestions as detailed in a leaflet (details supplied); and if he will make a statement on the matter. [31551/16]
View answerThe Government is committed to ensuring that all children with special educational needs, including children who are exceptionally able, 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.
The 1998 Education Act requires Boards of Management of each school to publish the policy of the school relating to participation by students with special educational needs, including students who are exceptionally able. The measures schools take in this regard are required to be stated in the school plan. It is the duty of the Board of Management to ensure that appropriate education services are made available to such students.
Schools at both primary and post primary level use strategies such as curriculum differentiation, curriculum enrichment and acceleration to facilitate the development of pupils who are exceptionally able.
The revised primary curriculum recognises the importance of developing the full potential of the child and caters for pupil diversity, including meeting the needs of exceptionally able pupils. Syllabi and curricula for second-level schools have been designed in such a way to enable teachers cater for the wide range of pupil ability.
Content is outlined in the curricula at both levels and process is also heavily emphasised. Enabling children to learn how to learn is stressed and facilitated. The development of language skills, investigatory and problem-solving skills, higher-order thinking skills and working individually, and as a member of a group, are all encouraged at both levels.
The National Council for Curriculum and Assessment (NCCA), in collaboration with its counterparts in Northern Ireland, the Council for Curriculum Examination and Assessment (CCEA), produced guidelines entitled "Exceptionally Able Students – Guidelines for Teachers" which issued to all Primary and Post Primary schools in November 2007 along with a questionnaire for feedback.
The NCCA/CCEA guidelines are designed to raise awareness of the social, emotional and academic needs of exceptionally able students and to assist teachers in planning their teaching and learning. The guidelines provide advice to schools on identification of gifted children, set out profiles of students, and whole school and classroom strategies and case studies which demonstrate how schools can best meet the needs of such students. The general strategies include differentiated teaching, acceleration and enrichment approaches in the context of participation in mainstream schools.
Whole School Evaluations (WSEs) are carried out in primary and post-primary schools. During these inspections, the quality of the school management and leadership, the quality of teaching, learning and assessment, and the school's own planning and self-review is evaluated, including special education provision. The way in which schools are inspected during WSE varies somewhat with slightly different processes in primary and post-primary schools. Sometimes the inspection has a subject or curriculum focus and at other times, concentration is on a range of different lessons across a wide range of subjects. Oral feedback is provided to the school community at the end of these inspections and a printed report which is published on my Department's website is also provided.
The Special Education Support Service (SESS), under the management of my Department, provides support for teachers to assist them in meeting the needs of all pupils with special educational needs, including those pupils who are exceptionally able. The service is available to schools who may be seeking advice or support relating to a specific special education issue in the school. More information on the range of programmes offered by the SESS is available on www.sess.ie.
In addition, the Professional Development Service for Teachers (PDST), also under the management of my Department, provides training in differentiation, in terms of differentiating for all pupils, whether less able/more able. Issues around exceptional ability and giftedness are addressed as part of the school planning process which is facilitated by the PDST.
I welcome the suggestions contained in the leaflet from the Group to which the Deputy refers relating to gifted and exceptionally able children, the majority of which are being implemented as outlined above.
203. Deputy Noel Rock asked the Minister for Education and Skills if he will give consideration to free primary education by providing free school books, classroom resources, not imposing voluntary contribution fees or charging for the school transport scheme and increase capitation to schools as costed by a charity (details supplied) at €103 million; if his Department has available international comparisons for the provision of same, including in Northern Ireland; and if he will make a statement on the matter. [31582/16]
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.
In relation to international comparisons, the OECD's Education at a Glance 2016 publication indicates that the annual public expenditure on public educational institutions per student (in equivalent US dollars converted using purchasing power parities for GDP) is 7,845 in Ireland and 9,114 in the United Kingdom. These figures relate to 2013 which is the most recent year for which such international comparisons are available. Northern Ireland is included in the figures for the United Kingdom. The OECD average is 8,383 which gives Ireland an OECD ranking of 19th out of 32.
204. Deputy Peter Burke asked the Minister for Education and Skills when a school (details supplied) will go to construction; and if he will make a statement on the matter. [31587/16]
View answerThe Deputy will be aware that a building project for the school in question is included in my Department's 6 Year Construction Programme (2019/21). My Department will be in contact with the school in due course in the context of progressing the project into the architectural planning process.
205. Deputy Niall Collins asked the Minister for Education and Skills if advice can be provided to a person (details supplied) on the best way to progress their career given the perceived gender bias and imbalance in apprenticeships against women; and if he will make a statement on the matter. [31593/16]
View answerAs the Deputy will be aware there are currently 27 trades covered by the existing apprenticeship system. Historically these apprenticeships have been concentrated in sectors where employment is largely male and as a result female participation has been low. There are efforts to increase female participation in the current trades, including a bursary scheme, however, despite this the number of female apprentices remain low.
The Apprenticeship Council is currently overseeing the expansion of the apprenticeship system into a range of new areas, following a call for proposals from employers and education and training providers. 25 proposals have been prioritised by the Council for development. The first of these new apprenticeships, the Insurance Practitioner Apprenticeship, was launched last month with further new apprenticeships to be launched later this year and early next year. Many of these new apprenticeships are in sectors where there is a different gender balance in the workplace and as a result will lead to a strong increase in female participation when these new apprenticeships are launched in the coming months
Accompanying the expansion of apprenticeship in Ireland will be a new branding and marketing campaign. SOLAS will examine how this campaign can assist with promoting apprenticeship to women and to their potential employers.
Recruitment of apprentices is undertaken directly by employers and in all cases the apprentice enters into a contract of employment. The individual in question should be advised to contact their local Intreo Office as this network maintain close links with local employers and are best placed to assist her in her search for employment, including potential apprenticeship opportunities.
206. Deputy Michael Healy-Rae asked the Minister for Education and Skills if he will review an application for a transportation grant by a person (details supplied); and if he will make a statement on the matter. [31595/16]
View answerSchool transport is a significant operation managed by Bus Éireann on behalf of the Department.
During the 2016/17 school year in the region of 114,000 children, including some 10,000 children with special educational needs, were transported in over 4,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres annually.
In general, children with special educational needs are eligible for school transport if they are attending the nearest recognised mainstream or special school that is or can be resourced, to meet their special educational needs under Department of Education and Skills' criteria.
Eligibility is determined following consultation with the National Council for Special Education through its network of Special Education Needs Organisers (SENO).
In this case, it has been reported that the school referred to by Deputy does not represent the nearest school to the home of the child referred to by the Deputy that is or can be resourced to meet his special educational needs under Department of Education and Skills criteria.
The child mentioned in this case is therefore not eligible for school transport or school transport grant to the school referred to under the terms of the school transport scheme.
The terms of the School Transport Scheme for Children with Special Educational Needs are applied equitably on a national basis.
207. Deputy Richard Boyd Barrett asked the Minister for Education and Skills if his attention has been drawn to the fact that, as a result of the merger of the former Church of Ireland College of Education and other training colleges with Dublin City University, a person and their son (details supplied) have now been made homeless following eviction by the college from the person's accommodation, despite assurances that accommodation, which had been part of their employment arrangements with the college, would continue to be provided; and if he will make a statement on the matter. [31605/16]
View answerIn 2012 an International Review Panel was established to advise the Minister on the structure of initial teacher education provision (ITE) in the State. The panel's report proposed a fundamental change to the provision of ITE, reducing the number of ITE providers from 19 to six new “centres for teacher education”. Each centre would offer education across the full range of sectoral teacher education, from early childhood to adult education, and possess a critical mass in terms of research capacity.
Following from the Panel's report, a number of incorporations of ITE providers and collaborations between providers have taken place, or are in the process of taking place. These changes complement other changes to the content and length of teacher education, with a greater emphasis on literacy, numeracy and pedagogical skills.
The Church of Ireland College of Education (CICE) was incorporated into Dublin City University (DCU) with effect from 1 October 2016, as part of this reform process. The incorporation took place in accordance with a detailed agreement between CICE and DCU in respect of the terms and conditions of the staff of the college following the incorporation.
My Department is aware of a small number of industrial relations issues that have arisen in the context of the incorporation process. Such issues have been, and continue to be, dealt with using both the existing industrial relations mechanisms and in accordance with the detailed agreement between CICE and DCU referred to above. Beyond that it would not be appropriate for me to comment on this particular case.
208. Deputy Pearse Doherty asked the Minister for Education and Skills the reason SUSI reclassified an application in respect of a person (details supplied) in County Donegal; and if he will make a statement on the matter. [31718/16]
View answerAs part of a comprehensive customer service and communications strategy provided by Student Universal Support Ireland (SUSI), to ensure that all necessary avenues are open to applicants to receive the information they need, a dedicated email and phone line service is provided by SUSI for Oireachtas members. This was established to meet an identified need for applicants who choose to engage the assistance of their public representatives in making enquiries about their grant applications.
This service complements the established channels provided by SUSI which include online application tracking, a dedicated website, a telephone helpdesk, email and social media, including Facebook and Twitter.
Enquiries may be emailed direct to SUSI at oireachtas@susi.ie. Staff in SUSI are responding to email queries within a matter of days.
If an individual applicant considers that she/he has been unjustly refused a student grant or that the rate of grant awarded is not the correct one, 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 within the required timeframe.
209. Deputy Alan Farrell asked the Minister for Education and Skills if he will provide information on any funding provided to a school (details supplied); the detail of any works which have been and will be carried out on the school; the timeframe for completion of such works; and if he will make a statement on the matter. [31727/16]
View answerI am pleased to inform the Deputy that construction on 2 new 16 classroom schools to replace the existing school referred to by the Deputy commenced on 18th July 2016. It is envisaged that subject to no issue arising the new schools will be completed by May/June 2018.
210. Deputy Alan Farrell asked the Minister for Education and Skills if he will provide information on any funding provided to a school (details supplied); the details of any works to be carried out on the school; the timeframe for such works; and if he will make a statement on the matter. [31728/16]
View answerThe major building project, for the school referred to by the deputy, is at an early stage of Architectural Planning Stage 2a which is the developed Sketch Design Stage.
The Design Team and Board of Management are currently finalising the stage 2a report for submission to my Department for review. Upon successful completion of stage 2a the project will be authorised to progress to Stage 2b which includes the application for statutory approvals and the preparation of tender documents.
Until Stage 2b is complete it will not be possible to give an indication of the timeframe for the tender and construction stages.
211. Deputy Bobby Aylward asked the Minister for Education and Skills if he will address the huge disparity in school costs which exist from school to school throughout the country and the inequality faced by parents by providing funding for a free primary education system as costed at €103 million by a charity (details supplied); and if he will make a statement on the matter. [31767/16]
View answerI am aware of the report referred to by the Deputies.
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.
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.
212. Deputy Joan Burton asked the Minister for Education and Skills the number of persons who have been recruited in the Tipperary Education and Training Board since its establishment; the number assigned to the ETB head office in Nenagh; the number allocated to other locations in the county and their locations; and if he will make a statement on the matter. [31774/16]
View answerTipperary Education and Training Board receives staffing approvals from my Department, for categories of staff such as teachers, other school support staff and head office administration staff. However, the way in which staff are recruited and assigned between Head Office, individual schools, colleges and other centres in the county is a matter for Tipperary ETB. Accordingly, my Department does not hold the details requested by the Deputy.
The Deputy may wish to note that in relation to administrative posts funded by main-scheme pay budgets, my Department's overall approach is guided by what is affordable within the ETB budget, how does the staffing level in the ETB compare to similar sized ETBs, what are the staffing pressures in the ETB and what are the ETB's priorities for same. In the case of Tipperary ETB, my Department recently met with the senior ETB management to discuss critical vacancies within its Head Office arising from retirements etc. Following this meeting, my Department sanctioned the filling of temporary Assistant Principal and Grade VII posts (including associated back-filling) in order to support the ETB in implementing its functions and to drive the restructuring and streamlining process that is underway in the ETB.
The Deputy may also wish to note that in order to strengthen the senior management team across the ETB sector, my Department has sanctioned the filling of a number of Director posts in individual ETBs which include a Director of Further Education & Training, Director of Schools and a Director of Organisation Support & Development post. These Director posts have been, or are in the process of being, filled via the Public Appointments Service.
213. Deputy Dara Calleary asked the Minister for Education and Skills further to Parliamentary Questions Nos. 405 and 406 of 16 September 2016, when the detail sought will be provided; and if he will make a statement on the matter. [31780/16]
View answerThe data sought by the Deputy in regard to credit card usage, during 2014 and 2015, by staff in agencies funded by my Department was provided to the Deputy in a follow on response that issued on October 24th.
The delay in the supply of the follow on material is regretted.
214. Deputy Eoin Ó Broin asked the Minister for Education and Skills the final level of expenditure in a programme (details supplied); the amount of money returned to the European Commission on completion of the programme; and if he will publish the final report to the European Commission for this programme. [31786/16]
View answerThe Lufthansa Technik Airmotive Ireland (LTAI) EGF programme closed on 19 September 2016 and the final report and statement of expenditure must be submitted to the European Commission by 19 March 2017. Pending the receipt and processing of the various claims for expenditure under this programme, it is not possible to provide the final expenditure figure and the related balance of unused EU funding.
The final reports on the Irish EGF programmes are published on the Department's dedicated website www.egf.ie. The LTAI EGF programme final report will similarly be published following its submission to the European Commission.
215. Deputy Robert Troy asked the Minister for Education and Skills when the minor works scheme funding will be announced; the amount that will be allocated to the scheme; the details of the dates in previous years when the scheme was announced; and if he will make a statement on the matter. [31843/16]
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.
Under my Department's Circular Letter 0062/2013 the rate of payment of the Minor Works Grant is a basic grant of €5,500 to all primary schools plus €18.50 per mainstream pupil and €74 per special needs pupil on the rolls on the 30 September of the year prior to the issue of the grant. The €74 rate applies to a special needs pupil attending a special school or attending a special class attached to a mainstream school. Payment of the grant amounts to almost €29m.
The Minor Works Grant was announced on the following dates in previous years:
2015/2016 - 5th November, 2015
2014/2015 - 25th November, 2014
2013/2014 - 7th November, 2013
2012/2013 - No grant issued
2011/2012 - 10th November, 2011
2010/2011 - 22nd November, 2010.
216. Deputy Carol Nolan asked the Minister for Education and Skills the terms of the scheme of compensation for payments to survivors of school child sex abuse; and if he will make a statement on the matter. [31844/16]
View answerIn its response to the European Court of Human Rights (ECtHR) judgment, the Government agreed in December 2014 that out of court settlements would be offered in those extant cases of school child sexual abuse being brought against the State where the cases come within the terms of the ECtHR judgment and satisfy the Statute of Limitations.
Subsequently, in July 2015, the Government approved proposals to offer ex-gratia payments up to a maximum of €84,000 to those who initiated legal proceedings in cases of school child sexual abuse against the State but who subsequently discontinued their claims against the State where, similarly, the circumstances of the claims come within the terms of the ECtHR judgment and where the claims were not statute barred prior to the proceedings being discontinued. Persons who believe that their cases come within the criteria can contact the SCA and provide supporting evidence.
217. Deputy Carol Nolan asked the Minister for Education and Skills if there are currently time limits set down by legislation during which a survivor of school child sex abuse may take a case before the courts; if there are any circumstances in which this can be set aside in the interests of justice; and if he will make a statement on the matter. [31845/16]
View answerThe various legislation dealing with the Statute of Limitations generally provides that an injured party has two years from the date the cause of action arose to initiate a personal injuries claim.
When a claim involves a minor, the date of knowledge of an injury is in fact the minor victim's eighteenth birthday i.e. the Statute of Limitations for personal injury claims in Ireland for children does not start until the child reaches his or her majority (eighteen years of age).
The legislation also provides that if a person is under a disability such that they are not in a position to initiate a claim, the two year period only commences once they cease to be under the disability. A person is also deemed to be under a disability if she/he is suffering from a psychological injury that was caused by sexual abuse perpetrated by the wrongdoer and which is of such significance that the victim's will or ability to decide to bring proceedings is substantially impaired.
As well as the aforementioned exception to the two year limit on the period allowed to take a personal injuries claim, if the injured party had no knowledge that their injury was caused by the wrong committed by another person, the two year time period only commences on the date they first had that knowledge.
218. Deputy Carol Nolan asked the Minister for Education and Skills if he has met with any survivors of school child sex abuse in his capacity as Minister; if not, his plans to do so; and if any such requests were made to his office. [31846/16]
View answerSince my appointment as Minister for Education and Skills I have received a number of requests for meetings with individuals, groups or organisations to discuss issues relating to the abuse of children in various educational settings and related matters. For the Deputy's information in early November I will, at their request, be meeting members of a group that represents persons who were abused in residential institutions.
As I explained to the Deputy in an earlier response, officials of my Department meet, as required, with individual former residents of industrial schools, with persons who may have been abused in school settings and with groups representing former residents.
219. Deputy Carol Nolan asked the Minister for Education and Skills the nature of his agreement with INTO and TUI in respect of pay for newly qualified teachers; the value of the pay disparity that will still remain between the original starting salary of teachers in 2010 and current new entrants; and if he will make a statement on the matter. [31857/16]
View answerThe recent agreement with TUI and INTO in the context of the Lansdowne Road Agreement will mean a significant pay increase for new entrant teachers. The full text of the agreement is available on my Department's website at the following address:
http://www.education.ie/en/Education-Staff/Information/Public-Service-Stability-Agreement-Haddington-Road/New-Entrant-Pay-Issue-and-Related-Commitments.pdf .
The agreement substantially addresses the current difference in pay between those recruited since 2011 and those recruited since 2012. It will result in increases of up to €2,000 per year for new teachers at the start of their careers. The increase varies depending on the point of scale that a teacher is on - the highest increase being €7,700 and the increase at the maximum of the scale being €4,300. It is estimated that over a teacher's career the value of these increases will be €135,000. This, in combination with measures already agreed and implemented under the Haddington Road Agreement, will restore approximately three quarters of the reductions for new entrants put in place since 2011 in terms of career earnings.
The revised salary arrangement will be implemented in two phases on 1 January 2017 and 1 January 2018.
When other Lansdowne Road increases are also factored in, there will be a 15% increase in the starting pay of new entrant teachers between 31 August 2016 and 1 January 2018 (from €31,009 to €35,602). For an individual TUI/INTO member who started teaching in September 2015, they will see a 22% increase in their pay (including increment) between 31 August 2016 and 1 January 2018 (from €31,009 to €37,723).
The typical starting pay for a primary teacher in 2010 was €36,890, comprising basic salary of €31,972 and an honours degree allowance of €4,918. Such teachers may also have been entitled to incremental credit for other service. The teacher could also have received an additional payment of €1,769 per annum if they had opted into the Supervision and Substitution scheme.
The typical starting pay for a post-primary teacher in 2010 teacher was €39,195, comprising basic salary of €33,041 and an honours degree allowance of €4,918 and an allowance for the Higher Diploma in Education of €1,236. Such teachers may also have been entitled to incremental credit for other service. The teacher could also have received an additional payment of €1,769 per annum if they had opted into the Supervision and Substitution scheme.
The typical starting pay for a primary and post-primary teacher from January 2018 onwards will be €35,602.
There are some exceptional circumstances where a teacher may enter the teaching profession in January 2018 but be entitled to access the salary scale that existed prior to 2011. For example, a teacher may have previously worked as a teacher in the public service of another EU state and may have a period of service prior to 1 January 2011 which would allow them to be placed on the pre 2011 scale. In circumstances such as these, a primary teacher starting in January 2018 would be on a starting salary of €39,482 comprising basic salary of €34,564 and an honours degree allowance of €4,918 and including increases under the Lansdowne Road Agreement.
A post-primary teacher starting in January 2018, under the same circumstances, would have a starting pay of €41,787 comprising basic salary of €35,633 and an honours degree allowance of €4,918 and an allowance for the Higher Diploma in Education of €1,236. Such teachers may also have been entitled to incremental credit for other service.
The Government has committed to establishing a Public Service Pay Commission to examine pay levels across the public service, including entry levels of pay. The Government also supports the gradual, negotiated repeal of the Financial Emergency Measures in the Public Interest Acts, having due regard to the priority to improve public services and in recognition of the essential role played by public servants.
220. Deputy Carol Nolan asked the Minister for Education and Skills the number of teachers that have been due to commence teaching in September 2016 but cannot do so due to changes in vetting requirements; and if he will make a statement on the matter. [31858/16]
View answer221. Deputy Carol Nolan asked the Minister for Education and Skills if the new vetting requirements mean that substitute teachers will have to be vetted at each school prior to taking up position; and if he will make a statement on the matter. [31859/16]
View answerI propose to take Questions Nos. 220 and 221 together.
In April of this year, the Minister for Justice and Equality commenced the National Vetting Bureau (Children and Vulnerable Persons) Acts 2012 to 2016 (the Vetting Act) which put in place statutory vetting requirements for the Garda vetting of persons involved in working with children and vulnerable persons, including those working in schools.
Prior to the Act's commencement, my Department published (in April 2015) a circular which outlined the advance preparations and actions to be taken by all school authorities and registered teachers so as to facilitate, as far as possible, a smooth transition to the statutory vetting requirements once they became operational. These included specific steps to be taken both by school authorities and registered teachers to help ensure that teachers would be readily employable in substitute teaching positions arising in schools post commencement of the statutory requirements.
My Department also brought forward legislation which amended the Teaching Council Act to provide, inter alia, for a statutory basis for the Teaching Council's role in the statutory vetting of registered teachers and to enable the Teaching Council to put in place a streamlined electronic mechanism for school employers to meet the requirements of the Vetting Act in respect of registered teachers. This mechanism ensures that once a vetting disclosure is obtained by the Teaching Council in respect of a registered teacher, that disclosure can, with the consent of the teacher concerned, be made available electronically to any school employer that requires it for the purposes of the Vetting Act, including where required in respect of substitute teaching positions.
When the vetting requirements were commenced in April of this year, my Department published a further circular which set out the statutory vetting requirements applicable to schools along with the practical arrangements in place to support the vetting procedures. This circular (0031/2016) contains information about the limited exemptions to the requirement under Section 12(1) of the Vetting Act to obtain a vetting disclosure from the National Vetting Bureau prior to commencing an employment, including information about the exemptions that apply in certain circumstances to substitute teaching positions.
In relation to the information requested by the Deputy in relation to teachers whose teaching positions have not commenced pending vetting, the position is that the filling of vacancies for teaching positions is carried out at individual school level. Accordingly, information in relation to the number at any given time of unfilled vacancies in schools and the reasons for same is not available within my Department.
222. Deputy Charlie McConalogue asked the Minister for Education and Skills his plans to provide capital funding to a project (details supplied); and if he will make a statement on the matter. [31862/16]
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 project 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.
