Joan Burton
Question:236. Deputy Joan Burton asked the Minister for Education and Skills the current status of the roll-out of the junior cycle reform process; and if he will make a statement on the matter. [34772/16]
View answerState Examinations Reviews
Questions (236)
Written answers
The curriculum and assessment arrangements for Junior Cycle are as set out in the Framework for Junior Cycle 2015 and in the related subject specifications and syllabuses developed by the National Council for Curriculum and Assessment.
Implementation of the Framework is proceeding and the new subject specifications for Business Studies and Science, along with English, have now been introduced to schools. The teachers involved are benefitting from extensive continuing professional development and are availing of professional time to support implementation. In June 2017, English will be the first subject to be taken by students as part of the reformed Junior Cycle assessment arrangements. Business Studies and Science will be examined under the new arrangements in June 2019.
Phase 3 of the Framework will begin implementation in September 2017, with the introduction of new subject specifications in Irish, Visual Arts and Modern Languages, covering French, German, Spanish and Italian. The new curriculum area of Well-being will also be introduced at that time.
Phase 4 will begin implementation in September 2018 with the introduction of Mathematics, Home Economics, History, Music and Geography, with the final phase 5 being implemented from September 2019. Phase 5 subjects will include Technology subjects, Religious Education, Jewish Studies and Classics.
Teachers of English who are members of ASTI have been directed by their union that, while they are to teach the new Junior Cycle subject specification, they are not to undertake Classroom Based Assessments (CBAs) with their students. CBAs form a key element of the new Junior Cycle. Therefore, students who are taught by a teacher who is a member of the ASTI will not receive a grade for their CBAs and also since the written Assessment Task which is to be completed by students is linked to the second CBA, which is worth 10% of the marks for the final examination, these students cannot complete the Assessment Task, or gain marks for this examination component. Candidates for Junior Cycle English in 2017 who do not complete the assessment task can only be marked and graded based on a maximum of 90% of the available marks.
My Department requested the ASTI to provide an immediate derogation from their directive regarding the CBAs for current teachers of English in order that some current third year English students are no longer unfairly and unjustifiably disadvantaged. However, the ASTI did not accede to this request. My Department remains in contact with ASTI on these matters.
Skills Shortages
Questions (237)
Joan Burton
Question:237. Deputy Joan Burton asked the Minister for Education and Skills his views on the areas that have been highlighted as having skills shortages by the skills and labour market research unit, SLMRU, such as business administration and management, the green economy, financial services, IT, manufacturing engineering, sales, marketing and transport; the way in which he plans to tackle these skills shortages; and if he will make a statement on the matter. [34773/16]
View answerWritten answers
My Department recently published the Action Plan for Education 2016 – 2019. The Plan provides a key statement on the reform agenda across education and training and contains a range of actions to be implemented with particular focus on disadvantage, skills, and continuous improvement within the education service
Key objectives of the Plan that address skills shortages are to: develop innovative responses to skills gaps across key priority areas of the economy; expand Apprenticeships and Traineeships; develop Regional Skills Plans to respond to local needs; expand Skillnets to reach more employers with new options for upgrading skills; reform the funding model for higher education to support Ireland’s growth ambitions and the system’s capacity to meet specific targets on skills gaps; and to increase the availability of quality entrepreneurship programmes and modules in schools and in higher and further education.
In addition, the National Skills Strategy which was launched by my Department earlier this year will provide a framework for skills development that will help drive Ireland’s growth both economically and societally over the next decade. Included in the actions is the creation of a new National Skills Council. The Council, when established shortly, will oversee research and advise on prioritisation and delivery of identified skills needs.
The SOLAS 2016 service plan sets out measures to address Further Education and Training (FET) skill needs in line with labour market and EGFSN forecasts. ETBs are currently reviewing existing provision for the purpose of matching capacity with potential demand for specific programmes e.g. apprenticeship, engineering, entrepreneurship and IT. This will also enable the realignment of course provision to meet identified skills shortages. Based on skills need forecasts, the 2016 FET service plan is making provision for almost 340,000 beneficiaries this year.
As well as mainstream provision in the higher education sector, Springboard+ 2016, which incorporates the ICT skills conversion programme, is providing almost 6,000 free higher education places for jobseekers who wish to upskill or reskill in areas where there are identified skills needs.
Courses will be delivered in areas such as ICT, Manufacturing which includes the biopharma sector, Construction, Entrepreneurship, Cross-Enterprise Skills, the Hospitality Sector and International Financial Services.
After-School Support Services
Questions (238)
Joan Burton
Question:238. Deputy Joan Burton asked the Minister for Education and Skills his views on the suggestions by the Irish National Teachers' Organisation that related capital investment will be necessary if the programme for Government commitment on having schools available for child care services can be successfully implemented; and if he will make a statement on the matter. [34774/16]
View answerWritten answers
An interdepartmental working group has been established with officials from my Department and the Department of Children and Youth Affairs to progress the key commitments in the Programme for a Partnership Government (May 2016), in order to improve the range and quality of options for Parents for after-school care for school-age children. My department has undertaken to consider how to facilitate the use of school buildings for this purpose.
As part of this work, the Group will consider and assess the following:
- Development of quality standards framework for after school provision
- Existing provision of after school care of school-age children
- Existing use of school buildings
- Capacity and demand for services
- Children's views on after-school care
- An appropriate quality and standards framework
- The development of criteria for the capital scheme to be funded by DCYA under Budget 2016
- Collaborative models with existing community/private service providers
- Potential funding incentives for provision of services
I expect to receive the group’s report within the next few weeks. As part of my engagement with the education partners on how to facilitate the wider use of school buildings for the community, I discussed relevant issues with them at a round table before the Summer.
Disadvantaged Status
Questions (239)
Joan Burton
Question:239. Deputy Joan Burton asked the Minister for Education and Skills the stage the review of the school support programme through the DEIS, Delivering Equality of Opportunities in Schools, initiative is at; when this review will be completed and published; if he envisages any changes to the funding or delivery model of the DEIS programme; and if he will make a statement on the matter. [34776/16]
View answerWritten answers
It is my intention to publish a new Action Plan for Educational Inclusion before the end of this year.
A process to review the DEIS Programme which began last year is now nearing completion. The review is looking at all aspects of DEIS, including the range and impact of different elements of the DEIS School Support Programme, the potential for innovation within and between schools and its scope for increased integration of services provided by other Departments and Agencies, in order to improve effectiveness.
A new assessment framework is also being developed using centrally held CSO and DES data for the identification of new schools for inclusion. 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.
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 area of:
- School leadership
- School networks and clusters
- Teaching methodologies
- Integration of schools and other State supports within communities
- Greater use of Home School Community Liaison services
Implementation of actions arising from the Action Plan for Educational Inclusion will begin in the 2017/18 school year, and will be a continuing theme in our wider Annual Action Plan for Education.
Further information on the DEIS Review process is available on my Department’s website at http://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/DEIS-Review-Process-Information-Note.pdf
School Curriculum
Questions (240)
Joan Burton
Question:240. Deputy Joan Burton asked the Minister for Education and Skills his plans to provide new courses in the leaving certificate, such as coding, physical education and politics; and if he will make a statement on the matter. [34777/16]
View answerWritten answers
My Department has committed to enriching teaching and learning with new curricula, in the Action Plan for Education 2016-2019. This will contribute to delivering a “Step-Change” in the development of critical skills, knowledge and competences and providing the foundations for participation in work and society.
The roll-out of the new Leaving Certificate subject of Politics and Society has commenced in 41 schools from September 2016, following an open invitation to introduce this as an optional Leaving Certificate subject. Politics and Society aims to develop the student's ability to be a reflective and active citizen, in a way that is informed by the insights and skills of social and political science. The introduction of the specification is part of my Department's commemoration of 1916 and its commitment to education for sustainable development. The subject will be available to all schools from 2018.
The Government is committed to enhancing the availability of technology in schools through the introduction of ICT/Computer Science as a Leaving Certificate subject. As set out in the Action Plan for Education 2016-2019, the National Council for Curriculum and Assessment (NCCA) is conducting a scoping exercise in this regard. Informed by this research, the NCCA will work on development of a draft subject specification in 2017, with a view to implementation in schools in September 2019.
Physical Education is being developed by the NCCA as a full subject that can be assessed for the Leaving Certificate in a manner similar to other subjects. A specification for Leaving Certificate Physical Education is due to be finalised by the NCCA by the end of 2016. In addition, a Senior Cycle Physical Education Framework specification has recently been completed by the NCCA. The Framework will assist schools to design a P.E. programme for those students who may not choose to take P.E. as part of their Leaving Certificate examination. These developments are in keeping with the strong emphasis from my Department on promoting and encouraging Healthy Lifestyles for all students and commitments in the Programme for Partnership Government.
The Action Plan for Education also includes commitments to finalise and implement additional subject specifications at Leaving Certificate level as resources permit.
Educational Disadvantage
Questions (241)
Joan Burton
Question:241. Deputy Joan Burton asked the Minister for Education and Skills when the new national action plan for educational inclusion will be published; and if he will make a statement on the matter. [34778/16]
View answerWritten answers
It is my intention to publish a new Action Plan for Educational Inclusion before the end of this year.
A process to review the DEIS Programme which began last year is now nearing completion. The review is looking at all aspects of DEIS, including the range and impact of different elements of the DEIS School Support Programme, the potential for innovation within and between schools and its scope for increased integration of services provided by other Departments and Agencies, in order to improve effectiveness.
A new assessment framework is also being developed using centrally held CSO and DES data for the identification of new schools for inclusion. 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.
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 area of:
- School leadership
- School networks and clusters
- Teaching methodologies
- Integration of schools and other State supports within communities
- Greater use of Home School Community Liaison services
Implementation of actions arising from the Action Plan for Educational Inclusion will begin in the 2017/18 school year, and will be a continuing theme in our wider Annual Action Plan for Education.
Further information on the DEIS Review process is available on my Department’s website at http://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/DEIS-Review-Process-Information-Note.pdf
Question No. 242 answered with Question No. 228.
Teachers' Professional Development
Questions (243)
Joan Burton
Question:243. Deputy Joan Burton asked the Minister for Education and Skills the ways and total investment involved in which his Department supports teachers' continuous professional development at primary and post-primary levels; if he will provide this figure as a percentage of education spending overall; and if he will make a statement on the matter. [34780/16]
View answerWritten answers
My Department will spend approximately €46m on teacher continuing professional development (CPD) in 2016 across the primary and post primary sectors. The teacher CPD budget represents 0.74% of my Department's overall budget for first and second level - almost 7% if salary and pension costs are excluded from the Department's budget.
The spend of €46m includes a) salary costs for support service personnel and b) substitution costs to facilitate teacher attendance at various CPD events and programmes.
The professional development needs of serving teachers in recent years have been addressed through the provision of an induction programme for newly qualified teachers, national in-service for new or revised curriculum areas including junior cycle and the new primary language curriculum and ongoing support for the curriculum generally with a particular focus on priority areas - literacy and numeracy, well-being, support for school leaders and for teachers to meet the needs of children with special educational needs.
The recently established Centre for School Leadership, a partnership between my Department, IPPN and PD, is intended to become a centre of excellence for school leaders. Its responsibilities cover the range of leadership development from pre-appointment training and induction of newly appointed principals, to CPD throughout leaders' careers.
Other areas of expenditure include training for child protection, Board of Management training, a Teacher Fee Refund Scheme, Teacher Professional Networks and a number of postgraduate programmes to meet particular identified needs such as the teaching of mathematics and special educational needs.
CPD is provided in a variety of ways, for example, though Department funded support services, who use a variety of formats including seminars, workshops, on-line and in-school support.
The Teaching Council, the professional body and regulator for teachers, has published its policy, Cosán, on teacher learning and will continue to engage with stakeholders including teachers in preparation for commencement of section 39 of the Teaching Council Acts 2001-2015 which will enable the Teaching Council to review and accredit programmes of continuing professional development.
Question No. 244 answered with Question No. 230.
Pupil-Teacher Ratio
Questions (245)
Joan Burton
Question:245. Deputy Joan Burton asked the Minister for Education and Skills the estimated timescale for and cost of the Government's programme commitment to reducing the pupil-teacher ratio in junior and senior infants; and if he will make a statement on the matter. [34782/16]
View answerWritten answers
Budget 2016 provided for a one point improvement to the staffing allocation to primary schools, which has been implemented for the current school year.
The staffing schedule operates on a general average of 27 pupils to every 1 teacher (27:1) for the current school year. The ratio of 27:1 is an overall classroom teacher allocation ratio for the school and is not a reference to class size. The configuration of classes and the deployment of classroom teachers are done at local school level. Depending on the circumstances of the school, e.g. higher pupil numbers in certain classes, accommodation available, there may be a variation in the size of the classes in the school. School authorities are requested to ensure that the number of pupils in any one class is kept as low as possible, taking into account all of the above factors. The Department also requests school authorities to use their autonomy under the staffing schedule to implement smaller class sizes for junior classes.
Each 1 point adjustment to the staffing schedule is estimated to cost in the region of €15m-€18m per annum.
Budget 2017 sets out the resources available for schools for the 2017/18 school year. This Budget represents the start of a major 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. The budget provides for over 2,400 additional teaching posts for our primary and post primary schools next year.
This includes additional teaching posts to meet demographic need, curriculum reform, additional resource teaching posts and the strengthening of school leadership.
The Programme for Government has a commitment to reduce class sizes at primary level and it is my intention to make further improvements to class sizes over the life of the Government.
School Patronage
Questions (246)
Joan Burton
Question:246. Deputy Joan Burton asked the Minister for Education and Skills the location of all schools under religious patronage which he expects to be divested in 2016; and if he will make a statement on the matter. [34783/16]
View answerWritten answers
From 2013 to 2016, ten new schools have opened under the patronage divesting process. Details, including the location, of the two schools which opened in September 2016 are set out in the following table.
I consider the establishment of these ten schools as an initial but important step in giving parents confidence of the Department’s intent about providing a plurality of education and a real choice for them in the type of primary school in their localities.
The 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, specifically 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. I am progressing the patronage divesting/reconfiguration programme as a priority in this context. I plan to announce the new approaches which will be pursued in that regard within the timeframe indicated in the Action Plan for Education.
|
Roll Number |
Name |
Address |
School |
Denomination |
Year |
|
20494Q |
Riverview ETNS |
Limekiln Road, Greenhills, Dublin 12 |
Educate Together |
Multi denominational |
2016 |
|
20457K |
Castlebar ETNS |
Castlebar, Co. Mayo |
Educate Together |
Multi denominational |
2016 |
Question No. 247 answered with Question No. 229.
Postgraduate Enrolments
Questions (248)
Joan Burton
Question:248. Deputy Joan Burton asked the Minister for Education and Skills his views on the restoration of postgraduate grants and their necessity to open up access to postgraduate studies, ensure that a steady stream of persons achieve a postgraduate qualification for societal good and to ensure attractiveness to foreign investors. [34785/16]
View answerWritten answers
The Deputy will be aware of the Programme for Government commitment to increase financial supports for post graduate students with a particular focus on those from low income households.
In response to this commitment, I secured additional funding of €4million in Budget 2017 to facilitate the reinstatement of full maintenance grants, from September 2017, for the most disadvantaged post graduate students.
This will benefit approximately 1,100 of the most disadvantaged post graduate students who meet the eligibility criteria for the special rate of maintenance grant, from September 2017, and it reverses the budgetary cut that was imposed on this cohort of students in 2012.
In addition to this specific measure targeted at postgraduate students, I also secured an additional €4.5million for other new access measures that will benefit target groups such as lone parents, travellers, mature students, and students with disabilities.
The new measures being introduced as a result of Budget 2017 will complement the existing student supports that are already in place for the 2016/17 academic year. This involves expenditure by my Department of more than €408 million on supports for approximately 80,000 disadvantaged students.
Teachers' Remuneration
Questions (249)
Joan Burton
Question:249. Deputy Joan Burton asked the Minister for Education and Skills his plans for equating newly qualified teachers since 2011 and those that entered the workforce before; if he will report on discussions with the Association of Secondary Teachers in Ireland on the matter; and if he will make a statement on the matter. [34786/16]
View answerWritten answers
As a consequence of the financial crisis, there was a need to enact a number of measures to reduce public expenditure so as to stabilise the country's public finances. These included pay reductions and also reductions to the pay of new entrant public servants, including teachers, since 2011. Collective agreements reached between the Government and the public service unions provided vital industrial peace during this very difficult period for the State.
The Haddington Road/Lansdowne Road Agreement has allowed a programme of restoration to start. I have used this to negotiate substantial improvements in pay for new teachers. The agreement reached with TUI and INTO will see pay rises of between 15-22% (between €4600 and €6700) for new entrant teachers.
In education, there is a well-established increment system. Teachers are not paid equally. For example, the pay scale for teachers appointed prior to 2011 ranges from €32,009 to €60,155 depending on the date that the individual began teaching.
Part of the negotiation to date has secured a convergence of the scales of recruits at different periods. Any further negotiation on new entrant pay cannot focus on just one sector.
A broader assessment of pay and new entrant pay will be informed by the analysis of the Public Service Pay Commission.
Special Educational Needs Service Provision
Questions (250)
Joan Burton
Question:250. Deputy Joan Burton asked the Minister for Education and Skills his plans to improve access to special educational supports; and if he will make a statement on the matter. [34787/16]
View answerWritten answers
The Government is committed to ensuring that all children with special educational needs can have access to an education appropriate to their needs, preferably in school settings through the primary and post-primary school network.
The policy of my Department is that children with special educational needs should be included where possible and appropriate in mainstream placements with additional supports provided. In circumstances where children with special educational need require more specialised interventions, special school or special class places are also available.
Children, therefore, have a number of placement options including mainstream placement with support, placement in a special class in a mainstream school or placement in a special class in a special school. 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.
Funding for special education provision in 2016 will amount to some €1.5 billion, which is equivalent to over 17% of the gross overall current allocation for education and training and an increase of 10% in the past two years.
This funding provides for a range of supports and services including additional learning and resource teaching support, access to SNA support, special transport arrangements, building adaptations, enhanced capitation in special schools and special classes, specialised equipment, additional teacher training and the services of the National Educational Psychological Service.
This year, 12,900 Special Needs Assistants (SNAs) are available for allocation to schools, to the end of 2016, which represents an increase of 23% over the numbers allocated in 2011.
There are currently over 12,400 learning support and Resource Teacher posts in mainstream primary and post primary schools.
The NCSE has allocated 7430 of 7,452 available resource teacher posts to schools for the 2016/17 school year. The allocation of 7430 posts for schools represents an increase of 41% in the number of resource teachers which have been allocated since the 2011/12 school year, at which point 5265 posts were allocated.
In addition, over 5000 learning support posts have been allocated to schools under the General Allocation Model for primary schools and Learning Support allocations for post primary schools.
Approximately 150 new Special Classes will be opened for the 2016/17 school year, which means there will be over 1,150 special classes in place, compared to 548 special classes in 2011.
125 special schools also provide specialist education for those pupils who need it.
As part of the recent Budget announcements, an additional 115 SNA posts at an annual cost of €3.75m will be provided for allocation from January to June 2017 and an additional €18 million in 2017 to provide for around 900 additional resource teacher posts.
I also announced that following development and piloting over the past number of years, a new model for the allocation of teaching resources for children with special educational needs will be implemented from September 2017. Further details regarding implementation of the new model will be announced in the coming months.
The combination of supports provided means that school places are available for all children with special educational needs, regardless of their level of need.
The provision which is being made ensures that children with special educational needs can continue to participate in education and be supported in a manner appropriate to their needs. I can confirm that this Government will continue to ensure that the supports required to ensure that all children with special educational needs can continue to participate in education will be provided.
There is still a long way to go and as committed to in the Programme for a Partnership Government, I plan to examine the adequacy of the present policies and provision, and their scope for improvement, particularly in relation to speech and language difficulties and early intervention.