Written Answers Nos. 251-262
251. Deputy Joan Burton asked the Minister for Education and Skills his plans to improve access to Irish Sign Language courses for students with hearing disabilities; and if he will make a statement on the matter. [34788/16]
View answerA new short course in Irish Sign Language (ISL) was developed by the Post-Primary Languages Initiative in the context of the new Framework for Junior Cycle. The course is currently being piloted in the Mid-West School for the Hearing Impaired in Limerick. Following this, the course will be ready to be implemented by schools opting to introduce ISL.
Short courses were introduced into the Junior Cycle curriculum as options for schools to develop and implement, according to the context of the individual school and the needs and interests of their students. The courses provide schools with greater flexibility in the delivery of their junior cycle programmes.
My Department will monitor the demand for and take-up of this course in Junior Cycle. There are no plans at present to expand ISL into the Leaving Certificate Established programme. However, there are four modules on Sign Language available as part of the Leaving Certificate Applied Programme. The syllabus is available at http://www.pdst.ie/sites/default/files/Sign%20Language.pdf.
252. Deputy Joan Burton asked the Minister for Education and Skills the criteria used by his Department for deciding on applications for capital funding of junior, senior and post-primary schools. [34789/16]
View answerThe delivery of school projects so that all schools in an area can between them cater for all students seeking a school place is the main focus of my Department capital budget. To this end, my Department uses a Geographical Information System to identify the areas under increased demographic pressure nationwide. The system uses a range of data sources in carrying out nationwide demographic exercises to determine where additional school accommodation is needed at primary and post-primary level. The outcome of the latest demographic exercises was that in November 2015, 13 new schools were announced to open nationwide in 2017 and 2018.
The November 2015 announcement also detailed the new building projects and major extensions, including special schools, that will be progressed in areas where significant demographic need has been established. In addition, the 6 Year Programme (2016-21) prioritises projects that in addition to meeting increases in enrolments, have a major deficit of mainstream accommodation capacity for current enrolments, require major refurbishment and replacement of poor accommodation. School projects that were announced under my Department's 5 Year Plan (2012-16) will also be advanced in the Capital Programme.
While all projects included in the Programme are based on the educational and demographic needs of the particular school and area, the decision of when exactly each individual school building project can proceed to tender and construction is based on a number of factors including the stage reached by the project in architectural planning, the level of overall funding available and the other contractual commitments and profiled expenditures extant under the Programme at that time.
The Capital Programme also provides for devolved funding for smaller scale projects for schools, where an immediate accommodation requirement has been identified, such as the appointment of an additional teacher. In that regard, it is open to schools to apply for funding for additional classroom accommodation, where required.
253. Deputy Joan Burton asked the Minister for Education and Skills his plans to end the current ban on promotions at the primary school level; and if he will make a statement on the matter. [34790/16]
View answerBudget 2017 provides for the commencement of the restoration of middle management posts to lift the rigidity of the longstanding moratorium on these posts in both the primary and post-primary sector. A Department circular will issue in early January in relation to these new arrangements.
Strengthening leadership in schools is a serious issue and this announcement will provide additional resources to focus on leadership and management in our schools.
254. Deputy Joan Burton asked the Minister for Education and Skills the status of the Technological Universities Bill; when it is to return to Dáil Éireann; the necessary changes he proposes to make to the draft legislation; and if he will make a statement on the matter. [34791/16]
View answerAs the Deputy will be aware, the new Programme for Government outlines that this new Government will continue to support the creation of Technological Universities.
This is in line with the National Strategy for Higher Education to 2030 which provides a framework for the development of the higher education sector to 2030. With regard to the institute of technology sector, the Strategy recommended significant reforms to position the sector to meet national strategic objectives. In particular, the Strategy recommended consolidation within the sector and a pathway of evolution for those consolidated institutes of technology, to allow them to demonstrate significant progress against robust performance criteria and to apply to become technological universities.
Position of Technological Universities Bill:
The second Government Legislative Programme of this new Partnership Government was published on 27 September 2016, and the Technological Universities Bill is listed on the Dáil Order Paper and is awaiting Committee Stage.
I recognise that there were a significant number of matters raised previously in respect of the Bill at both Committee and Report Stage. It is my intention to consult with all of the relevant stakeholders in relation to both the matters raised during the legislative process and the commitments contained in the Programme for Government.
Following the finalisation of this consultation process I will then advance the legislation having determined a position in relation to any matters raised as part of this consultation process.
255. Deputy Joan Burton asked the Minister for Education and Skills his views on the reported failure rate at leaving certificate maths; the measures his Department proposes to remedy this; and if he will make a statement on the matter. [34792/16]
View answerI am taking it that the Deputy is referring to the combined numbers of Leaving Certificate Mathematics candidates at all three levels (Higher, Ordinary, and Foundation) who were awarded E grades, F grades or no grade in the 2016 examination. The designation of any performance in the certificate examinations as a 'fail' ceased in 1968.
The nature of curricular examinations such as the Leaving Certificate and the procedures currently in place for awarding grades are such that a certain amount of fluctuation in the grade distribution from year to year is to be expected. Grade distributions are also affected significantly by the proportion of candidates who opt to take the examination at each level. In particular, if the proportion of candidates opting for Higher level increases, the candidates making this move will tend to be those who were towards the higher-achieving end of the Ordinary level distribution and will tend to fall at the lower-achieving end of the Higher level distribution. This will obviously affect the grade distribution at both levels. Influenced by the combined effect of syllabus change in mathematics, known as Project Maths, and the introduction by the Higher Education Institutions of 'bonus points' for Higher level mathematics, the number of students in recent years presenting for Higher level in Leaving Certificate Mathematics examinations has increased significantly, from 15.8% in 2011 to 28% in 2016.
During the standard-setting process that happens as part of the marking process each year, the State Examinations Commission (SEC) takes account of these and any other relevant factors in the course of satisfying itself that the distribution of grades awarded is appropriate and that it accurately reflects the performance of the candidates in comparison to the achievement standards envisaged when the syllabus was designed.
In the context of a significant migration of mathematics candidates from Ordinary to Higher level, it may be noted that a similar absolute number of candidates awarded E, F or no grade at Ordinary level will inevitably be manifested as a higher percentage, since the total number of candidates at this level has reduced.
The number of candidates who failed to achieve at least a D3 grade at any level of the mathematics examination in 2016, while marginally higher than in the last three or four years, is very similar to the number in the years before that (2009 to 2011, for example). In the context of the factors mentioned above, there is nothing especially unusual about the grade distribution in mathematics for 2016.
In the case of the current syllabus change in mathematics, there has been a deliberate attempt to increase the emphasis on higher-order thinking skills, including interpretation, problem solving, and dealing with the unfamiliar. These are skills that students find difficult to master and teachers find difficult to instil in students. The syllabus expectations are ambitious at all levels.
The National Council for Curriculum and Assessment (NCCA) will be undertaking a review of the Project Maths initiative, now that the full implementation of all phases of the curricular change is complete. By this time students will have been through the new maths cycle a few times and the NCCA will have good information on which to base the assessment of its impact, especially on the learning of under-achievers. I have asked the State Examinations Commission to ensure that any lessons that can be learned from candidate performance in recent examinations, and the 2016 examination in particular, be fed into that review process. The Project Maths Implementation Support Group, an industry-education partnership set up by my Department, including third level bodies, Engineers Ireland, Science Foundation Ireland, will also be able to provide their considered opinions to this process.
256. Deputy Joan Burton asked the Minister for Education and Skills his views on the drop-out rate in third level institute of technology courses; the measures his Department proposes to remedy the situation; and if he will make a statement on the matter. [34793/16]
View answerIn line with the overall mission of higher education in Ireland there has been a steady increase in student enrolments over recent years. The most recent report by the HEA on retention and progression, entitled 'A Study of Progression in Higher Education 2012/13 TO 2013/14', is available on the HEA website, www.hea.ie. This is the fourth in a series of progression analysis released by the HEA and examines those 1st year undergraduate new entrants enrolled in the academic year 2012/13 and traces them to the following academic year 2013/14. The report gives an in-depth analysis of the non-progression rates by NFQ level, sector, discipline, gender, age, nationality and socio-economic group. There are many factors identified as influencing the likelihood of progression such as gender, age at commencement, prior educational attainment, nationality and socio-economic grouping.
The report shows that 84% of full-time undergraduate new entrants in 2012/13 progressed to their second year of study in 2013/14. The report demonstrates that the overall new entrant non-progression rate was 15% in 2007/08 and has remained constant at 16% from 2010/11 to 2012/13.
The rates of non-progression in 2012/13 varied within and between sectors ranging from 26% and 28% at levels 6 and 7 to 17%, 11% and 6% at level 8 in universities, institutes of technology and colleges respectively. Further work will be done to see how students can best be supported to continue on their course or transfer to another programme.
The HEA through the System Performance and Strategic Dialogue process also monitor progression rates within the institutions on an annual basis. Institutes report on retention measures in place within their institutes to combat high non-progression rates. The HEA funds retention initiatives in Computer Science disciplines in higher education institutions through the Information Technology Investment Fund. In 2015 these initiatives included additional classes, attendance mentoring, teaching and learning initiatives, student support sessions, buddy practical’s and maths enabling courses. In 2016 the National Forum for Teaching and Learning established an ICT Retention Scoping Group to examine ways in which students could be enabled to complete ICT courses. The group working with practitioners and industry are examining areas such as career guidance, pathways, provision and pedagogy.
One of the key objectives of the National Plan for Equity of Access to Higher Education 2015-2019 (‘National Access Plan’) is to address the issue of non-completion within higher education institutions, for those in under-represented target groups. The Plan also commits to the further development of mechanisms to track the progression, retention and student experience of target groups. The target student groups include entrants from socio-economic groups that have low participation in higher education; first time mature student entrants and students with disabilities.
To support the implementation of these objectives, a Working Group is being established to consider the issues contributing to the non-completion of target groups in the National Access Plan and to produce recommendations for policy and practice. The group is being convened by the Higher Education Authority (HEA) and will include representatives of relevant stakeholders. Considerations of members will be informed by recent, qualitative research by the National Forum for Teaching and Learning on the reasons why students leave higher education (National Forum for Teaching and Learning, 2015).
257. Deputy Joan Burton asked the Minister for Education and Skills his views on the lack of apprenticeships suitable for a number of employment vacancies, such as chefs and in the hospitality sector generally, to upskill young unemployed workers; and if he will make a statement on the matter. [34794/16]
View answerAs the Deputy will be aware, the Apprenticeship Council was established in early 2014 to oversee the expansion of the apprenticeship system into a range of new areas. Its first task was to formally invite proposals for new apprenticeship programmes from consortia of enterprise, professional bodies and education and training providers. Over 80 separate proposals were received all of which were evaluated by the Council. Following the evaluation process, the Council prioritised 25 proposals for development. Included in these proposals are a number of proposals in the hospitality sector, particularly in the culinary area.
Work is progressing on the development of a new Commis Chef Apprenticeship through the Apprenticeship Council and it is envisaged that this programme will commence in 2017. A separate proposal to develop a Chef de Partie Apprenticeship was recently approved development funding by the Apprenticeship Council. The Council will continue to work closely with these consortia to develop their proposals into sustainable apprenticeships that can be delivered on a nationwide basis.
258. Deputy Joan Burton asked the Minister for Education and Skills his views on the uptake in the number of apprenticeships by females; if his Department has proposals to address the issue; and if he will make a statement on the matter. [34795/16]
View answerAs the Deputy is aware, in order to be registered as an apprentice by SOLAS, a person must be employed by an approved employer in one of the 27 craft trades. Recruitment to apprenticeship is therefore driven by employers rather than by SOLAS or by education and training providers.
The 2014 Review of Apprenticeship in Ireland acknowledged that the number of women employed in craft apprenticeships is low as they operate in sectors that have traditionally low levels of female employment. SOLAS offers a bursary to employers to encourage women to take up apprenticeships in these areas. Despite this the number of female apprentices remains low.
Currently the Apprenticeship Council is 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. In recent months, we have seen the first of these new apprenticeships with the new Insurance Practitioner Apprenticeship launching in September and the Industrial Electrical Engineer Apprenticeship recently commencing. Further new apprenticeships will get underway later this year and early next year. Many of these new programmes are in sectors where there is a different gender balance in the workplace and I am confident that this will lead to a strong increase in female participation when these new apprenticeships are launched in the coming months.
Accompanying the renewal and 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.
260. Deputy Carol Nolan asked the Minister for Education and Skills the number of those who have entered third level education over each of the past ten years in each socio-economic group, in tabular form; and if he will make a statement on the matter. [34807/16]
View answerSince 2007 data on the socio-economic group (SEG) background of entrants to higher education is collected annually by the HEA via the "Equal Access Survey".
This is a voluntary survey which collects information on the social and economic background of new students who enter higher education for the first time. The survey is administered by each higher education institution as part of the student registration process.
It is important to note that as the survey is voluntary, response rates vary from year to year, and by institution.
The following table provides a breakdown of the numbers who have entered third level education and completed the survey from the inception of the survey in 2007, broken down by socio-economic group.
|
Year |
Number of FT NE, Prog Type 10,11,12,13, Year 1 |
Response Rate as % of all NE |
Employers and Managers A |
Higher Professional B |
Lower Professional C |
Non-manual D |
Manual skilled E |
Semi-skilled F |
Unskilled G |
Own account workers H |
Farmers I |
Agricultural workers J |
All others gainfully occupied, and unknown Z |
|
2015/2016 |
42,530 |
70.3% |
4,703 |
2,959 |
2,350 |
2,672 |
2,739 |
1,469 |
1,231 |
1,831 |
1,758 |
104 |
5,255 |
|
2015/2016 |
17% |
11% |
9% |
10% |
10% |
5% |
5% |
7% |
6% |
0% |
19% |
||
|
2014/2015 |
41,348 |
75.7% |
4,749 |
3,008 |
2,412 |
2,796 |
2,797 |
1,479 |
1,307 |
2,069 |
1,905 |
115 |
5,409 |
|
2014/2015 |
17% |
11% |
9% |
10% |
10% |
5% |
5% |
7% |
7% |
0% |
19% |
||
|
2013/2014 |
40,346 |
73.7% |
4,579 |
2,759 |
2,263 |
2,571 |
2,680 |
1,437 |
1,203 |
1,959 |
1,820 |
96 |
5,312 |
|
2013/2014 |
17% |
10% |
8% |
10% |
10% |
5% |
5% |
7% |
7% |
0% |
20% |
||
|
2012/2013 |
40,038 |
91.3% |
4,579 |
2,903 |
2,222 |
2,380 |
2,890 |
1,394 |
628 |
2,056 |
1,953 |
215 |
4,346 |
|
2012/2013 |
18% |
11% |
9% |
9% |
11% |
5% |
2% |
8% |
8% |
1% |
17% |
||
|
2011/2012 |
39,627 |
91.0% |
4,560 |
2,642 |
2,241 |
2,242 |
2,868 |
1,315 |
567 |
2,023 |
1,831 |
202 |
3,627 |
|
2011/2012 |
19% |
11% |
9% |
9% |
12% |
5% |
2% |
8% |
8% |
1% |
15% |
||
|
2010/2011 |
39,313 |
86.4% |
4,699 |
2,809 |
2,319 |
2,542 |
3,170 |
1,390 |
644 |
2,002 |
2,069 |
209 |
4,400 |
|
2010/2011 |
18% |
11% |
9% |
10% |
12% |
5% |
2% |
8% |
8% |
1% |
17% |
||
|
2009/2010 |
39,673 |
87.2% |
5,192 |
2,931 |
2,659 |
2,739 |
3,456 |
1,482 |
814 |
2,160 |
2,379 |
162 |
4,665 |
|
2009/2010 |
18% |
10% |
9% |
10% |
12% |
5% |
3% |
8% |
8% |
1% |
16% |
||
|
2008/2009 |
37,229 |
72.5% |
4,637 |
2,205 |
2,215 |
2,235 |
3,025 |
1,558 |
946 |
1,754 |
2,123 |
125 |
2,817 |
|
2008/2009 |
20% |
9% |
9% |
9% |
13% |
7% |
4% |
7% |
9% |
1% |
12% |
||
|
2007/2008 |
34,580 |
65.0% |
3,663 |
1,735 |
1,827 |
2,053 |
2,572 |
1,285 |
788 |
1,176 |
1,746 |
96 |
2,170 |
|
19% |
9% |
10% |
11% |
13% |
7% |
4% |
6% |
9% |
1% |
11% |
* Includes Non-EU fee paying students
*Excludes Royal College of Surgeons Ireland (RCSI) & National College of Ireland (NCI)
FT Full time
NE New Entrants
261. Deputy Carol Nolan asked the Minister for Education and Skills the reasons a person (details supplied) has been refused administrative status; and if he will make a statement on the matter. [34815/16]
View answerThe National Council for Special Education (NCSE), which is an independent agency, is responsible, through its network of Special Needs Organisers for determining the appropriate staffing levels in Special schools. The NCSE operates within my Department's policy in allocating this support.
Circular 0042/2011 provides information to schools regarding the staffing arrangements which apply in Special schools. The Circular sets out that special schools are staffed based on their pupil profiles and the disability category of the pupils enrolled, as opposed to being based principally on school designation. Staffing levels therefore reflect the complexity of needs that exist within schools rather than being determined solely by a school's designation, in recognition that many Special schools enrol students from disability categories other than from those provided for by their school designations.
In determining the staffing allocation for schools, the NCSE takes into account up-to-date enrolment and pupil profile information. School staffing schedules are reviewed and updated each year by the NCSE. As such, the profile of Special school pupil populations are aligned with appropriate staffing allocations.
Staffing arrangements for special schools are in line with policy advice provided by the NCSE, which did not recommend alteration to staffing ratios established under the Report of the Special Education Review Committee (SERC).
In addition, as outlined in the SERC Report, administrative principals should be recognised in all special schools at the point at which the sixth teacher (i.e. the fifth assistant teacher) is about to be appointed.
There are no plans to deviate from these arrangements for special schools that do not meet the criteria set out above.
The school to which the Deputy refers, having a staffing of 1 principal and 3 assistant teachers, is not eligible for an administrative principal post at this point in time as the school does not meet the qualifying criteria.
I am aware of the workload and the pressures on teaching Principals. In this regard, my Department has provided release days for teaching principals to assist them in fulfilling their Principal duties. Circular 25/02 which is available on my Department's website outlines the number of days that teaching principals may take as release time in a school year. Under these arrangements my Department pays for a substitute teacher to be employed by a school to facilitate administrative functions to be undertaken by the teaching principal. Under the current arrangements the number of days that principal teachers may take as release time in each school year ranges between 14 and 22 days depending on the size of the school. My Department provides capitation funding to all recognised primary schools. The amount of grant paid to an individual primary school for capitation and ancillary services is determined by the school’s enrolment, subject to a minimum grant for both capitation and ancillary services in respect of schools with enrolments up to 60, and a maximum ancillary services grant in the case of schools with enrolments of 500 or more.
Boards of Management have autonomy on how they use and prioritise that funding to meet their day to day running costs including for the provision of secretarial services, to assist with school administration.
The detailed arrangements are set out in Circular 0076/2015 that was published in December 2015 on my Departments website.
262. Deputy Carol Nolan asked the Minister for Education and Skills the steps taken by his Department to implement the recommendations of the Cush report; the number of academic staff with more than two years' service who have been given permanent and pensionable contracts since 2009 and the grade of same; and if he will make a statement on the matter. [34818/16]
View answerThe Report of the Chair of the Expert Group on Fixed Term and Part-Time issues in Lecturing in Ireland was published in July 2016 and the Report contains a number of recommendations that will assist in addressing concerns raised about the level of part-time and fixed-term employment in lecturing in the third level sector. My Department issued directions to the sector to implement the recommendations contained in the report in accordance with the terms of the Lansdowne Road Agreement and my understanding is that the Institutions are taking steps to do so.
My Department does not hold or collect data in relation to the number of staff who have had permanent and pensionable contracts provided to them since 2009 or other information relating to grades.
