Written Answers Nos. 190-206
190. Deputy Thomas Byrne asked the Minister for Education and Skills the source of the statistic used by his Department that on average 20% of schools, mostly in Dublin, are oversubscribed; if the statistic that 20% of schools use some selection criteria is correct; and if these figures are out of date. [37108/16]
View answerThe statistic referred to by the Deputy is based on information obtained from the Economic and Social Research Institute (ESRI) report “Adapting to Diversity: Irish Schools and Newcomer Students”. This report was published in 2009 and looked at a broad range of issues in relation to the integration of newcomer pupils in schools.
An element of the overall research considered the effects of admission practices and policies on the distribution of newcomer pupils across schools. It reported that at second level 80 per cent of principals said that all students who apply are usually accepted for admission and at primary level 81 per cent of principals said that all students were accepted.
In relation to schools admissions generally, it is the Department's responsibility to ensure that schools in an area can, between them, cater for all pupils seeking school places in an area. Parents can choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available a selection process may be necessary.
This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
The Deputy will be aware that the Education (Admission to Schools) Bill was published on 6th July 2016 and progressed to second stage on 17th November 2016.
Publication of the Bill reflects the commitment in the Programme for Government to publish new School Admissions legislation taking account of current draft proposals and addressing issues including publication of school enrolment policies, an end to waiting lists, introduction of annual enrolment structures, and transparency and fairness in admissions for pupils and their parents.
The Bill will oblige all schools to admit pupils where there are available places. The Bill also provides for schools to explicitly state in the school's admission policy that it will not discriminate against an applicant for admission on the grounds of disability, special educational needs, sexual orientation, family status, membership of the traveller community, race, civil status, gender or religion while including provision for single sex schools and denominational schools to reflect, in their admission policy, the exemptions applicable to such schools under equality legislation.
The Bill also provides for the Child and Family Agency (Tusla) to designate a school for a child with no school place and for the National Council for Special Education (NCSE) to designate a school for a child who has no school place for reasons related to the child’s special educational needs.
It is important to point out that my Department has opened 71 new schools since 2009 and that the staffing schedule across the school system is broadly the same compared to that year.
191. Deputy Thomas Byrne asked the Minister for Education and Skills if his Department has undertaken any research into the number of schools that employ selection criteria in their school admissions based primarily on religion rather than non-religious selection criteria, such as catchment area. [37109/16]
View answerIn relation to school admissions, it is the Department's responsibility to ensure that schools in an area can, between them, cater for all pupils seeking school places in an area. Parents can choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available a selection process may be necessary.
This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
A school's enrolment policy is a matter for school management and it would not be feasible for the Department to examine the enrolment policies of almost 4,000 primary and post primary schools across the country. Instead, the more effective way to deal with this particular issue is to require all schools to publish their admissions policy, so that communities and parents can scrutinise and compare them. This requirement is being enacted through the Education (Admission to Schools) Bill 2016, which recently passed second stage.
Schools are not permitted to discriminate against an applicant for admission on any of the grounds set out in the Equal Status Act, 2000. However, Section 7(3)(c) of the Equal Status Act 2000 provides that an educational establishment does not discriminate where the establishment is a school providing primary or post-primary education to students and the objective of the school is to provide education in an environment which promotes certain religious values, it admits persons of a particular religious denomination in preference to others or it refuses to admit as a student a person who is not of that denomination and, in the case of a refusal, it is proved that the refusal is essential to maintain the ethos of the school.
The Economic and Social Research Institute (ESRI) published a report “Adapting to Diversity: Irish Schools and Newcomer Students" in 2009. This report looked at a broad range of issues in relation to the integration of newcomer pupils in schools.
An element of the overall research considered the effects of admission practices and policies on the distribution of newcomer pupils across schools. It reported that at second level 80 per cent of principals said that all students who apply are usually accepted for admission and at primary level 81 per cent of principals said that all students were accepted.
The Deputy will be aware that the Education (Admission to Schools) Bill was published on 6th July 2016 and passed second stage on 17th November 2016.
Publication of the Bill reflects the commitment in the Programme for Government to publish new School Admissions legislation taking account of current draft proposals and addressing issues including publication of school enrolment policies, an end to waiting lists, introduction of annual enrolment structures, and transparency and fairness in admissions for pupils and their parents.
In bringing this legislation through the Oireachtas, there will be opportunities for members to raise and fully debate all of the relevant issues and I look forward to working with the Houses in this regard.
192. Deputy Thomas Byrne asked the Minister for Education and Skills if his Department or a body under its aegis has undertaken any research into the number of children with autism spectrum disorder, ASD, who have not been admitted to a mainstream school in any given year, due to so-called soft barriers to entry as well as hard barriers such as the absence of special classes or individualised education programmes for students with ASD. [37110/16]
View answer193. Deputy Thomas Byrne asked the Minister for Education and Skills his views on the fact that some children with autism spectrum disorder who could be taught in mainstream post-primary schools are being accommodated in special schools, due to the lack of availability of special classes or other suitable resources in mainstream schools. [37111/16]
View answerI propose to take Questions Nos. 192 and 193 together.
The Deputy will be aware that this Government is committed to ensuring that all children with Special Educational Needs, including those with autism, 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.
Almost 14,000 students in schools have been diagnosed with autism. The Department of Education and Skills invests over €300m annually in providing additional resources specifically to support students with autism in schools enabling:
63% of students to attend mainstream schools;
23% to attend special classes in mainstream primary and post-primary schools; and
14% to attend special schools.
Resources which are provided to schools to support children with Autism include the following:
2,200 extra teachers in mainstream schools specifically to support children with Autism;
889 special classes for students with autism – up from fewer than 80 in 2001;
20 special schools specifically for students with Autism;
One teacher and a minimum of two SNAs for every primary special class of six students with ASD and 1.5 teachers and a minimum of two SNAs for every post-primary special class;
SNA support – About 69% of all students with ASD access SNA Support;
Assistive technology;
Professional development for teachers;
Access to the Special School transport scheme;
Access to special equipment and furniture where required;
Enhanced capitation grant;
Adapted school buildings;
Access to the extended school year scheme (July Provision).
The NCSE, through its network of local Special Educational Needs Organisers (SENOs), in consultation with the relevant education partners, is responsible for the establishment of special classes in various geographical areas as required. Special classes are part of a continuum of educational provision that enables students with more complex special educational needs to be educated, in smaller class groups, within their local mainstream schools.
Special classes offer a supportive learning environment to students with ASD who are unable to access the curriculum in a mainstream class, even with support, for most or all of their school day. Special class for students with ASD are staffed with a lower pupil–teacher ratio of 6:1 at primary level and 6:1.5 at post primary level, and also have Special Needs Assistant support normally amounting to 2 SNAs for a class of 6 children.
Students enrolled in special classes should be included in mainstream classes to the greatest extent possible, in line with their abilities.
The NCSE continues to engage with schools in opening special classes where there is an identified need for special class provision.
Progress in developing this network has been significant and in addition to the special school placements there are 1,153 special classes available, which is an increase of over 100% in the number of special classes which were available in 2011, which was 548.
This includes 127 ASD early intervention classes, 525 primary ASD classes and 237 post-primary ASD classes, which represents an increase of approx. 16% on 2015/16 classes for children with autism.
The National Council for Special Education (NCSE) published its policy advice on Supporting Students with Autism Spectrum Disorder in Schools in July. The report is available on the NCSE's website www.ncse.ie. In the course of preparing this policy advice, the NCSE commissioned two research papers and conducted extensive consultations with stakeholders including students, parents, teachers, principals, academics, experts, psychologists, HSE officials, officials from Departments of Health, Children and Youth Affairs and Education and Skills and others in developing this policy advice.
The NCSE found that Students are generally well supported in schools with appropriate curriculum; extensive teacher and SNA supports; improving range of educational placements supported by improved accommodation and equipment; improved teacher knowledge and understanding and a generally good standard of provision at primary and post primary levels.
Notwithstanding this, the NCSE acknowledged that while most schools welcome and enrol children with special educational needs, some continue to erect overt and/or soft barriers to prevent or discourage parents from enrolling their children.
The Department and the NCSE continue to work with, schools, patron representatives and management bodies to address these challenges. Where barriers to opening classes are identified the Department will address these barriers with the schools' Patrons and Boards of Management with a view to overcoming the difficulties and establishing the required classes.
The Department retains records of the number of children with Autism for whom school placements are not available at a given time through its home tuition schemes. The Department also retains records of children who appeal schools' decisions to refuse enrolments. It is not possible however to identify the number of children in respect of whom soft barriers may have impacted their enrolments as in many cases alternative enrolment options are availed of by parents.
The Education (Admission to Schools) Bill was published on 6th July 2016. The Bill contains a provision which will empower the National Council for Special Education (NCSE) to designate a school for a child who has no school place for reasons related to the child’s special educational needs and for the Child and Family Agency to designate a school for a child who has no school place (other than a child with special educational needs).
In line with recommendations from the NCSE in policy advices provided in 2011, it is the policy of the Department to include a Special Needs Unit in the accommodation brief for new school buildings, unless local circumstances indicate that it will not be required. In addition, the Department may also provide capital funding to schools to establish special needs provision e.g. re-configure existing accommodation to provide a special class where this has been approved or recommended by the National Council for Special Education.
194. Deputy Thomas Byrne asked the Minister for Education and Skills when it is proposed to introduce the new religion and ethics curriculum in primary schools; and if he will make a statement on the matter. [37112/16]
View answerThe Advisory Group to the Forum on Patronage and Pluralism in the Primary Sector recommended in its report that programmes in Education about Religion and Beliefs (ERB) and Ethics be developed. The NCCA was asked to explore the development of such programmes.
The NCCA produced a Consultation Paper in 2015 outlining the proposed rationale, vision, aims and features of a curriculum in ERB and Ethics, and engaged in an extensive consultation process with patrons, education partners, schools, teachers and parents.
I have recently received a report on the consultation process from the NCCA, which will be published shortly. The report outlines the key messages arising from the consultation process and emerging directions for the development of a curriculum. I am considering the NCCA’s advice on the approach and timelines to be adopted in developing curriculum provision for Education about Religions and Beliefs and Ethics at primary level.
195. Deputy Thomas Byrne asked the Minister for Education and Skills if his Department or a body under its aegis, in considering any proposals to reform career structures for researchers with masters degrees and PhDs working in higher level institutions or in research bodies attached to these HEIs that receive State research funding and contracts, has concerns that contracts of indefinite duration used in these contexts to employ researchers have a negative effect on the State's ability to attract and retain research talent; and his views on whether these contracts can be exploitative of researchers. [37113/16]
View answerHuman capital is a critical factor in reaping economic and social rewards from investment in research. In this regard, a comprehensive framework for researcher careers brings clarity and certainty to the career structure and provides researchers with developmental opportunities to enhance their skills and employability, within academia, within the enterprise sector and also the wider economy.
Innovation 2020, Ireland’s strategy for Research and Development, Science and Technology proposes the development of career pathways for researchers to help them maximise their potential and, as a consequence, help to maximise the return on Ireland’s investment in innovation and research. In this regard the Irish Universities Association is developing a draft framework to address these issues and is consulting policy makers and research funders on its development.
Success in initiatives such as Horizon 2020 will be maximised if researchers are being supported from an early-stage to improve their, and Ireland’s, research impact. In addition to the work being done by the Irish Research Council in this area, I have provided funding in Budget 2017 for the Council to commence a new Frontiers Research Programme, which will enable the next generation of researchers to transition to Principal Investigator status.
In relation to the awarding of employment contracts, the higher education institutions are autonomous bodies and therefore have responsibility for the day to day management of their own affairs, including issues relating to the awarding of fixed-term contracts.
197. Deputy Thomas Byrne asked the Minister for Education and Skills the discussions he has had with his counterparts in Great Britain, the Northern Ireland and Scottish Assemblies and in the EU with regard to the education issues following Brexit. [37167/16]
View answerBoth I and the Secretary of State for Education in the UK have corresponded on the likely Brexit impacts on our respective education systems in terms of a range of areas affecting students, academics, research and others. It is our intention to meet to explore these issues further on a mutually suitable date.
I had a bi-lateral meeting with the Northern Ireland Minister for Education, Peter Weir MLA, on the margins of the North South Ministerial Council Plenary Meeting in Dublin Castle on 4th July 2016. While the meeting was mainly of an introductory nature, Brexit matters were discussed. This NSMC Plenary Meeting provided the new Irish Government and the new Northern Ireland Executive with the opportunity to meet formally for the first time and exchange views on a wide range of issues of mutual interest and concern, especially in light of the UK referendum result.
At the North South Ministerial Council Education Sectoral meeting in Armagh on 21st September I had a preliminary discussion with Minister Weir on the possible implications of Brexit and we agreed to have further discussions on the matter at future NSMC Education meetings. The next meeting is scheduled to take place in March 2017.
I attended the NSMC Plenary Meeting in Armagh on 18th November 2016 when further discussion on the implications of the UK Referendum took place. The meeting agreed that Ministers will continue their discussions at NSMC sectoral level in the coming months and that bilateral discussions will continue, as required, between relevant Ministers and officials.
At official level, the Secretary General of the Department attended the UK/Ireland Permanent Secretary/Secretary General Summit in London on 5th and 6th October. The Summit discussed a wide range of areas concerning proposed post-Brexit arrangements. In this context I have asked my officials to build on their contacts with counterparts in Britain and across the devolved administrations to ensure a common understanding of the issues and priorities affecting our respective education systems in a post-Brexit scenario.
So far I have not had discussions with my counterpart in Scotland, and look forward to an opportunity to do so.
198. Deputy Thomas Byrne asked the Minister for Education and Skills the CSO criteria he plans to use to decide which new schools will be able to access the DEIS scheme for the first time. [37202/16]
View answerAs you may be aware, a process to review the DEIS Programme which began last year is nearing completion and it is my intention to publish a new Action Plan for Educational Inclusion in the coming weeks.
The review process is looking at all aspects of DEIS, including the range and impact of different elements of the 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.
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.
A new assessment framework is also being developed using centrally held CSO and DES data for the identification of schools for inclusion in a new School Support Programme. The relevant CSO data is based on information drawn from the National Census of Population and includes socio-economic variables that are known predictors of poorer educational outcomes. The number of schools to be included in a new School Support Programme will be determined by this proposed new identification process which will assess all schools in the country. Schools will not be required to make an application for assessment as the methodology to be applied involves the use of centrally held data already available to my Department.
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.
199. Deputy Thomas Byrne asked the Minister for Education and Skills the appeals mechanism which will be in place for schools that fail to secure DEIS status in the next admissions to the scheme. [37203/16]
View answerAs the Deputy is aware, a process to review the DEIS Programme which began last year is nearing completion and it is my intention to publish a new Action Plan for Educational Inclusion in the coming weeks.
Included in the review process is the development of a new assessment framework using centrally held CSO and DES data for the identification of schools for inclusion in the new School Support Programme. The relevant CSO data is based on information drawn from the National Census of Population and includes socio-economic variables that are known predictors of poorer educational outcomes.
The number of schools to be included in the programme will be determined by this proposed new assessment framework which will assess all schools in the country. Schools will not be required to make an application for assessment as the methodology being developed involves the use of centrally held data already available to my Department. Arrangements for appropriate follow-up with schools to deal with issues arising from the assessment process are under consideration as part of the development of the assessment framework.
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.
200. Deputy Fergus O'Dowd asked the Minister for Education and Skills the funding that has been provided to County Louth over the previous three years 2014 to 2016 by project name, location and funding amount, in tabular form; and if he will make a statement on the matter. [37220/16]
View answerThe Capital funding provided in the primary, post primary and third level sectors to County Louth in the years 2014 to 2016 is in the table.
Details of all school capital works that have been funded by my Department, including in the area referred to by the Deputy, may be viewed on my Department's website at www.education.ie and this is updated regularly.
Capital expenditure details in respect of individual school projects can be provided on receipt of school name and roll number.
|
YEAR |
PRIMARY & POST PRIMARY |
THIRD LEVEL |
TOTAL |
|
2014 |
€15.740m |
€0.600m |
€16.340 |
|
2015 |
€24.445m |
€0.900m |
€25.345 |
|
2016 |
€16.788m |
€0.750m |
€17.538 |
|
€59.223 |
201. Deputy Fergus O'Dowd asked the Minister for Education and Skills the applications submitted for funding projects from Louth County Council in each of the years 2014 to 2016 in tabular form; and if the applications were successful. [37236/16]
View answer204. Deputy Fergus O'Dowd asked the Minister for Education and Skills the applications submitted for funding and projects from Meath County Council in each of the years 2014 to 2016, in tabular form; if the applications where successful; and if he will make a statement on the matter. [37284/16]
View answerI propose to take Questions Nos. 201 and 204 together.
I wish to advise the Deputy that my Department has no record of receiving applications for funding projects from Louth and Meath County Councils.
202. Deputy Fergus O'Dowd asked the Minister for Education and Skills the funding for projects in 2017 in County Louth to be funded by his Department by project name, location and funding amount, in tabular form; and if he will make a statement on the matter. [37252/16]
View answer205. Deputy Fergus O'Dowd asked the Minister for Education and Skills the funding for projects in 2017 in County Meath to be funded by his Department by project name, location and funding amount, in tabular form; and if he will make a statement on the matter. [37300/16]
View answerI propose to take Questions Nos. 202 and 205 together.
In response to the Deputy’s questions, all major school projects in Counties Louth and Meath which were on the Construction Programmes announced by the previous Ministers and have not reached tender and construction stage will continue to be progressed through the architectural and design stages and remain to be considered for progression to tender and construction stages over the course of 2017. It is my Department's intention to fully implement these programmes to completion.
As the Deputy will appreciate, the decision as to when an individual school project can commence the tender and construction stage depends on factors such as the stage reached by the project in the architectural process, the extent of contractual commitments and availability of funding under the programme at that time. I also wish to advise the Deputy that my Department is liaising directly with each of these schools in relation to their projects. Details of the schools that are approved to advance to tender and construction stage over the course of 2017 will be updated to my Department's website www.education.ie at the appropriate time.
203. Deputy Fergus O'Dowd asked the Minister for Education and Skills the funding that has been provided to County Meath over the previous three years 2014 to 2016 by project name, location and funding amount in tabular form. [37268/16]
View answerThe capital funding provided in the primary and post primary sectors in County Meath in the years 2014-2016 is as follows:
|
Year |
Amount |
|
2014 |
€24.072m |
|
2015 |
€31.952m |
|
2016 |
€39.687m |
Details of all school capital works that have been funded by my Department, including in the area referred to by the Deputy, may be viewed on my Department's website at www.education.ie and this is updated regularly.
Capital expenditure details in respect of individual school projects can be provided on receipt of school name and roll number.
206. Deputy Carol Nolan asked the Minister for Education and Skills if he plans to publish guidelines to schools in relation to best practice for children who wish to opt out of receiving religious instruction; the timeframe for same; and if he will make a statement on the matter. [37320/16]
View answerArticle 44 of the Constitution and Section 30 of the Education Act 1998, provides that parents have a right to have their children opt out of religion classes if they so wish. The manner in which any school ensures that the right to opt out of religion classes is upheld is a matter for the school concerned.
Each individual school must determine the particular arrangements which are most appropriate in its individual circumstances having regard to local issues such as available space, supervision requirements and how the school concerned organises classes etc.
The Forum on Patronage and Pluralism in the primary school sector (2012) recommended steps that could be taken to ensure that the education system can provide a sufficiently diverse number and range of primary schools to cater for children of all religions and none.
The Programme for Government includes a commitment to increase the number of multi-denominational schools to 400 by 2030. However, existing schools will continue to be expected to cater for the full range of traditions, religions and beliefs in the community.
A public consultation on inclusiveness in primary schools was carried out in 2013. Views were sought on issues such as how best to accommodate students of various belief systems and traditions and having school policies on the conduct of religious celebrations and the display of religious symbols. A paper, entitled "Forum on Patronage and Pluralism in the Primary Sector: Progress to Date and Future Directions", which took account of the public consultation, was published in 2014. The paper outlined good practice and options for promoting diversity in schools in a number of areas, including the right to opt-out of religious classes.
The paper gives an overview of current practice in schools in relation to the right to opt-out of religious classes and states that each school should arrive at solutions that suit its own particular context and to engage in dialogue with parents about the arrangements to be put in place before the child starts school. Schools are encouraged to develop their own practices and policies in this regard.
Subsequently, the Catholic Schools Partnership (2015) developed a resource for Catholic schools entitled ‘Catholic Primary Schools in a Changing Ireland: Sharing Good Practice on Inclusion of All Pupils’. It gives suggestions on developing polices and sharing best practice with regard to inclusion of all pupils, which gives practical suggestions to schools in how to engage positively in inter-cultural dialogue.
The Education (Admission to Schools) Bill 2016, which passed second stage on the 17th November 2016, also includes a specific requirement that school enrolment policies must include details of the school's arrangements for any students who do not wish to attend religious instruction.
I believe this is an important measure which will help ensure transparency from the outset as to how a school will uphold the rights of parents in this regard.
The Department has also been working on draft legislation to provide for replacing the current Section 28 of the Education Act, 1998. The legislation will provide the statutory basis for ministerial guidelines which will form the framework for a Parents’ and Students’ Charter in every school following consultation with parents, students, recognised school management bodies and staff associations representing teachers and other appropriate bodies.
The Parents and Students Charter Bill essentially deals with how schools communicate with parents and will provide an opportunity for dealing with such issues.
