Written Answers Nos. 161 - 181
161. Deputy Willie O'Dea asked the Minister for Education and Skills the reason resource hours teaching is no longer regarded as sufficient to enable primary school teachers to attain the 100 hours teaching necessary to proceed to study for a HDip; and if he will make a statement on the matter. [2594/17]
View answerThe Teaching Council is the statutory body with responsibility for professional standards at all stages of the teaching career. It has established standards for post-qualification professional practice, as set out in Droichead, the new model of induction and probation for newly qualified primary and post-primary teachers. The Droichead programme was the subject of a three-year pilot before it was approved by the Council in March 2016. The programme is being introduced on a phased basis since last September.
During the growth and development phase of Droichead, teachers employed in a special education or restricted setting must avail of the Droichead programme to achieve full registration with the Council. While a new policy on teacher probation was adopted by the Teaching Council last December, this does not change the requirement for teachers in a special education setting to avail of Droichead.
The INTO issued a directive to its members not to co-operate with or participate in Droichead from 1 July 2016. This directive has prevented newly qualified teachers employed in special education settings from participating in Droichead since September and thereby closed off the registration pathway. I hope the INTO will review its approach.
My Department is also considering the impact of the new policy adopted by the Council.
162. Deputy Kevin O'Keeffe asked the Minister for Education and Skills the schools in Cork east that are currently designated under a category (details supplied); and the schools that will be added to this category in 2017. [2673/17]
View answerI wish to advise the Deputy that the list of the schools in question is available on my Department's website at the following link: http://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/.
As the Deputy may be aware, a process to review the DEIS Programme which began in 2015 is progressing very well 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.
The review process includes the development of a new assessment framework using centrally held CSO and DES data for the identification of schools for inclusion in a new Programme. The number of schools to receive supports under a new School Support Programme will be determined by this new identification process, which will assess all schools in the country on the same basis, including the schools referenced by the Deputy. Schools will not be required to submit an application for assessment as the methodology being 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.
163. Deputy Thomas Byrne asked the Minister for Education and Skills the potential investment projects his Department put forward to the Department of Finance task force report for the European Fund for Strategic Investment. [2676/17]
View answerIn November 2014 my Department provided a project list to the Department of Finance for inclusion in the submission to the Task Force established to develop an EU investment project pipeline. A summary of the projects provided at that time is in the table for the information of the Deputy.
Country: Ireland
Projects List
|
Sector |
Subsector |
Private/Public/PPP |
Project name |
Implementing agency |
Description |
Included in national investment plan (yes/no) |
Status |
Total investment cost (EUR million) |
Investment in 2015 - (EUR million) |
Barriers/solutions |
|
Social Infrastructure |
Education and training |
Public |
Modernisation of educational facilities |
Department of Education & Skills |
Development of 11 Primary & Post Primary Schools |
No |
Planning complete. Ready to go to Tender & Construction. Construction can commence in 2015 |
31m |
31m |
Barriers include fiscal constraints. Possible solutions include EU grants. |
|
Social Infrastructure |
Education and training |
Public |
Modernisation of educational facilities |
Department of Education & Skills |
Development of 18 Primary & Post Primary Schools |
No |
Planning complete. Preparing to go to Tender & Construction. Construction can commence in 2015 |
72m |
72m |
Barriers include fiscal constraints. Possible solutions include EU grants. |
|
Social Infrastructure |
Education and training |
Public |
Modernisation of educational facilities |
Department of Education & Skills |
Development of 18 Primary & Post Primary Schools |
No |
Planning not yet complete. Construction can commence in 2016 |
92m |
92m |
Barriers include fiscal constraints. Possible solutions include EU grants. |
|
Social Infrastructure |
Education and training |
Public |
Modernisation of educational facilities |
Department of Education & Skills |
Development of 13 Primary & Post Primary Schools |
No |
Planning not yet complete Construction expected to commence in 2017 |
63m |
63m |
Barriers include fiscal constraints. Possible solutions include EU grants. |
|
Social Infrastructure |
Education and training |
Public |
Modernisation of educational facilities |
Department of Education & Skills |
Peplacement of school temporary accommodation with permanent |
No |
Planning not yet complete. Can commence in 2015 |
150m |
150m |
Barriers include fiscal constraints. Possible solutions include EU grants. |
|
Social Infrastructure |
Education and training |
Public |
Modernisation of educational facilities |
Department of Education & Skills |
Schools ICT Programme |
No |
Planning not yet complete. Can commence in 2015 |
200m |
200m |
Barriers include fiscal constraints. Possible solutions include EU grants. |
|
Social Infrastructure |
Education and training |
Public |
Modernisation of educational facilities |
Department of Education & Skills |
Modernisation of Further Education and Training Facilities |
No |
Planning not yet complete. Can commence in 2015 |
90m |
90m |
Barriers include fiscal constraints. Possible solutions include EU grants. |
|
Social Infrastructure |
Higher education |
Combination of projects that rely solely on public funding but also projects that combine both income streams. |
Modernisation of educational higher education facilities |
Department of Education & Skills |
New and replacement facilities in HEIs, programmes to allow enhancement of IT infrastructure and strategic property acquisitions. |
No |
Detailed in the spreadsheet "Copy of HE Capital Priority Needs". |
€2.4b of which €1.653b is sought from public sources and €756m coming from private sources. |
Barriers include fiscal constraints. Possible solutions include EU grants. |
164. Deputy Fiona O'Loughlin asked the Minister for Education and Skills if he will review an application for assisted technology in respect of a person (details supplied); and if he will make a statement on the matter. [2689/17]
View answerThe National Council for Special Education (NCSE), through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports, including applications for assistive technology.
Special Needs Organisers (SENOs) make recommendations to my Department where assistive technology is required. The NCSE operates within my Department's criteria in making recommendations for support, as set out in my Department's Circular 0010/2013.
In order to qualify for equipment under the assistive technology scheme, a child must have been diagnosed with a physical or communicative disability and must also have a recommendation in a professional assessment that the equipment is essential in order to allow the child to access the curriculum. It must also be clear that the existing IT equipment in the school is insufficient to meet the child's needs.
The NCSE did not make a recommendation to my Department for the provision of assistive technology for the pupil in question, as the application does not meet the terms of Circular 0010/2013. The information provided does not confirm a diagnosed disability or medical condition in line with Circular 0010/2013.
Should additional information become available, which provides further clarification regarding the requirement for assistive technology for the pupil, in accordance with the terms of the scheme, it is open to the school to resubmit an application for consideration.
Parents can contact their local SENO directly to discuss their child's special educational needs, using the contact details available on the NCSE website.
165. Deputy Mattie McGrath asked the Minister for Education and Skills the number of times the critical incident policy has been implemented in primary and post-primary schools; the funding provided by his Department for the delivery and implementation of the critical incident policy each year from 2011 to 2016 and to date in 2017; and if he will make a statement on the matter. [2704/17]
View answerBy way of background I might inform you that this Department’s National Educational Psychological Service (NEPS) provides guidelines and resource materials for schools to enable them to deal with certain traumatic events which can adversely affect pupils and school staff. The guidelines "Responding to Critical Incidents: Guidelines for Schools and resource Materials for Schools" refer to preventive approaches that schools can adopt in creating a safe and supportive environment. It also outlines how schools can plan for crises.
A Critical Incident is defined as an incident, or series of events, that overwhelms the normal coping mechanism of the school. The kinds of critical incidents experienced by schools includes suicide or suspected suicide, death due to violence, accidental death including road traffic accidents and drowning, and death through illness. The ultimate aim of the process is to return the school to normality.
The Guidelines focus upon alerting schools to planning processes, structures and actions which will better allow them to cope with traumatic incidents such as suicide or suspected suicide, murder, accidental death including road traffic accidents and drowning, and death through illness of a member or members of the school community. In relation to suicide advice is also given on prevention and positive mental health stratagems and approaches.
They offer a practical step by step guide to schools in how to respond effectively when a critical incident occurs in order to minimise the potential traumatic effect on the school community. It includes templates, advice and information on how to set up a Critical Incident Management Team and develop a Critical Incident Management Plan.
The Guidelines have recently been updated and sent out to schools with new or revised information and advice have been included in the Guidelines, including:
- Revised section on Suicide/suspected suicide including information on suicide prevention and what schools need to do; information on preventing suicide contagion; how to compassionately deal with a suicidal student returning to school after an attempt
- Information on suicide risk and guidance where student expresses suicide ideation
- Teachers helping students in time of crisis listen, protect, connect, model and teach
- Guidance on social media use
- Useful Websites and Helplines for Accessing Resources
- Some additional information, including a comprehensive FAQ guide
During a critical incident NEPS psychologists will also, at the specific invitation of school authorities, attend at the schools following such incidents to offer direct advice and assistance to school staff and pupils. All such requests are responded to, most usually by the psychologist normally assigned to the affected school but also in some cases, depending on the particular context, by a colleague within the NEPS region and more rarely by colleagues from another NEPS region. The attached sheet gives detail of the number of such requests that were made from 2011/12 to 2015/16.
The critical incident process in schools does not by its nature result from dedicated funding to schools but derives from informing practice of existing staffing in schools and from general non-pay resourcing made available to schools. Direct costs within my Department relate to the development and production of the guidelines and their distribution to schools, general NEPS psychologist time in assisting/advising schools on their implementation and direct NEPS staff time in assisting schools during critical incidents.
I hope this clarifies the matter for the Deputy.
Critical Incidents
|
Academic Year |
Number of Incidents in which NEPS Staff involvement was requested by school |
|
2008/09 |
97 |
|
2009/10 |
93 |
|
2010/11 |
110 |
|
2011/12 |
110 |
|
2012/13 |
152 |
|
2013/14 |
127 |
|
2014/15 |
105 |
|
2015/16 |
105 |
|
2016/17 |
(*) |
(*) Data not yet available
166. Deputy Mattie McGrath asked the Minister for Education and Skills his plans to tackle the issue of over-subscribed primary schools; the number of primary schools that are over-subscribed; and if he will make a statement on the matter. [2705/17]
View answerUnder the provisions of the Education Act 1998 the Board of Management of a school is the body charged with the direct governance of that school.
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.
The Education (Admission to Schools) Bill was published on 6 July 2016 and passed second stage on 17 November 2016. The introduction of this Bill reflects the Programme for Government commitment 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 relation to the provision of additional school accommodation and of new schools, my Department uses a Geographical Information System (GIS) to identify where the pressure for school places across the country will arise. In order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas. The GIS uses data from a range of sources, including the Central Statistics Office, Ordnance Survey Ireland, the Department of Social Protection and my Department's own databases. With this information, my Department carries out nationwide demographic analyses at primary and post-primary level to determine where additional school accommodation, including new school provision, is required.
In this regard, following completion of such demographic analysis, three new primary schools and eight new post-primary schools opened in September 2016 to cater for areas under increased demographic pressure. Four new primary schools and nine new post-primary schools will also open in 2017 and 2018 to provide additional capacity in areas under demographic pressure.
It is open to any school to submit an application to my Department if they have identified a deficit of classroom accommodation to meet increasing enrolments or to accommodate an additional teacher appointment. Application forms can be accessed on my Department's website www.education.ie.
167. Deputy Denise Mitchell asked the Minister for Education and Skills the reason for the education and training board selection of a new premises for an organisation (details supplied); the reason another property was deemed unsuitable; and if he will make a statement on the matter. [2794/17]
View answerCity of Dublin Education and Training Board (CDETB) has been managing a Youthreach centre at the premises in question for a number of years. The premise was sold by the former landlord last year and the new landlord informed CDETB that it is must vacate the premises by the end of February 2017. CDETB has been actively seeking new premises since last summer with a number of options under consideration. As yet no decision has been taken in relation to the suitability of any of the premises under consideration.
CDETB has recently succeeded in securing an extension from the landlord on the current premises until the end of April which will provide it with additional time to consider and decide on the most suitable premises for the Youthreach programme for the area.
168. Deputy Jackie Cahill asked the Minister for Education and Skills the status of an application by a school (details supplied) for the summer works programme; and if he will make a statement on the matter. [2822/17]
View answerI wish to advise the Deputy that my Department is in receipt of a Category 10 application, external environment project, under the Summer Works Scheme (2016-2017) from the school to which he refers.
Nearly 50% of schools have applied for inclusion under the scheme which reflects a very high demand. Details of successful school applicants in respect of Categories 1 and 2 were announced in April last and are published on my Department’s website www.education.ie. Assessment of valid projects in further categories is now being undertaken by my Department, subject to the overall availability of funding, in accordance with the terms and conditions of the scheme as outlined in Circular Letter (0055/2015), which may be accessed on my Department's website. The application from the school in question is available to be considered in this context.
169. Deputy Willie Penrose asked the Minister for Education and Skills if a request (details supplied) has been made to his Department for a discussion on the future potential use of Columb Barracks, Mullingar, as an education centre and with a view to his Department playing a positive role in securing same for this use; and if he will make a statement on the matter. [2842/17]
View answerI can confirm that my Department received correspondence in late December 2016 concerning the possible acquisition of Columb Barracks in Mullingar. My Department has previously had informal engagement with an education body in relation to this matter and will be formally responding to this correspondence in due course.
170. Deputy Robert Troy asked the Minister for Education and Skills the status of applications for extensions to schools (details supplied). [2855/17]
View answerThe Deputy will be aware that building projects for the schools in question are included in my Department's 6 Year Construction Programme.
Preparatory work has been initiated to advance these projects and my Department will continue to liaise directly with the school authorities concerned in the context of progressing the projects through the architectural planning process.
171. Deputy Catherine Murphy asked the Minister for Education and Skills if he has satisfied himself that the school curriculum that is set out for the home economics subject is not conflicting with the foods that are served in school canteens; and if he will make a statement on the matter. [2858/17]
View answerMy Department issued a circular to all post primary schools in September 2015 on the Promotion of Healthy Lifestyles in Post Primary Schools (Circular number 0051/2015).
Schools are strongly encouraged to have a formal healthy eating policy that has been developed in consultation with students (through student councils) and parents.
Guidelines are available to schools on Developing a Healthy Eating Policy in Post-Primary Schools, which have been developed by the Department of Health and HSE.
The healthy eating policy should outline how the school supports healthy eating practices through the promotion of healthy lunches and healthy snacks and other means. The Professional Development Service for Teachers (PDST) continues to support the SPHE and PE curricula and, through the wider lens of this curriculum support, promotes healthy eating policies.
Many post-primary schools have a number of food outlets, including school shops and vending machines. Some schools also offer school lunches. In addition, some schools offer breakfast and after-school clubs and pre-packed lunches, making the school a key food provider for many students.
While educating on healthy eating is not just the responsibility of schools but also of wider society, schools are well placed to support students to develop an understanding of the nutrient value of common and easily accessible products, as well the skills to make informed decisions about their nutrient intake.
Boards of Management and Principals are being encouraged, however, to ensure that those supplying food and beverage products to their schools are aware of this guidance, especially when contracts are being agreed or renewed.
Home Economics Education provides students with opportunities to develop an understanding of the relationship between food, diet and health. The home economics syllabuses at both Junior Certificate and Leaving Certificate levels focus on developing students’ food, health and culinary skills. Students study topics such as the nutritional requirements of different groups of the population, the role of diet in relation to health, how to read food labels and to make informed food choices. Students also apply this knowledge as they develop their culinary skills in practical lessons. Therefore, students of Home Economics are enabled to become food literate and act as discerning consumers when faced with a choice and selection of foods for purchase.
In addition, students of Home Economics are often a significant positive voice in their own schools when staff are developing and implementing a healthy eating policy.
172. Deputy Eugene Murphy asked the Minister for Education and Skills if he will review the case of persons (details supplied) who have been deemed ineligible for free school transport; and if he will make a statement on the matter. [2884/17]
View answerSchool transport is a significant operation managed by Bus Éireann on behalf of the Department.
During the 2015/16 school year in the region of 114,000 children, including some 10,000 children with special educational needs, were transported in approximately 4,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres annually.
Under the terms of my Department's Primary School Transport Scheme children are eligible for transport where they reside not less than 3.2 kilometres from and are attending their nearest national school as determined by the Department/Bus Éireann, having regard to ethos and language.
Children who are eligible for school transport and who hold valid medical cards (GMS Scheme) are exempt from paying the annual charge.
However, Bus Éireann has advised that the children in question are not attending their nearest school and are therefore not eligible for school transport.
Children who are not eligible for school transport may apply to Bus Éireann for transport on a concessionary basis only provided there are spare seats available on the service, and the appropriate annual charge is paid.
Bus Éireann has advised that the children in question are currently availing of transport on a concessionary basis.
In relation to the eldest child the family should liaise with the School Authorities and the Special Education Needs Organiser if they wish to make an application for school transport under the terms of my Department's School Transport Scheme for Children with Special Educational Needs.
173. Deputy Thomas Pringle asked the Minister for Education and Skills when funding for the 2017 summer works scheme will be announced; and if he will make a statement on the matter. [2890/17]
View answerI wish to advise the Deputy that nearly 50% of schools have applied for inclusion under the scheme which reflects a very high demand. Details of successful school applicants in respect of Categories 1 and 2 were announced in April last and are published on my Department’s website www.education.ie. Assessment of valid projects in further categories is now being undertaken by my Department, subject to the overall availability of funding, in accordance with the terms and conditions of the scheme as outlined in Circular Letter (0055/2015), which may be accessed on my Department's website. It is my intention to publish a list of successful applicants in due course.
174. Deputy Thomas Pringle asked the Minister for Education and Skills if a school (details supplied) will receive funding in 2017 under the summer works scheme; and if he will make a statement on the matter. [2891/17]
View answerI wish to advise the Deputy that my Department is in receipt of a Category 5 application, upgrade of toilet facilities, under the Summer Works Scheme (2016-2017) from the school to which he refers.
Nearly 50% of schools have applied for inclusion under the scheme which reflects a very high demand. Details of successful school applicants in respect of Categories 1 and 2 were announced in April last and are published on my
Department’s website www.education.ie. Assessment of valid projects in further categories is now being undertaken by my Department, subject to the overall availability of funding, in accordance with the terms and conditions of the scheme as outlined in Circular Letter (0055/2015), which may be accessed on my Department's website. The application from the school in question is available to be considered in this context.
175. Deputy Dara Calleary asked the Minister for Education and Skills the number of Secretaries General in his Department; the annual pay of each Secretary General in his Department at 1 January 2017; the expected change in that pay as a consequence of the provisions of the Lansdowne Road agreement; and if he will make a statement on the matter. [2906/17]
View answer176. Deputy Dara Calleary asked the Minister for Education and Skills the number of assistant secretaries general in his Department; the annual pay of each assistant secretary general in his Department at 1 January 2017; the expected change in that pay as a consequence of the provisions of the Lansdowne Road agreement; and if he will make a statement on the matter. [2922/17]
View answerI propose to take Questions Nos. 175 and 176 together.
At 1 January 2017, as is currently the case, there was one Secretary General in my Department on an annual salary of €176,350.
In addition, there is one Deputy Secretary in my Department on an annual salary of €156,380 and eight Assistant Secretaries General on annual salaries as follows:
- 2 on a salary of €119,572
- 1 on a salary of 125,761
- 5 on a salary of €136,496
Under the provisions of the Financial Emergency Measures in the Public Interest Act 2015 (FEMPI Act 2015), which underpins the Lansdowne Road Agreement, for those on salaries in excess of €110,000 the salary reductions imposed under the FEMPI Act 2013 will be restored in three equal phases on 1 April 2017, 1 April 2018 and 1 April 2019.
A circular setting out the revised salary rates applicable from 1 April 2017 to general Civil Service grades, including the aforementioned grades, is currently in preparation and will be issued by the Department of Public Expenditure and Reform in due course.
177. Deputy Thomas P. Broughan asked the Minister for Education and Skills if his attention has been drawn to the growing concerns regarding work and contract conditions among support staff in Trinity College; if he has met SIPTU and Unite representatives on the reason for these concerns; if not, when he plans to do so; the action he will take to ensure that low morale is addressed and fair employment practices are implemented; and if he will make a statement on the matter. [2974/17]
View answerThird-level institutions have autonomy in relation to human resource policies, subject to compliance with Government policy in respect of employment numbers and pay policy. Employers in the higher education sector are also required to operate in accordance with the provisions of national industrial relations agreements. My Department is not aware of any instance in which Trinity College Dublin is not operating in accordance with good practice in relation to work and contract conditions. In the event that a union has concerns regarding work and contract conditions among staff in any university, that union can seek to have the matter addressed using the dispute resolution procedures provided for in the Haddington Road Agreement, and any individuals who have issues of dispute have a variety of dispute resolution options open to them.
178. Deputy Joan Burton asked the Minister for Education and Skills if he has read the USI position paper on the funding of higher education regarding the effects a loan scheme would have on students; and if he will make a statement on the matter. [2981/17]
View answerI am aware of the USI pre-budget submission and its recommendations for increased funding to the sector. The Report of the Expert Group on the Future Funding for Higher Education, which was established by previous Minister O'Sullivan, sets out a number of funding options for the sector with income contingent loans being just one of those options. Other options include a predominantly State-funded system or a State-funded system supplemented with continuing student fees.
As the Deputy will be aware the Report is currently with the Joint Oireachtas Committee for consideration where each of the funding models will be examined and the process will include input from all stakeholders. I understand the Union of Students in Ireland are one of the groups who have made a submission.
It will be important to obtain political and societal consensus on achieving a sustainable funding model for the higher education sector in the future and my Department and I continue to work with the Committee as it undertakes this important job. However, it is important to recognise, as the Cassells Report has done, that doing nothing is not an option and that other measures to improve equality of access would also be necessary.
Funding overall for the higher education sector is a key concern for me, particularly in light of the additional pressure that will fall on the system over the next decade or so. That is why I am pleased, that I have for the first time in nine years secured additional funding for the sector with €36.5m additional being made available this year and €160m additional overall over the next three years. This includes an increase in the funding available to students from disadvantaged backgrounds and other under-represented groups to assist them in overcoming financial barriers to accessing and completing higher education.
In addition, in Budget 2017 the Minister for Public Expenditure and Reform and I, announced a policy review with the aim of designing and implementing a sustainable and predictable multi-annual funding model for higher and further education and training involving increased Employer and Exchequer contributions from 2018. The review will be undertaken as part of the overall response to meeting the anticipated skills needs in the economy over the coming years, in line with the policy framework set out in the National Skills Strategy.
It will include an analysis of the business case for enhanced investment in the higher and further education and training sectors and of the most effective funding mechanisms to deliver outcomes in respect of our ambitions in this area. In this context it will identify key elements of the new funding model and of the expected impacts including those on employers. The review will include consultation with stakeholders. It is expected that the policy review will be published by the end of April 2017, and will complement the ongoing work by the Oireachtas Committee in relation to the Cassells report.
179. Deputy Joan Burton asked the Minister for Education and Skills if he will provide a progress report on junior certificate syllabus, subject and assessment reforms and his key priorities in this regard for 2017 and 2018; and if he will make a statement on the matter. [2982/17]
View answerThe 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 benefiting 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 Wellbeing 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.
180. 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. [2983/17]
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 them to employ female apprentices 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. In recent months, we have seen the first of these new apprenticeships with the new Insurance Practitioner Apprenticeship launching in September 2016 and the Industrial Electrical Engineer Apprenticeship commencing in November 2016. Further new apprenticeships will get underway in 2017, many of which 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.
As set out in the National Skills Strategy 2025, my Department will, in conjunction with SOLAS, review female participation in apprenticeship in 2018 in light of the broadening of the apprenticeship system into new areas and will set appropriate targets thereafter.
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.
181. Deputy Joan Burton asked the Minister for Education and Skills his plans to reduce class sizes and build on the measures to reduce class sizes in previous budgets; and if he will make a statement on the matter. [2984/17]
View answer184. Deputy Joan Burton asked the Minister for Education and Skills the primary and post-primary average class size figures for Ireland and for other EU member states; his plans to tackle large class size concerns; and if he will make a statement on the matter. [2987/17]
View answer202. Deputy Joan Burton asked the Minister for Education and Skills if he will consider further improvements in the pupil-teacher ratio to help reduce the class size towards EU average in budget 2017; and if he will make a statement on the matter. [3006/17]
View answerI propose to take Questions Nos. 181, 184 and 202 together.
Budget 2016 provided for an improvement in the staffing schedule in primary schools by 1 point, from 1 teacher for every 28 pupils to 1 teacher for every 27 pupils for the 2016/17 school year. 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.
My focus in Budget 2017 was on obtaining additional funding to provide for demographic growth, and additional special education and school leadership resources for our schools.
Budget 2017 sets out the resources available for schools in 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 in the coming school year. The 2017/18 school year will see a significant increase in teacher numbers (almost 4,700) in our schools compared to the 2015/16 school year.
It should be noted that the current staffing of 27:1 for primary schools has restored the staffing schedule to the position it was at prior to the fiscal crisis.
The Statistics Section of my Department's website contains extensive data relating to schools, including information on class sizes.
