Written Answers Nos. 203-224
203. Deputy Joan Burton asked the Minister for Education and Skills his views on the restoration of postgraduate grants and their necessity to open up access to postgraduate studies and to ensure that a steady stream of persons achieve a postgraduate qualification for societal good and to ensure attractiveness to foreign investors. [3007/17]
View answerThe Deputy will be aware of the Programme for Government commitment to increase financial supports for post graduate students with a particular focus on those from low income households.
In response to this commitment, I secured additional funding of €4million in Budget 2017 to facilitate the reinstatement of full maintenance grants, from September 2017, for the most disadvantaged post graduate students.
This will benefit approximately 1,100 of the most disadvantaged post graduate students who meet the eligibility criteria for the special rate of maintenance grant, from September 2017, and it reverses the budgetary cut that was imposed on this cohort of students in 2012.
In addition to this specific measure targeted at postgraduate students, I also secured an additional €4.5million for other new access measures that will benefit target groups such as lone parents, travellers, mature students, and students with disabilities.
The new measures being introduced as a result of Budget 2017 will complement the existing student supports that are already in place for the 2016/17 academic year. This will involve expenditure by my Department at further and higher level, of almost €418 million on supports for approximately 80,000 disadvantaged students in 2017.
204. Deputy Joan Burton asked the Minister for Education and Skills his plans for equating newly qualified teachers since 2011 and those that entered the workforce prior to this date; if he will report on the discussions with the Association of Secondary Teachers in Ireland on the matter; and if he will make a statement on the matter. [3008/17]
View answerAs a consequence of the financial crisis, there was a need to enact a number of measures to reduce public expenditure so as to stabilise the country's public finances. These included pay reductions and also reductions to the pay of new entrant public servants, including teachers, since 2011. Collective agreements reached between the Government and the public service unions provided vital industrial peace during this very difficult period for the State.
The Lansdowne Road Agreement has allowed a programme of restoration to start. I have used this to negotiate substantial improvements in pay for new teachers. The agreement reached with TUI and INTO will see pay rises of between 15-22% (between €4600 and €6700) for new entrant teachers.
I accept that ASTI members have outstanding pay demands and that this deal does not travel the full distance that they set out to achieve. However, it does represent significant progress, and the door is not closed to the trade union movement seeking to advance the issue further in the context of future public service pay talks.
In education, there is a well-established increment system. Teachers are not paid equally. For example, the pay scale for teachers appointed prior to 2011 ranges from €32,009 to €60,155 depending on the date that the individual began teaching. Part of the negotiation to date has secured a convergence of the scales of recruits at different periods. Any further negotiation on new entrant pay cannot focus on just one sector. A broader assessment of pay and new entrant pay will be informed by the analysis of the Public Service Pay Commission.
Following discussions, the Teachers Conciliation Council published a set of proposals in November for consideration by ASTI members aimed at finding a resolution to their dispute. The ASTI Central Executive Committee took a decision to put the outcome of the talks process to a ballot of members with a recommendation to reject. This ballot is now underway. The ASTI’s leadership have taken a view on the proposals. It is now over to the members to form their view.
The proposals provide ASTI members with an opportunity to benefit from the programme of pay restoration I mentioned above, including the agreement reached with TUI and INTO, which will see pay rises of between 15-22% (between €4600 and €6700) for new entrant teachers.
In addition, there are other immediate undoubted benefits for individual ASTI members in accepting the proposals including:
- Avoiding an increment freeze
- Inclusion of the S&S allowance of €1,592 into the pay scale
- Continued alleviation of the FEMPI Act pay reductions
- The Ward Report measures and a revised sequence for filling posts which enable fixed-term and part-time teachers to gain permanent, full-time jobs more easily and quickly than before
- An increase in the quantum of the Croke Park hours that can be worked on other than a whole-school basis
- A review of the usage of the Croke Park hours
- Protection against compulsory redundancy.
Also, the Government recently moved to address an anomaly issue arising in the context of the recent Labour Court Recommendations in respect of the Garda Associations through an increase in annualised salaries of €1,000 for the period 1 April 2017 to August 2017 inclusive for public servants on annualised salaries up to €65,000 who are parties to the Lansdowne Road Agreement and who do not stand to benefit from those Labour Court Recommendations.
ASTI members will have to weigh these benefits up for themselves. These benefits are only available to ASTI members if they vote to accept. ASTI’s membership now have a decision to make as to whether to accept the TCC proposals and the immediate benefits on offer or to engage again in industrial action. It is for the ASTI leadership to explain its strategy in respect of the latter approach.
ASTI’s ballot will take place shortly. While that process is ongoing it would not be helpful for me to comment further.
205. Deputy Joan Burton asked the Minister for Education and Skills his plans to improve access to special educational supports; and if he will make a statement on the matter. [3009/17]
View answerFunding for special education provision in 2016 amounted to some €1.5 billion, which was equivalent to over 17% of the gross overall allocation for education and training and an increase of 10% in spending in the previous two years. This funding provides for a range of supports and services including additional learning and resource teaching support, access to support, special transport arrangements, building adaptations, enhanced capitation in special schools and special classes, specialised equipment, additional teacher training and the services of the National Educational Psychological Service.
12,900 Special Needs Assistants (SNAs) were available for allocation to schools to the end of 2016, which represents an increase of 23% over the numbers allocated in 2011. There are also over 12,500 Learning Support and Resource Teacher posts in mainstream primary and post primary schools for the 2016/2017 school year.
The NCSE has allocated 7430 resource teacher posts to schools for the 2016/17 school year; this represents an increase of 41% in the number of resource teachers which have been allocated since the 2011/12 school year, at which point 5265 posts were allocated. In addition, over 5000 learning support posts are allocated to schools under the General Allocation Model for primary schools and Learning Support allocations for post primary schools.
On the 18th January, I announced that a new model for allocating Special Education Teaching Resources to mainstream primary and post primary schools will be introduced from September 2017. The new model will allocate teachers to schools on the basis of the profiled educational needs of each school. This will end the unfairness which exists in the current system, whereby many parents are unable to access the assessments needed to qualify for educational resources. This had a particularly negative impact on children from more disadvantaged areas.
In order to build upon the very significant development of supports for children with Special Educational Needs, additional provisions were made in Budget 2017. €18m was provided to fund an additional 900 teaching posts to support the introduction of this new allocation model. This substantial additional provision will ensure that:
- Up to 1,000 schools will receive additional allocations, where the new model indicates additional need.
- No school will receive an allocation of resources less than the allocation they received in the 2016/17 school year.
Also, a further €3.8m was provided to fund an additional 115 SNAs in 2017 to meet expected demands for such supports.
There are over 1,150 Special Classes in place in comparison to 548 in 2011, with approximately 150 new classes having been made available for the current school year, 2016/17. 125 special schools also provide specialist education for those pupils who need it, from infants to eighteen years of age.
In recent years, the NCSE has provided my Department with a number of policy advice papers on the provision of supports for children with special needs, all of which are available on the NCSE’s website.
At my request, the NCSE are currently undertaking a comprehensive assessment of the Special Needs Assistant Scheme and I have specifically asked the NCSE to identify the most appropriate form of support options to provide better outcomes for students with Special Educational Needs, having regard to the significant amount of State investment in this area.
It is intended to bring into effect many improvements to the provision of special educational needs support, through policy developments across a range of areas, in conjunction with NCSE policy advice.
As committed to in the Programme for a Partnership Government, I plan to examine the adequacy of the present policies and provision, and their scope for improvement. In doing so, I will take into account the recommendations contained in the NCSE policy advice papers. The Programme commits that we will invest additional resources in the National Educational Psychological Service to ensure earlier intervention and access for young children and teenagers and to offer immediate support to schools in cases of critical incidents. The Programme commits to bring the total number of NEPS psychologists to 238 from the current sanctioned limit of 173. A recruitment process is currently underway to bring the numbers of NEPS Psychologists to currently approved numbers.
I can confirm that this Government will continue to ensure that the supports required to ensure that all children with special educational needs can continue to participate in education will be provided.
206. 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. [3010/17]
View answerThere are a number of specific supports in place for students who learn through Irish Sign Language (ISL) and a number of initiatives which seek to promote, develop and implement ISL in order that it will achieve greater recognition and use in the education system. These include:
- special schools for the deaf have been encouraged in relation to the use of sign language in class.
- funding for an ISL weekly home tuition service through which deaf tutors visit the homes of deaf pre-school children and deaf school-going pupils to provide training in ISL for the deaf children, pupils, their siblings and parents.
- funding is also made available through the Special Education Support Service (SESS) to enable individual teachers and whole school staff to undertake courses in Irish Sign Language which are available throughout the country through a variety of providers.
Sign language is an option in the Leaving Certificate Applied. There is also an opportunity for students to learn sign language in the course of Transition Year.
The Post-Primary Languages Initiative has developed a specification for a short course in Irish Sign Language (ISL) which is available as part of the new Junior Cycle. The emphasis is on developing communication skills in ISL at level A1 (Common European Framework of Reference for Languages). This course develops students' ability to understand ISL in live, and in recorded situations, to produce the language and to interact with other signers in a simple way and on familiar topics. A link to the course is available at: http://languagesinitiative.ie/images/ISL/MFL_Gen_Spec_ISL_28_May__Short_Course.pdf
My Department, through the Higher Education Authority (HEA), has established and funds a Centre for Deaf Studies in Trinity College, Dublin which provides diploma courses for ISL/English interpreters, deaf tutors and in deaf studies. The course modules deal with issues such as sign linguistics, bi-lingualism and socio-linguistics of sign language. The course is delivered in seminar sessions/group work and the award of the diploma is based on continued assessment and a project and course design.
The National Council for Special Education (NCSE) published its Policy Advice on the Education of Deaf and Hard of Hearing Children in Ireland which makes a number of recommendations for the improvement of educational provision for Deaf and Hard of Hearing Children, including recommendations relating to ISL provision. This policy advice is available on the NCSE's website www.ncse.ie. A number of the recommendations contained in the policy advice on the Education of Deaf and Hard of Hearing Children have been, or are currently in the process of being implemented. My Department will continue to implement the recommendations in conjunction with other Departments and agencies where necessary, subject to the availability of resources.
The National Council for Special Education has also published a parental information leaflet for parents of children who are Deaf or Hard of Hearing, which provides details of the supports which are available for such children.
Assessment, rehabilitation and information services for children with hearing impairment and their families are funded by the Health Service Executive (HSE), either directly or indirectly. Services provided include communication therapy and lip reading classes as well as sign language classes.
207. 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. [3011/17]
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.
209. 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. [3013/17]
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.
In relation to the legislation, the third Government Legislative Programme of this new Partnership Government was published on 17 January 2017, 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.
210. 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. [3014/17]
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.
211. 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. [3015/17]
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 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.
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. However, rates of progression do vary across the sector and between disciplines and 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 monitors 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 practicals 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 has been 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 chaired by the Higher Education Authority (HEA) and includes representatives of relevant stakeholders. The HEA, with assistance from the National Forum for the Enhancement of Teaching and Learning, is currently undertaking a scoping exercise to inform the work of the group.
212. 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 persons; and if he will make a statement on the matter. [3016/17]
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 led by the Irish Hotels Federation and the Restaurants Association of Ireland working with Kerry Education and Training Board. It is planned that this programme will commence in 2017. The Apprenticeship Council recently approved development funding for a separate proposal to develop a Chef de Partie Apprenticeship. 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.
213. Deputy Joan Burton asked the Minister for Education and Skills when the new national action plan for educational inclusion will be published; and if he will make a statement on the matter. [3017/17]
View answerAs 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. 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.
214. Deputy Joan Burton asked the Minister for Education and Skills the number of ACELS-MEI schools that were inspected by staff from the Department of Justice and Equality and his Department during the ILEP application process; and if he will make a statement on the matter. [3018/17]
View answerThe Interim List of Eligible Programmes (ILEP) is a list of education programmes considered to justify the granting of permission to students to live and work in Ireland. The ILEP is operated and maintained by the Department of Justice and Equality. The first full iteration of the ILEP was published by that Department on 20th January 2016 and the ILEP continues to be updated at regular intervals.
As part of the ILEP process, 16 English language providers were inspected in 2015. Of these, 9 providers held recognition from ACELS (Accreditation and Coordination of English Language Services) and MEI (Marketing English in Ireland).
In 2016 10 providers were inspected, 6 of which were ACELS/MEI recognised schools.
Providers continue to be subject to unannounced inspections, spot checks and other monitoring of compliance as part of the ILEP process.
215. Deputy Joan Burton asked the Minister for Education and Skills the number of inspections ACELS-QQI carry out annually on members; and if he will make a statement on the matter. [3019/17]
View answerACELS (the Accreditation and Coordination of English Language Services) is a voluntary national scheme responsible for the recognition and inspection of English language schools. It is administered by Quality and Qualifications Ireland (QQI). ACELS has been closed for new applications since January 2014, and it continues to operate on a voluntary, contractual basis for existing members.
Under the terms of the current regulations governing the operation of this scheme inspections of ACELS recognised English language schools take place when:
1. There is a change of ownership of the English language school
2. A new general or academic manager(s) is appointed
3. There is a change of premises, or an additional premises is added to the school
4. There is a complaint against the school.
Therefore the number of inspections per annum is contingent on the number of incidents of the above. 11 inspections were conducted by ACELS in 2014; 35 inspections were conducted in 2015 and 28 inspections were conducted in 2016.
216. Deputy Joan Burton asked the Minister for Education and Skills when the international education mark will be introduced as per the Qualifications and Quality Assurance (Education and Training) Act 2012; and if he will make a statement on the matter. [3020/17]
View answerLegislative amendments are necessary to facilitate the introduction of the International Education Mark (IEM). These amendments will be contained in the Qualifications and Quality Assurance (Amendment) Bill. The Heads of this Bill are currently being prepared by my Department in consultation with Quality and Qualifications Ireland (QQI). It is anticipated that the IEM will be introduced in 2018.
217. Deputy Joan Burton asked the Minister for Education and Skills if his attention has been drawn to the recent closure of a school (details supplied) and the difficulties students have in recovering their fees; and if he will make a statement on the matter. [3021/17]
View answerMy Department was informed of the closure of this school by Quality and Qualifications Ireland on 2nd September 2016. This was a private English language school which was a member of Marketing English in Ireland (MEI) – an association of private English language schools inIreland. MEI has protection for enrolled learner arrangements in place for its members and I understand that MEI has been accommodating students affected by the closure of this school.
Any affected students who are experiencing difficulties are advised to contact MEI directly.
218. Deputy Joan Burton asked the Minister for Education and Skills the proposals he is currently reviewing in conjunction with the Minister for Children and Youth Affairs to carry out the programme for Government commitment to have schools available for child care services outside school hours; if community groups and private providers will be allowed tender for access to those facilities; and if he will make a statement on the matter. [3022/17]
View answerIn accordance with key commitments in the Programme for a Partnership Government (May 2016) in relation to establishing a quality system of school age childcare, my Department is working closely with the Department of Children and Youth Affairs in considering how to facilitate schools who wish to make their facilities available as part of the range of options available to parents where there is demand. A cross-departmental group is now finalising an Action Plan for School Age Childcare which has been considered by me and my colleague, Minister Zappone, T.D.
In general, school authorities have a considerable degree of autonomy in relation to how their premises are managed and utilised at local level. The use of school facilities must be approved by the school authority. In 2005, my Department issued a circular to Trustees, Boards of Management and Principals of Primary and Voluntary Secondary Schools (Circular Letter Prim 16/05) to encourage Trustees and Boards of Management to make their facilities available where possible for community, education and recreation purposes. This circular recognises that the decision ultimately lies with the relevant Board or Trustees and that the first priority at all times should be the interest of the school, its teachers and pupils.
In facilitating such extra provision there are a number of complex issues that need to be considered in respect of such arrangements. I engaged with education partners specifically in relation to this matter in a very positive roundtable discussion in the Summer. These issues - including property, governance, insurance and liability - are being considered as part of a review within my Department of the requirements to be established around the use of school premises/property for pre-school and after school services and the preparation of guidelines in consultation with patrons/trustees in relation to same.
219. D'fhiafraigh Deputy Catherine Connolly den Aire Oideachais agus Scileanna an n-iarrfaidh sé ar Údarás Ollscoil na hÉireann, Gaillimh athbhreithniú a dhéanamh ar an gcinneadh gan líofacht sa Ghaeilge a bheith riachtanach don phost mar Uachtarán na hOllscoile as seo amach; agus an ndéanfaidh sé ráiteas ina thaobh. [3024/17]
View answerMar is eol don Teachta, is comhlachtaí neamhspleácha iad institiúidí Tríú Leibhéal agus is ar Bhoird Rialaithe agus ar fhoireann bhainistíochta na n-institiúidí bainteacha atá freagracht as cúrsaí oibríochta laethúla, lena n-áirítear ceisteanna a bhaineann le gnásanna earcaíochta agus roghnúcháin.
Maidir leis an gceist áirithe atá idir lámha, tá curtha in iúl ag an Ollscoil dom go mbeidh folúntas ann i leith Uachtaránacht OÉ Gaillimh i mí Eanáir 2018. Le déanaí, chuir an Ollscoil tús le hullmhúchán chun comórtas a eagrú le hUachtarán nua a cheapadh. Sa chomhthéacs sin, tionóladh cruinniú d'Údarás na hOllscoile Dé hAoine 2ú Nollaig 2016 agus rinneadh cinneadh comhthola gan leanúint de riachtanas cumas sa Ghaeilge a bheith ag sealbhóir an phoist.
Is den tábhacht a shonrú nach n-éilítear in Acht na nOllscoileanna, 1997 ná in Acht an Choláiste Ollscoile, Gaillimh (Leasú), 2006 cumas Gaeilge a bheith ag Uachtarán OÉ Gaillimh. Is ceanglas de chuid an reachta Ollscoile infheidhme reatha é an riachtanas cumas Gaeilge a bhaineann leis an Uachtarán reatha. Tá Údarás na hOllscoile i dteideal, faoi alt 33 d'Acht na nOllscoileanna, 1997, reachtanna nua a dhréachtú agus reachtanna reatha a leasú de réir mar a mheasann sé bheith riachtanach.
Is í an réasúnaíocht atá taobh thiar den chinneadh seo chun an reacht reatha Uachtaránachta faoi mar a bhaineann sé leis an nGaeilge a leasú, riar ar an léiriú spéise is iomláine in Éirinn agus thar lear sa chomórtas Uachtaránachta atá le teacht. Tá ceanglas ar an Ollscoil faoi alt 18 (2) d'Acht na nOllscoileanna, 1997, rannpháirtíocht a chinntiú i bpróiseas roghnúcháin na hUachtaránachta ag iarrthóirí ardcháilíochta ón taobh istigh agus ón taobh amuigh den Ollscoil araon. Tá an ollscoil rangaithe faoi láthair i measc an 250 ollscoil is fearr ar domhan ag Ranguithe Ollscoileanna an Domhain 2016/2017 an TIMES HIGHER EDUCATION agus ag Ranguithe Ollscoileanna an Domhain 2016/2017 an QS. Ar an mbonn sin, tá an Ollscoil ag dúil go gcuirfidh réimse suntasach d'iarrthóirí, idir inmheánach agus sheachtrach, iarrthóirí idirnáisiúnta san áireamh, suim san fholúntas le haghaidh Uachtarán nua.
Ní mór a chuimhneamh freisin go bhfuil freagrachtaí reachtúla ar leithligh ar OÉ Gaillimh maidir le cur chun cinn agus saothrú na Gaeilge ar an gcampas agus i bpobail Ghaeltachta. Feidhmítear é seo go príomha trí obair thábhachtach Acadamh na hOllscolaíochta. Feidhmíonn sé go hiomlán trí mheán na Gaeilge agus tá sé freagrach as forbairt agus soláthar cláir acadúla, taighde agus seirbhísí eile trí mheán na Gaeilge. Is in Acht an Choláiste Ollscoile, Gaillimh, 1929 a leagadh amach den chéad uair tiomantas na hOllscoile i leith na Gaeilge agus athdhearbhaíodh é seo in Acht an Choláiste Ollscoile, Gaillimh (Leasú), 2006. Maítear sa dara hAcht gur bunaidhm i gcomhair oibríocht agus fhorbairt an Choláiste soláthar oideachais sa Choláiste trí mheán na Gaeilge agus go léireofar an dualgas reachtúil seo san uile phlean straitéiseach a fhorbróidh an Ollscoil. Faoin Acht is ar 'Údarás Rialaithe agus Uachtarán an Choláiste' a thiteann sé, trína bhfeidhmeanna féin faoi seach agus trí chur i bhfeidhm a gcumhachtaí féin faoi seach, a chinntiú go ngnóthaítear an bhunaidhm faoi mar atá leagtha amach san Acht.
Ar an mbonn sin, beag beann ar cé acu atá nó nach bhfuil cumas sa teanga ag Uachtarán na hOllscoile, tá ceanglas air/uirthi bheith i gceannas ar phobal na hOllscoile agus é ag feidhmiú pholasaí Gaeilge an Stáit agus na hOllscoile go cuimsitheach.
220. Deputy Michael Healy-Rae asked the Minister for Education and Skills the status of an application by a school (details supplied) for the summer works scheme; and if he will make a statement on the matter. [3076/17]
View answerI wish to advise the Deputy that my Department is in receipt of a Category 3 application, mechanical works, 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.
221. Deputy Kevin O'Keeffe asked the Minister for Education and Skills if he will assist in having a child (details supplied) in County Cork allocated a place at a specific special needs school. [3077/17]
View answerMy Department has no role in relation to processing applications for enrolment to schools. The enrolment of a child to a school is a matter, in the first instance, for the parents/guardians of the child and the Board of Management of a school.
Parents of children with special educational needs who may need advice or are experiencing difficulties in locating a school placement or are having difficulties with enrolment should contact their local Special Educational Needs Organiser (SENO) as soon as possible for information on available places. The local SENO contact details are available on www.ncse.ie.
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.
Section 29 of the Education Act, 1998 provides for an appeal by a parent or guardian to the Secretary General of my Department, where a Board of Management of a school, or a person acting on behalf of the Board, refuses to enrol a student in a school. My Department has no authority to compel a school to admit a pupil, except in the case of an appeal under section 29 of the Education Act, 1998 being upheld.
Application forms for taking a section 29 appeal are available on my Department's website at the following link: http://www.education.ie/en/Parents/Services/Appeal-against-Permanent-Exclusion-Suspension-or-Refusal-to-Enrol/Section-29-Appeals-Application-Form.doc or by contacting Section 29 Administration Unit, Friars Mill Road, Mullingar, Co. Westmeath, phone 0761 108588. Appeals should be taken within 42 days from receipt of written notification from the school's Board of Management.
222. Deputy Éamon Ó Cuív asked the Minister for Education and Skills the number of Gaelscoileanna at the primary level that did not have the capacity to cater for all applicants to attend them in September 2016; the steps being taken to ensure that all those seeking primary education through the medium of Irish can access same; the criteria used in approving the recognition of new Gaelscoileana; the policy of his Department to ensure that all children here have reasonable access to an Irish-medium primary school; and if he will make a statement on the matter. [3080/17]
View answer223. Deputy Éamon Ó Cuív asked the Minister for Education and Skills if any national assessment was carried out on the demand for Irish-medium primary school education and the adequacy of the present Irish-medium education schools to meet this demand; if no such assessment has been carried out, his plans to carry out such an assessment; and if he will make a statement on the matter. [3081/17]
View answer224. Deputy Éamon Ó Cuív asked the Minister for Education and Skills his plans to devise a system of catchment areas for Gaelscoileanna to ensure that there is State-wide cover by catchment area for medium primary schools; and if he will make a statement on the matter. [3083/17]
View answerI propose to take Questions Nos. 222 to 224, inclusive, together.
For school planning purposes, my Department plans school provision across a framework of 314 school planning areas in order to assess and meet changing demographic needs throughout the country. My Department uses a Geographical Information System (GIS) to identify the areas under increased demographic pressure nationwide. The GIS uses data from 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 to determine where additional school accommodation is needed at primary and post-primary level.
When it is decided that a new school is required to meet demographic needs in an area, my Department runs a separate patronage process to decide who will operate the school. This patronage process incorporates consideration of, and the potential for, Irish-medium provision. It is open to all patron bodies and prospective patrons, including patrons involved in Irish-medium provision and indeed any prospective patron which wishes to provide Irish-medium education, to apply for patronage of a new school under the patronage process. Parental preferences for each patron, together with the extent of diversity currently available in the area, are key to decisions in relation to the outcome of this process.
Following consideration of feedback from patrons, for the 2016 patronage process concerning the patronage of the nine new post-primary schools to open in 2017 and 2018 and the ongoing patronage process concerning the patronage of the four primary schools opening in 2017 and 2018, my Department has moved to incorporate the medium of instruction of a proposed new school as an integral part of the patronage assessment and recommendation process. In this regard, as part of the application process, prospective patrons must submit completed parental preferences and indicate their preference for their child(ren) to be educated through that patron's school model and also their preference with regard to education through the medium of English or Irish. The assessment process includes an analysis of Irish medium provision in the area and the adjacent school planning areas.
My Department will continue to make provision for Irish-medium education where it is feasible to do so.
