Written Answers Nos. 109 - 118
109. Deputy Fiona O'Loughlin asked the Minister for Education and Skills if discussions are taking place with the Department of Justice and Equality to allow persons in the asylum protection system to enrol in a range of programmes within further education and training, which includes local training initiatives, that are not available to persons not permitted to seek employment here; and if he will make a statement on the matter. [10514/17]
View answerAs the Deputy is aware, there is a range of programmes within further education and training provision, which including Local Training Initiatives, are provided specifically for those who are unemployed and are seeking employment. These programmes are specifically designed to assist jobseekers in gaining employment. There are currently no discussions taking place between my Department and the Department of Justice and Equality in relation to this issue.
Asylum seekers who do not have an entitlement to work are entitled to free access to adult literacy and English language education. My Department provides for English language training for adult immigrants (English for Speakers of Other Languages, ESOL) through the adult literacy budget. Some ESOL tuition is also funded through the Back to Education Initiative (BTEI) Programme. Refugees coming to Ireland as part of a Resettlement Programme are provided with education services through programmes such as the Adult Literacy and BTEI programmes.
In 2015 the decision was taken on a pilot basis to provide students in the asylum protection system with access to the student support scheme to ensure that they could continue their education. Following a review of the scheme last year, I was pleased to announce the continuation of the scheme for 2016/17. Under the scheme, students in the asylum protection system who meet certain criteria, including completion of the Leaving certificate and at least five academic years in the Irish school system and who have been accepted on an approved Post Leaving Certificate course or on an approved undergraduate course, are eligible to supports under the current Student Grant scheme on the same basis as EU applicants. The 2016/17 pilot scheme will be reviewed later this year.
110. Deputy Brendan Griffin asked the Minister for Education and Skills if resource hours will be allocated to a person (details supplied) in County Kerry; and if he will make a statement on the matter. [10550/17]
View answerOn 18th January last, 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 aim of this new model is to deliver better outcomes for children with special educational needs. Large amounts of research, analysis, consultation with service users and stakeholders, and piloting have gone in to the development of this model and all the evidence points to the fact that this new system will deliver better outcomes for children.
I also announced that an additional 900 teaching posts will be provided to support the introduction of this new allocation model. The provision of an additional 900 teaching posts is a very significant investment in the provision of additional teaching support for pupils with special educational needs in our schools. This is additional to an increase of 41% in the number of resource teachers allocated to schools annually by the NCSE since 2011, when 5265 teachers were allocated, as opposed to provision for 7542 posts in the current school year.
The additional funding will provide additional supports to over 1000 schools who are identified as needing additional supports as a result of the new model. Supports for children with special educational needs is a huge priority for this Government. We currently spend €1.6 billion, or one fifth of the total education budget, on supports for children with special educational needs.
This additional investment will ensure that all schools receive a sufficient allocation of special education needs resources to provide additional teaching support to all pupils in their school who require such support.
Under the new allocation model schools will be provided with total allocation which includes a baseline allocation for the school and an allocation based on the school profile.
The provision of a profiled allocation will give a fairer allocation for each school which recognises that all schools need an allocation for special needs support, but which provides a graduated allocation which takes into account the actual level of need in each school.
Schools will be frontloaded with resources, based on each school’s profile, to provide supports immediately to those pupils who need it without delay. This will reduce the administrative burden on schools as schools will no longer have to complete an application process annually and apply for newly enrolled pupils who require resource hours. Children who need support can have that support provided immediately rather than having to wait for a diagnosis.
Schools will therefore no longer have to make applications, for newly enrolled pupils for whom resource teaching hours may have been provided under the old model, as schools will now receive a single allocation for all of their special education teaching needs, based on their school size and profile. This includes provision for junior infants who are newly enrolling to the school or pupils who may transfer from another school.
Accordingly, the NCSE advised schools that there was no longer a requirement for schools to make applications for special education teaching supports for individual pupils with special education teaching needs, as resources would be provided for schools by the profiled allocation.
It will be a matter for schools to allocate additional resource teaching time to individual pupils from within their total allocation, taking into account each students learning needs.
It should be noted that this is a brand new model of allocation and is not comparable to the existing model. By using a broad range of attainment and socio-economic criteria, it is expected that generally, a school’s profile will remain relatively constant from year to year. Each year, some students with additional teaching needs will leave and others will enrol, broadly balancing the school profile. Resources allocated under this model will not normally be adjusted between allocations.
The model will provide, from this year, additional resources to schools where it is expected that there will be additional needs. In protecting resources in schools where the profiles indicate that the levels of need are lower than are currently provided for some additional capacity is also provided for in those schools. Accordingly, all schools should have the capacity to meet the needs of additional children enrolling in the school in the following school year without the need for additional or new resources.
The model will, however, allow for some additional provision for exceptional circumstances or where a school’s enrolment levels increase very substantially prior to the next review of the model. The Inclusion Support Service, established under the National Council for Special Education will support schools in managing their special education teaching allocations in the first instance. Only in very exceptional circumstances, where it can be demonstrated that the school’s profile has changed very significantly since the allocation was made to the school, may an additional allocation of hours be made to the school.
A new Circular will be issued to schools in the coming weeks which will provide details of how the scheme will operate while details of the allocations for each school will also be provided to schools.
Schools will also be provided with guidance on how to manage their resources to ensure that all pupils who have additional learning needs can be provided with support.
111. Deputy Tony McLoughlin asked the Minister for Education and Skills if he has issued any circular letters or other guidelines to schools regarding the private organisation of evening study for which students make payments in post-primary schools; if so, if those letters or guidelines will be made available; if he has not issued any circular letters or guidelines, his plans to issue them to schools regarding the issue; and if he will make a statement on the matter. [10560/17]
View answerThe position is that my Department has not issued any guidelines to schools in relation to the organisation of evening study and I have no plans to do so. It is a matter for each individual school to decide at local level whether they wish to organise evening study.
If a school wishes to facilitate evening study, in keeping with good practice, this should involve consultation with teachers, parents and students.
112. Deputy Tony McLoughlin asked the Minister for Education and Skills if the supervision of lunchtime detention by teachers can form a part of their timetabled class contact hours in the case that the teacher is already undertaking maximum supervision and substitution hours; and if he will make a statement on the matter. [10561/17]
View answerSupervision and substitution duties are core duties for all teachers since the Haddington Road Agreement. A limited group of teachers were allowed to opt-out of the duties in return for a pay reduction. Department Circular 0006/2014 states that with effect from the beginning of the 2013/14 school year, participation in the Supervision and Substitution scheme is compulsory for all teachers, save for those who avail of the opt-out arrangement.
Under public service pay agreements, the allowance which was previously payable for Supervision and Substitution duties is being incorporated into the teacher pay scale in two moieties – the first on 1 September 2016 and the second on 1 September 2017.
Under the Scheme each teacher is required to provide 43 hours supervision and substitution per annum. Participation in this scheme is additional to existing teacher class contact hours and there is no provision for a reduction in timetabled class contact hours.
113. Deputy Jackie Cahill asked the Minister for Education and Skills the number of lecturing staff, the number of students and the number of other staff for LIT Tipperary for each of the years 2012 to 2016, in tabular form; and if he will make a statement on the matter. [10574/17]
View answerThe information requested by the Deputy is contained in the following tables.
LIT - Tipperary Campuses
|
Staffing figures (WTEs) |
Dec-12 |
Dec-13 |
Dec-14 |
Dec-15 |
Dec-16 |
|
Academic |
55.05 |
55.45 |
60.49 |
64.73 |
66.23 |
|
Non Academic |
40.94 |
41.24 |
40.17 |
33.99 |
32.46 |
|
Total staff |
95.99 |
96.69 |
100.66 |
98.72 |
98.69 |
LIT - Tipperary Campuses
|
Student Numbers |
2011/12 |
2012/13 |
2013/14 |
2014/15 |
2015/16 |
|
Full Time Students |
695 |
765 |
778 |
800 |
814 |
114. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills if consideration has or will be given to including new schools in the DEIS band 2 designation. [10575/17]
View answerDEIS is my Department's main policy initiative to tackle educational disadvantage and the DEIS Plan 2017 sets out our vision for future intervention in the critical area of social inclusion in education policy.
A key element of DEIS Plan 2017 is the availability of a new identification process for the assessment of schools for inclusion in DEIS using centrally held CSO and DES data.
The key data sources are the DES Primary Online Database (POD) and Post-Primary Online (PPOD) Databases, and CSO data from the National Census of Population as represented in the Pobal HP Index for Small Areas which is a method of measuring the relative affluence or disadvantage of a particular geographical area. Variables used in the compilation of the HP Index include those related to demographic growth, dependency ratios, education levels, single parent rate, overcrowding, social class, occupation and unemployment rates. This data is combined with pupil data, anonymised and aggregated to small area, to provide information on the relative level of concentrated disadvantage present in the pupil cohort of individual schools. This data is applied uniformly across all the schools in the country. Further information on the development of the identification process is available in the DEIS Review report which can be found on my Department's website at http://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/.
In its initial application, the new identification model has identified that there are schools in disadvantaged areas, not previously included in DEIS, whose level of disadvantage is significantly higher than many schools already in the programme. Accordingly, we are moving as a first step to include these schools within the DEIS School Support Programme.
Schools included in the list published by the Department on 13th February are those whose level of concentrated disadvantage has been identified as being at the same level as the current DEIS category for schools serving the highest concentrations of disadvantage.
Schools which have not been included at this stage are those which have not been identified as having the highest levels of concentrated disadvantage amongst their pupil cohort, under the new model, which is fair and objective. It should be noted that each school’s level of disadvantage is based on the CSO small area of population in which the student cohort of the school resides.
The new DEIS Plan provides for a verification process and any school wishing to seek verification of the information used to assess the level of disadvantage of its pupil cohort may submit an application for same to social_inclusion@education.gov.ie.
It is important to note that the school details published on 13th February represent a first step in the application of the assessment process to support pupils in schools with the highest concentrations of disadvantage. I am fully aware that there are further schools whose concentrated level of disadvantage may not be at the highest level, but may nevertheless be at a level which warrants additional supports for pupils under DEIS.
However, as noted in the DEIS Plan, the implementation of a new objective central data-based model of identifying levels of disadvantage within school populations will be followed by a further programme of work to create a more dynamic model where levels of resource more accurately follow the levels of need identified by that model.
Once this work has been completed, consideration will be given to extending DEIS supports to a further group of schools as resources permit.
In delivering on the DEIS Plan 2017 we must be conscious that there are ongoing changes in demographics which may be more marked in some areas than others. Populations in some areas have changed considerably since schools were originally evaluated for inclusion in DEIS 2006. The new model may reveal that some schools currently included in DEIS have a level of disadvantage within their school population much lower than that in some schools not included within DEIS. If this turns out to be the case, then we must consider whether it is fair that those schools continue receiving these additional resources, using resources that may be more fairly allocated to the schools with greater levels of disadvantage.
115. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills if consideration has been given to schools (details supplied) in the DEIS programme; and the reasons they were refused. [10576/17]
View answerDEIS is my Department's main policy initiative to tackle educational disadvantage and the DEIS Plan 2017 sets out our vision for future intervention in the critical area of social inclusion in education policy.
A key element of DEIS Plan 2017 is the availability of a new identification process for the assessment of schools for inclusion in DEIS using centrally held CSO and DES data.
The key data sources are the DES Primary Online Database (POD) and Post-Primary Online (PPOD) Databases, and CSO data from the National Census of Population as represented in the Pobal HP Index for Small Areas which is a method of measuring the relative affluence or disadvantage of a particular geographical area. Variables used in the compilation of the HP Index include those related to demographic growth, dependency ratios, education levels, single parent rate, overcrowding, social class, occupation and unemployment rates. This data is combined with pupil data, anonymised and aggregated to small area, to provide information on the relative level of concentrated disadvantage present in the pupil cohort of individual schools. This data is applied uniformly across all the schools in the country. Further information on the development of the identification process is available in the DEIS Review report which can be found on my Department's website at http://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/.
In its initial application, the new identification model has identified that there are schools in disadvantaged areas, not previously included in DEIS, whose level of disadvantage is significantly higher than many schools already in the programme. Accordingly, we are moving as a first step to include these schools within the DEIS School Support Programme.
Schools included in the list published by the Department on 13th February are those whose level of concentrated disadvantage has been identified as being at the same level as the current DEIS category for schools serving the highest concentrations of disadvantage.
Schools which have not been included at this stage, including the school referred to by the deputy, are those which have not been identified as having the highest levels of concentrated disadvantage amongst their pupil cohort, under the new model, which is fair and objective. It should be noted that each school’s level of disadvantage is based on the CSO small area of population in which the student cohort of the school resides.
The new DEIS Plan provides for a verification process and any school wishing to seek verification of the information used to assess the level of disadvantage of its pupil cohort may submit an application for same to social_inclusion@education.gov.ie.
It is important to note that the school details published on 13th February represent a first step in the application of the assessment process to support pupils in schools with the highest concentrations of disadvantage. I am fully aware that there are further schools whose concentrated level of disadvantage may not be at the highest level, but may nevertheless be at a level which warrants additional supports for pupils under DEIS.
However, as noted in the DEIS Plan, the implementation of a new objective central data-based model of identifying levels of disadvantage within school populations will be followed by a further programme of work to create a more dynamic model where levels of resource more accurately follow the levels of need identified by that model.
Once this work has been completed, consideration will be given to extending DEIS supports to a further group of schools as resources permit.
In delivering on the DEIS Plan 2017 we must be conscious that there are ongoing changes in demographics which may be more marked in some areas than others. Populations in some areas have changed considerably since schools were originally evaluated for inclusion in DEIS 2006. The new model may reveal that some schools currently included in DEIS have a level of disadvantage within their school population much lower than that in some schools not included within DEIS. If this turns out to be the case, then we must consider whether it is fair that those schools continue receiving these additional resources, using resources that may be more fairly allocated to the schools with greater levels of disadvantage.
116. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills if further schools will be added to the DEIS programme over the coming 12 months; and the timeframe for this. [10577/17]
View answerDEIS is my Department's main policy initiative to tackle educational disadvantage. The DEIS Plan 2017 sets out our vision for future intervention in the critical area of social inclusion in education policy.
A key element of DEIS Plan 2017 Plan is the availability of a new identification process for the assessment of schools for inclusion in DEIS using centrally held CSO and DES data.
The key data sources are the DES Primary Online Database (POD) and Post-Primary Online (PPOD) Databases, and CSO data from the National Census of Population as represented in the Pobal HP Index for Small Areas which is a method of measuring the relative affluence or disadvantage of a particular geographical area. Variables used in the compilation of the HP Index include those related to demographic growth, dependency ratios, education levels, single parent rate, overcrowding, social class, occupation and unemployment rates. This data is combined with pupil data, anonymised and aggregated to small area, to provide information on the relative level of concentrated disadvantage present in the pupil cohort of individual schools. This data is applied uniformly across all the schools in the country. Further information on the development of the identification process is available in the DEIS Review report which can be found on my Department's website at http://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/.
In its initial application, the new identification model has identified that there are schools in disadvantaged areas, not previously included in DEIS, whose level of disadvantage is significantly higher than many schools already in the programme. Accordingly, we are moving as a first step to include these schools within the DEIS School Support Programme.
Schools included in the list published by the Department on 13th February are those whose level of concentrated disadvantage has been identified as being at the same level as the current DEIS category for schools serving the highest concentrations of disadvantage.
Schools which have not been included at this stage, are those which have not been identified as having the highest levels of concentrated disadvantage amongst their pupil cohort, under the new model which is fair and objective. It should be noted that each school’s level of disadvantage is based the CSO small area of population in which the student cohort of the school resides.
The new DEIS Plan provides for a verification process and any school wishing to seek verification of the information used to assess the level of disadvantage of its pupil cohort may submit an application for same to social_inclusion@education.gov.ie.
It is important to note that the school details published on 13th February represent a first step in the application of the assessment process to support pupils in schools with the highest concentrations of disadvantage. I am fully aware that there are further schools whose concentrated level of disadvantage may not be at the highest level, but may nevertheless be at a level which warrants additional supports for pupils under DEIS.
However, as noted in the DEIS Plan, the implementation of a new objective central data-based model of identifying levels of disadvantage within school populations will be followed by a further programme of work to create a more dynamic model where levels of resource more accurately follow the levels of need identified by that model.
Once this work has been completed, consideration will be given to extending DEIS supports to a further group of schools as resources permit.
In delivering on the DEIS Plan 2017 we must be conscious that there are ongoing changes in demographics which may be more marked in some areas than others. Populations in some areas have changed considerably since schools were originally evaluated for inclusion in DEIS in 2006. The new model may reveal that some schools currently included in DEIS have a level of disadvantage within their school population much lower than that in some schools not included within DEIS. If this turns out to be the case, then we must consider whether it is fair that those schools continue receiving these additional resources, using resources that may be more fairly allocated to the schools with greater levels of disadvantage.
117. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills if consideration will be given to appeals from any schools not successful in receiving DEIS status on this occasion; and the process involved. [10578/17]
View answerThe new DEIS Plan provides for a verification process and any school wishing to seek verification of the information used to assess the level of disadvantage of its pupil cohort may submit an application for same to social_inclusion@education.gov.ie.
It is important to note that the school details published on 13th February represent a first step in the application of the assessment process to support pupils in schools with the highest concentrations of disadvantage. I am fully aware that there are further schools whose concentrated level of disadvantage may not be at the highest level, but may nevertheless be at a level which warrants additional supports for pupils under DEIS.
However, as noted in the DEIS Plan, the implementation of a new objective central data-based model of identifying levels of disadvantage, which is applied uniformly across all schools in the country, will be followed by a further programme of work to create a more dynamic model where levels of resource more accurately follow the levels of need identified by that model.
Once this work has been completed, consideration will be given to extending DEIS supports to a further group of schools as resources permit.
In delivering on the DEIS Plan 2017 we must be conscious that there are ongoing changes in demographics which may be more marked in some areas than others. Populations in some areas have changed considerably since schools were originally evaluated for inclusion in DEIS in 2006. The new model may reveal that some schools currently included in DEIS have a level of disadvantage within their school population much lower than that in some schools not included within DEIS. If this turns out to be the case, then we must consider whether it is fair that those schools continue receiving these additional resources, using resources that may be more fairly allocated to the schools with greater levels of disadvantage.
118. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills if officials in his Department considered the research document, A Case of Mistaken Identity, conducted by Togher Family Centre in association with local schools, in producing the criteria upon which applications for DEIS would be considered, and in any individual evaluations. [10579/17]
View answerDEIS is my Department's main policy initiative to tackle educational disadvantage. The DEIS Plan 2017 sets out our vision for future intervention in the critical area of social inclusion in education policy.
A key element of DEIS Plan 2017 is the availability of a new identification process for the assessment of schools for inclusion in DEIS using centrally held CSO and DES data.
The key data sources are the DES Primary Online Database (POD) and Post-Primary Online (PPOD) Databases, and CSO data from the National Census of Population as represented in the Pobal HP Index for Small Areas which is a method of measuring the relative affluence or disadvantage of a particular geographical area. Variables used in the compilation of the HP Index include those related to demographic growth, social class composition and labour market situation. This data is combined with pupil data, anonymised and aggregated to small area, to provide information on the relative level of concentrated disadvantage present in the pupil cohort of individual schools. I can confirm to the Deputy that no further research documents were used in this identification process.
Further information on the development of the identification process is available in the DEIS Review report which can be found on my Department's website at http://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality .
