Written Answers Nos. 152-162
153. 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, to ensure that a steady stream of persons achieve a postgraduate qualification for societal good and to ensure attractiveness to foreign investors. [10695/17]
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 €4 million 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 total my Department will invest approximately €450 million in access supports in the 2017/18 academic year. This will benefit approximately 80,000 disadvantaged students through the student grant scheme. Other measures include the Student Assistance Fund and the Fund for Students with Disabilities.
154. Deputy Joan Burton asked the Minister for Education and Skills his plans for equating newly qualified teachers since 2011 with those who entered the workforce previously; if he will report on discussions with the Association of Secondary Teachers in Ireland, ASTI, on the matter; and if he will make a statement on the matter. [10696/17]
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 had outstanding pay demands and that the deal did not travel the full distance that they set out to achieve. However, it did represent significant progress, and the door remains open to the trade union movement seeking to advance this 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 proposals provided 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 were 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
- The €1,000 increase now being paid to public servants on 1 April 2017, brought forward from 1 September 2017 under the LRA, as a result of Government moves to address the anomaly that arose in the context of the recent Labour Court Recommendations in respect of the Garda Associations.
ASTI members have voted to reject the proposals put forward aimed at resolving their dispute and in consequence, to reject the Lansdowne Road Agreement. It is regrettable that many ASTI members will now suffer permanent financial losses and loss of other benefits as a result of this choice.
The proposals represented the final outcome of the process and there will be no further offer made to ASTI. The Government is committed to continuing to work with unions inside the agreement in progressing consideration of pay and conditions issues. The work of the Public Service Pay Commission is now underway in this regard.
155. 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. [10697/17]
View answerI wish to advise the Deputy that funding for special education provision in 2017 is estimated to amount to some €1.68 billion, which is equivalent to over 19% of the gross overall current allocation for education and training and an increase of 12% in spending in the past two years. This funding provides for a range of supports and services including additional learning and resource teaching support, access to Special Needs Assistant (SNA) 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.
As part the recent Budget announcements, I announced that an additional 115 Special Needs Assistants (SNA) posts at an annual cost of €3.75m will be provided for allocation in 2017, bringing the total number of SNAs available for allocation to schools to 13,015 to the end of 2017. This represents an increase of 23% over the numbers available in 2011, which was 10,575. This is a higher level of SNA support than ever before, which ensures that children with special educational needs can continue to participate in education and be supported in a manner appropriate to their needs.
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.
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 of which 7430 are Resource Teaching posts. 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 have been allocated to schools under the General Allocation Model for primary schools and Learning Support allocations for post primary schools.
On 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.
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.
Additional provision also continues to be made for special class and special school placements.
There are currently 1,153 Special Classes in place, in comparison to 548 in 2011, with approximately 150 new classes having been made available for the current school year. 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.
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.
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.
156. Deputy Joan Burton asked the Minister for Education and Skills his plans to improve access to Irish Sign Language courses for persons with hearing disabilities; and if he will make a statement on the matter. [10698/17]
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 of 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.
157. Deputy Joan Burton asked the Minister for Education and Skills the criteria used by his Department for deciding on applications for capital funding for junior, senior and post-primary schools. [10699/17]
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.
159. Deputy Joan Burton asked the Minister for Education and Skills the status of the Technological Universities Bill 2015; when it is to return to Dail Éireann; the necessary changes he proposes to make to the draft legislation; and if he will make a statement on the matter. [10701/17]
View answerAs the Deputy will be aware, the Programme for Government outlines that this 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 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.
160. 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. [10702/17]
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.
161. 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. [10703/17]
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 monitor progression rates within the institutions on an annual basis. Institutes report on retention measures in place within their institutes to combat high non-progression rates. The HEA funds retention initiatives in Computer Science disciplines in higher education institutions through the Information Technology Investment Fund. In 2015 these initiatives included additional classes, attendance mentoring, teaching and learning initiatives, student support sessions, buddy 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 recently made a number of recommendations including capacity building within the school system, improved career guidance, sharing of good practice on pedagogy and retention across the sector and strengthen links with the FET and post primary sectors.
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.
162. 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. [10704/17]
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.
Earlier this year, I launched the Action Plan to expand Apprenticeship and Traineeship in Ireland 2016-2020. The Plan commits to a new call for apprenticeship proposals later this year, to provide for the needs of all sectors, including hospitality and tourism.
