Written Answers Nos. 1 - 52
27. Deputy Ruth Coppinger asked the Minister for Education and Skills his plans for the junior certificate English examination, in view of the industrial relations dispute with the Association of Secondary Teachers in Ireland; and if he will make a statement on the matter. [10413/17]
View answerThe State Examinations Commission (SEC) has responsibility for the administration of the Final Examinations that form part of the assessment procedures for Junior Cycle. The SEC has provided reassurance in relation to concerns that some students may not have opportunities to complete all elements of the SEC’s Junior Cycle Final Examination, in English, in 2017. The Examination in English comprises an Assessment Task, undertaken in schools, which is worth 10% of the available marks and a Final Examination, in June 2017, representing 90% of the marks. Both elements are marked externally by the SEC.
Schools were advised of a second window for the completion of the second Classroom Based Assessment (CBA) and the Assessment Task (AT) in English. The new window will be in the week beginning 24 April 2017.
The SEC will shortly provide further guidance to schools regarding the completion of the Assessment Task. The SEC has assured parents and students that this guidance to schools will make clear that all their students will have an opportunity to undertake the AT, and in this way to complete all elements that are marked by SEC within the Junior Cycle Final Examination.
The class teacher role, in facilitating students to the complete the Assessment Task, is to engage with their students in relation to stimulus material and questions (provided by the National Council for Curriculum and Assessment), and then to supervise the class in completing the SEC-provided booklet. Class teachers have no role in marking the Assessment Task.
I welcome the reassurance provided by the State Examinations Commission on this issue and I am satisfied that all students will have the opportunity to complete the Assessment Task and Final Examination.
29. Deputy Gino Kenny asked the Minister for Education and Skills if his attention has been drawn to the fact that the delay in the proposed extension and refurbishment of a school (details supplied) is seriously impeding the school's ability to increase its enrolment numbers to meet the growing educational demands in the Lucan area; if he will expedite stage 2A that has been with his Department's technical staff for review since 6 January 2017 in order that the school can quickly proceed to stage 2B of the process; and if he will make a statement on the matter. [10329/17]
View answerThe Deputy will be aware from my earlier answer to Deputy Curran of the background to this project.
The stage 2(a) report is currently under review in my Department. Stage 2(a) is a critical stage in the progress of any project. It effectively sets the final design of the building to ensure a high quality of accommodation and to facilitate a smooth progression through the applications for planning permission, fire cert and disability access cert. All of these statutory approvals are required before the design team can progress to completing the tender documents.
My Department will have completed its review of the stage 2(a) report by mid-April and the project will then be authorised to progress to commence stage 2(b).
In the interim, as this project is progressing, my Department has approved applications from the ETB to provide temporary accommodation on site to cater for the increasing enrolments in the school. My Department will continue to provide the appropriate levels of interim accommodation commensurate with the enrolments to Lucan Community College. In doing so, my Department is satisfied that there is no impediment to the school's ability to increase its enrolment numbers to meet demands in the Lucan area.
The brief for this project when complete will provide an extension/refurbishment to permanent modern accommodation to cater for 1,000 pupils and a 2 classroom Special Needs Unit on the existing school site.
30. Deputy Colm Brophy asked the Minister for Education and Skills if he will direct the appropriate officials in his Department to make a site visit to a school (details supplied) in Dublin 24; and if he will make a statement on the matter. [10334/17]
View answerI wish to advise the Deputy that my Department received an application from the school in question for significant funding to facilitate major reconfiguration works within the school building. The request is mainly to have classrooms which were partitioned in 1990 to accommodate a Gaelscoil restored to their original size. The application included architectural plans prepared by an architect engaged by the school outlining the works the school wished to undertake. These plans, together with details of the school property secured by my Department’s technical staff during a previous site visit in 2012, are available to my Department.
Unfortunately, my Department’s current priority has to be focused on the provision of essential classroom accommodation to meet demographic demand to ensure that every child will have access to a physical school place and where an additional teacher is being appointed. All applications for capital funding must be considered in the context of the limited funding available, which must of necessity, be prioritised for this purpose. I understand that there is no additional teacher being appointed to the school concerned. While I can understand the school's desire to enlarge classroom sizes now that the gaelscoil is relocated, it cannot rank as a priority at the present time.
My Department has explained the financial position to the school and advised that the application will be retained on file in the event of further funding becoming available in the future. In the circumstances, a further site visit to the school by my Department would be premature at this stage.
35. Deputy Richard Boyd Barrett asked the Minister for Education and Skills the status of the process and timeframe for the Government's decision on the options laid out in the Cassells report on funding for third level education; and if he will make a statement on the matter. [10455/17]
View answerThe Report of the Expert Group on the Future Funding for Higher Education sets out a number of funding options for the sector including a predominantly State-funded system, a State-funded system supplemented with continuing student fees and an income contingent student loan scheme.
As the Deputy will be aware the Report is currently with the Joint Oireachtas Committee for consideration where each of the funding models will be examined and the process will include input from all stakeholders.
It will be important to obtain political and societal consensus on achieving a sustainable funding model for the higher education sector in the future and my Department and I continue to work with the Committee as it undertakes this important job. However, it is important to recognize, as the Cassells Report has done, that doing nothing is not an option and that other measures to improve equality of access would also be necessary.
Funding overall for the higher education sector is a key concern for me, particularly in light of the additional pressure that will fall on the system over the next decade or so. That is why I am pleased, that I have for the first time in nine years secured additional funding for the sector with €36.5m additional being made available this year and €160m additional overall over the next three years. This includes an increase in the funding available to students from disadvantaged backgrounds and other under-represented groups to assist them in overcoming financial barriers to accessing and completing higher education.
In addition, in Budget 2017 the Minister for Public Expenditure and Reform and I, announced a policy review with the aim of designing and implementing a sustainable and predictable multi-annual funding model for higher and further education and training involving increased Employer and Exchequer contributions from 2018. The review will be undertaken as part of the overall response to meeting the anticipated skills needs in the economy over the coming years, in line with the policy framework set out in the National Skills Strategy.
It will include an analysis of the business case for enhanced investment in the higher and further education and training sectors and of the most effective funding mechanisms to deliver outcomes in respect of our ambitions in this area. In this context it will identify key elements of the new funding model and of the expected impacts including those on employers. The review will include consultation with stakeholders which it is intended will commence in early March 2017. It is expected that the policy review will be published by the end of April 2017, and will complement the ongoing work by the Oireachtas Committee in relation to the Cassells report.
36. Deputy Thomas Byrne asked the Minister for Education and Skills if he will provide an update on meetings and discussions he or his officials have had with counterparts in other EU states with regard to the impact of Brexit on third level fees that would be charged to Irish or other EU citizens studying in the UK or Northern Ireland and-or other barriers to access for Irish or EU students to studying in the UK or Northern Ireland. [10487/17]
View answerFirstly, let me say very clearly that negotiations on the UK/EU relationship post Brexit have not yet begun. Ireland is part of the EU27 in terms of preparing for such negotiations and we will continue to respect our role in that process.
I have had meetings in recent months with the EU Commissioner for Education and other EU Ministers and officials at which such barriers and other Brexit-related issues were discussed.
Our principal concerns relate to protecting to the greatest extent possible student mobility between Ireland and Northern Ireland, the UK and within the EU and to support our strategy to increase non-EU student flows. We are particularly concerned to facilitate the continued feasibility of the UK as an option for our further and higher education students, of whom almost 11,000 attend UK higher education institutions.
The other principal concerns in education relate to the possible impact of the UK withdrawal from EU Funding Programmes such as Erasmus+, Horizon 2020, PEACE IV and INTERREG, and the impact this could have on both funding streams for our system and on consequent resource demands on the Irish system to replace UK investment and contributions in these programme areas. There are also risks around research collaboration and opportunities for Irish institutions to partner with UK institutions and around the continued success of cross-Border co-operation in special education needs, educational underachievement, teacher mobility and school, youth and teacher exchanges.
I and the UK Secretary of State for Education have communicated on matters of shared concern including the likely implications of Brexit for research collaboration; student access to higher education, and student fees. We have agreed to take forward our consideration of these issues at a meeting to take place in the very near future. I had previously discussed a similar agenda with my counterparts in the Northern Ireland Executive on the margins of the North South Ministerial Council meeting in July 2016.
My Department's Secretary General attended the UK/Ireland Permanent Secretary/Secretary General Summit in London in October 2016 at which he and his UK counterpart considered the implications of Brexit for our respective education systems including possible impacts on Ireland/UK student and academic flows and third level student fees and supports.
My officials meet with their EU counterparts regularly in Brussels and at EU events and they take every opportunity to speak to as many as possible of them, including on Ireland's particular Brexit challenges. My Department has also held four Brexit stakeholder consultation events - one overall information event, one for the schools sector, one for the further education and training sector and one for the higher education and research sector where we heard from all interests on the issues and challenges faced by the education community, both North and South.
As part of the Government's overall preparations for Brexit, Ministers will continue to meet and engage with their EU counterparts over coming weeks to emphasise Ireland’s concerns and to ensure that they are fully reflected in the EU position once negotiations commence. I myself hope to meet with the UK Secretary of State in March.
This activity is reinforced by extensive engagement at diplomatic and official level. The Government is acutely aware of the potential risks and challenges for the Irish economy and will remain fully engaged on this aspect as the negotiations proceed. An important part of our preparations for the Brexit negotiations is ensuring that our particular concerns are heard and understood across Europe, and engagement with our EU partners and with the EU institutions is therefore critical.
37. Deputy Peter Burke asked the Minister for Education and Skills the status of the construction of a new school for a school (details supplied) in view of the fact that the school is due to be open to students in September 2018; and if he will make a statement on the matter. [10109/17]
View answerThe Deputy will probably be aware that the school building project to which he refers has been devolved for delivery to the Local Authority.
The Design Team for the project recently provided the Local Authority with an accelerated timeline for the project which will see the project being delivered for occupation in September 2018. My Department received confirmation last week that the timeline is progressing to schedule with tenders expected to issue around the middle of March.
My Department understands from communicating with the school and, more recently, with parents, the pressures that the school it is under in its current accommodation and my Department is keen to see the project progress to site as quickly as possible. My Department can gives assurances to both the school authority and the parents that it will continue to liaise with the Local Authority to make sure that the timeline set out by the Design Team is adhered to and that any issues arising along the way are dealt with promptly.
38. Deputy Martin Heydon asked the Minister for Education and Skills the progress on extensions planned for secondary schools (details supplied) in County Kildare; and if he will make a statement on the matter. [10453/17]
View answerI wish to advise the Deputy that a building project for each of the schools referred to is included in my Department's 6 Year Construction Programme (2016-2021). The additional accommodation being provided to the schools in question as part of the 6 Year Construction Programme is intended to meet demographic demand identified in the areas where the schools are located.
In the case of the first named school referred to by the Deputy, it is my Department's intention to arrange a site visit to the school in the context of initiating the architectural planning process for the project. The Department will be in contact with the school in due course to arrange a site visit.
In the case of the remaining two schools referred to by the Deputy, school site visits by my Department's technical staff have taken place, in the context of progressing the school projects concerned. Schedules of Accommodation, for purposes of the school's project briefs, are currently being devised and my Department will be in further contact with the schools when these have been finalised.
My Department is aware of the schools' accommodation needs and will continue to liaise with each school in the context of progressing the architectural planning process for the projects concerned.
39. Deputy Louise O'Reilly asked the Minister for Education and Skills the contact his Department has had with primary schools in the Swords area in respect of their junior infant capacity; if these schools have been met with collectively to review enrolment figures; the details of his Department's assessment that the need of junior infants enrolling in the schools in the Swords area will be met by the available places; if he will meet with parents in the area to discuss their concerns; and if he will make a statement on the matter. [10130/17]
View answerMy Department is currently reviewing the demographic data in the Swords area referred to by the Deputy as part of the overall demographic analyses of all school planning areas nationwide.
As the Deputy will be aware, there are 13 primary schools serving the area referred to, one of which has made contact with my Department in regard to junior infant intake for September 2017. In addition, my Department has been in direct contact with a number of schools in the school planning area in respect of their junior infant capacity. In that regard it is understood that at least one primary school is undersubscribed and has expressed a willingness to enroll further junior infants in September 2017, if necessary. The school enrolment position for September 2017 will be clarified when the schools concerned have completed their enrolment process in the coming weeks. As the Deputy will appreciate, it is important that school size is monitored and that a balance is preserved among all schools in school planning areas to ensure that one school is not expanding at the expense of another school.
My Department is monitoring the position in the Swords area closely. While the situation may result in some pupils not obtaining a place in the school of their first choice, the Deputy will appreciate that my Department’s main responsibility is to ensure that the existing schools in the area can, between them, cater for the demand for Junior Infant places in September 2017.
40. Deputy Maureen O'Sullivan asked the Minister for Education and Skills his views on the staffing schedules outlined in the DEIS programme; if his attention has been drawn to the consequences of applying the pupil teacher ratio of 20 to 1 to existing junior DEIS band 1 schools that currently retain additional teaching posts to allow a pupil teacher ratio of 15 to 1 in junior classes. [10415/17]
View answerI wish to inform the Deputy that staffing schedules under the 2005 DEIS Plan provided for class sizes in DEIS Band 1 urban primary schools of 20 to 1 in junior and 24 to 1 in senior classes.
The DEIS Plan 2017 does not propose a change to this position. Rather, it provides for an evaluation of teaching resources for schools participating in DEIS to be undertaken to inform future policy in the Irish context.
In this regard the relevant actions contained in the DEIS Plan 2017 are Actions 27 and 28. These provide for:
- An evaluation of the level of teaching resources for schools participating in the School Support Programme to be undertaken within the Monitoiring and Evaluation Framework to inform future policy in this area;
- Pending the evaluation of the level of teaching resources in schools, primary schools supporting the greatest concentration of pupils with the highest risk of educational disadvantage will implement a staffing schedule to accommodate class sizes of 20:1 in junior classes and 24:1 in senior classes.
However, I am also aware that some DEIS schools have additional teaching posts which had been allocated under programmes that pre-dated DEIS and that my Department continues to allocate these posts in these DEIS schools. As has been the practice within DEIS to date, schools should use their additional teaching resources to accommodate the recommended class size under DEIS. In cases where schools have additional teaching resources at their disposal, these additional resources should be deployed to meet the objectives of the DEIS Programme as set out in the School Plan.
41. Deputy Maureen O'Sullivan asked the Minister for Education and Skills the status of history within the framework for junior cycle; and his views on the merits of history as a core subject. [10414/17]
View answerIn line with the philosophy of the Framework for Junior Cycle, no subject or short course will be deemed compulsory apart from Irish, English and Mathematics, and the new area of learning of Wellbeing. Thereafter schools will have the flexibility and autonomy to choose from 18 other subjects, including History.
Schools will be given flexibility to shape their own Junior Cycle programme by including a selection of subjects, short courses and other learning experiences that will allow their students to meet the requirements of the twenty-four Statements of Learning outlined in the Framework.
Overall, I am in favour of leaving the decision on what is offered at the discretion of the school. Curriculum choice is important in motivating students to learn and to remain in school to completion of Senior Cycle. The vast majority of schools already offer History and Geography and the vast majority of students choose these subjects although they are currently compulsory in only half our schools.
Because the total number of full subjects which can be done for assessment in Junior Cycle is ten, it is likely that schools will retain most or all of their current subjects in their Junior Cycle going forward. The popularity of subjects depends on the quality of teaching, the passion of the teachers for their subjects and the engagement of their students. I see no reason why the popularity of History will change in the future. I would also point out that the 24 Statements of Learning, underpinning the new Junior Cycle, ensure that historical study, either through the subject History or other means, must be offered in schools' programmes.
The new specification for Junior Cycle History will be introduced in schools in September 2018.
42. Deputy Richard Boyd Barrett asked the Minister for Education and Skills his plans for Music Generation; if the success of this initiative will result in similar initiatives for other art forms; and if he will make a statement on the matter. [10483/17]
View answerMy Department provides funding support to the Music Generation programme of €2.5 million annually. This is in respect of the 11 local Music Education Partnerships (MEPs) established under Phase 1 of the programme, which were initially supported through philanthropic funding.
In January 2016, a commitment was given by my Department, subject to resources, to provide further funding to support a second phase of Music Generation. This commitment would see Exchequer support increase to some €5 million annually from 2020.
In January of 2017, a call was announced for new Music Education Partnerships to apply for inclusion in Phase 2 of Music Generation. A total of €3m in funding, from philanthropic investment by U2 and The Ireland Funds, is available through this call. This will enable Music Generation’s expansion into new areas across Ireland between 2017 and 2021. This welcome expansion of Music Generation is mentioned in my Department's Action Plan for Education.
'Creative Ireland' is the Government’s Legacy Programme for the successful 'Ireland 2016' initiative. It is a five year programme, from 2017 to 2022, which places creativity at the centre of public policy. Devising an integrated implementation plan for Arts in Education is a priority under Pillar 1 of the programme, which is to enable the creative potential of every child. This includes the objective that by 2022 every child in Ireland will have access to tuition and participation in art, music, drama and coding. The plan – “Creative Children” – is to be launched in September 2017. My Department is working closely with the Department of Arts, Heritage, Regional, Rural and Gaeltacht Affairs and the Arts Council in this matter.
43. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the funding that is available for the inclusive learning initiative with NUI Maynooth and an organisation (details supplied) to enable students with an intellectual disability to undertake courses of study; and if he will make a statement on the matter. [10110/17]
View answerThe National Access Plan, 2015-19 contains a specific target to increase the number of students with disabilities in higher education. The plan sets an overall target that 8% of new entrants to HE will be people with disabilities by the end of the plan. My Department is working closely with the Higher Education Authority (HEA) and higher education institutions in order to achieve this target.
A number of interventions are in place to promote access to higher education for students with disabilities. These include the Disability Access Route to Education (DARE) scheme, the Fund for Students with Disabilities, and a network of Disability Officers working within each higher education institution.
At institutional level a number of higher education institutions have developed specific programmes that are intended to include students with intellectual disabilities in third level.
The Inclusive Learning Initiative was one such initiative that was developed by Maynooth University. It enabled a small group of students with an intellectual disability to participate in some modules of higher education programmes.
I understand that Maynooth University took the decision not to recruit any additional students for this pilot initiative in 2016. The existing students who are enrolled on the programme will be allowed to complete their studies.
This is an issue for Maynooth University in the first instance. Ultimately it is up to each higher education institution to identify and manage its priorities within the budget allocated to it by the Higher Education Authority.
44. Deputy Eugene Murphy asked the Minister for Education and Skills the reason the current policy of his Department is for one secretary, one cleaner and one caretaker for schools with over 250 students, with no extra allocation for larger schools, despite the fact that there has been a 25% increase in secondary school student numbers under the remit of the Galway and Roscommon Education and Training Board; and if he will make a statement on the matter. [10325/17]
View answerMy Department’s focus in recent years has been to prioritise the filling of front-line teaching and Special Needs Assistant posts in schools.
These posts were not affected by the recruitment moratorium that was put in place in the public service in 2009 as part of budgetary measures.
However, secretary, caretaker and cleaning posts in schools were affected by the recruitment moratorium. Alleviation arrangements were put in place to avoid a school of 250 pupils or more having less than one Secretary and one Caretaker post and a school of 450 pupils or more having less than one Cleaning post.
My Department acknowledges the need to improve these alleviation arrangements, particularly for the largest schools. However, progress on this is dependent on additional budgetary funding and there are many competing priorities for available resources.
In the interim, there are a number of options available to ETBs to supplement their non-teaching staffing supports. As non-teaching staffing supports are allocated to the ETB scheme, it may look at the option of re-assigning staff between schools. The other option may be to explore the possibility of using the School Services Support Fund (SSSF) to supplement non-teaching staffing supports within the ETB. While the ETB would not be in a position to employ any person directly, it could use the SSSF to buy in a service (i.e. use a contracting company/agency) for the provision of additional secretarial, caretaker or cleaning services in a school. The level of SSSF funding provided by my Department to Galway and Roscommon ETB increased from €547,952 in 2013 to €688,581 in 2017.
45. Deputy Fiona O'Loughlin asked the Minister for Education and Skills his plans to broaden the opportunities for students with intellectual disabilities to undertake third level courses of study; and if he will make a statement on the matter. [10111/17]
View answerIncreasing access to higher education by people with disabilities is one of the targets in the National Access Plan 2015-2019.
The plan sets an overall target that 8% of new entrants to HE will be people with disabilities by the end of the plan. The most recent HEA key facts and figures show that the proportion of entrants indicating that they have a disability has almost doubled compared to similar data gathered eight years ago (7.8% in 2015 compared to 4.2% in 2007).
There are a number of specific supports in place to promote access to higher education for students with disabilities.
The Disability Access Route to Education (DARE) offers places at reduced points to school leavers with disabilities.
My Department, through the Higher Education Authority (HEA), provides financial support to higher education institutions to ensure that they are adequately resourced to cater for the needs of students with disabilities. This funding is allocated to each institution through the recurrent grant allocation model. This funding allows higher education institutions to provide individual needs assessment for students with disabilities. This is key to providing the necessary supports and accommodations for each student.
My Department and the HEA also support the Fund for Students with Disabilities. In 2015-16 funding of over €10m was allocated to support over 10,000 students in higher and further education. My Department is currently reviewing the operation of this Fund. While the review is currently ongoing, the consultation with students undertaken as part of the review has clearly indicated the importance of the fund in promoting access for students with disabilities.
The HEA also support the work of the Association for Higher Education Access and Disability (AHEAD) who are an advocacy and policy development body for students with disabilities.
In addition, a number of higher education institutions have put in place specific programmes that are intended to include students with intellectual disabilities in third level. These include the Certificate in Contemporary Living which is delivered by a number of institutions.
46. Deputy Richard Boyd Barrett asked the Minister for Education and Skills if consideration will be given to restoring maintenance grants for postgraduate students; the cost for doing so; and if he will make a statement on the matter. [10454/17]
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 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.
47. Deputy Robert Troy asked the Minister for Education and Skills the actions his Department is taking to address the severe shortage of specialist staff in the hospitality sector. [6199/17]
View answerIn 2015 the Expert Group on Future Skills Needs (EGSFN) carried out a study on the future skills needs of the hospitality sector. The objective was to assess demand arising within the sector in Ireland including hotels, restaurants, bars, canteens and catering over the period to 2020. The aim was to ensure that there will be the right supply of skills to help drive domestic hospitality sector business and employment growth. The report which was published in November 2015, provides a clear and coherent framework for the development of talent in the hospitality sector in the years ahead to help drive both hospitality business and employment growth which is one the key goals of the Government’s Tourism Policy Statement – People, Place and Policy-Growing Tourism to 2025.
The Study assesses skills demand at all NFQ levels, with a particular focus on career progression opportunities for those at lower skilled levels to help fill anticipated job openings. The report provides a set of recommendations designed to address the skills requirements of the sector over the period to 2020. A key recommendation in the report was the need to set up a National Oversight and Advisory Group comprising all the key hospitality stakeholders. Following on this recommendation, the Hospitality Skills Oversight Group was established early last year, chaired by SOLAS for the first year. To date the group has held seven meetings. Membership of the Group includes the Restaurant Association of Ireland, the Irish Hotel Federation, Irish Hospitality Institute, Licenced Vintners Association, Vintners Federation of Ireland, Fáilte Ireland, Department of Jobs, Enterprise and Innovation, Department of Education and Skills, Department of Social Protection, Higher Education Authority, Skillnets, SOLAS, ETBs, IoTs, DIT and Quality and Qualifications Ireland. The role of the Group is to monitor progress on the implementation of the recommendations of the EGFSN and to provide a forum for on-going collaboration in addressing the skills needs of the sector and to identify and progress actions to overcome barriers on its implementation.
The Group plan to publish a report later this year. To date work has been undertaken on careers promotion via a range of fora, the launch of the Tourism Insight online programme - aimed at promoting careers in tourism and hospitality with particular reference to transition year and Youthreach participants. Audits of both higher and further education facilities and courses are underway as well as the establishment of a Restaurant and Hospitality Skillnet which aims to address key skills requirements of restaurants and catering companies to help drive the domestic hospitality sector, employment growth, talent attraction and retention. Funded through the National Training Fund by my Department, the network plans to design tailored programmes covering all aspects of the restaurant, food and beverage industry to SMEs nationally with a particular focus on career progression for those at lower skilled levels to help fill anticipated job openings and increase retention levels within the sector and is well placed to address key recommendations of the EGFSN 2015 Report.
Earlier this year, I launched the Action Plan to expand Apprenticeship and Traineeship in Ireland 2016-2020, setting out how state agencies, education and training providers and employers will work together to deliver on the Programme for Government commitments on the expansion of apprenticeship and traineeship in the period to 2020. The Plan sets out how we will manage the pipeline of new apprenticeships already established through the first call for proposals in 2015 and also commits to a new call for apprenticeship proposals later this year, to provide for the needs of all sectors, including hospitality and tourism. Over the lifetime of the Action Plan, 50,000 people will be registered on apprenticeship and traineeship programmes representing a doubling of current activity. 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 later this year. The Apprenticeship Council also recently approved development funding for a separate proposal to develop a Chef de Partie Apprenticeship. The Apprenticeship Council will continue to work with the proposers of these new programmes to develop them into sustainable apprenticeships that can be delivered on a nationwide basis. The funding for planned and forecast expansion in 2017 will see an additional €20million provided.
In 2015 a new Career Traineeship initiative was initiated by SOLAS in collaboration with the ETBs and enterprise to develop a more effective model of work-based learning, primarily at NFQ levels 4 and 5, incorporating best national and international research and practice. Networks have been created to facilitate partnerships between ETBs and employers to identify training needs, design training programmes, recruit learners and deliver training on and off the job. The Career Traineeship model of work-based learning is currently being piloted with the hospitality and engineering sectors, with the involvement of seven ETBs.
Last year, over 8,000 higher education students undertook courses in this sector and provision was planned for over 6,700 beneficiaries within the further education and training sector.
Going forward the work of the EGFSN and the Skills and Labour Market Research Unit in SOLAS, particularly in the provision of forecasts for existing and future skills needs across various sectors including hospitality, will continue to support and inform the work of my Department on the overall implementation of the National Skills Strategy 2025 and the Action Plan for Education 2016-2019 to ensure we plan and provide for Ireland's skills requirements across all sectors.
48. Deputy Mick Wallace asked the Minister for Education and Skills the details of any assessment that has been carried out by his Department to establish if there is a need for a higher education institute or university in County Wexford; if such an assessment has not been carried out to date, his plans to initiate one; and if he will make a statement on the matter. [10333/17]
View answerFirstly, I should point out that the Institute of Technology Carlow already have a Wexford Campus which is based in Wexford Town and which offers an extensive range of award qualifications from Level 6 through to postgraduate Level 9 on the national Framework of Qualifications (NFQ).
In relation to the Deputy’s specific question on the establishment of a higher education institution or university in County Wexford, I can assure the Deputy that there are plans in place for the development of a Technological University for the whole South-East region.
As the Deputy may be aware, the National Strategy for Higher Education to 2030, published in January 2011, recommended the consolidation of the Institute of Technology sector and creation of a small number of multi-campus technological universities.
The development of technological universities has the potential to deliver greater opportunity to students in these regions, to staff working in the institutions, and to the broader local economy and society.
Designation Process:
The process for designation as a technological university consists of four stages and requires the merger of two or more institutes of technology prior to application for designation as a TU. The Technological University for the South-East project was initiated in 2011 and consists of a consortium of two Institutes of Technology; Institute of Technology Carlow (ITC) and Waterford Institute of Technology (WIT). The TUSE consortium made good progress initially and submitted a Stage 1 expression of interest in 2012. However, following this initial promising start, the consortium encountered a series of challenges and difficulties and did not succeed in finalising a Stage 2 Plan prior to the decision by WIT to suspend merger activities in October 2014.
Following meetings with both Institutes, in early November 2014, the then Minister for Education and Skills announced the establishment of a new process of engagement and consultation, with the governing bodies, staff and students of both Institutes, together with the wider community in the South-East, in order to articulate and develop the following:
- A shared vision for a Technological University to serve the South-East region;
- To report to the Minister on the feasibility and steps required to progress an application for technological university status within an acceptable timeframe. This to be done, having regard to the published criteria and process for designation as technological university which is already in place.
The Minister appointed Mr. Michael Kelly to lead the process of consultation.
As outlined in the Michael Kelly Report into the development of a Technological University for the South-East a significant process of engagement and consultation took place with regional stakeholders. The Governing Bodies of Waterford Institute of Technology and the Institute of Technology, Carlow agreed that the engagement process would be supported by the Institute and the Technological University (TU) Co-ordinator in each Institute provided administrative and logistical support for all meetings. A total of some 40 meetings were held with groups of stakeholders.
The report, a copy of which is at the link that follows, presented a compelling rationale for a new type of higher education institution to support a “step-change” in the economic and social development of the entire South-East region. This is clearly the overwhelming wish of stakeholders in the region.
Following the publication of the Kelly report, a preliminary facilitation process which was recommended in the Report has been completed. There was strong engagement in the process by both parties and this facilitation process has been an important building block in terms of building trust between the parties and in developing a strong working relationship between the Presidents and Chairs of both institutions. As part of this, the Presidents of the two institutions, have jointly developed an initial work-plan to support the development of a joint TU proposal.
Strategic vision for TUSE
The core elements of a new agreed vision and values for the Technologic University of the South East have already been set out by both Institutes and includes a commitment to:
- A systematic focus on the preparation of graduates for complex professional roles in a changing technological world;
- Advancing knowledge through research and scholarship;
- Dissemination of this knowledge to meet the needs of society and enterprise;
- Particular regard to the needs of the region.
Funding:
Both Institutions made a joint presentation and submission to the Higher Education Authority (HEA), seeking funding to underpin the next phase of engagement. This was part of the latest call issued by the HEA regarding the restructuring of the higher education landscape. The call sought submissions for funding support in respect of the costs arising from mergers as part of the implementation of the National Strategy for Higher Education.
Arising from the submissions received and subsequent detailed presentations made to the HEA, the TUSE project were allocated a ring-fenced sum of €1.445 Million in 2016 to support the further development of the project.
Legislation:
In relation to the legislation, to underpin the development of Technological Universities, 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.
49. Deputy Brendan Smith asked the Minister for Education and Skills the outcome of the school transport review; the measures he plans to implement to deal with difficulties which arose for many families prior to the commencement of the 2016-17 school year, with particular reference to the availability of concessionary tickets; and if he will make a statement on the matter. [10125/17]
View answer73. Deputy Brendan Smith asked the Minister for Education and Skills his plans to improve the criteria for school transport eligibility, in view of many difficulties that have arisen in recent years particularly for some families in more rural and isolated areas; and if he will make a statement on the matter. [10126/17]
View answerI propose to take Questions Nos. 49 and 73 together.
School transport is a significant operation managed by Bus Éireann on behalf of the Department.
Currently over 115,000 children, including almost 12,000 children with special educational needs, are being transported in over 4,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres annually.
The purpose of the Primary and Post Primary School Transport Schemes is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
Children are eligible for school transport if they satisfy the distance criterion and are attending their nearest school.
The terms of the scheme are applied equitably on a national basis.
The Programme for Government committed to a review of the concessionary charges and rules element of the School Transport Scheme. This review was published in December 2016. As part of the review process I also established an Oireachtas Cross Party Working Group to feed into the review and that group met to discuss school transport issues. The review published in December made recommendations on both the charges and the rules element of concessionary school transport.
With regard to the charges for concessionary school transport the recommended course of action was to continue with the current position whereby charges remain in place for those in receipt of concessionary places. I agree with this recommendation on the basis that those applying for concessionary transport are making a conscious decision to do so and understand the implications of this choice at the time of application.
The report also recommended that the number of concessionary places should be reduced in line with the rules introduced in 2012 on a phased basis. Previous plans to advance this option were put on hold, pending the completion of the review.
However upon consideration of the review and discussions at the Cross Party Working Group I decided that there should be no planned programme of downsizing in the coming years except in line with normal operational decisions within the current scheme.
In addition to concessionary transport, a range of submissions relating to the School Transport Scheme generally were received from members of the Oireachtas through the Cross Party Group.
Arising from this, a number of areas were identified which require further examination including options on the implementation of the minimum numbers required for the retention of a service; options on instances where errors occur in categorisation of eligibility and the process around the refund of charges paid in cases where a ticket does not issue.
Finally, the Programme for Government also commits to a review of the criteria and guidelines of the School Transport Appeals Board. This review is currently underway.
50. Deputy Pat The Cope Gallagher asked the Minister for Education and Skills the reason for the non-inclusion of certain schools in County Donegal that were unsuccessful in obtaining DEIS status following the recent designation; the process used in determining the designations and the appeals mechanism open to those unsuccessful schools; and if he will make a statement on the matter. [10121/17]
View answer51. Deputy Pat The Cope Gallagher asked the Minister for Education and Skills the reason for the non-inclusion of certain schools for DEIS designation while at the same time designating adjoining schools within the same communities and districts; the appeals processes open to the school authorities regarding their failure to obtain DEIS status; his plans for further designations in the near future; and if he will make a statement on the matter. [10122/17]
View answerI propose to take Questions Nos. 50 and 51 together.
DEIS is my Department's main policy initiative to tackle educational disadvantage. The DEIS Plan for 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 which have not been included at this stage, including the schools 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 the CSO small area of population in which the student cohort of the school is 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.
52. Deputy Carol Nolan asked the Minister for Education and Skills the detail of the new arrangements for the reasonable accommodations scheme for certificate examinations from 2017. [10336/17]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the Certificate Examinations. The Commission, in this regard, operates a scheme of Reasonable Accommodations in the Certificate Examinations (RACE).
In view of this, I have forwarded your query regarding the new arrangements for the RACE scheme, to the State Examinations Commission for direct reply to you.
