Written Answers Nos. 68 - 90
70. Deputy David Cullinane asked the Minister for Education and Skills if he has received this Deputy's discussion document on a technological university of the south east; and if he will make a statement on the matter. [10918/17]
View answerI can confirm that I have received a copy of the Deputy’s discussion document on a Technological University for the South-East.
As the Deputy will be aware, the new Programme for Government outlines that this new Government will continue to support the creation of Technological Universities. The Technological University for the South-East (TUSE – consisting of Waterford Institute of Technology and Institute of Technology Carlow) is one of four consortia currently engaged with the process to become designated as Technological Universities.
Accordingly, I have asked my officials to follow up directly with the Deputy in relation to his discussion document.
73. Deputy David Cullinane asked the Minister for Education and Skills the difference between a teaching contract operational at institutes of technology and university contracts; and if he will make a statement on the matter. [10923/17]
View answerThere is an agreed contract between the Institutes of Technology and the Teachers Union of Ireland which governs the terms and conditions applying to the different grades of lecturing staff in all of the IOTs.
In line with the Universities Act, 1997, universities have autonomy in relation to human resource policies including lecturing contracts, subject to compliance with Government policy in respect of employment numbers and pay policy, national industrial relations agreements and employment law. I understand that as part of commitments given under the Public Service (Croke Park) Agreement 2010 – 2014, the universities have introduced new contracts for academic staff following agreement with the trade unions.
74. Deputy David Cullinane asked the Minister for Education and Skills if capital funding will be made available to progress the building of an engineering block at WIT; and if he will make a statement on the matter. [10924/17]
View answer75. Deputy David Cullinane asked the Minister for Education and Skills if his Department has received proposals from WIT to extend laboratory spaces and capacity at the institution; if consideration will be given to capital funding for such proposals; and if he will make a statement on the matter. [10925/17]
View answerI propose to take Questions Nos. 74 and 75 together.
The Department of Education and Skills is aware of the infrastructure challenges faced by Waterford Institute of Technology. The proposals referred to by the Deputy are among the many competing demands on the Department’s capital budget for higher education.
The Higher Education Authority, following consultations with my Department, has recently issued a circular letter to all institutions under its remit. This circular has been issued for the purpose of updating and consolidating the information available in relation to priority capital projects in higher education institutions. This Circular will, inter alia, assist in identifying the full extent of capital requirements in the higher education sector. It will also assist in identifying the projects that could be prioritised for capital funding should it become available.
In that context, a submission has been received from Waterford Institute of Technology and an assessment of same is underway.
77. Deputy John McGuinness asked the Minister for Education and Skills the number of colleges providing courses for apprentice mechanics; if all colleges charge the apprentices for courses provided or if there are different rates applied depending on the college; if his Department pays the colleges for any aspect of such courses; the way in which the delivery of such courses is monitored relative to standards expected by his Department; if the colleges or his Department have agreed a fee whereby students request a review of examination results; if so, the amount charged; and if he will make a statement on the matter. [10959/17]
View answerApprenticeship is a blended alternance training programme, with the off the job training element of apprentice mechanics courses delivered by Education and Training Board (ETB) training centres and Institutes of Technology (IoTs).
Students are not charged a fee for participating in phase 2 of apprentice mechanic courses, which are delivered in ETB training centres. Phase 4 and phase 6 of these mechanic courses are delivered by IoTs. The Annual Student Contribution (ASC) is levied on all students attending IoTs and the amount due by apprentices is calculated on a pro rata basis of the time which they spend in IoTs during the academic year. This is typically one third of the ASC paid by students attending for the full academic year and amounts to €1,000. SOLAS fund ETBs for phase 2 training and the Higher Education Authority (HEA) fund provision in the IoTs.
IoTs and ETBs are independently validated by Quality and Qualifications Ireland (QQI) as appropriate providers of education and training programmes and as such are required to comply with QQI quality assurance requirements. However, as the co-ordinator of craft apprenticeships, SOLAS, in accordance with QQI quality assurance requirements, conducts independent external verification of craft apprenticeship assessment activities conducted by collaborating providers, on a sample basis. In addition, SOLAS Authorised Officers attend IoTs Results Approval Board meetings to ensure compliance with the SOLAS marking requirements. With the implementation of the recently QQI validated new version 4 curricula for craft apprenticeships SOLAS has developed a revised Memorandum of Understanding for collaborating providers, in accordance with QQI requirements, which will extend the scope of the existing monitoring arrangements.
I understand that no fee is charged to review examination results, however, in the event of a formal appeal, normally following such a review, a fee is set by each institution which is refunded should the appeal be upheld.
78. D'fhiafraigh Deputy Carol Nolan den Aire Oideachais agus Scileanna cén sásra a bheidh ann chun measúnú agus freastal a dhéanamh ar an éileamh ar oideachas lán-Ghaeilge faoin bplean nua chun dífheistiú pátrúnachta a chur chun cinn, ós rud é go bhfuil sé luaite mar cheann de na príomhfheidhmeanna a bheadh ag an bpróiseas dífheistithe. [10960/17]
View answer79. D'fhiafraigh Deputy Carol Nolan den Aire Oideachais agus Scileanna an n-aontaíonn sé le Gaeloideachas go bhfuil baol ann, tríd an gcur chuige nua atá beartaithe, gur pobalscoileanna náisiúnta trí mheán an Bhéarla a bheidh mar thoradh ar an bpróiseas, toisc na Boird Oideachais agus Oiliúna a bheith i mbun an chomhairliúcháin agus iad cheana féin aitheanta mar a rogha pátrúin ag an gComhpháirtíocht Scoileanna Caitliceacha. [10961/17]
View answer80. D'fhiafraigh Deputy Carol Nolan den Aire Oideachais agus Scileanna an n-aontaíonn sé go bhfuil sé de riachtanas go mbeadh áisíneacht nó údarás neamhspleách agus neodrach ag tabhairt faoin gcomhairliúchán le tuismitheoirí maidir le dífheistiú, agus mar sin de nach bhfuil sé feiliúnach go dtabharfadh an Boird Oideachais agus Oiliúna faoi ós rud é go bhfuil siad san iomaíocht chun pátrúnacht bunscoileanna nua a bhaint amach. [10962/17]
View answerTógfaidh mé Ceisteanna Uimh. 78, 79 agus 80 le chéile.
Creidim go bhfuil na Boird Oideachais agus Oiliúna (BOO), mar údarás oideachais áitiúil an Stáit, foirfe chun tabhairt faoin gcomhchomhairle leis na tuismitheoirí réamhscoile sa phróiseas seo. Ceann de na gearáin a bhí ann maidir leis an bpróiseas roimhe seo ná nár cuireadh pobail áitiúla agus geallsealbhóirí áitiúla san áireamh a dhóthain. Tá na BOO, mar údaráis oideachais reachtúla, i láthair i ngach contae, le hionadaíocht ó ghrúpaí áitiúla agus óna mbord, an-fheiliúnach go deo chun an próiseas seo a chur i gcrích.
Tá na pleananna nua deartha chun scoileanna breise il-sainchreidmheacha a sholáthar i gceachtar de dhá theanga oifigiúla an náisiúin. Tá líon suntasach gaelscoileanna faoi phátrúnacht pátrún sainchreidmheacha i láthair na huaire. Faoi réir cinntí maidir leis na scoileanna atá le haistriú, is dócha go mbeidh gaelscoileanna i measc na scoileanna sin a bheidh á mbreithniú lena n-aistriú chuig pátrúin il-sainchreidmheacha, lena n-áirítear pátrúin le Gaeilge.
Sa chéim a bhaineann le cur i bhfeidhm an phróisis, leagfar níos mó béime ar na pátrúin atá ann cheana a rachaidh i mbun comhchomhairle leithne le scoileanna agus le pobail sna limistéir atá i gceist agus leis na pátrúin ionchasacha sula ndéanfar cinneadh maidir le ceann scríbe an aistrithe pátrúnachta. Déanfar gach pátrún, lena n-áirítear pátrúin le Gaeilge, a bhreithniú sa phróiseas. Toisc gur scoileanna "beo" nó scoileanna atá ann cheana iad na scoileanna a bheidh le haistriú, beidh tuairimí phobal na scoile maidir leis an bpátrúnacht nua, mar aon le tuairimí na gcomhlachtaí pátrún ionchasach, mar chuid nach beag ina thaobh seo.
81. Deputy Carol Nolan asked the Minister for Education and Skills if the State Examinations Commission has written to schools to advise them of the process for the classroom based assessment for the junior certificate after the ASTI ballot; and if he will make a statement on the matter. [10963/17]
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.
82. Deputy Carol Nolan asked the Minister for Education and Skills if schools will be expected to make provision for newly enrolled or newly diagnosed children with special educational needs under the current allocation under the new resource allocation model; and if he will make a statement on the matter. [10964/17]
View answer83. Deputy Carol Nolan asked the Minister for Education and Skills the procedure whereby a child with special educational needs transfers to another school; if the resource hours allocated to that child transfer with the child to the new school or if the new school is required to make an additional application; the way in which this type of scenario operates under the new resource allocation model; and if he will make a statement on the matter. [10965/17]
View answerI propose to take Questions Nos. 82 and 83 together.
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.
No school will lose supports as a result of the implementation of the new model. In addition, no school will receive an allocation, for the support of pupils with complex needs, less than the allocation they received to support such pupils during the 2016/17 school year. No allocation made for such pupils by the NCSE will be removed from schools as long as that pupil remains in the school.
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 over €1.6 billion, or one fifth of the total education budget, on supports for children with special educational needs.
This investment will ensure that all schools receive a sufficient allocation of special education needs resources to provide additional teaching support to all pupils who require such support.
Under the new allocation model, schools will be provided with a 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 and pupils 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 they will no longer have to complete an application process annually and apply for newly enrolled pupils, or pupils transferring in to the school, 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 school will now receive a single allocation for all of their special education teaching needs, based on their school size and profile.
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.
For the introduction of the new allocation model, from September 2017, the NCSE ‘Low Incidence’ allocations which had been made for each school during the preceding year 2016/17 school year, have been used to establish the complex needs component of the new allocation model for each school.
A model for the identification of pupils with complex needs in future is being devised by the NCSE, in consultation with the Health Service Executive and National Educational Psychological Services (NEPS). This model will take account of the qualification criteria for the selection of children for access to HSE Children Disability Network Teams.
For the next re profiling of the model, the pupils with newly identified Complex Needs will be included in this revised allocation.
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 allocations made to school will be sufficient to meet both current and future needs as they arise until the next review.
Currently most schools' educational profiles 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.
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 very exceptional circumstances or where a school’s enrolment levels increase very substantially prior to the next review of the model. The Inclusion Support Service, being 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 schools 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 shortly which will provide details of how the scheme will operate while details of the allocations for each school will also be provided to schools.
84. Deputy Carol Nolan asked the Minister for Education and Skills if his Department will review the decision not to designate a school (details supplied) as a DEIS school; and if he will make a statement on the matter. [10966/17]
View answerDEIS 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 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 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 my 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. This includes 15 new Urban Band 1 schools, 30 Urban Band 2 schools raised to Urban Band 1 status, 51 new Rural DEIS schools and 13 new Post Primary DEIS schools.
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.
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.
It is important to note that the fact that a school has not been included in the DEIS programme on this occasion does not preclude its inclusion at a later date, should its level of disadvantage warrant the allocation of additional resources.
85. Deputy Carol Nolan asked the Minister for Education and Skills if he will provide a breakdown of the staff included in the calculation of the pupil-teacher ratio including resource teachers, learning support teachers and any other staff including classroom teaching staff; and if he will make a statement on the matter. [10967/17]
View answerThe pupil-teacher ratio (PTR) is calculated at each level by dividing the total number of pupils by the total number of allocated posts (classroom teachers and support teachers). This calculation differs from other such calculations (for example the staffing schedule at primary level which is the basis for allocating classroom teachers to each school based on their enrolments).
The Statistics Section of my Department's website contains extensive data relating to schools, including information on pupil teacher ratio at both primary and secondary level.
86. Deputy Carol Nolan asked the Minister for Education and Skills the estimated pupil-teacher ratio for DEIS schools, primary schools and post-primary schools if only mainstream classroom teachers were used in the calculation; and if he will make a statement on the matter. [10968/17]
View answerThe information sought by the Deputy is not being compiled by my Department and there are no immediate plans to compile information in the format requested.
However there is a range of key statistics available on my website at www.education.ie/en/Publications/Statistics/Data-on-Individual-Schools/ which provides detailed information on class size on individual schools at primary level. Class size information is not collected for post primary schools.
87. Deputy Ruth Coppinger asked the Minister for Education and Skills if he will oppose an end to the free fees scheme and abolish the student registration charges in view of the recent figures on the number of students in receipt of grants in third level institutions (details supplied); and if he will make a statement on the matter. [10972/17]
View answerThe Report of the Expert Group on Future Funding for Higher Education, published in July 2016, clearly outlines the funding challenges in the higher education sector and offers a number of approaches and recommendations for consideration. As committed to in the Programme for Government, I have referred the report to the Education Committee as part of the process for formulating a plan for the future of the sector. This will ensure that all views can be heard and considered.
We will require reasonable consensus to enable us to move forward with a realistic and achievable strategy for funding the system into the future. I shall work with the Education Committee as it analyses all of the options put forward by the Expert Group and hears the voice of all stakeholders and all sides of the debate.
While Cassells deals with the medium and long term funding needs of higher education we also have to consider the immediate challenges and in that context I am pleased that we placed a particular focus on this area in Budget 2017 and I secured additional funding for the sector for the first time in recent years. In Action Plan Education 2017, Higher Education will be a particular focus. In 2017 an additional €36.5 million will be made available with €160 million additional over the next three years. This will allow the sector keep pace with demographic increases and introduce targeted initiatives in areas such as disadvantage, skills, research and flexible learning. Among those who will benefit from the additional third level funding being made available are, students from disadvantaged backgrounds, lone parents and Travellers.
88. Deputy Richard Boyd Barrett asked the Minister for Education and Skills the checks and balances in place to ensure third level institutions are not using public funds to access legal services to defend themselves against persons who have no access to similar legal services thus placing them at a disadvantage to the publicly funded institution; and if he will make a statement on the matter. [10978/17]
View answerMy Department allocates recurrent funding to the Higher Education Authority (HEA) for direct disbursement to the HEA institutions. The HEA allocates this grant to institutions for the purpose of free fees and core grant funding.
Higher education institutions are autonomous institutions and my Department does not have any function in their day to day operational affairs, including issues of a legal nature, for which the Governing Bodies and the management staff of the institutions are responsible.
89. Deputy Niall Collins asked the Minister for Education and Skills his views on the European Commission’s country report on Ireland and the finding that skills shortages are increasing in certain sectors and the quality and availability of upskilling and reskilling opportunities remain inadequate (details supplied); the policy measures he is taking to tackle this; and if he will make a statement on the matter. [11035/17]
View answerI welcome the publication of the European Commission's Country Report for Ireland. I also welcome the findings that Ireland performs well regarding early-school-leaving and tertiary educational attainment and has made significant progress in improving the provision of basic skills. It is good that the report also notes the increased expenditure on education and the Government's plans to continue to address investment in education.
I am also well aware of the challenges identified in the area of skills shortages, demographic trends for all levels of the education system and capital investment.
A number of my Department's policies and strategies include measures which will identify and address the skills needs of enterprise and learners in a number of sectors including those in the Commission’s Report.
The central vision of the Action Plan for Education 2016-2019, which was launched in 2016, is that Irish Education and Training should become the best in Europe over the next decade. The plan contains hundreds of actions to be implemented with particular focus on disadvantage, skills, and continuous improvement within the education service. Implementation and monitoring arrangements have been put in place within the Department.
With over 120 Actions involving over 50 stakeholders, the purpose of the National Skills Strategy 2025, which was also published in 2016 is to provide a framework for skills development that will help drive Ireland’s growth both economically and societally over the next decade. The continued implementation of the Strategy will provide up skilling and reskilling opportunities in sectors where there are identified skills needs including those identified in the Country Report.
The Action Plan for Education and the National Skills Strategy 2025, provide for the establishment of the National Skills Council (NSC) and a refreshing of the mandate of the Expert Group on Future Skills Needs (EGFSN) as key elements of a new national skills infrastructure. The Council, when established shortly, will oversee research and provide advice on the prioritisation of identified skills needs and how to secure the delivery of identified needs. Information will be provided to the Council from a range sources, including the EGFSN, the Skills and Labour Market Research Unit in SOLAS and the Regional Skills Fora.
At this point, the nine Regional Skills Fora are at varying stages of development. Early indications from their work are positive about the potential of the Fora to have a major impact at regional level in bringing together the key stakeholders to develop swift responses to emerging skills needs across a number of sectors, and also to build better data around the needs of enterprise and employers in the region. Ongoing interaction with the Fora is planned to ensure their work is fully supported and we will be prioritising the production of robust information to be presented to the National Skills Council when established.
The Skills Planning and Enterprise Engagement Unit of my Department was established in 2016 to support the implementation of the National Skills Strategy 2025 in a manner that links Further Education, Higher Education and skills issues involving the wider Department. The Unit will provide support to the soon to be established National Skills Council and the network of Regional Skills Fora. The Unit will also seek to facilitate co-operation across all Government Departments that have responsibility for specific aspects of the measures outlined in the National Skills Strategy.
The Higher Education Authority (HEA), which manages Springboard+ on behalf of my Department, has recently issued a competitive Call to all Higher Education providers for course proposals which will be funded under Springboard+ 2017. Springboard+ provides free full-time and part-time higher education courses in areas where there are identified skills needs and/or employment opportunities. Courses to date have been delivered in areas such ICT, Manufacturing which includes the biopharma sector, Construction, Entrepreneurship, Cross-Enterprise Skills, the Hospitality Sector and International Financial Services. Springboard+ incorporates the ICT skills conversion programme. Springboard + 2017 has now be extended to other priority groups where new talent can be reached and supported. From 2017, the eligibility criteria for Springboard+ will be expanded to include Homemakers, and those in employment in the Biopharma/Med Tech sector who wish to up skill or reskill to meet a specific emerging skills need.
The second ICT Action Plan was published in 2014 and covers the period 2014 – 2018. The 2nd System Performance Report for Higher Education, published in December 2016, shows that the number of graduates from ICT-related programmes at levels 8 to 10 has increased from 2,362 in 2012 to 3,341 in 2014. Through Springboard+ and ICT conversion courses, more than 3,500 graduates achieved ICT qualifications at levels 6 to 9 in 2014 and 2015. Given the increasing demand for ICT professionals, the Department of Education and Skills is currently reviewing the ICT Action Plan and a new plan is to be published this year.
Within the Further Education and Training (FET) sector, significant improvements have been made in the planning and funding of provision since the publication of the FET Strategy in 2014. Education and Training Boards engage in a service planning process annually against a range of detailed parameters set by SOLAS. This process has been refined and improved each year and includes the use of strengthened labour market data provided by the Skills and Labour Market Research Unit to ensure that the skill needs of learners and enterprise are met.
The FET services plan published by SOLAS each year since 2014 sets out measures to address FET skill needs in line with labour market and EGFSN forecasts. ETBs are currently reviewing existing provision for the purpose of matching capacity with potential demand for specific programmes e.g. apprenticeship, engineering, entrepreneurship and IT. This will also enable the realignment of course provision to meet identified skills shortages. To meet identified skill needs, the 2016 Service Plan provided for a number of new programmes in various business sectors including IT, Entrepreneurship, Healthcare, business & finance, manufacturing and the built environment.
I will continue to ensure the delivery of the actions in all of the education strategies and, in particular, the Action Plan for Education and am assured that Ireland's skills needs will continue to be addressed in the coming months and years.
90. Deputy Niall Collins asked the Minister for Education and Skills the participation rate in lifelong learning in 2014, 2015 and 2016 based on latest data at hand, in addition to the EU average rate, in tabular form; and if he will make a statement on the matter. [11036/17]
View answerThe participation rates in lifelong learning over the past 3 years in Ireland and the EU 28 average, listed below, are based on the latest EUROSTAT data. There are a number of challenges to improving these rates, which are not unique to Ireland.
National policies including the National Skills Strategy 2025, the Further Education Strategy and the Action Plan for Education 2016-2019 all acknowledge through a number of actions, that the development of the skills of those at work will play a key role in the context of lifelong learning, and confirm the need to work with employers and employees.
SOLAS are currently developing a FET Policy Framework to provide for Employee Development. Implementation of the framework will contribute to and support the increase of overall rates of lifelong learning participation. I understand that progress on development of the framework is well advanced with publication scheduled for Q2 2017.
|
Lifelong Learning participation rate |
2014 |
2015 |
2016 |
|
EU 28 average |
10.8 |
10.7 |
10.8* |
|
Ireland |
6.9 |
6.5 |
6.5* |
Source: Eurostat
* data for 2016 is provisional.
