Written Answers Nos. 218-232
218. Deputy Mick Barry asked the Minister for Education and Skills to set out the number of incremental credit years that can be carried forward by a person who is employed as a Youthreach resource person and who then transfers to a position within the post-primary sector as a subject teacher, principal or deputy; and if he will make a statement on the matter. [11571/17]
View answer219. Deputy Mick Barry asked the Minister for Education and Skills if a person with a recognised teaching qualification who is employed as a Youthreach resource person can receive incremental credit as a teacher for work carried out; and if he will make a statement on the matter. [11572/17]
View answerI propose to take Questions Nos. 218 and 219 together.
The criteria for the award of Incremental Credit to recognised post-primary teachers under Circulars 29/2007 and 29/2010 was agreed in the first instance under the auspices of the Teachers Conciliation Council. This Council is comprised of representatives of the teacher unions, school management bodies, the Department of Public Expenditure and Reform, and the Department of Education & Skills chaired by an official of the Workplace Relations Commission.
This scheme applies only to qualified registered teachers employed as teachers, in receipt of incremental salary on the teachers' incremental salary scale in a recognised second-level school or an E.T.B. Centre.
Under the terms of Circular 29/2007, at 6(c) Relevant Non-Teaching Experience, teachers who hold non-teaching service which is relevant to the teaching post that they are first appointed to may apply for the award of Incremental Credit for this service. Details of this scheme are available on my Department's website www.education.ie.
220. Deputy Thomas Byrne asked the Minister for Education and Skills to set out the funding available for special units in terms of sensory needs and occupational therapist needs, including soft padding and soft toys for special needs children. [11584/17]
View answerGrant aid is made available to schools under my Department’s Loose Furniture & Equipment Scheme to fund the purchase of special items of furniture for special needs pupils. This scheme applies to all children who are diagnosed as having special needs. Items funded include classroom seating, desks and changing/toileting items for both primary and post primary schools. Any items that would be regarded as sensory or therapeutic based are a matter for the HSE.
On approval of a special class in a school my Department provides lump sum grant aid (€6,500 per class) towards the purchase of educational aids and equipment for special needs pupils enrolled in that class. My Department also provides a once-off lump sum grant aid (€7,000 per school) towards the purchase of educational equipment for schools with approval for a multi-sensory room. This funding is provided on a devolved basis and it is a matter for the school authority to decide on the educational items to be purchased. Again, any therapy based items are a matter for the HSE.
221. Deputy Thomas Byrne asked the Minister for Education and Skills to outline the specific training teachers in special needs units are required to have to teach. [11585/17]
View answerIt has been the policy of my Department for some time that only qualified and registered teachers should be employed by schools. This is set out in Circular Letters 31/2011 and 0025/2013.
Current recruitment procedures direct schools to ensure that teachers proposed for appointment to publicly paid posts must be registered with the Teaching Council and have qualifications appropriate to the sector and suitable to the post, including posts in Special Classes, for which they are proposed.
It is a matter for school authorities to employ teachers in accordance with the Department's policy in this regard and the deployment of teaching staff in the school is in the first instance a matter for the school management authorities.
Teachers can access additional continuous professional development through a number of means including the Professional Development Service for Teachers (PDST) which offers professional learning opportunities to teachers and school leaders in a range of pedagogical, curricular and educational areas.
In addition, the Special Educational Support Service (SESS) aims to enhance the quality of learning and teaching in relation to special educational provision. The service co-ordinates, develops and delivers a range of professional development initiatives and support structures for school personnel working with students with special educational needs in mainstream primary and post-primary schools, special schools and special classes.
222. Deputy David Cullinane asked the Minister for Education and Skills to outline the national policy that exists to guide institutes of technology and universities on intellectual property policy; and if he will make a statement on the matter. [11586/17]
View answer223. Deputy David Cullinane asked the Minister for Education and Skills if it is mandatory for universities and institutes of technology to have intellectual property guidelines and policy in place; if policy varies from institution to institution; and if he will make a statement on the matter. [11587/17]
View answer224. Deputy David Cullinane asked the Minister for Education and Skills if national policy guidelines regarding the ownership of intellectual property or the commercialisation of intellectual property in institutes of technology exist; and if he will make a statement on the matter. [11588/17]
View answer225. Deputy David Cullinane asked the Minister for Education and Skills to outline the policy guidelines that exist in respect of spin-out companies from third and fourth level institutions; and if he will make a statement on the matter. [11589/17]
View answer226. Deputy David Cullinane asked the Minister for Education and Skills if his attention has been drawn to any breaches in intellectual property policy at institutes of technology or universities; and if he will make a statement on the matter. [11590/17]
View answerI propose to take Questions Nos. 222 to 226, inclusive, together.
The Deputy may be aware that the first Technology Transfer Strengthening Initiative programme (TTSI1) was a €30 million, six year programme, introduced by Enterprise Ireland in 2007. Introduction of the TTSI programme enabled the start of a process of development of technology transfer offices (TTOs) with appropriate skills, and access to funding for the management of intellectual property (IP), to facilitate meaningful interactions with business. Prior to the programme there was little or no such capability available within Ireland’s HEIs.
The period of the Technology Transfer Strengthening Initiative (TTSI1) programme maps a period of evolution in the technology transfer and commercialisation system in Ireland. From a low baseline of technology transfer capacity from the Higher Education Institute (HEI) sector within the State, through the creation and management of the Initiative, Enterprise Ireland has been able to develop infrastructure within the HEI sector to support the engagement of businesses with the research base with a view to supporting those businesses that want to enhance their competitiveness.
A review of the technology transfer system shows that in 2005, prior to the introduction of TTSI1, HEIs across the State transferred technology and intellectual property to business by way of only 12 licences, option or assignment agreements (LOAs) with business and spun out five new companies. By the end of the funding period, in 2012, the average number of LOAs executed each year was up over seven-fold to 85 and the number of spin-out companies created each year was averaging 22, an increase of nearly 450%.
Further information on the first TTSI1 is available in the review of the programme:
http://www.knowledgetransferireland.com/About_KTI/Reports-Publications/A-review-of-the-performance-of-the-Irish-technology-transfer-system-2007-2012.pdf.
TTSI continues and is now in its third phase which commenced this year and runs to 2021.
The national IP Protocol 2012 “Putting public research to work in Ireland” was developed by a task group comprised of leaders from industry, the investment community and TTOs. The new protocol built on earlier guidelines and codes of practice, using the lessons learned from their use. In particular the protocol replaced three earlier documents:
- National Code of Practice for Managing Intellectual Property from Publicly Funded Research (Irish Council for Science, Technology and Innovation, January 2004)
- National Code of Practice for Managing and Commercialising Intellectual Property from Public-Private Collaborative Research (Advisory Council for Science, Technology and Innovation, November 2005).
- Funding Agency Requirements & Guidelines For Managing Research-Generated Intellectual Property (February 2006).
In 2013 the Government established a centralised function with responsibility for technology transfer in the State which led to the creation of Knowledge Transfer Ireland, launched in May 2014. Knowledge Transfer Ireland (KTI) now has responsibility for setting direction for research performing organisations (RPOs) best practice to enable compliance with IP policy and procedures.
The publication of the national IP protocol in 2012, and its subsequent refresh in 2016, sought to establish policy and guidelines on the interactions between industry and Ireland’s Higher Education Institutes, including the treatment of intellectual property. It provides guidelines and sets expectations for the RPOs and for industry.
The national IP Protocol 2016 comprises two volumes:
(i) the National IP Protocol policy document which sets out the framework underpinning research collaboration and access to intellectual property from state-funded research
(ii) the IP Protocol Resource Guide which provides an overview of the national IP management guidelines and links to resources and template documents, available for industry and RPOs. It also provides an overview of the knowledge transfer structures in Ireland and the kinds of agreements that can be used to formalise research-industry engagements.
The protocol explains the National IP Management Requirements and requires that RPOs have in place and operate internal IP management systems that meet or exceed these. The protocol also includes “good practice” that will normally be followed. However, industry and RPOs are free to adopt a different approach where this is in the best interests of successful relationships and research commercialisation. Practices are also highlighted that may be followed if industry / RPOs choose to do so.
The IP Protocol is a key reference source for Ireland’s HEIs and research funders. HEIs have developed IP policies that are in line with national guidelines and good practice. These will include policy on spin-out formation. The detail of policies will differ amongst institutions.
Responsibility to ensure implementation of IP policies is a matter for the relevant higher education institution. I have not been informed of occasions where breaches of policy have occurred.
The Protocol and related information can be accessed on the KTI website at http://www.knowledgetransferireland.com/About_KTI/Knowledge-Transfer-Framework/.
227. Deputy Thomas Pringle asked the Minister for Education and Skills to set out the exact scores on the Pobal HP index of deprivation that have excluded a school (details supplied) from inclusion in the 2017 DEIS programme; the relative index score that merits inclusion in DEIS; the way in which the POD and CSO small area of population statistics interact with the Pobal HP index of deprivation in determining the score that a school requires to be included in DEIS; and if he will make a statement on the matter. [11592/17]
View answer228. Deputy Thomas Pringle asked the Minister for Education and Skills to set out the exact scores on the Pobal HP index of deprivation that have excluded a school (details supplied) from inclusion in the 2017 DEIS programme; the relative index score that merits inclusion in DEIS; the way in which the POD and CSO small area of population statistics interact with the Pobal HP index of deprivation in determining the score that a school requires to be included in DEIS; and if he will make a statement on the matter. [11593/17]
View answer229. Deputy Thomas Pringle asked the Minister for Education and Skills to set out the exact scores on the Pobal HP index of deprivation that have excluded a school (details supplied) from inclusion in the 2017 DEIS programme; the relative index score that merits inclusion in DEIS; the way in which the POD and CSO small area of population statistics interact with the Pobal HP index of deprivation in determining the score that a school requires to be included in DEIS; and if he will make a statement on the matter. [11594/17]
View answerI propose to take Questions Nos. 227 to 229, inclusive, together.
A significant benefit of the new identification process for DEIS Plan 2017 lies in its capacity as a uniform system adopting common criteria and a consistent application across all primary and post-primary schools.
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. The Pobal HP Index provides only one element of the data required for the assessment of schools, accordingly the HP score for the small area in which a school is located is not relevant to the new identification process.
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.
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.
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 ensure that levels of resource more accurately follow the levels of need identified by the model.
Once this work has been completed, consideration will be given to extending DEIS supports to a further group of schools as resources permit.
Further information 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-/.
230. Deputy Thomas Pringle asked the Minister for Education and Skills if he will award a grant under the summer works scheme to a school (details supplied); and if he will make a statement on the matter. [11595/17]
View answerI wish to advise the Deputy that my Department is in receipt of a Category 3 (Mechanical Works) application under the Summer Works Scheme (2016-2017) from the school to which he refers.
Nearly 50% of schools have applied for inclusion under the scheme which reflects a very high demand. Details of successful school applicants in respect of Categories 1 and 2 were announced in April last and are published on my Department’s website www.education.ie. Assessment of valid projects in further categories is now being undertaken by my Department, subject to the overall availability of funding, in accordance with the terms and conditions of the scheme as outlined in Circular Letter (0055/2015), which may be accessed on my Department's website. The application from the school in question is available to be considered in this context.
231. Deputy Michael McGrath asked the Minister for Education and Skills if his Department and the NCSE will accept a private diagnosis to enable children join a waiting list for a place in a special school with regard to children that are on public waiting lists for an assessment of need; and if he will make a statement on the matter. [11674/17]
View answerMy Department provides for a range of placement options and supports for schools which have enrolled pupils with special educational needs in order to ensure that, wherever a child is enrolled, they will have access to an appropriate education.
Children with special educational needs may be enrolled in a mainstream school and attend all mainstream classes and receive additional teaching support through the learning support and/or resource teacher.
Some students with more complex needs may be supported in a special class in a mainstream school where they have the option, where appropriate, of full or part time inclusion and interaction with other children.
Special schools support students with more severe and/or complex special educational needs in cases where a full time mainstream placement would not be in the student’s best interest. These students may find the demands of mainstream schools very difficult, or may have complex learning or other difficulties which require smaller class sizes. In order to be placed in a special school, a child must have a formal assessment of disability/professional report stating that s/he has a special educational need, which requires placement in a special school setting. The type of professional assessment will depend on the category of special educational need of the child involved.
The enrolment of a child to a school, however, is a matter in the first instance for the parents of the child and the Board of Management of a school. My Department has no role in relation to processing applications for enrolment to schools. Where a parent seeks to enrol their child in a school and that school refuses to enrol a pupil, the school is obliged to inform parents of their right under Section 29 of the Education Act 1998 to appeal that decision to the Secretary General of my Department. Only where an appeal under Section 29 is upheld, may the Secretary General of my Department direct a school to enrol a pupil.
The National Council for Special Education (NCSE), through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports. The NCSE operates within my Department's criteria in allocating such support.
SENOs are also a valuable source of support to parents who are actively sourcing a placement for their children. SENO contact details are available on www.ncse.ie. The NCSE has published a Guide for Parents and Guardians of Children and Young People with Special Educational Needs on Choosing a School, which is also available on their website.
The NCSE works in collaboration with the Educational Welfare Services of the Child and Family Agency which is the statutory agency that can assist parents who are experiencing difficulty in securing a school place for their child or can offer assistance where a child is out of school. The EWS may be able to offer assistance and advice on securing a school placement within a pupil's area. The contact details for the EWS is Educational Welfare Services, Child and Family Agency, Floors 2-5, Brunel Building, Heuston South Quarter, Dublin 8. Telephone 01 7718500 email: ewsinfo@tusla.ie.
232. Deputy Martin Heydon asked the Minister for Education and Skills to outline the position regarding school transport for a person (detail supplied) in County Kildare; and if he will make a statement on the matter. [11733/17]
View answerSchool 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.
Bus Éireann, which operates the School Transport Scheme, has advised that the family in question applied for school transport on the 16th January 2017 and were incorrectly categorized as ineligible for school transport.
Bus Éireann will be in with contact the family to discuss school transport arrangements.
