Written Answers Nos. 237 - 259
237. Deputy Richard Boyd Barrett asked the Minister for Finance further to Parliamentary Question No. 158 of 23 February 2017, if he will provide details with regard to the two members of staff currently suspended in the Revenue Commissioners, in tabular form (details supplied). [14056/17]
View answerI am advised by the Revenue Commissioners that the position is as follows:
|
Grade |
Job |
Date of commencement of suspension |
Date of commencement of investigation |
Date investigation completed * |
Cost of investigation |
Salary costs for each month of suspension |
Replacement salary costs for each suspension |
|
Higher Executive Officer |
Compliance |
21 April 2015 |
6 May 2015 |
10 March 2016 |
No external costs |
€5,008 |
Officer not replaced |
|
Clerical Officer |
Customer Service |
13 October 2015 |
13 October 2015 |
7 December 2015 |
No external costs |
€2,956 |
Officer not replaced |
*In both cases the Disciplinary Code process is ongoing
238. Deputy Kevin O'Keeffe asked the Minister for Finance his plans to reintroduce the home renovation incentive scheme which ceased at the end of December 2016; and if any other such scheme similar to this scheme is in place. [14082/17]
View answerIn my Budget 2017 speech I announced the extension of the Home Renovation Incentive until 31 December 2018. This was subsequently legislated for as part of the Finance Act 2016.
239. Deputy Fergus O'Dowd asked the Minister for Finance the total amount spent externally by his Department on legal advice for each year since 2015; the solicitors firms involved; the barristers, junior and senior, that provided services to his Department for each such year; the amounts paid to each firm or person; and if he will make a statement on the matter. [14132/17]
View answerThe information requested by the Deputy is contained in the table. Much of this information has already been published on my Department's website.
|
Legal Advice |
Firm involved |
Barristers that provided the service |
Amount 2017 (to date) |
|
District Court Deposition |
Hayes Solicitors |
Legal firm engaged only |
€1,448.94 |
|
Restructuring of the Irish banking system, related litigation and further emerging issues (part recoupable) |
Arthur Cox |
Legal firm engaged only |
€45,674.63 |
|
Restructuring of the Irish banking system, further emerging issues and in relation to the State's investment in AIB (recoupable) |
William Fry |
Legal firm engaged only |
€160,678.63 |
|
State Aid |
William Fry |
Legal firm engaged only |
€27,674.39 |
|
eDiscovery Services |
McCann Fitzgerald |
Legal firm engaged only |
€40,966.37 |
|
|
|
|
€276,442.96 |
|
|
|
|
Amount 2016 |
|
State Aid |
William Fry |
Legal firm engaged only |
€143,946.00 |
|
State Aid |
See across |
Conor Quigley (Queen's Counsel) |
€58,538.00 |
|
Restructuring of the Irish banking system, related litigation and further emerging issues (part recoupable) |
Arthur Cox |
Legal firm engaged only |
€46,359.27 |
|
State Aid |
See across |
Philip Baker (Queen's Counsel) |
€33,554.00 |
|
State Aid |
See across |
Aoife Goodman (Junior Counsel) |
€29,761.00 |
|
Restructuring of the Irish banking system, further emerging issues and in relation to the State's investment in AIB (recoupable) |
William Fry |
Legal firm engaged only |
€15,119.79 |
|
State Aid |
See across |
Philip Baker (Queen's Counsel) |
€30,884.00 |
|
State Aid |
See across |
Maurice G Collins (Senior Counsel) |
€45,004.00 |
|
Restructuring of the Irish banking system, related litigation and further emerging issues (part recoupable) |
Arthur Cox |
Legal firm engaged only |
€43,881.00 |
|
Documentary counsel |
See across |
Kate Hanley (Discovery Counsel) |
€485.00 |
|
Capital restructuring and other related matters in relation to the State's investment in AIB (recoupable) |
William Fry |
Legal firm engaged only |
€29,715.00 |
|
District Court Deposition |
Hayes Solicitors |
Legal firm engaged only |
€3,766.00 |
|
Restructuring of the Irish banking system, related litigation and further emerging issues (part recoupable) |
Arthur Cox |
Legal firm engaged only |
€147,475.00 |
|
Documentary counsel |
See across |
Kate Hanley (Discovery Counsel) |
€7,173.00 |
|
International Tax |
See across |
David Ewart (Queen's Counsel) |
€34,878.00 |
|
State Aid |
See across |
Philip Baker (Queen's Counsel) |
€2,048.00 |
|
E-discovery |
GEON Legal Solutions |
Legal firm engaged only |
€16,102.00 |
|
Subject Access Request under Data Protection Act |
Mason Hayes & Curran |
Legal firm engaged only |
€733.00 |
|
Minister's investment in the Banks and other commercial matters (part recoupable) |
William Fry |
Legal firm engaged only |
€60,748.00 |
|
|
|
|
€750,170.06 |
|
Amount 2015 |
|
Legal Advice |
Firm involved |
Barristers that provided the service |
Amount 2017 (to date) |
|
Documentary counsel |
See across |
Alexander Caffrey (Discovery Counsel) |
€24,364.00 |
|
EU Commission State Aid Investigation |
See across |
Aoife Goodman (Junior Counsel) |
€55,052.00 |
|
Restructuring of Irish banking system, related litigation and further emerging issues (part recoupable) |
Arthur Cox |
Legal firm engaged only |
€934,654.00 |
|
Secondment - Professional Fees |
Dillon Eustace |
Legal firm engaged only |
€36,900.00 |
|
Documentary counsel |
See across |
Emma Doyle (Discovery Counsel) |
€20,139.00 |
|
E-discovery |
GEON Legal Solutions |
Legal firm engaged only |
€120,036.00 |
|
Professional fees |
Hayes Solicitors |
Cian Ferriter (Senior Counsel) Anna Shanley (Junior Counsel) |
€74,251.00 |
|
Documentary counsel |
See across |
Kate Hanley (Discovery Counsel) |
€44,129.00 |
|
Access request |
Mason, Hayes and Curran |
Legal firm engaged only |
€23,567.00 |
|
Legacy barrister fees re Irish Life sale. |
Matheson |
Legal firm engaged only |
€6,150.00 |
|
To assist in the transposition of EU directives |
Matheson |
Legal firm engaged only |
€27,183.00 |
|
EU Commission State Aid Investigation |
See across |
Maurice G Collins (Senior Counsel) |
€89,184.00 |
|
Documentary counsel |
See across |
Nick Reilly (Discovery Counsel) |
€18,304.00 |
|
State Aid |
See across |
Philip Baker (Queen's Counsel) |
€151,691.00 |
|
Documentary counsel |
See across |
Sarah-Jane Hillery (Discovery Counsel) |
€9,997.00 |
|
Documentary counsel |
See across |
Silvia Martinez (Discovery Counsel) |
€21,842.00 |
|
Capital restructuring and other related matters in relation to the State's investment in AIB (recoupable) |
William Fry |
Legal firm engaged only |
€346,744.00 |
|
IBRC Commission of Investigation. |
William Fry |
Legal firm engaged only |
€223,725.00 |
|
€2,227,912.00 |
240. Deputy Michael Healy-Rae asked the Minister for Education and Skills the reason a school (details supplied) has not been included as a DEIS school; and if he will make a statement on the matter. [13547/17]
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.
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 in 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 or upgraded 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 identification process, which is fair and objective.
The 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.
241. Deputy Clare Daly asked the Minister for Education and Skills his views on the disparity between rents being charged in private, purpose built student accommodation (details supplied) and the average rent which DIT estimates students currently pay, which is €348 per month; and if he will make a statement on the matter. [14148/17]
View answer242. Deputy Clare Daly asked the Minister for Education and Skills the estimated number of beds in purpose built student accommodation that are currently let to students in receipt of a partial or full student grant, students paying EU fees and students paying international fees; and if he will make a statement on the matter. [14149/17]
View answer388. Deputy Clare Daly asked the Minister for Education and Skills his views on the disparity between rents being charged in private purpose built student accommodation (details supplied) and the full maintenance grant, which is less than one quarter of the annual rent charged for such purpose built student accommodation; his views on whether this will be a further impediment to access third level education; and if he will make a statement on the matter. [14150/17]
View answerI propose to take Questions Nos. 241, 242 and 388 together.
Firstly, I should point out that the student maintenance grant is a contribution towards the living costs of a student. It is not intended to cover the full costs of attending college. The student grant scheme does however, provide for different levels of maintenance support, depending on means. Grants are also provided at adjacent and non-adjacent rates. The higher non-adjacent rates are intended to provide additional support to those students who may be living away from home.
Secondly, and turning specifically to the area of Student Accommodation, the Deputy will be aware of the HEA report, Student Accommodation: Demand & Supply, published by my predecessor in 2015.
Subsequent to this, my colleague Mr. Simon Coveney T.D., Minister for Housing, Planning, Community and Local Government, on 19 July 2016 published “Rebuilding Ireland – an Action Plan for Housing and Homelessness”, following Government approval of this comprehensive and ambitious Plan. The full plan can be accessed at: http://rebuildingireland.ie/Rebuilding%20Ireland_Action%20Plan.pdf
My Department worked closely with the Department of Housing, Planning, Community and Local Government in developing this Plan, with a specific focus on student accommodation.
Pillar 4 of the Rebuilding Ireland Action Plan committed to development of a comprehensive strategy for the rental sector and this was delivered, with the publication of the Strategy for the Rental Sector. The Strategy introduced a Rent Predictability Measure to moderate rent increases in those parts of the country where the imbalance between demand and supply of rental accommodation is driving rent levels upwards most acutely. The Planning and Development (Housing) and Residential Tenancies Act 2016 gave effect to, and provided for the immediate implementation of, the Rent Predictability Measure. Areas of the country satisfying the statutory criteria will be designated as Rent Pressure Zones and rent increases in those areas are generally capped at 4% per annum for a period of 3 years. The measure was introduced with immediate effect in the four Dublin Local Authority areas and in Cork City. A further 12 Local Electoral Areas were designated as Rent Pressure Zones on 27 January 2017.
The most effective way to reduce and stabilise rents in the long-term is to increase supply and accelerate delivery of all types of housing. As outlined in the Action Plan for Education 2017 which was published on 6 February 2017 and in the Rebuilding Ireland Action Plan, my officials have been working closely with officials from the Department of Housing, Planning, Community and Local Government and with other relevant stakeholders with a view to implementing all of the relevant actions in relation to student accommodation that were detailed in Rebuilding Ireland. This includes the development of a national student accommodation strategy which is due for completion in Q2 2017 and which will set out a broad framework for delivery of an enhanced level of student accommodation.
Finally, the information requested by the Deputy, regarding the number of beds in purpose built student accommodation that are currently let to students in receipt of a partial or full student grant, students paying EU fees and students paying international fees, is not collected by my Department and would require a disproportionate amount of time and resources to compile.
243. Deputy Michael Fitzmaurice asked the Minister for Education and Skills when new arrangements for the NCSE model for special education needs in schools will be released to primary schools in view of the fact the deadline was February 2017; and if he will make a statement on the matter. [12804/17]
View answerI wish to advise the Deputy that DES Circular 0013/2017 for primary schools and 0014/2017 for post primary schools have been published.
These Circulars set out the details of the new model for allocating special education teachers to schools.
The revised allocation process replaces the generalised allocation process at primary and post primary school level for learning support and high incidence special educational needs, and the National Council for Special Education (NCSE) allocation process which provided additional resource teaching supports to schools, to support pupils assessed as having Low Incidence disabilities.
The new Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile.
Allocations based on the school profiles have been issued to all schools and details of the special education teaching allocations have also been published on the NCSE website.
The aim of this new model is to deliver better outcomes for children with special educational needs. Substantial research, analysis, consultation with service users and stakeholders, and piloting have gone in to the development of this model and all of 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.
An additional 900 teaching posts have been 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.
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 key priority for this Government. The new funding will ensure that all schools receive a sufficient allocation of special education needs resources to provide additional teaching support to all pupils, including pupils who have yet to enrol in their school, 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’s profile.
The provision of a profiled allocation will give a fairer allocation for each school which recognises that all schools need an allocation for special needs support, but which provides a graduated allocation which takes into account the actual level of need in each school.
Schools will be frontloaded with resources, based on each school’s profile, to provide supports immediately to those pupils who need it without delay. This will reduce the administrative burden on schools as schools will no longer have to complete an application process annually and apply for newly enrolled pupils who require resource hours. Children who need support can have that support provided immediately rather than having to wait for a diagnosis.
Schools will therefore no longer have to make applications, for newly enrolled pupils for whom resource teaching hours may have been provided under the old model, as schools will now receive a single allocation for all of their special education teaching needs, based on their school size and profile. This includes provision for junior infants who are newly enrolling to the school or pupils who may transfer from another school.
The new allocations to schools will include provision for junior infants who are newly enrolling to the school or pupils who may transfer from another school.
All allocations to schools include a supplementary provision, which has been referred to as the ‘baseline allocation’ which is allocated over and above the profiled allocation.
For students who start school from September 2017, with a specific diagnosis, either in junior infants or transferring from another school, the resources they need will already be in the school under the new model.
It should be noted that this is a brand new model of allocation and is not comparable to the existing model. By using a broad range of attainment and socio-economic criteria, it is expected that generally, a school’s profile will remain relatively constant from year to year. Each year, some students with additional teaching needs will leave and others will enrol, broadly balancing the school profile. Resources allocated under this model will not normally be adjusted between allocations.
The NCSE has published details of the appeals process on the NCSE website: www.ncse.ie. Should a school wish to appeal they should do so by March 31st 2017.
Schools will be able to appeal whether the data used to calculate their school profile was correct and complete and whether it was correctly applied in the calculation of their 2017/18 allocation.
DES Circulars 0013/2017 and 0014/2017 outline the basis on which the Education Research Centre determined the allocations for all schools.
In advance of the submission of an appeal, schools should read carefully the DES circulars and in particular the relevant section, which relates to the breakdown of the allocation, which may be under consideration for appeal.
The model will allow for some additional provision for exceptional circumstances or where a school’s enrolment levels increase very substantially prior to the next review of the model. The 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.
Guidelines for schools on the organisation, deployment and use of their special education teachers to address the need of pupils with special educational needs are also being prepared and will be published shortly.
The Guidelines will support schools to reflect on how they can review and manage their timetabling practices to ensure the timetable is sufficiently flexible to meet the needs of all pupils in their school who have special needs. The Guidelines encourage schools to ensure they deploy their resources appropriately to meet the needs of all of the children in their school who require additional teaching support, including pupils with emerging needs, or new entrants.
244. Deputy Mick Wallace asked the Minister for Education and Skills the length of time a school building project (details supplied) has been at stage 2B, detailed design; the average time a new school construction project spends at stage 2B; the cause of the delay in this project build; when he envisages construction will be begin on this project; and if he will make a statement on the matter. [12850/17]
View answer245. Deputy Mick Wallace asked the Minister for Education and Skills the name of the architect on a school building project (details supplied); the amount being spent on the architectural process; if the spend on architectural services for this project will run over the initial budget; if so, the amount by which it will run over; the justification for any overspend; and if he will make a statement on the matter. [12851/17]
View answerI propose to take Questions Nos. 244 and 245 together.
The major building project to which the Deputy refers was authorised to progress to Stage 2b (Detailed design) in December 2014. The project is now close to completing stage 2(b).
In general, it would be expected that a project would progress through stage 2(b) in about 7 to 12 months although some can take longer depending on the complexities of the particular project.
It is envisaged that the project will be progressed to tender stage in the coming months with a view to commencing on site before the end of 2017.
The architectural services on this project are being provided from my Departments internal architectural staffing resources. The other design team members are external consultants appointed following a public tender exercise.
The total amount paid to date on Design Team fees to date is €108,815 (excluding Vat). These payments do not include the cost of architectural services as these are being provided directly by the Department. There is no initial budget in respect of the architectural services element for this project and therefore the question of a budget overrun for architectural services does not arise.
The Stage 2(b) (Detailed Design) documents are currently being finalised by the design team for submission to my Department. Once the submission is received and reviewed by my Department my officials will revert to the school with regard to the further progression of the project in line with the intended timeframe outlined above.
246. Deputy David Cullinane asked the Minister for Education and Skills if a person (details supplied) can use their current teaching position in France as an NQT probation for the purposes of qualifying as a primary school teacher; and if he will make a statement on the matter. [12855/17]
View answerAs the Deputy may be aware, the Teaching Council is the independent body with statutory authority under the Teaching Council Acts 2001-2015 for the procedures and criteria for the probation of teachers, including periods of probation which all teachers must successfully complete to achieve full registration. My Department does not get involved in individual cases. Accordingly, the person referred to by the Deputy should contact the Teaching Council directly in this matter.
247. Deputy Charlie McConalogue asked the Minister for Education and Skills the number of autism spectrum disorder, ASD, classes in primary and secondary schools respectively in County Donegal; the number of ASD places in these classes in each category of school; and if he will make a statement on the matter. [12860/17]
View answerThe Deputy will be aware that this Government is committed to ensuring that all children with Special Educational Needs, including those with autism, can have access to an education appropriate to their needs, preferably in school settings through the primary and post primary school network.
Such placements facilitate access to individualised education programmes which may draw from a range of appropriate educational interventions, delivered by fully qualified professional teachers, with the support of Special Needs Assistants and the appropriate school curriculum.
In respect of children with ASD who cannot be accommodated in mainstream education, they may be enrolled in special classes or special schools where more intensive and supportive interventions are provided. Special classes are for students who have a recommendation for a special class placement in their professional reports.
The National Council for Special Education (NCSE) is responsible, through its network of local Special Educational Needs Organisers (SENOs), for allocating resource teachers and special needs assistants to schools to support students with Special Educational Needs, including Autism. It is also the role of the NCSE to make appropriate arrangements to establish special classes in schools in communities where the need for such classes has been identified.
Special classes within mainstream schools are intended for children who, by virtue of their level of Special Educational Needs, cannot reasonably be educated in a mainstream class setting, but who can still attend their local school in a special class with a lower pupil–teacher ratio of 6:1 at primary level and 6:1.5 at post primary level, and also have Special Needs Assistant support normally amounting to 2 Ss for a class of 6 children.
Progress in developing this network has been significant and in addition to the special school placements there are currently 1,153 special classes throughout the country at primary and post primary level of which 889 are for children with Autism.
The NCSE, in consultation with the relevant education partners, must take into account the present and future potential need, location and sustainability in looking to establish special classes in certain areas. In this regard the NCSE has advised that they are continuing to engage with schools in the area referred to by the Deputy in opening special classes where there is an identified need for special class provision.
The NCSE recently launched guidelines for Boards of Management and Principals of Primary and Post Primary schools which provides information on setting up and organising special classes. These guidelines are available to download from www.ncse.ie.
With regard to County Donegal, there are currently 36 ASD special classes. Of these, 21 are in primary schools and 15 are post-primary ASD classes, including 3 new post-primary classes which opened in September 2016.
Details of all special classes for children with special educational needs, including those in County Donegal, are available on www.ncse.ie in county order.
248. Deputy Charlie McConalogue asked the Minister for Education and Skills further to Parliamentary Question No. 484 of 2 February 2016, if he has made a decision on the matter; if not, when he expects to make a decision; and if he will make a statement on the matter. [12871/17]
View answerThe Deputy is aware that the Teaching Council were asked to examine and advise on entry requirements to programmes of initial teacher education, including the Gaeltacht entry scheme to the Bachelor of Education.
The existing Gaeltacht entry scheme allows for the reservation of up to 10% of places in the colleges of education for Gaeltacht applicants. To qualify as a Gaeltacht applicant a person must be resident in an officially designated Gaeltacht area and it must be confirmed that the normal language of the home is Irish.
The 20 year strategy for the Irish Language proposes that up to 20% of places in colleges of education would be retained for students educated through Irish in Gaeltacht schools and gaelscoileanna, with students in English medium schools also being eligible, subject to a high performance threshold in Irish in the Leaving Certificate.
The Teaching Council has submitted its advice and it is currently being considered by my Department. The Action Plan for Education for 2017 contains a commitment to progress this recommendation.
249. Deputy Thomas Byrne asked the Minister for Education and Skills when an assessment by a child psychologist of the National Educational Psychological Service will be carried out in respect of a person (details supplied). [12874/17]
View answerI can inform the Deputy that my Department's National Educational Psychological Service (NEPS) provides educational psychology service to all primary and post primary schools through an assigned NEPS psychologist and in some cases through the Scheme for Commissioning Psychological Assessments (SCPA), full details of which are on the Department's website. Under this scheme schools can have an assessment carried out by a member of the panel of private psychologists approved by NEPS, and NEPS will pay the psychologist the fees for this assessment directly.
In common with many other psychological services and best international practice, NEPS has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution oriented consultative approach to maximize positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Only in the event of a failure to make reasonable progress, in spite of the school's best efforts in consultation with NEPS, will the psychologist become involved with an individual child for intensive intervention or assessment.
This system allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually. It also ensures that children are not referred unnecessarily for psychological intervention.
If the parents of the child, the subject of this question, have specific concerns about his educational progress I would advise in the first instance that they speak to the Principal of the school with a view to raising these concerns with the local NEPS service.
250. Deputy Eamon Scanlon asked the Minister for Education and Skills if he will ensure that the leaving certificate applied programme is made available to students for the 2017-2018 academic year in County Leitrim; if he will address the fact that the leaving certificate applied programme is currently not offered to a person (details supplied) in view of the fact an educational psychologist has recommended that the person should be enrolled for the programme; the efforts he is making to ensure the school runs the programme for the 2017-2018 academic year; and if he will make a statement on the matter. [12875/17]
View answerThe Leaving Certificate Applied (LCA) programme is one of a number of options made available by my Department for Senior Cycle students which schools can choose from, based on the education needs and interests of their students.
The LCA is a two-year programme designed for those students who do not wish to proceed directly to higher education or for those whose needs, aptitudes and learning styles are not fully catered for by the other two Leaving Certificate programmes.
It is the responsibility and choice of each individual school to decide to put in place the LCA programme, including the admittance of a student to the programme, in their school, and therefore not a matter for my Department to decide. I am aware that the number of schools offering the programme has declined. The National Council for Curriculum and Assessment (NCCA) have recently commenced a review of Senior Cycle, and at my request the LCA forms part of this review.
251. Deputy Clare Daly asked the Minister for Education and Skills if his attention has been drawn to the deficit in communication between Caranua and members of the deaf community regarding making available the terms of the scheme and guidelines for applications in Irish sign language; when a video (details supplied) will be posted on his Department's website; and if he will ensure Caranua also post this video. [12888/17]
View answerAs the Deputy is aware Caranua is an independent statutory body and I have no role in relation to its day to day operations. I have therefore asked my officials to forward your question to the Chief Executive of Caranua with the request that a direct response issue to you in the matter.
252. Deputy James Lawless asked the Minister for Education and Skills if he will examine the current position of the special needs allocation in a school (details supplied) in order to ascertain the need for additional SNA's for this school; and if he will make a statement on the matter. [12893/17]
View answerThe National Council for Special Education (NCSE), which is an independent statutory agency, is responsible, through its network of Special Educational Needs Organisers (SENOs) for allocating special educational needs supports to schools, including S support.
The NCSE allocates S support in accordance with the criteria set out in my Department's Circular 0030/2014, which is available on my Department's website at www.education.ie, in order that students who have care needs can access S support as and when it is needed.
Responsibility for deciding on the quantum of educational supports and resources to be allocated to schools to support individual pupils rests with the NCSE. In making allocations to schools, the NCSE takes into account the assessed individual needs of all children with identified needs in the school.
The NCSE has informed my Department that a full care needs review was carried out by the SENO in the school referred to by the Deputy on the 2nd March. The outcome of the review is that the school’s allocation of S support has been increased by 0.5 post to provide for the care needs of the qualifying children in the school.
Where a school wishes to appeal the S allocation which has been made to them, they may do so through the NCSE appeal process, details of which are set out at www.ncse.ie.
All schools have the contact details of their local SENO, while parents may also contact their local SENO directly to discuss their child's special educational needs, using the contact details available on the NCSE website.
253. Deputy Thomas Byrne asked the Minister for Education and Skills the status of the review on Caranua; and the expected date of completion for the report. [12896/17]
View answerThe closing date for the receipt of submissions in regard to the draft Terms of Reference of the proposed review of eligibility for Caranua was 8 March last. A number of submissions have been received and these are being considered at present. Once that process has been completed the Terms of Reference will be finalised and the arrangements will then be put in place to carry out the review.
254. Deputy Robert Troy asked the Minister for Education and Skills the status of applications for works submitted by schools (details supplied). [12950/17]
View answerThe Deputy will be aware that building projects for the schools in question are included in my Department's 6 Year Construction Programme (2019/21). A suitable site has been identified for both projects and the acquisition process is currently underway.
255. Deputy Robert Troy asked the Minister for Education and Skills the status of applications for works submitted by schools (details supplied). [12951/17]
View answerI wish to advise the Deputy that building projects for each of the schools referred to are included in my Department's 6 - Year Construction Programme (2016-2021).
Preparatory work has been initiated to advance both projects and my Department will continue to liaise directly with the school authorities concerned in the context of progressing the projects through the architectural planning process.
256. Deputy Robert Troy asked the Minister for Education and Skills the status of applications for works submitted by a school (details supplied). [12952/17]
View answerThe Deputy will be aware that a building project for the school in question is included in my Department's 6 Year Construction Programme (2019/21).
The school will be aware that preparatory work has been initiated to advance this project and my Department will continue to liaise directly with the school authorities concerned in the context of progressing the project through the architectural planning process.
257. Deputy Mary Butler asked the Minister for Education and Skills if he will allocate the appropriate staffing levels to a DEIS band 1 school (details supplied) which was recently upgraded from DEIS band 2 school; and if he will make a statement on the matter. [12956/17]
View answerThe school to which the Deputy refers is one of thirty such schools which were identified under the new assessment methodology as having a sufficient level of disadvantage to raise it from Urban Band 2 to Band 1 status under the DEIS Plan 2017.
The staffing schedule for the 2017/2018 school year for all primary schools, which includes details in relation to the allocations under DEIS, was recently published and can be found on my Department's website at the following link:
http://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0017_2017.pdf
258. Deputy Brendan Griffin asked the Minister for Education and Skills if a teacher's parental leave can be transferred from siblings in a case in which there is a exceptional health requirement by one person; and if he will make a statement on the matter. [12982/17]
View answerParental leave is a period of unpaid leave available to teachers for the purpose of the care of children. It is provided for under the Parental Leave Acts 1998 and 2006 and the European Union (Parental Leave) Regulations 2013 (S.I. No. 81 of 2013).
The provisions of the scheme as it applies to teachers are outlined in Chapter 6 of Terms and Conditions of Employment for Registered Teachers in Recognised Primary and Post Primary Schools - Edition 1, the contents of which were agreed under the auspices of the Teacher Conciliation Council (TCC).
The TCC is part of the scheme of Conciliation and Arbitration for Teachers and was set up to deal with claims and proposals relating to the Terms and Conditions of employment of teachers. The Council is composed of representatives of teachers, school management, the Department of Education and Skills, the Department of Public Expenditure and Reform and is chaired by an official of the Workplace Relations Commission.
A teacher is entitled to 18 weeks parental leave in respect of each child up to the age of 13 years or the age of 16 years in the case of a child with a disability and/or long-term illness. There is no obligation however to take the full 18 weeks leave.
Each parent has a separate entitlement to parental leave from his/her job and such leave is available to each parent who meets any of the following criteria:
(a) the natural parent
(b) the adoptive parent
(c) the adopting parent
(d) a teacher acting in loco parentis to a child
Subject to the approval of the employer, it is possible to transfer 14 weeks out of the 18 week parental leave entitlement to another parent of a relevant child, provided the other parent is employed with the same employer. In compliance with Council Directive 2010/18/EU, it is necessary for each parent to retain 4 weeks, out of his/her 18 week entitlement, for his/her own personal use. Under that Directive, these 4 weeks may not be transferred to another parent and can only be used by the parent with whom the entitlement originates. This means where both parents are in the one school one parent may avail of 32 weeks and the other 4 weeks.
259. Deputy Niall Collins asked the Minister for Education and Skills the annual breakdown between the number of female and male graduates in each of the years 2014 to 2016 in third level graduate courses in engineering, manufacturing, construction, science, technology and maths, in tabular form; the incentives and polices in place to fill the current shortage of qualified graduates here for vacancies arising in these areas; and if he will make a statement on the matter. [12998/17]
View answerThe Government is committed to building upon our provision of STEM in primary, post-primary and third level education in order to ensure that we have the graduates to fulfil the existing and growing needs in STEM. Innovation 2020 - the Government’s five-year strategy on research and development, science and technology, has the goal of making Ireland a Global Innovation Leader, and by so doing, ensuring a strong and sustainable economy.
The Department of Education and Skills Action Plan for Education for 2016-2019 and the National Skills Strategy, has a clear commitment to supporting and developing STEM.
The STEM report published in November last year by the STEM Education Review Group presents a detailed examination of the provision of Science, Technology, Engineering and Mathematics Education in Ireland. It focussed on schools and on the necessary capacity building required to achieve a step-change in outcomes for learners that will benefit our society and the economy.
The recommendations proposed by the STEM Education Review Group are consistent with many existing and planned initiatives. They add considerable value to our thinking and will influence significantly the development (in the first half of 2017) of a STEM Education Policy Statement and implementation plan. This will further support teaching and learning in Science and Mathematics at all levels of the education system.
Within our school system, STEM education is growing, while new initiatives will continue to support greater participation and improved performance in STEM. My Department is committed to curricular reform in relation to STEM, for example
- Introduction of computer science subject at senior cycle in September 2019
- Introduction of new Science Syllabus for Junior Cycle in September 2016
- Development of a new primary mathematics curriculum which will support all children in the development of algorithmic and computational thinking to include coding
- New Science specification has been introduced for junior cycle students
- Junior Cycle Mathematics specification to be published in 2017 and implemented in 2018.
The information on graduates by gender in Engineering, Manufacturing & Construction, ICT and Natural Sciences, Mathematics & Statistics for the most recent three years available is as follows -
|
Field of Study |
2012/2013 |
2013/2014 |
2014/2015 |
|
Engineering, Manufacturing and Construction |
6,978 |
6,877 |
6,718 |
|
Female |
1,061 |
1,097 |
1,180 |
|
Male |
5,917 |
5,780 |
5,538 |
|
Information and Communication Technologies (ICT) |
3,724 |
4,096 |
4,080 |
|
Female |
746 |
829 |
845 |
|
Male |
2,978 |
3,267 |
3,235 |
|
Natural sciences, mathematics and statistics |
5,003 |
5,473 |
5,213 |
|
Female |
2,587 |
2,779 |
2,652 |
|
Male |
2,416 |
2,694 |
2,561 |
Springboard+ is a labour market activation measure which aims to reach people who have a previous history of employment but who have lost their job as a result of the recession. Its primary objective has been to help unemployed people to remain as close as possible to the labour market by accessing part-time flexible higher education and training opportunities to up-skill or re-skill in areas where sustainable employment opportunities may arise as the economy recovers. Since 2011 over 35,000 learners have participated on programmes in areas of key skill shortages. These include ICT, advanced manufacturing (including engineering, bio-pharma and med tech), financial services and construction.
In 2017 the programme is being expanded and manufacturing programmes will be open to people irrespective of their employment status; previously you needed to be unemployed to access these courses in Springboard+. The purpose of the change is to continue to address key skill shortages by providing focussed industry-related courses, even as the numbers on the Live Register continue to fall.
The ICT programmes provided under Springboard+, including a part-time ICT Conversion Programme, introduced in 2016 and open to people irrespective of their employment status, forms part of a suite of measures to increase the supply of ICT graduates as part of the implementation of the ICT Skills Action Plan 2014 - 2018. In addition to the targeted Springboard+ ICT courses, HEA funds additional places on mainstream Computer Science courses at Level 8. Institutions have been allocated €2,000 per additional place. In 2016 an additional 400 places were funded. The Information Technology Investment Fund (ITIF) continues to support HEI ICT programme retention, and provides annual block funding to HEIs, (€80,000 for Universities and €54,000 for IOTs). HEIs allocate this funding across their specific retention activities. Activities are focused on integration of incoming students, supports and facilities for all students, and targeted activities for students experiencing difficulties.
Reports covering activity in 2016, detail over 100 specific retention supports delivered to ICT students. These include learning support centres; additional tutorials over the summer and weekends; peer mentoring; staff retention seminars; group building initiatives; maths learning supports; and improved infrastructure. The Fund also supports the provision on Computer Science Summer Camps for second level students. In 2016 29 camps were funded nationally facilitating over 1,245 students. Each HEI was awarded €5,000 to support camps programmes. Camps typically target transition year students and run for a week. A particular focus is placed on the inclusion of girls, with some girls’ only camps. In 2016 over 40% of participants were female. The aim of the camps is to foster an interest in Computer Science as a potential third level option for second level students. HEI computing departments are centrally involved in supporting coder dojos, providing facilities to host dojos, third level computing students to run clubs and lecturers to provide mentoring strategies. HEIs link their computing camps and computing outreach activities to coderdojo activities and use these to foster greater links with secondary schools within their region.
This morning (March 20th), Minister Halligan and I announced additional funding of €2.25 Million to boost ICT Skills development with additional summer camps for second level students being developed, as well as up to 700 additional places on ICT courses.
The Higher Education Authority (HEA) will write to higher education institutions to seek proposals for three calls:
- Additional ICT Summer Camps for second level students,
- Additional undergraduate places on core level 8 full-time courses
- A call for full-time level 9 MSc computing courses.
The promotion of STEM careers to students is part of the remit of Science Foundation Ireland who manage the SmartFutures initiative.
