Written Answers Nos. 151-163
151. Deputy Joan Burton asked the Minister for Education and Skills if the successful contractor for the Maynooth education campus project, Maynooth, County Kildare, has responded to the letter of intent issued by Kildare and Wicklow Education and Training Board, KWETB; if the KWETB has issued a letter of acceptance to the contractor; when contracts will be signed; when work will commence on site; and if he will make a statement on the matter. [15805/17]
View answerI am pleased to inform the Deputy that the contractor responded to the Letter of Intent on the 21 March last. The response received, is currently being examined by the ETB's Design Team.
Assuming that the contractor has complied with the requirements of the Letter of Intent, it is envisaged that construction will commence on site shortly.
152. Deputy Michael Healy-Rae asked the Minister for Education and Skills the status of an appeal for DEIS status in respect of a school (details supplied); and if he will make a statement on the matter. [15813/17]
View answerAll schools in the country across both the Primary and Post Primary sectors have been assessed in terms of the socio-economic background of their pupil cohort using centrally held data. This process has determined the level of concentrated disadvantage across the school system and identifies those schools in need of the greatest level of support.
The key data sources include the DES Primary Online Database (POD) and Post-Primary Online (PPOD) Databases as populated by schools and the CSO Small Area of Population (SAP) data from the National Census of Population 2011 as represented by the Pobal HP Deprivation Index (HP Index). 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 areas, 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.
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 which have not been included, including the school 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 identification process, which is fair, objective and has been uniformly applied. 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.
As provided for in the DEIS Action Plan the Department has begun a process of verifying the data used to identify the levels of concentrated disadvantage for each school that has requested verification including the school detailed by the Deputy. When this process has been concluded all schools who have requested such verification will be notified by the Department of the outcome of this process.
153. Deputy Tom Neville asked the Minister for Education and Skills the number of tourism and hospitality skills training positions that were allocated to County Limerick in 2015 and 2016; and if he will make a statement on the matter. [15815/17]
View answer154. Deputy Tom Neville asked the Minister for Education and Skills the amount of funding that was allocated to County Limerick for tourism and hospitality skills training in 2015 and 2016 by his Department; and if he will make a statement on the matter. [15818/17]
View answer155. Deputy Tom Neville asked the Minister for Education and Skills the agency or Government body which has oversight and responsibility for hospitality and tourism skills development policy here; and if he will make a statement on the matter. [15821/17]
View answerI propose to take Questions Nos. 153 to 155, inclusive, together.
My Department has overall responsibility for policy development for education and training provision across the economy including the hospitality and tourism sector.
The Expert Group on Future Skills Needs (EGSFN) carried out a study on the future skills needs of the sector and the report of the study was published in November 2015. The objective was to assess demand arising within the sector in Ireland including hotels, restaurants, bars, canteens and catering over the period to 2020. The aim was to ensure that there will be the right supply of skills to help drive domestic hospitality sector business and employment growth. The report provides a clear and coherent framework for the development of talent in the hospitality sector in the years ahead to help drive both hospitality business and employment growth which is one the key goals of the Government’s Tourism Policy Statement – People, Place and Policy-Growing Tourism to 2025.
The Study assesses skills demand at all NFQ levels, with a particular focus on career progression opportunities for those at lower skilled levels to help fill anticipated job openings. The report provides a set of recommendations designed to address the skills requirements of the sector over the period to 2020. A key recommendation in the report was the need to set up a National Oversight and Advisory Group comprising all the key hospitality stakeholders.
Membership of the Group includes the Restaurant Association of Ireland, the Irish Hotel Federation, Irish Hospitality Institute, Licensed Vintners Association, Vintners Federation of Ireland, Fáilte Ireland, Department of Jobs, Enterprise and Innovation, Department of Education and Skills, Department of Social Protection, Higher Education Authority, Skillnets, SOLAS, ETBs, IoTs, DIT and Quality and Qualifications Ireland.
The role of the Group is to monitor progress on the implementation of the recommendations of the EGFSN and to provide a forum for on-going collaboration in addressing the skills needs of the sector and to identify and progress actions to overcome barriers on its implementation.
The Group plan to publish a progress report later this year. To date work has been undertaken on careers promotion via a range of fora, the launch of the Tourism Insight online programme – aimed at promoting careers in tourism and hospitality with particular reference to transition year and Youthreach participants. Audits of both higher and further education facilities and courses are underway as well as the establishment of a Restaurant and Hospitality Skillnet which aims to address key skills requirements of restaurants and catering companies to help drive the domestic hospitality sector, employment growth, talent attraction and retention.
Funded through the National Training Fund by my Department, the network plans to design tailored programmes covering all aspects of the restaurant, food and beverage industry to SMEs nationally, with a particular focus on career progression for those at lower skilled levels to help fill anticipated job openings and increase retention levels within the sector and is well placed to address key recommendations of the EGFSN 2015 Report on the Future Skills.
I recently launched the 2016-2020 Action Plan to expand Apprenticeship and Traineeship in Ireland, setting out how state agencies, education and training providers and employers will work together to deliver on the Programme for Government commitments on the expansion of apprenticeship and traineeship in the period to 2020. The Plan sets out how we will manage the pipeline of new apprenticeships already established through the first call for proposals in 2015 and also commits to a new call for apprenticeship proposals later this year, to provide for the needs of all sectors, including hospitality and tourism. Over the lifetime of the Action Plan, 50,000 people will be registered on apprenticeship and traineeship programmes representing a doubling of current activity.
Work is progressing on the development of a new Commis Chef Apprenticeship led by the Irish Hotels Federation and the Restaurants Association of Ireland working with Kerry Education and Training Board. It is planned that this programme will commence later this year. The Apprenticeship Council also recently approved development funding for a separate proposal to develop a Chef de Partie Apprenticeship. The Apprenticeship Council will continue to work with the proposers of these new programmes to develop them into sustainable apprenticeships that can be delivered on a nationwide basis. The funding for planned and forecast expansion in 2017 will see an additional €20 million provided.
In 2015 a new Career Traineeship initiative was begun by SOLAS in collaboration with ETBs and enterprise to develop a more effective model of work-based learning, primarily at NFQ levels 4 and 5, incorporating best national and international research and practice. Networks of Employers have been created to facilitate partnerships between ETBs and employers in identifying training needs, designing the training programmes, recruitment of learners and delivery of the training on and off the job. The Career Traineeship model of work-based learning is currently being piloted with the Hospitality and Engineering sectors, with the involvement of seven ETBs.
Given the breadth and range of programmes within the Further Education and Training (FET) sector, it is not possible to provide details of funding and places on a county by county basis across specific sectoral provision. However, one way in which Solas classify FET provision is by the career areas which it serves. The following table shows the total number of beneficiaries in the career areas of Food and Beverage and Tourism for Limerick Clare Education and Training Boards for 2015 along with that planned for 2016. As yet, final 2016 figures are not available.
While it is not possible to give details of expenditure at the level of career areas, the scale of total investment in FET and the numbers served on both a full and part time basis are also included in the table.
In relation to the number of tourism and hospitality skills training positions within the higher education sector in 2015 and 2016 and the amount of funding allocated for tourism and hospitality skills training in the same years, it is not possible to give a breakdown by county as students can apply for courses throughout the country, through the CAO application process. Limerick Institute of Technology had 447 students with funding of €2.657 million in 2015 and 438 students with funding of €3.015 million in 2016.
In 2015 the total number of students in higher education courses in this sector was 8,220 with estimated funding allocated of approximately €47.4 million and in 2016 the total number of student for the sector was 8,033 with estimated funding allocated of approximately €48.4m. The funding includes an estimation of grants allocated to these courses, student contributions and free fees. The student numbers are calculated as full time equivalents (FTE) which includes part time and full time student counts.
This analysis of the higher education sector includes all courses within the following categories:
Tourism/Hotel/Leisure/Event
Hospitality & Culinary
Heritage & Cultural
I also understand that a limited amount of complementary tourism-related business development and training supports are provided by Fáilte Ireland, the agency responsible for encouraging, promoting and supporting tourism as a leading indigenous component of the Irish economy.
|
2015 |
2016 |
|||
|
Inputs |
||||
|
ETB |
Skill Cluster |
Provision type |
Total Actuals |
Total Projected |
|
LIMERICK AND CLARE ETB |
Food and Beverage |
Total FULL TIME PROVISION |
127 |
186 |
|
Total PART TIME PROVISION |
178 |
158 |
||
|
Total COMMUNITY EDUCATION |
0 |
0 |
||
|
Total PROVISION |
305 |
344 |
||
|
Tourism |
Total FULL TIME PROVISION |
151 |
147 |
|
|
Total PART TIME PROVISION |
0 |
0 |
||
|
Total COMMUNITY EDUCATION |
0 |
0 |
||
|
Total PROVISION |
151 |
147 |
||
TOTAL Expenditure Nationwide
|
2015 |
||
|
Beneficiaries Actual |
Actual Expenditure |
|
|
Total FULL TIME PROVISION |
126,567 |
€405,919,922 |
|
Total PART TIME PROVISION |
152,212 |
€65,033,976 |
|
Total COMMUNITY EDUCATION |
66,616 |
€10,914,066 |
|
2016 |
||
|
Beneficiaries Planned |
Planned Expenditure |
|
|
Total FULL TIME PROVISION |
126,153 |
€400,622,733 |
|
Total PART TIME PROVISION |
134,839 |
€65,373,528 |
|
Total COMMUNITY EDUCATION |
51,999 |
€10,727,731 |
156. Deputy Dara Calleary asked the Minister for Education and Skills if consideration is being given to a DEIS application from a school (details supplied) in County Mayo; if he will prioritise it for inclusion on the DEIS scheme in view of the rural geographical position of the school; and if he will make a statement on the matter. [15830/17]
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.
DEIS Plan 2017 provides for a new identification model for assessment of a school's level of disadvantage using centrally held data. The key data sources include the DES Primary Online Database (POD) and Post-Primary Online (PPOD) Databases as populated by schools and the CSO Small Area of Population (SAP) data from the National Census of Population 2011 as represented by the Pobal HP Deprivation Index (HP Index). 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.
Schools are not required to make an application for inclusion in the DEIS programme as all schools in the country across both the Primary and Post Primary sectors have been assessed in terms of the socio-economic background of their pupil cohort using centrally held data. This process has determined the level of concentrated disadvantage across the school system and identifies those schools in need of the greatest level of support.
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 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.
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
Schools which have not been included, including the school 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 identification process, which is fair, objective and has been uniformly applied. 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.
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.
157. D'fhiafraigh Deputy Pearse Doherty den Aire Oideachais agus Scileanna cad chuige nach bhfuil aon dul chun cinn déanta fós chun na fadhbanna atá ag scoil i gContae Dhún na nGall a shárú (sonraí curtha ar fáil); an ndéanfaidh an Roinn teagmháil dhíreach leis an mbord bainistíochta d'fhonn teacht ar réiteach atá inghlactha go coiteann; and if he will make a statement on the matter. [15834/17]
View answerChuir an scoil dá ndéanann an Teachta tagairt Iarratas ar Oibreacha Éigeandála isteach chun síneadh a chur leis an halla spóirt agus leis an seomra foirne a bhí ann cheana, agus é mar aidhm aici dul i ngleic leis an bhfadhb taise atá ann i bhfoirgneamh na scoile freisin. I mí Iúil 2016, moladh d’údarás na scoile an tIarratas ar Oibreacha Éigeandála a ghearradh siar chun dul i ngleic leis an bhfadhb taise amháin toisc go raibh an síneadh leis an halla spóirt agus leis an seomra foirne lasmuigh de théarmaí agus coinníollacha na Scéime um Oibreacha Éigeandála.
Rinne údarás na scoile achomharc in aghaidh an chinnidh sin. Moladh dó an athuair iarratas a dhéanamh ar chistiú éigeandála chun dul i ngleic leis an bhfadhb taise amháin. Cuireadh in iúl d’údarás na scoile freisin go bhféadfadh sé iarratas a dhéanamh ar oibreacha sínidh faoi Scéim Cóiríochta Breise na Roinne.
Níl an t-iarratas leasaithe ar oibreacha éigeandála faighte ag an Aonad Pleanála agus Tógála i mo Roinn go fóill. Breithneofar an t-iarratas sin a luaithe a gheofar é agus eiseofar cinneadh chuig údarás na scoile a luaithe is féidir ina dhiaidh sin.
The school to which the Deputy refers submitted an Emergency Works Application to extend their existing sports hall and staff room with a view to also addressing a dampness issue in their school building. The school authority were advised in July 2016 to submit a scaled back Emergency Works Application to address the dampness issue only as the provision of an extended sports hall and staff room were outside the terms and conditions of the Emergency Works Scheme.
The school authority appealed this decision and were advised again that they should apply for emergency funding to address the dampness issue only. The school authority were also advised that it was open to them to apply for the extension works under the Department’s Additional Accommodation Scheme.
To date my Department’s Planning and Building have not received the scaled back emergency works application. Upon receipt of this application it will be assessed and a decision will issue to the school authority as quickly as possible.
158. Deputy Paul Kehoe asked the Minister for Education and Skills his plans to facilitate the students of a school (details supplied) that is currently over-subscribed while waiting for a new building development to be completed; and if he will make a statement on the matter. [15866/17]
View answerI wish to advise the Deputy that a building project for the school referred to is included in my Department's 6 Year Construction Programme (2016-2021).
Officials from my Department are working closely with officials from Wexford County Council under the Memorandum of Understanding towards the acquisition of a suitable site for the provision of the school referred to by the Deputy. When a site has been secured, a project for the school in question will be progressed into the architectural planning process.
In the meantime, my Department has been liaising with the school authority in relation to meeting its interim accommodation needs. My Department expects to make further contact with the school, when the school’s proposals in the matter are received.
159. Deputy Robert Troy asked the Minister for Education and Skills when he will announce the schools that have qualified for works under the summer works programme 2017; and if he will include a school (details supplied) for new toilet facilities. [15892/17]
View answerI wish to advise the Deputy that my Department is in receipt of a Category 5 application, toilet facilities project, 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.
160. Deputy John Brassil asked the Minister for Education and Skills when the school summer works scheme will open for new applications for 2018; and if he will make a statement on the matter. [15899/17]
View answerI wish to advise the Deputy that nearly 50% of schools have applied for inclusion under the Summer Works Scheme (SWS) which reflects a very high demand. The current SWS was announced in late 2015 and is being applied on a multi-annual basis for the years 2016 and 2017. We are therefore not accepting further applications at this time.
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. I expect to be in a position to announce a further round of successful SWS applications in due course.
161. Deputy Brendan Griffin asked the Minister for Education and Skills if a teacher's parental leave entitlement can be transferred from one of the teacher's children to another in a case whereby there is an exceptional health requirement on the part of one of the children; and if he will make a statement on the matter. [15943/17]
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.
There is no provision for transfer of parental leave between children.
162. Deputy Willie Penrose asked the Minister for Education and Skills if he will ensure that a person (details supplied) who has applied for reasonable accommodation in the junior certificate examination is granted same; and if he will make a statement on the matter. [15980/17]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations. The Commission in this regard operates a scheme of Reasonable Accommodations in the Certificate Examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
163. Deputy Fiona O'Loughlin asked the Minister for Housing, Planning, Community and Local Government the guidelines that are necessary when planning the construction of a solar energy farm; and if he will make a statement on the matter. [15798/17]
View answerThere are no specific planning guidelines in place in respect of solar farms. Proposals for individual solar farm developments are subject to the statutory requirements of the Planning and Development Act 2000, as amended, in the same manner as other proposed developments. Planning applications are made to the relevant local planning authority with a right of appeal to An Bord Pleanála.
Under the Planning and Development Act, each planning authority's development plan must set out an overall strategy for the proper planning and sustainable development of the area concerned. Section 10 of the Act requires a development plan to include, inter alia, objectives for the provision or facilitation of the provision of infrastructure, including energy facilities, and many local authorities have developed renewable energy strategies for their areas in this context.
In making decisions on planning applications, planning authorities and the Board must consider the proper planning and sustainable development of the area, having regard to the provisions of the local development plan, any submissions or observations received and relevant Ministerial or Government policies, including any relevant guidelines issued by my Department. Planning authorities must then make their own decisions based on the specific merits or otherwise of individual planning applications.
I am satisfied that the planning code is sufficiently robust to facilitate the assessment of individual planning permission applications for solar farm developments. However, the matter will be kept under review, in consultation with my colleague, the Minister for Communications, Climate Action and the Environment, and his Department - which leads on renewable energy policy - in the context of the Government's 2015 White Paper on Energy Policy, the development of a Renewable Electricity Policy and Development Framework, as well as the finalisation of a new support scheme for renewable electricity by that Department, expected in late 2017.
