Written Answers Nos. 160-177
160. Deputy Thomas Byrne asked the Minister for Education and Skills the funding that has been allocated to schools to implement the child abuse prevention programme; and his views on whether this is adequate. [22750/17]
View answerThe Professional Development Service for Teachers (PDST) has responsibility for supporting the implementation of the revised and updated Stay Safe Programme. The Stay Safe Programme was developed by a group called the Child Abuse Prevention Programme and a framework of CPD support is currently being rolled out. The Continuing Professional Development (CPD) Framework which PDST has developed in this regard includes support for both the revised Stay Safe programme and the revised Walk Tall materials for primary schools.
I am pleased to advise the Deputy that this programme of support is now well underway and I am satisfied that the necessary resources are available to PDST to implement the CPD Framework. The costs associated with both the CPD and the suite of support material available to schools are met by my Department and are not allocated to schools.
The programme of work associated with the Stay Safe programme is funded as part of the overall PDST Health and Wellbeing budget which has an overall allocation for 2017 of almost €1.8m, including personnel costs.
My Department is also providing funding through the PDST Wellbeing budget for child protection training.
The Deputy will also be aware that the Children First Act 2015 will, when fully commenced by the Minister for Children and Youth Affairs, put elements of the Children First-National Guidance for the Protection and Welfare of Children on a statutory footing. The commencement of the 2015 Act will result in the publication of a new Children First which in turn will necessitate changes to the existing Child Protection Procedures for schools. The 2015 Act also provides that Tusla will issue guidance in relation to the Act’s requirements in respect of Child Safeguarding Statements.
My Department has commenced a review of the existing child protection procedures for schools in consultation with the relevant education partners. This review will take account of the statutory provisions of the Children First Act 2015 and, when available, the updated Children First and guidance on child safeguarding published by Tusla in accordance with the Act.
My Department’s training on child protection will in turn be updated to take account of the new procedures for schools.
161. Deputy Thomas Byrne asked the Minister for Education and Skills the reason his Department caps per-pupil primary school funding at 500 pupils; and the rationale and justification for this. [22751/17]
View answer181. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the reason his Department caps per-pupil primary school funding at 500 pupils; and the rationale and justification for this. [22951/17]
View answerI propose to take Questions Nos. 161 and 181 together.
My Department provides capitation funding to all recognised primary schools.
The amount of grant paid to an individual primary school for capitation and ancillary services is determined by the school’s enrolment, subject to a minimum grant for both capitation and ancillary services in respect of schools with enrolments up to 60, and a maximum ancillary services grant in the case of schools with enrolments of 500 or more. There is no maximum limit on the capitation grant.
In 2017, the capitation grant is €170 per pupil and the ancillary services Grant is €158 per pupil. The 500 pupil cap on ancillary grant equates to a maximum grant of €79,000. Within the context of limitations on available resources, this funding of €79,000 is considered a reasonable amount to cater for the secretarial and caretaking needs of a large school.
The Deputy may wish to note that schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant which is outlined in Circular 40/2009.
162. Deputy Thomas Byrne asked the Minister for Education and Skills the funding provided in each of the years 2009 to 2016 and to date in 2017 to primary schools and post-primary schools for additional Traveller support, in tabular form. [22752/17]
View answerThe information requested by the Deputy is set out in Table B. It should be noted that the Department's policy is to provide additional supports to pupils on the basis of identified need not on the basis that the child is a Traveller. Since 2013/14 the additional mainstream resources that have gone into the system to the benefit of all children including Traveller children are set out at Table A.
Table A
|
- |
13/14 |
14/15 |
15/16 |
|
Additional Teaching Resources |
905 Teachers costing €55,560m |
1,333 Teachers costing €81,624m |
1,593 Teachers costing €96,507m |
Table B
|
- |
09/10 |
10/11 |
11/12 |
12/13 |
13/14 |
14/15 |
15/16 |
|
Primary and Post Primary figures inc Teaching Resources, Capitation, Visiting Teachers for Travellers, Funding to ETBs and School Transport |
49,402,657 |
35,724,938 |
10,399,803 |
9,972,947 |
10,207,745 |
10,302,049 |
9,825,471 |
Note: 16/17 funding information is not currently available.
Funding for special education provision in 2017 will amount to some €1.68 billion, which is equivalent to approximately 19% of the gross overall current allocation for education and training and represents an increase in spending in this area of 12% over the last two years. This funding provides for a range of supports and services including additional learning and resource teaching support, access to SNA support, special transport arrangements, building adaptations, enhanced capitation in special schools and special classes, specialised equipment, additional teacher training and the services of the National Educational Psychological Service.
There are currently over 12,500 learning support and resource teacher posts in mainstream primary and post primary schools.
163. Deputy Róisín Shortall asked the Minister for Education and Skills the reason a former national school (details supplied) in County Meath still remains boarded up; the reason no refurbishment works on the building have been carried out in order that it can provide accommodation for a new national school (details supplied); the expected start date for refurbishment works to commence; and if he will make a statement on the matter. [22755/17]
View answerIt is my Department's intention to relocate the school referred to by the Deputy to their proposed new location as their long-term permanent accommodation. The new proposed building will, however, require significant remediation works and my Department will be in further contact with the Patron on this matter.
In the interim, the school has been advised to extend the lease at its current location to June 2018.
164. Deputy Dara Calleary asked the Minister for Education and Skills if his attention has been drawn to moves within GMIT Castlebar to redeploy staff to the Galway campus and to curtail the continuation of courses; his views on whether these moves fundamentally undermine the role of his working group into the future potential of the GMIT Castlebar campus; if he will direct the board of GMIT to cease these activities until such a time as the working group completes its work; and if he will make a statement on the matter. [22820/17]
View answerMy Department allocates the recurrent funding to the Higher Education Authority (HEA) for direct disbursement to the HEA designated higher education institutions including Institutes of Technology (IoTs) such as Galway Mayo Institute of Technology (GMIT). The HEA allocates this funding to the institutions and the internal disbursement of funding is then a matter for the individual institution. Core funding is driven primarily by student numbers, either via the Recurrent Grant Allocation Model which is the mechanism used by the HEA to allocate funding or 'free fees' funding.
Higher Education Institutions are autonomous bodies and are responsible for their own day to day affairs, including the allocation of all of its income (both public and private) and for the provision of courses at the institution.
My Department and the HEA recognise the particular challenges attached to multi-campus provision in both GMIT and other institutes of technology. The HEA has begun a major review of the funding allocation model for higher education and this review will include looking at how the future model can take account of the additional costs associated with such arrangements. The Department and the HEA are committed to such multi-campus provision, including Castlebar.
My Department and I along with the HEA and GMIT Governing Body are fully committed to and are in the process of establishing and implementing a viable development plan for the continuance of the GMIT Castlebar campus. GMIT has appointed an Interim Head of the campus in Castlebar to lead this process. This will include looking at the future development of the Mayo Campus as a Centre of Excellence in Health Sciences.
In addition, Taoiseach Enda Kenny, TD, and I recently announced the establishment of a working group which will formulate a plan for a sustainable future of the GMIT Mayo Campus in Castlebar. The Working Group will be required to present a full report to the HEA’s Finance Committee in Q3 2017. The Mayo Campus has a very important role to play in delivering economic growth and driving regional development. That is why the Working Group will be engaging with the Local Enterprise Office, IDA Ireland and Enterprise Ireland, as well as the Implementation Committee of the Regional Action Plan for Jobs West which is charged with overseeing the delivery of 25,000 jobs across Mayo, Roscommon and Galway over the lifetime of the Plan. GMIT is also represented on the Atlantic Economic Corridor Steering Group, which is a key part of the Action Plan on Rural Development.
165. Deputy Robert Troy asked the Minister for Education and Skills the procedure to be followed when persons file a case of bullying against a teacher; the procedures the board of management should follow; and the avenues available to persons that are not happy with the way the matter is dealt with through official channels. [22844/17]
View answerUnder the Education Act 1998 the school Board of Management (BOM) is the body charged with the direct governance of a school, and it is the BOM which employs the staff at the school.
Accordingly, whereas my Department provides funding and policy direction for schools, my Department does not have the power to instruct schools to follow a particular course of direction with regard to individual complaint cases.
My Department's role is to clarify for parents and students how their grievances and complaints against schools can be progressed.
As my Department has no role in the employment of staff in schools or schools’ day to day management, a complaint about the child’s school and its staff should be made to the school itself.
Where there is cause for complaint from a parent matters would normally be addressed to the individual teacher or school Principal as appropriate. If matters cannot be resolved at that level then a complaint can be addressed to the school BOM. A school may have a formal complaints process in which case this should be followed in pursuing any complaint.
The professional standards for teachers are set by the Teaching Council of Ireland. Information on these standards can be accessed on their website.
If a parent or guardian wishes to pursue a complaint about teaching staff the matter should be addressed to the local school authorities. The procedures are those agreed between school management bodies and teacher representative bodies.
The Office of the Ombudsman for Children may independently investigate complaints relating to the administrative actions of a school recognised by the Department of Education and Skills, provided the parent has firstly and fully followed the school’s complaints procedures. The key criterion for any intervention by the Ombudsman for Children is that the administrative actions of a school has, or may have, adversely affected the child.
The office can be contacted at: Ombudsman for Children’s Office, Millennium House, 52-56 Great Strand Street, Dublin 1; tel. 1800 20 20 40 or (01) 865 6800 or email oco@oco.ie.
Schools and school personnel are also required to comply with my Department's "Child Protection Procedures for Primary and Post-Primary Schools" which are based on the "Children First - National Guidance for the Protection and Welfare of Children 2011".
If any individual feels that there is a Child Protection concern they should bring the concern to the attention of the Designated Liaison Person (DLP) or Principal of the school. The DLP will be responsible for making a report to the Child and Family Agency (Tusla). An individual may wish to contact the Child and Family Agency (Tusla) - Children and Family Services directly as the relevant statutory authority with responsibility for Child Protection welfare and protection. The Child and Family Agency social workers contact details in each region can be found on their website at http://www.tusla.ie/get-in-touch/national-office/duty-social-work-teams/.
Alternatively, an individual can report a child protection concern to my Department by telephoning (090) 648 4099 or by emailing childprotection@education.gov.ie.
Any allegation of a child protection nature received by staff in my Department is dealt with in accordance with my Department’s Procedures for responding to Child Protection Concerns brought to the attention of staff employed by the Department of Education and Skills. Under these procedures my Department does not make any judgment on the concerns brought to its attention and ensures that the details of the concern reported to the Department are immediately passed on to the relevant investigatory authorities, including the relevant school authorities, the Child and Family Agency and/or An Garda Síochána. My Department cannot guarantee confidentiality to complainants in such circumstances as the information it receives must be passed on to the relevant authorities for investigation, including any details of the person reporting the concern.
My Department's website www.education.ie is a useful source of information. The section dealing with parental complaints, bullying and child protection is www.education.ie/en/Parents/Information/Complaints-Bullying-Child-Protection-Discrimination.
166. Deputy Niall Collins asked the Minister for Education and Skills the number of active apprenticeships which lead to a qualification nationally recognised under the National Framework of Qualifications at any level from level five upwards in each of the years 2015 and 2016 and to date in 2017, in tabular form; and if he will make a statement on the matter. [22865/17]
View answerThe information sought by the Deputy is set out in the following table.
Currently Active Apprenticeships 2017 *
|
Apprenticeship |
NFQ Level |
Duration |
|
CONSTRUCTION (7) |
||
|
Brick and Stonelaying |
Level 6 |
4 Years |
|
Carpentry and Joinery |
Level 6 |
4 Years |
|
Painting and Decorating |
Level 6 |
4 Years |
|
Plastering *** |
Level 6 |
4 Years |
|
Plumbing |
Level 6 |
4 Years |
|
Stonecutting and Stonemasonry |
Level 6 |
4 Years |
|
Wood Manufacturing and Finishing |
Level 6 |
4 Years |
|
ELECTRICAL (6) |
||
|
Aircraft Mechanics |
Level 6 |
4 Years |
|
Electrical |
Level 6 |
4 Years |
|
Electrical Instrumentation |
Level 6 |
4 Years |
|
Electronic Security Systems |
Level 6 |
4 Years |
|
Instrumentation |
Level 6 |
4 Years |
|
Refrigeration and Air Conditioning |
Level 6 |
4 Years |
|
ENGINEERING (11) |
||
|
Farriery |
Level 6 |
4 Years |
|
Industrial Electrical Engineering |
Level 7 |
2 Years |
|
Industrial Insulation |
Level 6 |
4 Years |
|
Manufacturing Engineering |
Level 7 |
3 Years |
|
Manufacturing Technology |
Level 6 |
2 Years |
|
Mechanical Automation and Maintenance Fitting |
Level 6 |
4 Years |
|
Metal Fabrication |
Level 6 |
4 Years |
|
Pipefitting |
Level 6 |
4 Years |
|
Polymer Processing Technology |
Level 7 |
3 Years |
|
Sheet Metalworking |
Level 6 |
4 Years |
|
Toolmaking |
Level 6 |
4 Years |
|
FINANCE (1) |
||
|
Insurance Practice |
Level 8 |
3 Years |
|
MOTOR (5) |
||
|
Agricultural Mechanics |
Level 6 |
4 Years |
|
Construction Plant Fitting |
Level 6 |
4 Years |
|
Heavy Vehicle Mechanics |
Level 6 |
4 Years |
|
Motor Mechanics |
Level 6 |
4 Years |
|
Vehicle Body Repairs |
Level 6 |
4 Years |
* A further 10 new apprenticeships are planned to commence in 2017 in various sectors including Hospitality, Accounting and Financial Services.
167. Deputy Thomas Byrne asked the Minister for Education and Skills the position regarding the status of the oral junior certificate curriculum; and the changes being proposed and implemented. [22872/17]
View answerI am taking it that the Deputy is referring to the junior cycle curriculum for Irish.
With effect from September 2017, junior cycle provision for Irish in post-primary schools and settings will comprise two new specifications (syllabuses). The L1 (Language 1, in Irish, Teanga 1) specification is targeted at students in Irish-medium schools and students in English-medium schools who learn one or more subjects (apart from Irish) through the medium of Irish. The L2 (Language 2, Teanga 2) specification is targeted at other students in English-medium schools.
The new Junior Cycle specifications for Irish (both L1 and L2) have a strong emphasis on oral language. This is particularly highlighted in the main strand of the specifications – Communicative Competence. This strand places an enhanced emphasis on Irish as the language of learning and communication in classrooms as well as an emphasis on the skills required to communicate effectively with other users of the language. Communication, opportunities for use and interaction are central to classroom tasks.
A different type of assessment methodology for oral language skills (and other skills) will be used in the new Junior Cycle Irish specification. Up to now, there was an optional oral language test, taken by a minority of students, and generally assessed by their teachers as part of the old Junior Certificate examination. Now, as part of the new Junior Cycle Irish specifications, the oral language skills of all students will be formally assessed. This will be done by means of two Classroom-Based Assessments (CBAs) which will be reported by schools to parents at the end of third year in the Junior Cycle Profile of Achievement (JCPA).
Under the Policy on Gaeltacht Education 2017-2022 published by my Department, schools in the Gaeltacht are being invited to seek recognition as a Gaeltacht school in accordance with language-based criteria. To achieve Gaeltacht school recognition, schools will have the opportunity to work towards educational provision entirely through the medium of Irish (apart from the English and other language curricula) over the timeline of this five-year Policy. One of the language criteria for second-level schools includes a requirement to implement the L1 Irish specifications at junior cycle and encourage their uptake by students, particularly native speakers of Irish. The implementation of the Policy on Gaeltacht Education in schools will begin on a phased basis from September 2017.
168. Deputy Clare Daly asked the Minister for Education and Skills if his attention has been drawn to the fact that total grant aid of €1,040,000 was provided to a college (details supplied) for the construction of a gym and sports hall; if his attention has been drawn to the fact that the additional funding for the gym equipment was provided by his Department; if his attention has been drawn to the fact that the RAPID funding was specifically provided due to the fact a special case was made highlighting the fact that the gym and sports hall would be made available to persons living in adjacent areas which were designated as disadvantaged under the CLÁR and RAPID programmes; if his attention has been drawn to the fact that the Department of Transport, Tourism and Sport entered into a deed of covenant which requires that the gym and sports hall would be kept in sports use until at least 2023; if his attention has been drawn to the fact that the gym was closed down by the college management on 28 April 2017; if he has received a proposal to have the gym area used as classrooms; and if he will make a statement on the matter. [22885/17]
View answer169. Deputy Clare Daly asked the Minister for Education and Skills if his attention has been drawn to the fact that the Sligo municipal district of Sligo County Council at its meeting on 24 April 2017 unanimously adopted a motion (details supplied); if his Department has been contacted by the Minister for Transport, Tourism and Sport in this regard; if the gym area in the college will continue to be used for sports use and not for other educational purposes until at least 2023; and if he will make a statement on the matter. [22886/17]
View answerI propose to take Questions Nos. 168 and 169 together.
I wish to advise the Deputy that the matters raised are appropriate to the Department of Transport, Tourism and Sport which provided funding for the establishment of the gym and sports hall concerned.
I also wish to advise the Deputy that my Department is not in receipt of an application from the school referred to for the provision of additional accommodation and, in that regard, my Department is not aware of any proposal by the school to use the gym area as classrooms.
It is open to the school to submit an application to my Department if they have identified a deficit of accommodation; application forms can be accessed on my Department's website www.education.ie.
170. Deputy Clare Daly asked the Minister for Education and Skills if his attention has been drawn to delays with the school building project at a school (details supplied); if he will ensure that this building can begin without further delay; and if he will reinstate the prefabs in the interim. [22890/17]
View answerThe school to which the Deputy refers was granted funding under my Department's Additional Accommodation Scheme 2013, and I am pleased to inform the Deputy that in recent days formal permission has been given to the school authority to proceed with re-tendering this project.
My Department has also recently granted approval in principle to rent temporary accommodation in respect of the purchased prefabs and the school has been notified of this decision.
171. Deputy Anne Rabbitte asked the Minister for Education and Skills if a school (details supplied) will continue as an ETB school in the Carlow area; and if he will make a statement on the matter. [22907/17]
View answer172. Deputy Anne Rabbitte asked the Minister for Education and Skills the roles, responsibilities and the executive function of an ETB CEO when communicating with parents when their school is at risk of closure. [22908/17]
View answer173. Deputy Anne Rabbitte asked the Minister for Education and Skills the roles and responsibilities of the ETB school board of management of a school (details supplied) when identifying a school has low intake of first years and is impacting on retaining staff levels to deliver a full curriculum; and the governance for recommending for closure. [22909/17]
View answer175. Deputy Anne Rabbitte asked the Minister for Education and Skills the roles and responsibilities of the Kilkenny and Carlow ETB and its members when identifying a school has a low intake of first years and that this is impacting on retaining staff levels to deliver a full curriculum; and the governance for recommending for closure. [22911/17]
View answer186. Deputy Thomas Byrne asked the Minister for Education and Skills if his attention has been drawn to the proposals to close a school (details supplied); if this is in accord with the programme for Government commitments; and the steps he will take to prevent this occurring. [23005/17]
View answerI propose to take Questions Nos. 171 to 173, inclusive, 175 and 186 together.
I wish to clarify for the Deputies that the school in question is not closing.
Any discussion to close a school requires consultation between the various Stakeholders, including parents, members of staff and their representative organisations as well as the Board of Management.
I am aware that Carlow/Kilkenny Education and Training Board (ETB), the Patron of the school concerned, set up a Task Force to consider options for the future viability of the school due to declining pupil enrolments. I understand that the Task Force Report was adopted by the Patron and that work on the recommendations to increase enrolments at the school is ongoing.
In relation to the role and functions of the ETB, ETB Boards of Management of schools and Chief Executives of ETBs, details of their roles and functions are set out in the Education Act 1998 and in the Education and Training Boards Act (2013). In that regard, the Education Act 1998 and the Board of Management Handbook for Education and Training Boards outline that the function of the Board of Management is to manage the school/college on behalf of and in cooperation with the ETB and for the benefit of the students and their parents and to provide or cause to be provided an appropriate education for each student at the school for which that board has responsibility.
174. Deputy Anne Rabbitte asked the Minister for Education and Skills if the introduction of the new special educational needs model was a detrimental factor in the closure of a school (details supplied); and the number of teachers the school would lose based on the new calculation. [22910/17]
View answerI wish to advise the Deputy that DES Circular 0013/2017 for primary schools and 0014/2017 for post primary schools were published on 7th March 2017.
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 were issued to all schools on 7th March. 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, including the school to which the Deputy has referred, 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.
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 1200 schools that are identified as needing additional supports as a result of the new model. Supports for children with special educational needs are 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.
In relation to the particular school referred to by the Deputy, this school had a Learning Support allocation of 19.8 hours for the 2016/17 school year, which combined with 28.73 resource teaching hours allocated to the school by the National Council for Special Education, gave a total allocation to the school of 48.53 additional teaching hours for the 2016/17 school year.
As the profiled allocation for the school did not indicate an increased allocation requirement for the school for 2017/18, the school has maintained its existing level of allocation.
The special education teaching allocation for this school for 2017/18 is 48.53 hours.
There has therefore been no reduction to the special education teaching allocation for this school.
176. Deputy Sean Sherlock asked the Minister for Education and Skills the reason a person (details supplied) in County Cork is being discriminated against for school transport to their school in view of an agreement being in place following the dissolution of a Church of Ireland school in favour of a community school. [22915/17]
View answerSchool transport is a significant operation managed by Bus Éireann on behalf of the Department.
Currently almost 116,000 children, including some 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.
Children are eligible for transport where they reside not less than 3.2 kilometres from and are attending their nearest national school as determined by the Department/Bus Éireann, having regard to ethos and language; this eligibility criteria also applies in the case of school closures/amalgamations.
An eligible child for whom no transport service is available may, following an application for transport within the prescribed time limits, receive a Remote Area Grant towards the cost of private transport arrangements.
Bus Éireann has advised that the child, in question, is not attending her nearest Church of Ireland national school and therefore is not eligible for the Remote Area Grant.
177. Deputy Pearse Doherty asked the Minister for Education and Skills if officials from his Department will make contact with a school (details supplied) in County Donegal in order to discuss and advise school authorities on the various funding programmes administered by his Department which may be suitable for the purpose of financing a planned school building project; and if he will make a statement on the matter. [22930/17]
View answerI wish to advise the Deputy that my Department is in receipt of a Category 10 application, external environment 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 to 6 are published on my Department’s website www.education.ie – Categories 3 to 6 were announced earlier this month.
Assessment of valid projects in further categories may be undertaken by my Department in the event of further funding becoming available. The application from the school in question would therefore be available to be considered in this context 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.
In the meantime, primary schools also have access to the minor works grant i.e. €5,500 for each primary school plus €18.50 per pupil or €74 per special needs pupil, which all primary schools received last November, that may be utilised to carry out works in full or on a phased basis as that grant permits. It is open to the school in question to consider this option in the context of the external environment projects.
