Written Answers Nos 570-589
570. Deputy Timmy Dooley asked the Minister for Education and Skills the amount spent by his Department on designing, implementing and supporting the Eircode system in each of the years 2011 to 2016 and to date in 2017 in tabular form. [28137/17]
View answerIn order to minimise costs and disruption to the everyday work of my Department, any development work to date to support Eircodes, has been scheduled along with other changes to our systems.
571. Deputy Thomas Byrne asked the Minister for Education and Skills the funding to each ETB or VEC under the VTOS programme in each of the years from 2009 to 2016 and to date in 2017, in tabular form. [28207/17]
View answerThe following tables outline the funding provided under the VTOS programme to VEC's for the period 2009 - end of June 2013 and to each ETB for the period 1 July 2013 - June 2017.
VTOS Funding provided to VEC’s 2009 - June 2013
|
Vocational Education Committee |
2009 |
2010 |
2011 |
2012 |
2013 (Jan - June 30th) |
|
Co Carlow |
965,369 |
963,219 |
790,245 |
722,583 |
496,336 |
|
Co Cavan |
254,268 |
270,682 |
454,019 |
354,743 |
210,362 |
|
Co Clare |
2,722,530 |
2,533,094 |
2,610,063 |
2,759,317 |
1,564,061 |
|
Co Cork |
786,809 |
945,310 |
990,389 |
1,146,082 |
664,501 |
|
Cork City |
3,435,819 |
3,184,696 |
3,593,992 |
3,565,699 |
2,038,254 |
|
Dublin City |
13,908,003 |
13,400,186 |
12,694,390 |
15,299,741 |
9,131,129 |
|
Co Dublin |
4,807,977 |
5,206,532 |
4,990,658 |
5,111,399 |
2,968,593 |
|
Dun Laoghaire |
1,140,950 |
1,084,767 |
1,246,453 |
1,165,660 |
658,080 |
|
Co Donegal |
2,765,480 |
2,968,532 |
2,732,813 |
2,258,520 |
1,474,460 |
|
Galway City |
3,114,729 |
2,727,055 |
2,944,753 |
3,279,612 |
1,896,663 |
|
Co Galway |
1,965,432 |
2,279,112 |
1,996,370 |
1,935,581 |
1,097,316 |
|
Co Kildare |
4,009,491 |
4,112,030 |
4,487,078 |
4,146,615 |
2,445,572 |
|
Co Kilkenny |
2,018,657 |
2,177,244 |
2,212,102 |
2,037,914 |
1,306,734 |
|
Co Kerry |
3,254,024 |
3,291,719 |
3,083,850 |
2,982,902 |
1,839,170 |
|
Co Laois |
1,570,566 |
1,856,781 |
1,689,419 |
1,675,796 |
993,451 |
|
Co Leitrim |
502,698 |
523,397 |
525,453 |
585,330 |
359,342 |
|
Co Limerick |
1,233,168 |
1,046,789 |
1,118,554 |
1,018,615 |
622,548 |
|
Limerick City |
3,644,532 |
3,544,801 |
3,573,573 |
3,777,861 |
2,189,360 |
|
Co Longford |
379,437 |
418,425 |
548,439 |
623,611 |
376,239 |
|
Co Louth |
1,105,697 |
1,746,049 |
1,767,549 |
1,524,464 |
925,481 |
|
Co Mayo |
2,497,758 |
2,764,412 |
2,509,882 |
2,359,219 |
1,619,545 |
|
Co Meath |
1,065,059 |
1,215,541 |
1,014,858 |
893,177 |
600,427 |
|
Co Monaghan |
238,792 |
255,621 |
298,772 |
364,387 |
193,800 |
|
Co Offaly |
670,330 |
714,206 |
891,383 |
921,103 |
571,423 |
|
Co Roscommon |
1,342,724 |
1,246,348 |
1,310,676 |
1,091,946 |
719,718 |
|
Co Sligo |
989,731 |
1,015,714 |
842,468 |
723,299 |
515,007 |
|
Tipp N.R. |
1,252,456 |
1,639,798 |
1,342,854 |
1,355,085 |
823,457 |
|
Tipp S.R. |
1,222,780 |
1,095,922 |
1,103,337 |
1,001,602 |
658,278 |
|
Waterford City |
3,281,866 |
3,224,807 |
3,490,049 |
3,307,107 |
2,006,859 |
|
Co Waterford |
1,648,367 |
1,218,616 |
2,165,260 |
1,651,366 |
1,042,295 |
|
Co Westmeath |
1,677,281 |
1,601,652 |
1,768,210 |
1,872,618 |
1,145,691 |
|
Co Wexford |
3,554,373 |
4,004,290 |
3,463,384 |
3,486,795 |
2,154,370 |
|
Co Wicklow |
4,413,569 |
4,669,759 |
4,666,520 |
4,792,658 |
2,855,810 |
|
77,440,722 |
78,947,106 |
78,917,814 |
79,792,406 |
48,164,331 |
VTOS Funding provided to ETB’s July 2013 - 2017
|
Education Training Boards |
2013 (July - Dec) |
2014 |
2015 |
2016 |
2017 |
|
City of Dublin ETB |
5,981,399 |
14,503,143 |
12,010,056 |
12,672,033 |
6,700,000 |
|
Cork ETB |
1,850,792 |
4,726,178 |
4,090,153 |
3,786,139 |
1,957,221 |
|
Cavan Monaghan ETB |
371,607 |
630,563 |
363,485 |
550,852 |
282,806 |
|
Donegal ETB |
913,363 |
2,554,414 |
2,674,889 |
2,410,859 |
1,249,545 |
|
Dublin Dun Laoghaire ETB |
2,797,587 |
5,907,740 |
4,567,692 |
5,942,642 |
1,971,328 |
|
Galway Roscommon ETB |
2,240,254 |
6,105,538 |
5,731,001 |
4,895,661 |
2,667,974 |
|
Kilkenny Carlow ETB |
1,099,333 |
2,988,055 |
2,534,100 |
2,873,636 |
1,497,569 |
|
Kerry ETB |
1,370,820 |
3,202,738 |
3,072,354 |
2,767,950 |
1,378,596 |
|
Kildare Wicklow ETB |
3,116,159 |
8,540,149 |
7,907,094 |
7,968,372 |
4,164,604 |
|
Limerick Clare ETB |
2,879,645 |
7,105,292 |
6,484,600 |
7,215,128 |
3,626,041 |
|
Louth Meath ETB |
886,108 |
2,641,929 |
1,689,109 |
2,303,812 |
1,102,983 |
|
Laois Offaly ETB |
1,094,665 |
2,701,169 |
2,650,779 |
2,711,386 |
1,425,243 |
|
Longford Westmeath ETB |
760,965 |
2,525,868 |
1,467,583 |
2,220,646 |
1,100,838 |
|
Mayo Sligo Leitrim ETB |
1,651,732 |
4,330,198 |
3,492,770 |
3,669,363 |
1,876,000 |
|
Tipperary ETB |
1,044,825 |
2,640,865 |
2,858,318 |
2,532,004 |
1,302,705 |
|
Waterford Wexford ETB |
3,522,897 |
8,369,500 |
7,824,302 |
7,979,650 |
3,992,000 |
|
Total: |
31,582,151 |
79,473,339 |
69,418,285 |
72,500,133 |
36,295,451 |
572. Deputy Darragh O'Brien asked the Minister for Education and Skills if the announced new Educate Together secondary school for Malahide and Portmarnock will open for students in September 2017 as previously announced; and if he will make a statement on the matter. [28231/17]
View answerThe Patron of the new Malahide/Portmarnock post-primary school (Educate Together) has decided for operational reasons that it is in the best interests of the school to postpone its opening to September 2018. My Department has been working in close co-operation with Educate Together to facilitate the opening of the school and will continue to do so with a view to its opening in suitable interim accommodation in September 2018.
Where a requirement for additional post-primary schools has been identified, details including proposed timelines related to the opening of the schools are made known by a Ministerial announcement. However, patrons may decide for different operational reasons in a particular year that it is in the best interests of a new post-primary school to defer its opening.
573. Deputy Willie O'Dea asked the Minister for Education and Skills if his attention has been drawn to the problem that parents are facing with children diagnosed with autism in securing a place in an ASD class and within their local area; the measures being taken to tackle this problem; and if he will make a statement on the matter. [28235/17]
View answer574. Deputy Willie O'Dea asked the Minister for Education and Skills the reason funding for ASD classes at secondary level is different to primary level; the reason not all schools have these classes; the reason SENOs and the NCSE do not have the authority to instruct schools to open these classes when there is clearly a need for these classes; and if he will make a statement on the matter. [28237/17]
View answerI propose to take Questions Nos. 573 and 574 together.
It is the policy of my Department that all children with Special Educational Needs, including those with Autistic Spectrum Disorders, 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.
This policy has been informed by published research, including the Report of the Task Force on Autism (2001), the Evaluation of Educational Provision for Children with Autistic Spectrum Disorders (ASD) (2006) and National Council for Special Education (NCSE) policy advice on Supporting Students with Autism Spectrum Disorder (2016).
The NCSE policy advice on Supporting Students with Autism Spectrum Disorder (2016) found that Students are generally well supported in schools with appropriate curriculum; extensive teacher and SNA supports; improving range of educational placements supported by improved accommodation and equipment; improved teacher knowledge and understanding and a generally good standard of provision at primary and post primary levels.
The NCSE policy advice notes that International Research findings suggest that most students with ASD should be considered for inclusion in mainstream education with their peers, where inclusion is well-planned and well-resourced.
It follows therefore that, where they are able, students should be given every opportunity to participate in mainstream settings and only be enrolled/retained in special class and/or special school settings where their levels of need warrant this.
Almost 18,000 students in schools have been diagnosed with autism. My Department invests over €300m annually in providing additional resources specifically to support students with autism in schools enabling:
- 63% of students to attend mainstream schools
- 26% to attend special classes in mainstream primary and post-primary schools, and
- 11% to attend special schools.
The NCSE, through its network of local Special Educational Needs Organisers (SENOs), in consultation with the relevant education partners, is responsible for the establishment of special classes in various geographical areas where there is an identified need.
The NCSE continues to establish additional special classes to support children with Special Educational Needs including Autism as required. Since 2011, the NCSE has increased the number of such classes by over 50% from 548 in 2011 to 1153 across the country now, of which 889 are Autism Spectrum Disorder (ASD) special classes.
The NCSE, in looking to open special classes, must take into account the present and future potential need for such classes, taking particular account of the educational needs of the children concerned. The NCSE will also take account of location and sustainability in looking to establish special classes in certain areas.
While it is not always possible to ensure that a special class placement will be available in the child’s local school, the NCSE has informed my Department that, in general, they are satisfied that there are sufficient ASD special class placements to meet existing demand.
My Department continues to work with the NCSE to ensure that there is appropriate planning in place to ensure that all children who require special class placements can access such placements in schools within their communities.
My Department continues to work with the NCSE to ensure that there is appropriate planning in place to ensure that all children who require special class placements can access such placements in schools within their communities.
Primary ASD Special Classes are staffed with a lower pupil–teacher ratio of 6:1 and also have Special Needs Assistant support normally amounting to 2 SNAs for a class of 6 pupils. Primary ASD Special Classes also receive enhanced capitation of €670 per pupil.
Post Primary ASD Special Classes are staffed with a lower pupil–teacher ratio of 6:1.5 and also have Special Needs Assistant support normally amounting to 2 SNAs for a class of 6 pupils. Post Primary ASD Special Classes do not receive enhanced capitation.
The NCSE Policy Advice contains a recommendation that my Department should consider extending the enhanced level of capitation grant for ASD to post-primary schools with special classes on the same basis as primary schools to assist them with the increased running costs associated with these classes.
This recommendation is currently being consideration in my Department.
575. Deputy Niamh Smyth asked the Minister for Education and Skills if he will make a school project (details supplied) a priority; and if he will make a statement on the matter. [28281/17]
View answerThe Stage 2b Detailed Design Report was recently submitted to my Department by the Board of Management and its Design Team. Following receipt of that submission, my Department authorised the Board of Management to instruct its Design Team to commence the pre-qualification process for the assessment of suitably qualified contractors to which the project can be tendered. This authorisation was granted by my Department in order to expedite the tender process for this project by running the pre-qualification in tandem with the finalisation of Stage 2b. The Design Team has commenced this process and the closing date for the e-tenders advertisement is the 19th June 2017.
Following examination of the Stage 2b Report, some additional items have been requested by my Department. Upon receipt and review of the revised submission, my Department will revert to the Board of Management with regard to the further progression of the project at that time.
576. Deputy Catherine Murphy asked the Minister for Education and Skills the steps he is taking to address the shortage of skilled staff, such as chefs in the hospitality sector; and if he will make a statement on the matter. [28282/17]
View answerIn 2015 the Expert Group on Future Skills Needs (EGSFN) carried out a study on the future skills needs of the hospitality sector. 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 which was published in November 2015, 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 of the key hospitality stakeholders. Following on this recommendation, the Hospitality Skills Oversight Group was established early last year. Chaired by SOLAS for the first year and now chaired by the Irish Hotels' Federation, it has held ten meetings so far. 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 will shortly publish an interim report outlining progress to date. So far, work has been undertaken on careers promotion via a range of fora, including the launch of the Tourism Insight online programme which is aimed at promoting careers in tourism and hospitality with particular reference to transition year and Youthreach participants. The NCCA has recently published a draft new specification for Junior Certificate Home Economics which has a strong emphasis on culinary skills and retains the cookery examination component. Earlier in the year, the group participated in a dedicated focus group with the NCCA on the new specification. Audits of both higher and further education facilities and courses are underway. A Restaurant and Hospitality Skillnet has been established 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.
Earlier this year, I launched the Action Plan to expand Apprenticeship and Traineeship in Ireland 2016-2020, 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 to provide for the needs of all sectors, including hospitality and tourism. Last month saw the opening of the Apprenticeship Council's second call to employers for proposals for new apprenticeship programmes, where we are targeting areas such as the hospitality sector, where apprenticeships have not traditionally existed, so as to offer robust new career pathways and options to at least 20% of school leavers. The call is a key action in the plan to double the number of annual apprenticeship and traineeship registrations in 120 different schemes so that by 2020, 50,000 people will be registered on apprenticeship and traineeship programmes.
Work is nearing completion on development of the new Commis Chef Apprenticeship led by the Irish Hotels Federation and the Restaurants Association of Ireland working with Kerry Education and Training Board which is planned to commence later this year. The Apprenticeship Council has also approved development funding for a separate proposal to develop a Chef de Partie Apprenticeship. The 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 €20million provided.
In 2015 a new career traineeship programme was initiated by SOLAS in collaboration with the 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 have been created to facilitate partnerships between ETBs and employers to identify training needs, design training programmes, recruit learners and deliver 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.
To date four Career Traineeship programmes have been completed in Hospitality. Circa 10 new Hospitality Career Traineeship programmes are planned for development/delivery by the ETBs in 2017.
In April, the National Skills Council and nine Regional Skills Fora were established - both of which are key elements of the new skills architecture as set out in the National Skills Strategy 2025. Working together with Government Departments and agencies along with education and training providers, the work of the Council and fora, will ensure that we can anticipate and respond to current, future and rapidly changing skills needs across all sectors, including hospitality.
577. Deputy Catherine Murphy asked the Minister for Education and Skills the body or agency that is responsible for tourism and hospitality training; and if he will make a statement on the matter. [28285/17]
View answerMy Department has overall responsibility for policy development for education and training provision across the economy including the tourism and hospitality sector. Higher education provision is funded by Higher Education Authority and further education and training provision is planned and funded by SOLAS and the 16 Education and Training Boards.
578. Deputy Catherine Murphy asked the Minister for Education and Skills if persons who are not full-time unemployed can access and participate in ETB courses; and if he will make a statement on the matter. [28287/17]
View answerPersons that are not fulltime unemployed can access and participate in ETB courses. However, priority for participation on some Further Education and Training (FET) training courses is given to unemployed persons, particularly persons in receipt of a jobseeker's payment from the Department of Social Protection. Programmes are also provided for school leavers and other groups.
Persons in full or part-time employment may participate on the Back to Education Initiative or part time basic adult education courses. They may also attend evening courses in FET Colleges and ETB Training Centres on a fee paying basis. Information on FET courses is available on the newly launched website www.fetchcourses.ie. There is also the option to undertake online training with eCollege which is available at www.eCollege.ie. These courses would also be on a fee paying basis for persons who are in employment.
579. Deputy Marcella Corcoran Kennedy asked the Minister for Education and Skills if the additional extra funding required will be provided to fund a central activities space and staff toilets as part of the development of a new autism unit at a school (details supplied); and if he will make a statement on the matter. [28292/17]
View answerAs the Deputy is aware, my Department has approved significant funding to the school in question to provide an extension comprising two mainstream classrooms and a two class ASD Unit. This additional permanent accommodation will significantly enhance the school's accommodation.
My Department considers that the accommodation already approved is sufficient to cater for the school's accommodation needs and is not in a position to consider the request for the additional accommodation sought. The school has been advised of the Department's decision.
580. Deputy Charlie McConalogue asked the Minister for Education and Skills when a person (details supplied) in County Donegal will receive a psychological assessment; and if he will make a statement on the matter. [28333/17]
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 receive assessment services through the Scheme for Commissioning Psychological Assessments (SCPA). Under this scheme schools can have a student 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 focused consultative approach to maximise 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. I have made enquiries in the matter and it is my understanding that the school have consulted with their NEPS psychologist and interventions have been put in place.
If the parents of the child in question have specific concerns in relation to the effectiveness of the interventions already in place it is advised that they raise them, in the first instance, with the principal of the school concerned with a view to that principal discussing the appropriateness or otherwise of an educational assessment with the assigned NEPS psychologist or local service.
581. Deputy Niall Collins asked the Minister for Education and Skills the academic and non-academic staff employed in all universities, higher education authority designated colleges and the institutes of technology during the periods December 2014, December 2015 and December 2016 respectively in tabular form; and if he will make a statement on the matter. [28395/17]
View answerThe information sought by the Deputy is outlined in the following table.
Details of academic and non-academic staffing
|
- |
- |
Dec-14 |
Dec-15 |
Dec-16 |
|
Universities and other colleges |
Academic Staff |
7792.51 |
7995.89 |
8367.35 |
|
Non-Academic Staff |
7067.98 |
7220 |
7402.08 |
|
|
Institutes of Technology |
Academic Staff |
4914.38 |
5005.65 |
5062.29 |
|
Non-Academic Staff |
3301.02 |
3301.42 |
3341.94 |
582. Deputy Danny Healy-Rae asked the Minister for Education and Skills his views on the working conditions of English language teachers (details supplied); if he plans to legislate for their rights; and if he will make a statement on the matter. [28471/17]
View answerThe majority of English language schools in Ireland are privately run. The relationship between teachers and private providers of education is based on a private contract, and issues relating to working conditions are a matter between the two parties and do not come under the remit of my Department. If teachers working in the English language sector have a concern about their terms and conditions of employment they should contact the National Employment Rights Authority in this regard.
The regulations governing ACELS (Accreditation and Coordination of English Language Services), which is operated by Quality and Qualifications Ireland (QQI) on a voluntary basis, and the Interim List of Eligible Programmes (ILEP), which is administered by the Department of Justice and Equality in association with my Department, specify a requirement that all obligations concerning national employment legislation are complied with by education and training providers.
Going forward, Government policy for the international education sector is the International Education Mark (IEM). Legislative amendments are necessary to facilitate the introduction of the IEM. These amendments are contained in the Qualifications and Quality Assurance (Amendment) Bill. The General Scheme of the Bill was approved by Government at the Cabinet meeting on 9th May 2017 and has now been referred to the Oireachtas Joint Committee on Education and Skills for pre-legislative scrutiny. It is the intention that the regulations governing the IEM will include a requirement that all obligations concerning national employment legislation are complied with by education and training providers seeking to access the Mark. The Qualifications and Quality Assurance (Amendment) Bill will also provide QQI with powers to examine the bona fides of a provider in the round, including English language providers seeking to access the IEM.
583. D'fhiafraigh Deputy Catherine Connolly den Aire Oideachais agus Scileanna an dtabharfaidh sé soiléiriú maidir le stádas an iarratais atá déanta ag scoil (sonraí leis seo); an bhfuil cinneadh déanta ina leith; mura bhfuil, cén uair a bheidh cinneadh déanta; agus an ndéanfaidh sé ráiteas ina thaobh. [28492/17]
View answerCheadaigh mo Roinn deontas cineachta suntasach i Meán Fómhair 2014 don scoil i dtrácht le haghaidh leathnú buan agus oibreacha athchumraíochta trína ndéanfaí gach cóiríocht réamhdhéanta a bhaint de láithreán na scoile.
Le déanaí, fuair mo Roinn togra le haghaidh méadú ar na hoibreacha sin, a chosnódh i bhfad níos mó airgid. D’iarr mo Roinn soiléiriú ar na costais agus déanfar an scéal a bhreithniú tuilleadh nuair a bheidh na costais sin againn.
584. Deputy David Cullinane asked the Minister for Education and Skills if his attention has been drawn to the fact that persons employed by Waterford and Wexford Education and Training Board are being offered contracts of indefinite duration on an annualised salary and are being asked to make a retrospective pension contribution despite being previously informed that they have no pension entitlement; and if he will make a statement on the matter. [28495/17]
View answer585. Deputy David Cullinane asked the Minister for Education and Skills if his attention has been drawn to the fact that staff at Waterford and Wexford Education and Training Board being offered contracts of indefinite duration on a new annualised income are being disadvantaged in respect to social welfare entitlements; and if he will make a statement on the matter. [28496/17]
View answerThe matters referred to by the Deputy are employment issues between the employees concerned and their employer, Waterford and Wexford Education and Training Board. The employees concerned should raise the matters with their employer in the first instance. Officials in my Department are available to advise the employer if required to do so.
586. Deputy David Cullinane asked the Minister for Education and Skills if his attention has been drawn to an application for funding from a school (details supplied) in County Waterford for the replacement of two prefab buildings; if his attention has been further drawn to health and safety concerns regarding the use of these prefabs; if the school will get the capital funding to replace same; and if he will make a statement on the matter. [28498/17]
View answerAs the Deputy is aware, it is my intention in accordance with the Programme for Government to replace all purchased temporary accommodation with permanent accommodation, where the need is established, over the lifetime of my Department's capital programme (2016-2021). To enable this development, my Department will be carrying out an assessment of the number of prefabs being used in schools to deliver the curriculum. This will also determine whether individual prefabs need to be replaced in the context of the long-term accommodation needs of each individual school. When completed, this assessment will quantity the number of prefabs to be replaced.
It is intended that this assessment, when finalised, will enable the replacement of such prefabs to commence in 2019. A funding provision of €180 million is being made available from 2019 for this initiative in the programme.
587. Deputy Thomas Byrne asked the Minister for Education and Skills his views on whether the welcome ban on enrolment applications fees in the forthcoming Admissions to School Bill 2016 will consequentially require a significant increase in capitation payments to schools; and if his Department has estimated the amount of funding schools on average and in aggregate will lose out on as a result of this ban. [28501/17]
View answerApart from those recognised fee-charging second level schools, recognised primary and post primary schools are precluded from charging school fees. No charge may be made, in respect of instruction in any subject of the school curriculum or for recreation or other activities where all pupils are expected to take part.
However, it is permissible for a school to seek payments in respect of extra-curricular activities provided such activities are not obligatory and individual pupils can choose whether or not to participate. My Department's Circular 0065/2010 clarifies certain charges that may be legitimately requested from pupils.
As the Deputy is aware the Education (Admission to Schools) Bill 2016, which was published on 6th July 2016 and will shortly proceed to Committee Stage, contains a provision prohibiting the charging of fees or seeking payment or contributions for an application for admission to a school or for the enrolment or continued enrolment of a student in a school.
The Action Plan for Education is aimed at making the Irish education and training service the best in Europe by 2026. This plan, which incorporates my Department's Strategy Statement as well as the Action Plan of Education outlines hundreds of actions, including publication and commencement of the Education (Admission to Schools) Bill 2016, to be implemented across 2016-2019.
Another one of the actions as part of the plan is to strengthen the focus on reducing school costs for parents by restoring capitation funding over a three-year period as resources permit.
588. Deputy Thomas Byrne asked the Minister for Education and Skills his views on whether there is merit in amending the Education Act 1998 to give the Minister powers to designate areas in which centrally operated, State-administered school enrolment system could operate as suggested by a person (details supplied). [28502/17]
View answerAs the Deputy is aware the Education (Admission to Schools) Bill was published on 6 July 2016 and will shortly proceed to Committee Stage. Publication of the Bill reflects the commitment in the Programme for Government to publish new School Admissions legislation taking account of current draft proposals and addressing issues including publication of school enrolment policies, an end to waiting lists, introduction of annual enrolment structures, and transparency and fairness in admissions for pupils and their parents.
The Bill proposes to amend the Education 1998 to provide an over-arching framework for greater transparency and fairness in school enrolment generally and thereby give greater confidence to parents that the admission criteria laid down by schools and the procedures used by them are legitimate, reasonable and fair.
The provisions of the Bill should make it easier for parents to more easily access local schools and to enrol their children in a school that meets their needs.
The Bill will require schools to be fair and transparent in deciding how to prioritise children for admission to the school.
Section 65 of the Bill provides for the Minister to direct schools to cooperate with other in relation to the admission processes of the schools concerned.
589. Deputy Clare Daly asked the Minister for Education and Skills the position regarding the provision of special needs assistants for a school (details supplied) for the school year 2017/2018; and if he is satisfied that adequate provision is being made available to meet the needs of all the children with learning difficulties attending the school. [28553/17]
View answerSpecial Needs Assistants (SNAs) are provided to assist recognised schools to cater for pupils with disabilities, who have additional and significant care needs, in an educational context and where the nature of these care needs have been outlined in medical and other professional reports as being so significant that a pupil will require additional adult assistance in order to be able to attend school and to participate in education.
The National Council for Special Education (NCSE), which is an independent statutory agency, is responsible, through its network of local Special Educational Needs Organisers (SENOs) for allocating a quantum of Special Needs Assistant (SNA) support for each school annually taking into account the assessed care needs of children qualifying for SNA support enrolled in the school.
The NCSE allocates SNA support to schools 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 SNA support as and when it is needed. My Department’s policy is to ensure that every child who is assessed as needing SNA support will receive access to such support.
The level of SNA support allocated to schools can change from year to year, as students with care needs leave the school, as new students with care needs enrol, or as students develop more independent living skills as they get older and their care needs diminish over time.
All schools were asked to apply for SNA support for the 2017/18 school year by 6th April 2017. The NCSE continues to process applications for access to SNA support which are received after the April deadline. Such applications will be processed in the order in which the applications are received. Schools will be advised shortly of their SNA allocations for the 2017/18 school year.
Where a school wishes to appeal the SNA support 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 and parents may also contact their local SENO directly to discuss their child's special educational needs, using the contact details available on www.ncse.ie.
