Written Answers Nos. 632-650
632. Deputy Thomas Byrne asked the Minister for Education and Skills if there are sectors in which SOLAS sets a maximum allowable number of recruits to each trade for a set planning period; if recruitment is regulated to this figure; the sectors concerned; and the employer group which consults with SOLAS on targets for each sector. [28899/17]
View answerI understand from SOLAS that they do not set any maximum number for the recruitment of apprentices to any of the craft trades. Approved employers may, however, may have upper limits to the number they can recruit based on their capacity to adequately train apprentices.
636. Deputy Thomas Byrne asked the Minister for Education and Skills when the Government approved the recent agreement with the TUI in respect of the Technological Universities Bill. [28907/17]
View answerI would like to take the opportunity to welcome the outcome of the TUI ballot of 13th June 2017 referred to by the Deputy.
My officials are seeking to finalise the consultation process on the TU Bill in the short-term and I will then be bringing proposals for amendments to the Bill, as published, arising as a result of the consultation with stakeholders, to Government for approval before the summer recess.
637. Deputy Kevin O'Keeffe asked the Minister for Education and Skills the position regarding two applications (details supplied) made to his Department. [28922/17]
View answerI can confirm to the Deputy that my Department is in receipt of an application from the school referred for significant additional accommodation including general classrooms, specialist rooms, ancillary accommodation and an ASD Unit.
My Department is currently considering the application and will be in contact with the school authority shortly on the matter.
638. Deputy Aengus Ó Snodaigh asked the Minister for Education and Skills the person or body which ran a school (details supplied); the body which funded it; the way in which referrals were made; the organisation that inspected and oversaw it; and the courses that were taught in the school. [28926/17]
View answerThe school to which the Deputy refers was under the management of the Daughters of Charity of St. Vincent de Paul until it closed on the 31st August 1987. The school was established as a recognised special school in accordance with Rule 27 of the 1965 Rules for National Schools and financial assistance was provided by my Department through capitation grants and payment of teachers.
The school operated as a Residential and Day Special School for girls with special educational needs. Records held by my Department from 1985 indicate that the school catered for "mildly mentally handicapped girls".
In accordance with the Rules for National Schools, recognised schools were inspected by my Department’s inspectorate who were required, under the Rules for National Schools, to furnish at least once in every two years a School Report on the work of every school in their district. Circular 11/76 changed the requirement of the Inspector to furnish a School Report at least once in every four years. However, Inspectors were required to undertake frequent incidental visits to the schools in their district in order to collaborate in the work of the teachers and to help young teachers and others who, in the inspector’ opinion, were in need of assistance and advice.
Rule 70 of the 1965 Rules for National Schools set out the programme of secular instruction which listed Irish, English, Mathematics, History, Geography, Needlework (Girls) and Music as obligatory subjects. The publication of a new curriculum in 1971, Curaclam na Bunscoile, encouraged the integration of subjects, both religious and ‘secular’ subjects.
Since 2005, the school is covered under the Residential Institutions Redress Act, 2002.
School management may have retained records relevant to the Deputy’s query. As the school was under the management of the Daughters of Charity of St. Vincent de Paul, persons seeking information in relation to the school are advised to contact the Data Controller of the Daughters of Charity of St. Vincent de Paul, Seton House, Northbrook Rd, Dublin 6, Telephone 01 6687300, who may be in a position to assist with enquiries.
639. Deputy Carol Nolan asked the Minister for Education and Skills if his Department has drawn up the protocols for the consultation process on the new reconfiguration of school patronage; when the consultation phase is due to commence; and if he will make a statement on the matter. [28938/17]
View answerDraft protocols for the Identification Phase of the schools reconfiguration for diversity process have been drawn up and are currently under consideration. Consultation with the Department of Children and Youth Affairs and with Childcare Committees Ireland in relation to administering the surveys of pre-school parents is ongoing and it is anticipated that this phase will commence in the autumn when the survey arrangements have been finalised and tested.
640. Deputy Carol Nolan asked the Minister for Education and Skills his plans to reduce the percentage of the marks for junior cycle oral Irish under the new framework for the junior cycle; and if he will make a statement on the matter. [28939/17]
View answerWith 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 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).
641. Deputy Jan O'Sullivan asked the Minister for Education and Skills if retired school caretakers who receive a pension from his Department are also entitled to receive a State pension; if there are circumstances in which this can be the case; and if he will make a statement on the matter. [28941/17]
View answerSchool caretakers generally pay full rate class A PRSI which brings with it cover for the full range of social welfare benefits, including where the eligibility criteria is satisfied, payment of State pension. The State Pension, where payable, is additional to the occupational pension where the caretaker is covered by an occupational pension scheme. For those who are members of an occupational pension, both the occupational pension contributions which they pay and the occupational pension payable on retirement are at a rate that reflect the potential entitlement to State pension. The eligibility criteria for the award of State pension is entirely a matter for the Department of Social Protection.
642. Deputy Catherine Connolly asked the Minister for Education and Skills further to Parliamentary Question No. 106 of 4 April 2017, the detail of the correspondence between his Department and the school in question; if instructions have been issued from his Department regarding the suggestion that persons with financial difficulties should discreetly approach their school to ensure requests for voluntary contributions are not issued; if not, the reason he will not issue such an instruction; and if he will make a statement on the matter. [28949/17]
View answerThe Deputy will be aware that voluntary contributions by parents are permissible provided it is made absolutely clear to parents that there is no question of compulsion to pay and that, in making a contribution, they are doing so of their own volition.
The manner in which voluntary contributions are sought and collected is a matter for school management, however their collection should be such as not to create a situation where either parents or pupils could reasonably infer that the contributions take on a compulsory character.
Following contact by a parent who raised a concern about the manner in which the school in question sought contributions, my Department wrote to the school seeking clarification from the school in relation to same. In its response, the school indicated that it has requested the company which provides its Data Management Systems to make appropriate adjustments to its online system which will in future indicate the voluntary nature of contributions.
My Department was again contacted again by the parent with a further concern following a subsequent letter issued from the school in question to parents in relation to a contribution being sought for heating and maintenance for the 2017/18 school year. My Department wrote again to the school and reminded it that all requests for contributions from parents must make clear that they are voluntary and that there is no compulsion to pay. My Department is currently awaiting a response to that letter.
The Deputy may also be aware that the Education (Admission to Schools) Bill, which was published on 6th July 2016, 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.
I also believe that schools need to be accountable to parents and we need greater levels of communication, engagement and transparency in how schools serve their communities. Better information for parents, including information in relation to the collection and use of voluntary contributions, is an issue that I will also be looking at in the context of my Department's work on a Parents' and Students' Charter.
643. Deputy Brendan Ryan asked the Minister for Education and Skills the position regarding the provision of a new school building for a school (details supplied); the timeframe for same; and if he will make a statement on the matter. [28960/17]
View answerThe Building project at the school referred to by the Deputy has completed Stage 2A - Detailed Design of the Architectural Planning process.
It became necessary during the course of the design stage to terminate the appointment of the Mechanical and Electrical engineer on this project. The tendering process for a replacement Mechanical & Electrical Engineer is nearing completion. Once the replacement Mechanical and Electrical Engineer is appointed the Design Team will then commence Stage 2B-Developed Design Stage which includes applications for all statutory consents including Planning Permission, Disability Access Certificate and Fire Safety Certificate and the preparation of tender documentation.
When all statutory approvals have been secured and the school and its design team submit the stage 2(b) report, my Department will then revert to the school with regard to a timeframe for progression to tender and construction stages at that time.
644. Deputy Charlie McConalogue asked the Minister for Education and Skills the reason the monetary value of an asset which was gained via inheritance during the reference year is seen as reckonable income in the assessment of a student grant application; the reason for this approach to inherited assets in view of the fact that additional assets not gained by inheritance are not seen as reckonable income; and if he will make a statement on the matter. [28962/17]
View answerArticle 24(6) of the Student Grant Scheme 2017 provides that gifts or inheritances received in the reference period will be included as reckonable income.
If any of the persons whose income is under consideration received a gift or an inheritance in the reference period, these are included in reckonable income, unless in the case of an independent student, the gift or inheritance was between the applicant and his or her spouse, civil partner or cohabitant; or in the case of a dependent student, the gift or inheritance was between parents or to the applicant from his or her parent(s).
I have no plans to change the current arrangements in relation to the treatment of gifts or inheritance for student grants purposes.
645. Deputy Carol Nolan asked the Minister for Education and Skills the cost of the induction workshops for newly qualified teachers for every year since it was introduced; and if he will make a statement on the matter. [28970/17]
View answer646. Deputy Carol Nolan asked the Minister for Education and Skills if a similar level of continuous professional development courses are available to teachers other than newly qualified teachers under the induction programme; and if he will make a statement on the matter. [28971/17]
View answer647. Deputy Carol Nolan asked the Minister for Education and Skills his plans to conduct a value for money review of the quality and efficiency of the workshops available to newly qualified teachers under the induction workshop programme; and if he will make a statement on the matter. [28972/17]
View answer648. Deputy Carol Nolan asked the Minister for Education and Skills his plans to consult with newly qualified teachers in terms of enhancing the quality, utility and effectiveness of workshops available to newly qualified teachers under the induction programme; and if he will make a statement on the matter. [28973/17]
View answer649. Deputy Carol Nolan asked the Minister for Education and Skills if there is an evaluation of teacher satisfaction carried out after the workshops undertaken by newly qualified teachers under the induction programme; and if he will make a statement on the matter. [28974/17]
View answer650. Deputy Carol Nolan asked the Minister for Education and Skills the content of the workshops offered to newly qualified teachers under the induction workshop programme; and if he will make a statement on the matter. [28975/17]
View answerI propose to take Questions Nos. 645 to 650, inclusive, together.
The National Induction Programme for Teachers (NIPT) facilitates a Workshop Programme for newly qualified primary and post-primary teachers (NQTs). The Workshop Programme consists of a series of 14 primary and 13 post-primary workshops, facilitated by practising teachers who have received training from NIPT. It is a Teaching Council registration requirement for NQTs to participate in the Workshop Programme.
The workshops are interactive and based on practical learning experiences. Opportunities are afforded to NQTs to build on the learning experiences at Initial Teacher Education (ITE) level and to engage in professional dialogue with other NQTs, based on current learning experiences and needs. The NQT can select which workshops to attend based on their own learning needs and this provides the NQT with flexibility, offers them self-direction and empowers professional development. The topics covered by the Workshops are covered at the ITE stage from a theoretical perspective whereas the NIPT workshops adopt a more practical approach to supporting NQTs, reflecting their class-based working context during the induction year. The topics are informed by feedback from NQTs, facilitators, schools, national and international research and system needs.
The feedback and evaluations from the Workshop Programme show a very high level of satisfaction from NQTs. Over 95% of NQTs agreed or strongly agreed that the Workshop Programme is effective and that the networking opportunities arising from attendance are extremely valuable.
The current workshop programme, while it will continue to be available to NQT's following the traditional route of Probation via the Inspectorate, will be phased out over the growth phase of the new Integrated Framework of Induction, Droichead.
NIPT provides Continuous Professional Development (CPD) for practicing teachers by providing Professional Support Team (PST) Training to those engaged in the support and mentoring of NQT's under the Droichead Programme. Prior to the advent of Droichead NIPT provided initial mentor training to experienced teachers in almost 1,200 schools.
NIPT also provides training/CPD for teachers who work as part-time Associates with NIPT and for those who work as Facilitators of the workshop programme at local level in Education Centres. Other professional development is provided to experienced teachers and NQT's at shared learning days and other larger scale events.
CPD for practicing teachers is also provided by other support services, PDST, NCSE, JCT, provided by Education Centres based on local needs and also by private providers.
The costs of the workshops are not readily available in my Department. I will arrange for them to be sent directly to the Deputy.
The following deferred reply was received under Standing Order 42A.
I refer to Parliamentary Question No. 28970 of 21st June 2017 in which you asked for the cost of the Induction workshops for newly qualified teachers for every year since the workshops were introduced.
In my reply, I had stated that the information sought was not available at the time but would be forwarded to you separately. I am now in a position to provide the relevant information.
The costs of the NIPT workshops set out in the table.
|
YEAR |
Total Costs |
Total Workshops |
Numbers Attending |
|
2012-13 |
€656,872 |
1,749 |
30,887 |
|
2013-14 |
€530,259 |
1,831 |
27,528 |
|
2014-15 |
€568,868 |
1,954 |
29,635 |
|
2015-16 |
€469,856 |
1,380 |
18,854 |
|
2016-17 (To Date) |
€448,374 |
1,337 |
21,199 |
There has been a decrease in the number of NQTs since the 2015-16 school year as the Post-Graduate Masters in Education (PME) was increased from one year to two years and therefore there has been less NQTs graduating. Workshops became compulsory for NQTs in 2012-13.
