Written Answers Nos. 204-225
204. Deputy Joan Burton asked the Minister for Education and Skills the number of substitute teachers employed per school day, on average, in primary schools; if these positions are taken account of in planning for the supply of teachers; if his attention has been drawn to the acute shortage of teachers to fill substitute teacher positions; his plans to address this serious issue for schools; and if he will make a statement on the matter. [31114/17]
View answerThe average number of substitute teachers employed on a daily basis in primary schools is approximately 3,600.
In overall terms, my Department has no evidence of a recent or current shortage of primary teachers. However, I am aware that some schools are experiencing difficulty in recruiting adequately qualified substitute teachers, and I am committed to examining all possible means of addressing this issue.
The final report of the Technical Working Group on teacher supply, ‘Striking the Balance’ was published on 9 June 2017. The report focusses on the development of a model of primary teacher supply, while outlining the work which will be required to establish a sustainable long term model of post primary teacher supply. In considering the model of teacher supply at primary level the report took account of many variables, including the number of additional teachers required to cover for teacher absences, such as illness, maternity leave, career break or secondment.
The report sets out an approach to planning the work necessary to develop a model for achieving a better balance between teacher supply and demand in the medium to long term.
Officials of my Department are now considering how the development of a model can be progressed, from within available resources. The necessary actions will include engagement with the HEA in order to ensure that the supply of teachers meets demand and there is the correct balance of teachers in each of the various subject areas at post primary level, as well as measures to address data requirements, particularly at post primary level.
The Deputy will be aware that, in conjunction with the publication of the report, I announced a number of measures to increase the pool of teachers available to schools, in particular to fill short term vacancies. These measures are to be considered over the coming period with a view to having in place, where appropriate, for the beginning of the 2017/18 school year. They include: ensuring, in as far as is possible, that as many retiring and retired teachers remain on the Teaching Council register; increasing the limits for employment for a teacher while on career break; bringing to the attention of schools that final year B. Ed. and Professional Masters in Education students may be employed in for periods of up to 5 consecutive days.
205. Deputy Joan Burton asked the Minister for Education and Skills if all the recommendations of the Cush report in respect of fixed-term workers in third level colleges have been accepted and implemented by him; if not, the specific recommendations which remain outstanding; and if he will make a statement on the matter. [31115/17]
View answerThe Report of the Chair of the Expert Group on Fixed Term and Part-Time issues in Lecturing in Ireland was published in May 2016 and the Report contains a number of recommendations that will assist in addressing concerns raised about the level of part-time and fixed-term employment in lecturing in the third level sector. My Department issued directions to the sector on 4 July 2016 to implement the recommendations contained in the report in accordance with the terms of the Lansdowne Road Agreement and my understanding is that the Institutions are taking steps to do so.
My officials also wrote to the universities on 27 June 2017 requesting that an adjudication system be established to hear any disputes arising from the implementation of the Cush Report.
206. Deputy Joan Burton asked the Minister for Education and Skills if there are remaining sections of the Teaching Council (Amendment) Bill 2015 to be commenced; the timeframe for commencing such sections; and if he will make a statement on the matter. [31116/17]
View answerThe Teaching Council (Amendment) Act 2015 is fully commenced. The remaining sections were commenced in November 2016.
207. Deputy Joan Burton asked the Minister for Education and Skills the way in which he will address concerns that the Teaching Council, in the absence of a statutory complaints procedure for use at school level, will be expected to address complaints that are better resolved at local level, and thus have less resources to deal with very serious complaints which may arise; and if he will make a statement on the matter. [31117/17]
View answerI am aware of the concerns of the Teaching Council to which the Deputy refers.
Under the Teaching Council Acts 2001-2015 the Teaching Council is the body with statutory authority and responsibility for implementation of the Acts insofar as they relate to complaints against teachers.
Section 24 of the Education Act 1998 provides for school managerial authorities to address complaints made to them about teachers where disciplinary action is considered appropriate by school management. My Department’s policy is that, in general, complaints about teachers should be made to the school and matters resolved in the first instance at a local level. This is also the Teaching Council’s policy.
I am informed by the Council that, where a complaint has been referred to the Council’s Investigating Committee and the Committee is satisfied it relates to a Fitness to Teach matter, the Committee will communicate with the school to ascertain whether procedures under Section 24 of the Education Act or any other relevant procedures are underway.
If Section 24 procedures are neither completed, underway nor contemplated the Committee will decide if there are good and sufficient reasons for considering the complaint. If there are not good and sufficient reasons the Committee will refuse to consider the complaint in accordance with section 42(5)(b) of the Teaching Council Acts and will indicate in its reasons that the refusal is based (in whole or in part) on the absence of Section 24 procedures having been exhausted.
As the Deputy will be aware the Programme for a Partnership Government provides that the Government will introduce a stronger complaints procedure and charter for parents.
On 5 December 2016, I published the General Scheme of an Education (Parent and Student Charter) Bill 2016. The Government have approved the draft outline of a new law, which will require every school to consult with parents and students, and publish and operate a Parent and Student Charter.
The draft Bill went to the Oireachtas Committee on Education and Skills for pre-legislative scrutiny. Pre-legislative scrutiny began on 7 March with officials, NGOs and certain of the education partners, followed by a session on 21 March with some more of the education partners. The Committee recently held a further session with the remaining education partners on 30 May. It is expected that the Oireachtas Committee will publish a report after the completion of the pre-legislative scrutiny process.
The Fitness to Teach provisions of the Teaching Council Acts were commenced in July 2016 and the Teaching Council is still at the early stages of dealing with Fitness to Teach complaints. The Council is developing and refining its procedures in that regard and I will, where possible, support the Council in their effective implementation.
208. Deputy Joan Burton asked the Minister for Education and Skills the primary and post-primary average class size figures for the State and for other EU member states; his plans to tackle large class size concerns; and if he will make a statement on the matter. [31118/17]
View answerBudget 2016 provided for an improvement in the staffing schedule in primary schools by 1 point, from 1 teacher for every 28 pupils to 1 teacher for every 27 pupils for the 2016/17 school year and it should be noted that the current staffing schedule of 27:1 for primary schools has restored it to the position it was at prior to the fiscal crisis.
The Programme for Government has a commitment to reduce class sizes at primary level and it is my intention to make further improvements to class sizes over the life of the Government.
My focus in Budget 2017 was on obtaining additional funding to provide for demographic growth, and additional special education and school leadership resources for our schools.
Budget 2017 sets out the resources available for schools in the 2017/18 school year. This Budget represents the start of a major reinvestment in education, and the first phase of implementation of the Action Plan for Education, aimed at becoming the best education system in Europe within a decade. The budget provides for over 2,400 additional teaching posts for our primary and post-primary schools in the coming school year. The 2017/18 school year will see a significant increase in teacher numbers (almost 4,700) in our schools compared to the 2015/16 school year.
The Statistics Section of my Department's website contains extensive data relating to schools, including information on class sizes and Statistical reports on EU averages.
209. Deputy Joan Burton asked the Minister for Education and Skills the steps he will take to deal with concerns regarding third level student support and the funding challenges for third level institutions; and if he will make a statement on the matter. [31119/17]
View answerHigher education is a central part of our plan as a Government to support a strong economy and deliver a fair society. The package of measures I announced for the sector in last year's Budget reflects this priority.
I secured an initial investment of €36.5 million in the sector in this year's Budget and €160 million overall over the next three years. This is the first significant investment in the sector in 9 years. This will allow us for the first time to keep pace with demographic increases and also introduce targeted initiatives in priority areas, such as promoting access, skills, research and flexible learning.
In addition, my Department and the Department of Public Expenditure and Reform are currently considering a proposed Exchequer-Employer investment mechanism for higher education and further education and training. The proposal under consideration seeks to deliver up to an additional €200m per annum by 2020 through an increase in the National Training Fund levy.
Proposals to develop a more sustainable funding model for the higher education system are contained in the Cassells report that is currently being considered by the Oireachtas Joint Committee on Education and Skills. I referred the Cassells report to the Joint Committee in order to build political consensus around the most appropriate future funding model for higher education.
In addition, the Higher Education Authority (HEA) are currently reviewing the Recurrent Grant Allocation Model (RGAM) in order to ensure that the means by which funding is allocated by the HEA to Higher Education Institutions is as efficient and effective as possible.
In relation to student supports, my Department is investing in a significant programme of supports in order to assist students from under-represented groups to participate in and complete higher education. In total my Department will invest approximately €450 million in access supports in the 2017/18 academic year. This will benefit approximately 80,000 disadvantaged students through the student grant scheme. Other measures include the Student Assistance Fund and the Fund for Students with Disabilities.
210. Deputy Joan Burton asked the Minister for Education and Skills if he will report on junior certificate syllabus, subject and assessment reforms and his key priorities in this regard; and if he will make a statement on the matter. [31120/17]
View answer214. Deputy Joan Burton asked the Minister for Education and Skills the status of the roll-out of junior cycle reform process; and if he will make a statement on the matter. [31124/17]
View answerI propose to takes Questions Nos. 210 and 214 together.
The Framework for Junior Cycle 2015 is designed to provide students with learning opportunities that strike a better balance between learning knowledge and developing a wide range of skills and thinking abilities. It also gives schools greater flexibility to design programmes that are suited to the needs of their Junior Cycle students and to the particular context of the school.
Implementation of the Framework is proceeding and the new subject specifications for Business Studies and Science, along with English, have now been introduced to schools. The teachers involved are benefitting from extensive continuing professional development and are availing of professional time to support implementation. English was the first subject to be taken by students as part of the reformed Junior Cycle assessment arrangements and the examination in June was well received by both teachers and students. Business Studies and Science will be examined under the new arrangements in June 2019.
Phase 3 of the Framework will begin implementation in September 2017, with the introduction of new subject specifications in Irish, Visual Arts and Modern Languages, covering French, German, Spanish and Italian. The new curriculum area of Wellbeing will also be introduced at that time.
Phase 4 will begin implementation in September 2018 with the introduction of Mathematics, Home Economics, History, Music and Geography, with the final phase 5 being implemented from September 2019. Phase 5 subjects will include Technology subjects, Religious Education, Jewish Studies and Classics.
211. Deputy Joan Burton asked the Minister for Education and Skills if he will extend the work recognised for Croke Park hours to teachers' voluntary extra curricular activities which benefit students, in view of teacher concerns regarding Croke Park hours and in recognition of teacher commitment to working beyond school hours to support students; and if he will make a statement on the matter. [31121/17]
View answerThe Croke Park hours are part of wider productivity measures introduced under the Public Service Agreements that require all public servants to work additional time for no additional payment.
The Croke Park hours represent a real reform with significant benefits for parents and children. In schools, the Croke Park hours are additional hours worked by teachers (33 additional hours a year at post-primary and 36 hours at primary). They are a valuable resource within the school system which allow certain essential activities involving the entire teaching staff or groups of teachers to take place. These include staff meetings, parent-teacher meetings, school planning, subject planning and mandated Continuous Professional Development.
Before the Croke Park hours were introduced, these activities ate into tuition time. This meant that schools closed for full days or half days in order to carry them out, causing interruption to tuition and significant inconvenience for parents, as well as child care costs – particularly for primary parents.
It is important to note that many public servants committed significantly more hours than this under the public service agreements. Across the public services – education, health, local authorities, civil service etc. - the additional time being provided represents about 450,000 additional hours per annum or the equivalent of between 12,000 and 13,000 public service posts. That is a serious productivity benefit for the Exchequer. Replacing those hours would cost hundreds of millions of euro.
In response to concerns expressed by teacher trade unions regarding the use of the Croke Park hours, my Department agreed to carry out a review of their usage under the Lansdowne Road Agreement. This review, which also involves the school management bodies, is under way and will have regard to teacher professional judgement, system and school requirements and experience to date of best practice in the use of the hours.
The review provides for an up-front increase in the quantum of time allowed for planning and development work on other than a whole-school basis. The original Croke Park Agreement provided that all Croke Park hours would be worked on a whole-school basis. The Haddington Road Agreement provided that up to 5 of the hours could be worked on a less than whole-school basis (e.g. small groups of subject teachers). The recent agreement increased this maximum to 8 hours in September 2016 and increases it again to 10 hours in September 2017.
212. Deputy Joan Burton asked the Minister for Education and Skills his views on whether there is a clear pay disparity between teachers recruited before 1 January 2011 and those recruited thereafter; his further views on whether it is unacceptable to maintain such pay disparities; his plans to address pay equality issues beyond the steps already agreed in relation to restoration of a qualification allowance payment; the cost of restoring teachers recruited since 1 January 2011 to the previous payscale; the elements which make up this cost; the number of teachers affected; and if he will make a statement on the matter. [31122/17]
View answerAs a consequence of the financial crisis, there was a need to enact a number of measures to reduce public expenditure so as to stabilise the country's public finances. These included
- a 10% reduction in the salaries and allowances payable to all new entrants to public service recruitment grades with effect from 1 January 2011;
- that such new entrants would start on the first point of the applicable salary scale; and
- a cap on the overall level of qualification allowances that could be earned by teachers.
Subsequently in 2012, following the public service-wide allowances review, qualification allowances for new teachers were withdrawn. However, the Government partially compensated for this by deciding that new entrant teachers would henceforth commence on a new salary scale which had a starting point higher than the starting point of the old scale.
The public service agreements have allowed a programme of pay restoration for public servants to start. I have used this to negotiate substantial improvements in pay for new teachers. The agreements have, to date, restored an estimated 75% of the difference in pay for new teachers and deliver full equality at later points in the scale. This is substantial progress and strikes an equitable balance with other claims for funding on my Department, particularly needs such as enhanced service for children with special educational needs, for disadvantaged schools, for growing schools, for Higher Education and for apprenticeships.
As a result of these changes and taking into account the proposed pay measures under the Public Service Stability Agreement 2018-2020, the starting salary of a new teacher (2012 entrant) from 1 October 2020 onwards will be €37,692. The comparable starting salary for a pre-2011 entrant post-primary teacher from 1 October 2020 (i.e. if full equalisation to pre-2011 pay rates for teachers was achieved) would be €43,879 and for a primary teacher would be €41,511.
It must be borne in mind that the pay reduction for post-2011 entrants to the public service applied to all public servants and not just teachers, and that any restoration of these measures in respect of teachers would be expected to be applied elsewhere across the public service. While I am not in a position to provide an estimate of the total cost of restoring all post-1 January 2011 entrants in all areas of the public service to the pre-2011 pay scale arrangements, I can say that in the case of education and training sector employees, the estimated current full year cost would be in the order of €85 million. Clearly, the cost across the entire public service would be substantially higher.
However there are other types of equality that we must also bear in mind, for example equality between public servants and people who work elsewhere or do not work at all. It would also not be equal or fair for us to do unaffordable deals with particular groups of public servants that mean that we do not have the money left in the public purse to provide increases in social welfare payments for vulnerable groups, tax reductions for people at work, or investments in improvements in public services that people rely on.
Any further negotiation on new entrant pay is a cross sectorial issue, not just an issue for the education sector. The Government also supports the gradual, negotiated repeal of the FEMPI legislation, having due regard to the priority to improve public services and in recognition of the essential role played by public servants.
Accordingly, the recently concluded draft Public Service Stability Agreement 2018-2020 includes a provision in relation to new entrants which states that an examination of the remaining salary scale issues in respect of post-January 2011 recruits at entry grades covered by parties to the Agreement will be undertaken within 12 months of the commencement of the Agreement.
213. Deputy Joan Burton asked the Minister for Education and Skills the location of all schools under religious patronage that he expects to be divested in 2017 and 2018; and if he will make a statement on the matter. [31123/17]
View answerThe Government is committed to progressing the development of a dynamic and innovative education system that reflects the diversity of twenty-first Century Ireland. The Programme for a Partnership Government reflects the Government’s objective of strengthening parental choice and further expanding diversity in our school system. The desire of parents for diversity in education is primarily being pursued by increasing the number of non-denominational and multi-denominational schools with a view to reaching 400 by 2030.
The Deputy will be aware that on 30 January, 2017, I announced new plans aimed at providing more multi-denominational and non-denominational schools across the country, in line with the choices of families and school communities and the Programme for Government commitment in this area.
This will involve the Education and Training Boards in the initial phase, as the State’s local education authorities, identifying areas where there is likely to be demand for greater diversity and they will work with pre-school services to establish evidence of this demand among the cohort of pre-school parents. There will then be discussions between individual ETBs and the existing patrons/landowners concerning the possible transfer of schools to accommodate this demonstrated demand for diversity. My Department is currently working with the Education and Training Board sector and the Department of Children and Youth Affairs to develop the process for the identification of demand for diversity at pre-school level.
Each ETB will then prepare a report for the Department outlining the levels of demand within their functional areas and the responses of the existing patrons as to how this might be accommodated through the reconfiguration of existing school provision. The location of these schools is therefore unlikely to become available until after the reports have been submitted.
In the subsequent implementation phase, where the level of demand for multidenominational schools is sufficient to justify transfer of a school from denominational to multi-denominational patronage, a process will commence to give effect to that. There will be a role for the existing patron/landowner in consulting with local community and school interests and taking into account proposals from different prospective multi-denominational patrons. It is envisaged that transfers will largely be by way of voluntary transfer of live schools by existing patrons.
While these new structures are being introduced, my Department will continue to work with the main stakeholders to progress delivery of diversity in areas already identified, in 2017 and beyond.
In addition to progressing the reconfiguration of existing school provision to provide greater choice to parents in areas of stable population, the Government is committed to ensuring that parental preferences will continue to be key to patronage decisions on new schools established in areas of demographic growth.
215. Deputy Joan Burton asked the Minister for Education and Skills his views on the suggestions by a union (details supplied) that related capital investment will be necessary if the programme for Government commitment on having schools available for childcare services can be successfully implemented; and if he will make a statement on the matter. [31125/17]
View answerThe provision of funding for childcare services is a matter for the Minister for Children and Youth Affairs.
Draft guidelines on the use of school buildings out of hours are currently being prepared and will be made available further to consultation with relevant school authorities and trustees. In general, school authorities have a considerable degree of autonomy in relation to how their premises are managed and utilised at local level. The use of school facilities must be approved by the school authority.
In 2005, my Department issued a circular to Trustees, Boards of Management and Principals of Primary and Voluntary Secondary Schools (Circular Letter Prim 16/05) to encourage Trustees and Boards of Management to make their facilities available where possible for community, education and recreation purposes. This circular recognises that the decision ultimately lies with the relevant Board or Trustees and that the first priority at all times should be the interest of the school, its teachers and pupils.
An interdepartmental group with senior officials from both my Department and from DCYA finalised an Action Plan for School age Childcare which was published in early March 2017. Under the plan, capital funding of €3m is being made available by DCYA to support increased capacity for the provision of school age childcare and for improving the quality of the service provided by existing school age childcare services. A Working Group has also been established by DCYA to develop a comprehensive set of quality standards for school age childcare. The first meeting of the Working Group took place on 17 May 2017. The Action Plan is available on https://www.education.ie/en/Publications/Education-Reports/Action-Plan-On-School-Age-Childcare.pdf.
216. Deputy Joan Burton asked the Minister for Education and Skills the way in which he plans to progress the three areas in the education sector that he has identified as his core priority areas of focus in the sector including helping children with special needs, supporting schools and building a stronger bridge between education and the workplace; the reason he has prioritised these three areas; and if he will make a statement on the matter. [31126/17]
View answerLast September, I launched the first ever Action Plan for Education, covering the period 2016- 2019. The central vision of the Plan is that the Irish Education and Training System should become the best in Europe over the next decade. The Plan’s high-level goals are based on the five policy areas which I believe will help us to achieve this ambition. The goals are:
1. Improve the learning experience and the success of learners
2. Improve the progress of learners at risk of educational disadvantage or learners with special educational needs
3. Help those delivering education services to continuously improve
4. Build stronger bridges between education and wider community
5. Improve national planning and support services
The basic aim of this Government is to sustain our economic progress and use it to build a fair and compassionate society. Education is the best means of delivering a fairer society, breaking down cycles of disadvantage and ensuring that all our people, in particular those with special educational needs, are able to participate in that progress and fulfil their potential. Excellent and innovative education and training are the pivot around which personal fulfilment, a fair society and a successful nation should revolve. It is central to sustaining economic success and in converting economic success into building a strong community. Having the best education and training service in Europe will allow us to provide better opportunities for more people from disadvantaged groups, as well as ensuring that we create more sustainable well-paying jobs.
Our approach to special education has undergone a huge transformation with a growing proportion of children with special educational needs being educated with their peers in mainstream schools. The participation and progress of learners with special educational needs across the whole education system remains a key focus with an emphasis on improving whole-school and whole system approaches. The Action Plan 2017 sets out a range of measures which will be undertaken during this year. These include allocating teachers to schools under the new allocation model to support children with special educational needs, publishing the outcomes of a comprehensive review of the SNA scheme, and consult with partners on the implementation of sections of the EPSEN Act and on the provision of services to children with Down Syndrome.
Quality of provision is the cornerstone to the success of the education and training system. We recognise the fundamental roles that leaders, teachers and support staff play and we want to strengthen the system’s capacity to continuously improve and to deliver the highest quality education and training services for learners. The Action Plan 2017 details actions which will ensure that leadership, management, quality frameworks, teaching methods, and initial and continuing training are all operating to the highest standards across the continuum of education and training provision. These actions include expanding the range of supports available through the Centre for School Leadership, providing dedicated professional support to teachers to support the implementation of curricular and policy change, and developing and introducing a new postgraduate qualification for aspiring school leaders. Work is also under way on developing a model of supply of both primary and post-primary teachers, following the launch of a report on the subject last month. In the medium- to long- term, this will support schools through helping to match teacher supply with demand.
To become an innovation leader and to build a strong talent base, we as a nation must effectively engage with enterprise. We must work to address identified skills needs in critical areas, and recognise the shifting global economic and political climate in which services are delivered and jobs are created. Successful enterprise engagement is the foundation of much of the planned activity detailed in the Action Plan 2017. This includes driving the growth of traineeships and apprenticeships, ensuring the relevance of work placements and work-based projects, and increasing the diversity of opportunity in learning beyond school. To advance this agenda, together with Minister Halligan, I recently launched the National Skills Council and the Regional Skills Fora. The Council’s members are from senior levels within the public and private sectors, and they will oversee research, advise on the prioritisation of identified skills needs and on addressing those needs, and have a key role in promoting and reporting on the responses of education and training providers to the identified needs. The nine Regional Skills Fora will provide a cohesive education-led structure for employers and the further and higher education system to work together in addressing the skills needs of their regions, help employers to better understand and access the full range of services available across the system, enhance links between education and training providers in planning and delivering programmes, reduce duplication and inform national funding decisions.
Recently, Minister Halligan and I also announced the provision of over 6,400 free higher education places under Springboard+ 2017. This programme is specifically aimed at getting people back to work in areas of identified skills needs. To that end, courses will be available in the following areas:
1. ICT
2. Manufacturing which includes the Biopharma/Med tech sector
3. Entrepreneurship,
4. Hospitality
5. Financial Services
There will also be some courses in Marketing (including digital marketing), specialist management courses (Food Business, Aviation and Technology Management), Animation and specialist Construction related courses.
In order to ensure that progress is made in all of these areas, updated annual Action Plans will be published each year, detailing the actions that will be implemented during that year. As part of this process, actions will be monitored against published timelines and progress reports will be published on a quarterly basis. Recently, the 2016 End of Year Review and the 2017 Quarter 1 Progress Report were published. They are both available on the Department’s website (www.education.ie), with full details of the actions already achieved in these three important areas.
217. Deputy Joan Burton asked the Minister for Education and Skills the status of the Technological Universities Bill2015; the timeframe for it to return to Dáil Éireann; his planned changes to the draft legislation; and if he will make a statement on the matter. [31127/17]
View answerI intend bringing proposals to Government shortly seeking approval for the drafting of amendments to the Technological Universities Bill 2015 arising from the consultation process with stakeholders. I will bring the Bill back before the Houses as soon as is practicable following the drafting and approval of these amendments.
218. Deputy Joan Burton asked the Minister for Education and Skills his legislative proposals to establish a learner protection fund for students of English language schools; and if he will make a statement on the matter. [31128/17]
View answerI published the General Scheme of a Qualifications and Quality Assurance (Amendment) Bill on 15 May 2017, following approval by Government. The General Scheme provides for the protection of enrolled learners through the establishment of a Learner Protection Fund.
This Learner Protection Fund will provide the type of learner protection that was initially envisaged in 2012, when the Qualifications and Quality Assurance (Education and Training) Act was enacted.
The objective is to prioritise ‘academic bonding’ which will enable students to complete their programme of study in the event that their provider ceases to deliver the programme, rather than ‘financial bonding’.
Financial bonding provides for the refund of fees to students in the event of a programme ceasing to be delivered. While the recovery of fees is beneficial to students, the more important priority is to support learners to complete their academic programme.
It is the intention that all providers of education and training engaging with the National Framework of Qualifications, with the exception of public bodies, will pay an annual charge to the Learner Protection Fund. The Fund will be managed by Quality and Qualifications Ireland and will be used to support students to complete their studies in the event of a programme being terminated by a provider before completion.
The proposal to introduce the Learner Protection Fund has been generally welcomed by education and training providers.
The General Scheme of the Bill has now been referred to the relevant Oireachtas Committee for pre-legislative scrutiny.
219. Deputy Joan Burton asked the Minister for Education and Skills if his officials are examining a charity's (details supplied) proposal in its 2018 pre-budget submission to tackle the cost of schoolbooks for families and students; and if he will make a statement on the matter. [31131/17]
View answer220. Deputy Joan Burton asked the Minister for Education and Skills if his officials have examined the proposal by a charity (details supplied) in its 2018 pre-budget submission to increase funding of the book rental scheme by €15 million; and if he will make a statement on the matter. [31144/17]
View answerI propose to take Questions No. 219 and 220 together.
My Department is aware of the proposal outllined in the 2018 pre budget submission referred to by the Deputy.
At the outset, I wish to make clear that I strongly support any measures that can be put in place to reduce costs for parents.
School book rental schemes have an important role to play in reducing the cost of school books for parents. My Department supports the operation of book rental schemes through the funding provided under its school books grant scheme. Under this scheme, my Department provides funding of €16 million annually to all recognised primary and post-primary schools in the free education scheme. The arrangements in relation to this scheme are set out in Circular 0046/2013 which is published on my Department's website at http://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0046_2013.pdf.
In addition, €15.7 million seed capital was provided over three years to support the establishment of book rental schemes in primary schools.
One of the actions as part of the Action Plan for Education is to strengthen the focus on reducing school costs for parents by increasing the financial support for book rental schemes, in order to reduce/eliminate school book costs for parents as resources permit.
It was not possible to provide additional funding in Budget 2017 in relation to book rental schemes due to the many competing demands for the available funding. This commitment remains a priority for me to address as soon as possible during the lifetime of the Action Plan. However, it is important to note that there are limited funds available in Budget 2018 to meet a wide range of needs across all areas of Government.
Furthermore, my Department has published a circular to school authorities and ETBs regarding measures to be adopted by schools to reduce the costs which include the provision of a book rental scheme. The circular can be accessed on my Department's website at http://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0032_2017.pdf.
221. Deputy Joan Burton asked the Minister for Education and Skills his plans to expand eligibility to the student fund for those with disabilities, the student assistance fund and a maintenance grant for part time students; and if he will make a statement on the matter. [31145/17]
View answerThe National Plan for Equity of Access to Higher Education 2015-19 contains more than 30 actions that are intended to make higher education more representative of wider society. One of five goals in the plan is to assess the impact of current initiatives to support equity of access in Higher Education Institutions. These include the Fund for Students with Disabilities (FSD) and the Student Assistance Fund (SAF), both of which are managed by the Higher Education Authority (HEA) on behalf of my Department.
Reviews of the Student Assistance Fund and the Fund for Students with Disabilities were commissioned by the HEA. The Review of the Student Assistance Fund was published in September 2016. The recommendations in the Review are being implemented by the HEA in consultation with the DES. A Steering Group has been set up to support this process. The review of the Fund for Students with Disabilities is due to be published shortly.
The potential for reviewing options for existing access funding initiatives to part-time studies in higher education could only be considered in the context of the overall priorities and financial resources for access to higher education, and in the wider higher education funding context.
An additional €8.5million was announced in Budget 2017 for access measures to promote participation by under-represented groups in higher education.
- Measures to encourage HEIs to engage directly with disadvantaged communities in order to attract more disadvantaged students (€2.5)
- Reinstatement of maintenance grants for the most disadvantaged postgraduate students (€4m)
- Measures to facilitate more lone parents to access higher education (€1m)
- A new 1916 bursary scheme (€1m)
Postgraduate grants have been re-introduced in the Student Grant Scheme for the 2017/18 academic year for the most disadvantaged students.
222. Deputy Bobby Aylward asked the Minister for Education and Skills if he will grant an additional funding request made to the capital appraisals unit from a school (details supplied) to assist with the associated cost of the recent amalgamation process; and if he will make a statement on the matter. [31157/17]
View answerI wish to advise the Deputy that my Department has approved funding to the school in question and the school has been advised accordingly.
223. Deputy Paul Kehoe asked the Minister for Education and Skills the criteria for a person (details supplied) who wants to apply for a teaching post in a primary school but who trained for secondary teaching; and if he will make a statement on the matter. [31198/17]
View answerThe recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority, subject to procedures agreed under Section 24 of the Education Act 1998 (as amended by the Education (Amendment) Act 2012).
In accordance with Department Circular 31/2011, schools are required to employ registered teachers with qualifications appropriate to the sector and suitable to the post for which they are employed and that unemployed teachers should be offered employment in preference to those who have retired.
224. Deputy Niall Collins asked the Minister for Education and Skills if he will consider an appeal made by a school (details supplied) regarding the need to redevelop classrooms not fit for purpose; his views on the concerns of the school community; and if he will make a statement on the matter. [31207/17]
View answerI wish to advise the Deputy that my Department received an application from the school in question for significant funding to facilitate major reconfiguration works within the school building. My Department recently visited the school and met with the principal. The principal was advised that my Department will be in further contact with the school when the matter has been considered further.
225. Deputy Niall Collins asked the Minister for Education and Skills the status of an application for a building programme by a school (details supplied); his views on the urgency of the situation; and if he will make a statement on the matter. [31208/17]
View answerAs the Deputy is aware, a building project for the school in question is included in my Department's 6 Year Construction Programme.
My Department is aware of the school's accommodation needs and will be liaising with the school in the context of progressing the architectural planning process for the project.
