Written Answers Nos. 289-308
289. Deputy Margaret Murphy O'Mahony asked the Minister for Education and Skills the progress over the past 14 months by his Department to accelerate early assessment and intervention for children with special needs. [34047/17]
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 through the Scheme for Commissioning Psychological Assessments (SCPA), full details of which are on the Department's website. Under this scheme schools can have an 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.
NEPS service to school is focussed on early intervention and 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 maximize 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. Only in the event of a failure to make reasonable progress, in spite of the school's best efforts in consultation with NEPS, will the psychologist become involved with an individual child for intensive intervention or assessment.
This system allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually. It also ensures that children are not referred unnecessarily for psychological intervention.
In regard to staffing levels within the NEPS service my Department has worked in conjunction with the Public Appointments Service during this academic year to replenish regional recruitment panels to allow the filling of some 11 vacancies within its staffing complement. Additionally I was pleased to approve the expansion of those NEPS psychologist staffing number by a further 10 posts as part of this Government’s commitments to the service under the Programme for Government. Recruitment in this regard is proceeding apace and it is envisaged that the majority of these staff will be in place by the commencement of the coming academic year or shortly thereafter.
The Deputy may also be aware that I announced earlier this year that a new model for allocating Special Education Teaching Resources to mainstream primary and post primary schools will be introduced from September 2017.
The revised allocation process replaces the generalised allocation process at primary and post primary school level for learning support and high incidence special educational needs, and the National Council for Special Education (NCSE) allocation process which provided additional resource teaching supports to schools, to support pupils assessed as having Low Incidence disabilities.
The new Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile.
The aim of this new model is to deliver better outcomes for children with special educational needs. Substantial research, analysis, consultation with service users and stakeholders, and piloting have gone in to the development of this model and all of the evidence points to the fact that this new system will deliver better outcomes for children.
No school will lose supports as a result of the implementation of the new model. In addition, no school will receive an allocation, for the support of pupils with complex needs, less than the allocation they received to support such pupils during the 2016/17 school year. No allocation made for such pupils by the NCSE will be removed from schools as long as that pupil remains in the school.
An additional 900 teaching posts have been provided to support the introduction of this new allocation model. The provision of an additional 900 teaching posts is a very significant investment in the provision of additional teaching support for pupils with special educational needs in our schools. This is additional to an increase of 41% in the number of resource teachers allocated to schools annually by the NCSE since 2011.
The additional funding will provide additional supports to over 1200 schools who are identified as needing additional supports as a result of the new model. The new funding will ensure that all schools receive a sufficient allocation of special education needs resources to provide additional teaching support to all pupils, including pupils who have yet to enrol in their school, who require such support.
Under the new allocation model, schools will be provided with a total allocation which includes a baseline allocation for the school and an allocation based on the school’s profile.
The provision of a profiled allocation will give a fairer allocation for each school which recognises that all schools need an allocation for special needs support, but which provides a graduated allocation which takes into account the actual level of need in each school.
Schools will be frontloaded with resources, based on each school’s profile, to provide supports immediately to those pupils who need it without delay. This will reduce the administrative burden on schools as schools will no longer have to complete an application process annually and apply for newly enrolled pupils who require resource hours. Children who need support can have that support provided immediately rather than having to wait for a diagnosis.
Schools will therefore no longer have to make applications, for newly enrolled pupils for whom resource teaching hours may have been provided under the old model, or for pupils who have received a new diagnosis, as schools will now receive a single allocation for all of their special education teaching needs, based on their school size and profile.
Parents will no longer have to source or pay for assessments in order for their child to receive extra teaching support in school. Schools will no longer have to wait for these assessments to give children the extra teaching support they need in schools.
The introduction of the model means professionals can spend more time intervening and helping schools and children, as opposed to conducting assessments for resource teaching allocation purposes.
I hope this clarifies the issue for the Deputy.
290. Deputy Fergus O'Dowd asked the Minister for Education and Skills the investment by his Department since March 2016 in County Louth and parts of east County Meath; and if he will make a statement on the matter. [34065/17]
View answerTotal capital funding expended in the period 1st April 2016 to 10th July 2017 in County Meath amounts to €52,132,672 and in County Louth amounts to €30,259,029.
Details of expenditure on a constituency basis are only available on receipt of school names and roll numbers.
Details of all school capital works that have been funded by my Department may be viewed on my Department's website at www.education.ie and this is updated regularly.
291. Deputy Pearse Doherty asked the Minister for Education and Skills if there is a standardised appointment procedures and guideline for boards of management in teacher recruitment for post primary jobs across the range of secondary schools excluding VECs; the appeals procedures for unsuccessful candidates; the reason secondary schools are not subject to national recruitment and national panels similar to other sectors for permanent positions; and if he will make a statement on the matter. [34094/17]
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). The policy of my Department is to ensure, as far as possible, that the Managerial Authorities of Primary and Post Primary schools give priority to unemployed registered teachers who are fully qualified when filling vacant teaching posts. My Department has issued a number of Circulars addressing this issue in recent years. Circular 31/2011 details a cascade of measures for the recruitment of teachers, prioritising registered teachers over retired registered teachers and unregistered people. It states that each employer shall ensure that each person proposed for appointment to a teaching post for which salary grant is being sought must be registered with the Teaching Council and have qualifications appropriate to the sector and suitable to the post for which he/she is to be employed.
There is a requirement in the post primary redeployment schemes that all vacancies be notified to the Department for filling by redeployment in accordance with agreed arrangements. The procedures and sequence for filling available teacher posts are outlined in Circulars 0059/2016 and 0049/2017.
292. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais agus Scileanna cén uair a cheadófar cóiríocht shealadach do scoil (sonraí tugtha) lena húsáid fad a bheidh oibreacha móra ar bun ar an scoil féin; agus an ndéanfaidh sé ráiteas ina thaobh. [34156/17]
View answerIs féidir liom a dheimhniú go bhfuil iarratas ar chóiríocht sealadach bhreise faighte ag mo Roinn ón scoil a bhfuil an Teachta ag tagairt di. Tá an t-iarratas á bhreithniú agus beidh mo Roinn i dteagmháil go luath le húdarás na scoile faoin ábhar.
293. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais agus Scileanna cén uair a cheadófar rang speisialta i scoil (sonraí tugtha) do dhaltaí le huathachas, ar rang é a bhfuil iarratas déanta air; agus an ndéanfaidh sé ráiteas ina thaobh. [34157/17]
View answerGeallann an Roinn seo a chinntiú go mbeidh fáil ag gach leanbh a bhfuil riachtanais speisialta oideachais aici nó aige, páistí ar speictream an uathachais san áireamh, ar oideachas atá oiriúnach dá gcuid riachtanas, i suíomhanna scoile de rogha, trí líonra na mbunscoileanna agus n-iar-bhunscoileanna.
Tugann socrúcháin den sórt sin fáil ar chláir oideachais aonair a fhéadann leas a bhaint as idirghabhálacha oiriúnacha oideachais, a chuireann múinteoirí gairmiúla lánoilte ar fáil, le tacú ó Chúntóirí Speisialta Oideachais agus an curaclam cuí scoile.
Is í an Chomhairle Náisiúnta um Oideachas Speisialta, trína líonra d’Eagraithe Riachtanais Speisialta Oideachais áitiúla, i gcomhar leis na comhpháirtithe cuí oideachais, atá freagrach as ranganna speisialta a bhunú i gceantair éagsúla tíreolaíocha mar a n-aithnítear riachtanas ar leith.
Is cuid de chontanam an tsoláthair oideachais iad ranganna speisialta agus cuireann siad ar chumas daltaí a bhfuil riachtanais oideachais níos casta acu oideachas a fháil, i ngrúpaí beaga ranga, laistigh de scoileanna príomhshrutha. Oireann na ranganna seo do dhaltaí iad a moltar ina dtuairiscí gairmiúla áit i rang speisialta a thabhairt dóibh.
Sula n-iarrtar ar scoil rang speisialta a bhunú, nó aird a thabhairt ar iarratas ó scoil le haghaidh rang speisialta, ní mór don Eagraí Náisiúnta Oideachais Speisialta a bheith sásta go bhfuil an rang inbhuanaithe agus suite go hoiriúnach ag cur san áireamh an riachtanas atá ann agus an riachtanas a d’fhéadfadh teacht chun cinn sa cheantar. Lena chois sin, cuirfidh an SENO cóiríocht na scoile agus fáil an phobail ar an scoil san áireamh.
Tá os cionn 1,150 rang speisialta i scoileanna príomhshrutha ar fud na tíre faoi láthair agus tá ranganna breise speisialta beartaithe don scoilbhliain seo chugainn.
Ní féidir i gcónaí a chinntiú go mbeidh áit i rang speisialta ar fáil i scoil áitiúil an linbh, ach is féidir le scéim iompair scoile mo Roinne cóir iompair a chur ar fáil do leanaí atá ag freastal ar an scoil aitheanta is gaire mar ar féidir acmhainní a chur ar fáil chun a gcuid riachtanas speisialta oideachais a chomhlíonadh.
Tá roinnt ranganna speisialta bunaithe ag an gComhairle i gceantair Ghaeltachta ar fud na tíre. Gheofar liosta iomlán na ranganna speisialta ar shuíomh gréasáin na Comhairle ag www.ncse.ie/special-classes
Faoi láthair níl gá rang speisialta do pháistí ar speictream an uathachais a bhunú sa cheantar a dhéanann an Teachta tagart dó.
Ach is próiseas leanúnach é seo, agus má aithníonn an CNOS gá le breis aiteanna i ranganna speisialta sa cheantar sin, rachaidh sé i gcomhairle le gach scoil sa cheantar maidir le rang speisialta do pháistí ar speictream an uathachais a oscailt.
Léafaidh mo Roinn ar aghaidh ag tabhairt tacaíochta don CNOS ag oscailt ranganna speisialta do pháistí ar speictream an uathachais in aiteanna atá gá sainaitheanta.
Tá Scéim Aitheantais Scoile na Gaeltachta, a seoladh i 2017, bunaithe ar chritéir airithe teanga a chur i ngníomh laistigh de thréimhse cúig bliana. Faoin scéim seo, is í an Ghaeilge a bheidh mar theanga theagaisc i ngach ábhair, seachas Béarla (agus teangacha iasachta in iar-bhunscoileanna) sna scoileanna sin atá rannpháirteach sa scéim. Ba chóir d’oideachas Gaeilge den sórt sin soláthar a dhéanamh do riachtanais gach dalta, lena n-áirítear daltaí a bhfuil riachtanais speisialta oideachais acu. Ba chóir do scoileanna a oibríonn trí mheán na Gaeilge tacaíocht bhreise teagaisc a chur ar fáil, más gá, chun tacú le litearthacht leanaí sa Ghaeilge.
Sna scoileanna sa scéim ina gcleachtar an tumoideachas luath (scoileanna nach múintear aon Bhéarla iontu i ranganna na naíonán), ba chóir tacaíochtaí a bheith ar fáil trí mheán na Gaeilge ar leibhéal na naíonán don Ghaeilge agus don Mhatamaitic, agus trí mheán an Bhéarla don Bhéarla ó rang a haon ar aghaidh.
Meabhraítear do scoileanna gur gá an aird chéanna a thabhairt ar fhorbairt inniúlacht litearthachta na ndaltaí sa Ghaeilge agus sa Bhéarla araon, de réir riachtanais oideachais na ndaltaí, i gcomhthéacs an oideachais Ghaeilge. Ní mór do scoileanna Gaeltachta atá páirteach sa scéim nádúr deacrachtaí leanaí agus riachtanais speisialta oideachais na ndaltaí a chur san áireamh agus idirghabhálacha cuí á roghnú. Mar shampla, i gcás ina bhfuil riachtanas breise oideachais ag leanaí, is féidir an tacaíocht fhorlíontach a chuireann scoileanna ar fáil do na leanaí sin a bheith i nGaeilge nó i mBéarla, nó i meascán den dá theanga, faoi mar a mheasann an scoil a bheith riachtanach chun tacú le foghlaim na leanaí.
Gheofar eolas mionsonraithe ar an Scéim agus paca eolais ar bhuntáistí oideachasúla an tumoideachais chomh maith le sonraí ina dtacaíochtaí breise do scoileanna atá rannpháirteach sa Scéim ar shuíomh gréasáin na Roinne ag Scéim Aitheantais do Scoileanna Gaeltachta (www.education.ie).
Gheofar i gCiorclán 0013/2017 agus na Treoirlínte foilsithe do Bhunscoileanna: tacú le daltaí a bhfuil riachtanais speisialta oideachais acu i scoileanna príomhshrutha atá forbartha ag an tSeirbhís Náisiúnta Síceolaíochta Oideachais, an Chigireacht agus an Rannán Oideachais Speisialta tuilleadh eolais ar conas is féidir le scoileanna riachtanais foghlama daltaí i scoileanna Gaeilge sa Ghaeltacht a aithint agus a chomhlíonadh.
294. Deputy Paul Kehoe asked the Minister for Education and Skills the status of an application for funding for prefab replacement (details supplied); and if he will make a statement on the matter. [34226/17]
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. The school has been advised accordingly.
295. Deputy Pat Buckley asked the Minister for Education and Skills the mental health and counselling positions in the secondary level education system; and the annual cost; and if he will make a statement on the matter. [34278/17]
View answerGuidance is a whole school activity and schools have autonomy on how best to prioritise their available resources to meet the requirements in relation to guidance and the provision of an appropriate range of subjects to students. This operates at local school level and therefore the information requested by the Deputy on the number of guidance counsellors in post primary schools is not available centrally within my Department.
The Action Plan for Education 2016-2019 has a specific action to enhance guidance counselling at second-level as resources permit. Measures announced by my Department as part of Budget 2016 and 2017 mean that 400 guidance posts, or two thirds of the guidance allocation that was withdrawn in Budget 2012, will be restored to schools from September 2017.
All of these 400 posts are allocated separately and transparently on the normal staffing schedule of posts for schools. The restoration of these posts will allow each school to determine how best to allocate the additional resources to meet the guidance needs of the school in accordance with the School's Guidance Plan.
The cost of restoring the remaining posts is in the region of €13m. This will be considered in the context of future Budgets, however there are needs across the system which have to be balanced in the decisions made in each budget.
Measures announced by my Department as part of Budget 2016 and 2017 mean that 400 guidance posts, or two thirds of the guidance allocation that was withdrawn in Budget 2012, will be restored to schools from September 2017. All of these 400 posts are allocated separately and transparently on the normal schedule of posts.
The restoration of the remaining posts will be considered in future Budgets.
296. Deputy Kevin O'Keeffe asked the Minister for Education and Skills further to Parliamentary Question No. 457 of 20 June 2017, his plans to establish an independent inquiry into matters that were brought to light by a certain programme; his views on whether many questions remain unanswered surrounding the purchase of a specific institute by a specific college; if his attention was drawn to the unfunded pension obligation to the former CEO of the specific institute; the reason this was not reported as a pension liability; the knowledge his Department had of the self funding loan raised by the specific college for the purchase of the specific institute; and the way that loan might be repaid. [34280/17]
View answerThe position with regard to specific issues raised in the recent programme referred to by the Deputy is that my Department and the Higher Education Authority (HEA) have established an independent review of the governance, HR and financial practices with the University of Limerick which was one of the Universities referred to in the programme.
In addition the HEA has commenced the process for undertaking a review of Intellectual Property Policy implementation across the sector. Into the future, my Department and the HEA will continue to undertake such rolling reviews, in co-operation with the institutions, in order to further embed the system of good governance and accountability in the sector.
The position regarding the purchase of a specific institute by a specific college is that as autonomous institutions Universities are responsible for the management of their affairs, including the servicing of any of its loans. My Department had no role in relation to the purchase referred to. However, as advised previously, assurances were provided by the University to the HEA that the purchase has not resulted in any implications for current or future State pension liabilities. The HEA advised my Department that it was satisfied with the level of assurance provided.
297. Deputy John Lahart asked the Minister for Education and Skills the position with regard to funding for the new build of a school (details supplied); if it is still included in the primary schools building programme; and if he will make a statement on the matter. [34306/17]
View answerI can confirm to the Deputy that a building project for the school in question was included in my Department's 6 Year Capital Programme.
As you are aware, the disposal of the site on which the school is located to my Department for the school has been approved by South Dublin County Council. However, title issues were identified with the property and a Compulsory Purchase Order was undertaken by the Council with a view to regularising these. This process is now complete and my officials are liaising with Council officials with a view to progressing the acquisition.
The Department will be in further contact with the school in due course in the context of initiating the architectural planning process for the new school building.
298. Deputy John Lahart asked the Minister for Education and Skills the position in relation to a school (details supplied); when his Department will purchase this site; when the funds will be made available to enable the school building to progress; and if he will make a statement on the matter. [34307/17]
View answerA project to deliver permanent accommodation for the school to which the Deputy refers was announced in November 2015 as part of my Department's Six Year Plan and was listed to proceed to construction in 2019-2021. In that context, officials from my Department have been working closely with officials from the relevant Local Authority to secure the acquisition of the site on which the school is currently located in temporary accommodation.
The disposal of the site to my Department has been approved by the Local Authority however title issues were identified with the property and, as the Deputy may be aware, a Compulsory Purchase Order was undertaken by the Local Authority with a view to regularising these. This process is now complete and my officials are liaising with Local Authority officials with a view to progressing the acquisition.
My Department will be in further contact with the school in due course in the context of initiating the architectural planning process for the new school building.
299. Deputy Thomas Byrne asked the Minister for Education and Skills his views on whether amendments are required to the planning legislation to enable schools, in conjunction with local planning authorities, to introduce no fry zones or healthy eating zones in the vicinity of their schools; and his views on no fry zones around schools. [34326/17]
View answerPlanning legislation is the responsibility of the Minister for Housing, Planning and Local Government.
However, both the National Physical Activity Plan for Ireland and the National Obesity Policy and Action Plan recognise the role of the built environment in making it easier for people to make healthy choices. Under these policy initiatives, guidelines and support materials are to be drawn up for those developing the built environment in relation to reducing the obesogenic environment and promoting the importance of physical activity, led by the Department of Health and the HSE.
Schools and the wider education sector have a crucial role to play in supporting students to make healthy choices. Through their primary and post primary education students are equipped with the key skills and knowledge to enable them to make healthier life choices and to develop the resilience to reject negative options. This can be seen across in the curriculum, through subjects such as Social, Personal and Health Education (SPHE), and Home Economics as well as in Physical Education. It will also be an important component of Wellbeing, the new area of learning being introduced to all first year students from September 2017, as part of the implementation of the new Framework for Junior Cycle.
My Department has issued a circular on the promotion of healthy lifestyles to all primary and post primary schools (Circular numbers 0013/2016 and 0051/2015 respectively). These circulars aim to support and strengthen schools’ efforts in developing in young people the skills and attitudes needed to make informed decisions about their health.
All of the proactive work done in schools complements the Government's Framework for Improved Health and Wellbeing 2013 - 2025 - Healthy Ireland.
300. Deputy Thomas Byrne asked the Minister for Education and Skills his views on whether food high in fat, sugar and salt should be removed from vending machines in schools; if his attention has been drawn to the percentage of schools that have vending machines in their schools; and his further views on whether schools are using these machines to make up for shortfalls in their budgets as a result of inadequate capitation grants. [34327/17]
View answerIn the 2012 Lifeskills Survey, 99.7% of respondent primary schools reported that they do not facilitate the sale of fizzy drinks, sweets and crisps in school, either through vending machines or a school shop. In the same Survey, some 30% of post-primary schools reported having a vending machine or school shop which sells ‘junk food’. The results of the 2015 Lifeskills Survey will be available shortly.
My Department is active in the area of promotion of health and wellbeing in schools. The issue of promoting healthy eating is addressed in schools through subjects such as Social, Personal and Health Education (SPHE), and Home Economics as well as in Physical Education. The aim is to equip students with such skills and knowledge to enable them to make appropriate choices for healthy lifestyles.
Schools are strongly encouraged to have a formal healthy eating policy that has been developed in consultation with students and parents.
Guidelines for developing a healthy eating policy are available for Primary and Post-Primary Schools, which have been developed by the Department of Health and HSE. These are being revised and updated in light of the new Food Pyramid and National Healthy Eating Guidelines.
My Department issued a circular to all post primary schools in September 2015 on the Promotion of Healthy Lifestyles in Post Primary Schools (Circular number 0051/2015) and to all primary schools in February 2016 on the Promotion of Healthy Lifestyles in Primary Schools (Circular number 0013/2016). These circulars aim to support and strengthen schools’ efforts in developing in young people the skills and attitudes needed to make informed decisions about their health.
As Minister for Education and Skills I do not have the authority to dictate to schools in this manner. Schools are generally privately managed institutions which, although largely funded by the State, are relatively autonomous.
Many post-primary schools have a number of food outlets, including school shops and vending machines. My Department acknowledges that the sale of food and beverage products often represents a revenue stream for schools and it is not the intention to end this practice. Rather the intention is to ensure that there is a greater proportion of healthier alternatives to some of the less healthy products that are currently on offer for sale in schools. Boards of Management and Principals are encouraged to provide as far as possible that only healthy products are available for purchase on school premises.
All of the proactive work done in schools complements the Government's Framework for Improved Health and Wellbeing 2013 - 2025 - Healthy Ireland. Schools can do so much but it is through working together, across Government departments, through families and communities that we can create an environment in which our young people have the knowledge, skills and resilience to choose to lead a healthy life.
301. Deputy Thomas Byrne asked the Minister for Education and Skills his plans to put in place a national catering standard for secondary schools to provide healthy eating in school cafeterias. [34328/17]
View answerThe main programme for food provision in primary and post primary schools is the School Meals Scheme. The operation of that scheme is an issue for the Minister for Social Protection. My Department's main responsibility in this area is to equip students with the key skills and knowledge to enable them to make informed and healthier choices in a range of areas, including nutrition. This is addressed in schools through subjects such as Social, Personal and Health Education (SPHE), and Home Economics as well as in PE.
Schools are strongly encouraged to have a formal healthy eating policy that has been developed in consultation with students and parents.
Guidelines are available to schools on developing a healthy eating policy in Post-Primary Schools, which have been developed by the Department of Health and HSE. The healthy eating policy should outline how the school supports healthy eating practices through the promotion of healthy lunches and healthy snacks and other means.
My Department issued a circular to all post primary schools in September 2015 on the Promotion of Healthy Lifestyles in Post Primary Schools (Circular number 0051/2015) and to all primary schools in February 2016 on the Promotion of Healthy Lifestyles in Primary Schools (Circular number 0013/2016). These circulars aim to support and strengthen schools’ efforts in developing in young people the skills and attitudes needed to make informed decisions about their health.
302. Deputy Thomas Byrne asked the Minister for Education and Skills his views on whether it is not acceptable that in 40% of schools there is no access to free drinking water; his further views on whether there should be access to free drinking water in all schools; and the estimated amount of investment required to ensure access to free drinking water in all schools. [34329/17]
View answerI would agree with the Deputy that there should be access to a drinking water supply in schools. My Department is not aware of any school where this is not the case. Health and Safety issues such as the provision of drinking water are a matter for school authorities in the first instance, if a school authority has concerns about the quality of the drinking water on its premises, it should consult with its local authority and/or Irish Water for advice. The school may also arrange for the water to be tested. If any problems are identified through testing, or indeed, if there is a drinking water supply issue in a school, the school authority can let my Department know by submitting an Emergency Works Scheme application for funding to address the problems.
303. Deputy Thomas Byrne asked the Minister for Education and Skills his Department's expenditure on ICT in schools in each of the years 2008 to 2016 and to date in 2017. [34330/17]
View answerThe “Digital Strategy for Schools 2015-2020, Enhancing Teaching, Learning and Assessment” was published in October 2015. The Strategy sets out a clear vision that is focussed on realising the potential of digital technologies to transform the learning experiences of students by helping them become engaged thinkers, active learners, knowledge constructors and global citizens who participate fully in society and the economy. I recently launched the Digital Strategy Action Plan for 2017, detailing the actions that will be progressed throughout the year.
The ICT in Schools Programme addresses four broad areas, namely:
- the provision of essential ICT infrastructure and networking within schools
- continuous professional development in ICT for teachers
- integrating ICT within the curriculum and providing curriculum relevant digital content and software.
- the provision of access to broadband connectivity to schools
Under this programme, in 2009 and 2010 some €92m was issued to schools to address ICT Infrastructure requirements - €22m to primary schools in 2009, a further €24m to primary schools in 2010, and €46m to post-primary schools in 2010.
A one-off grant scheme to support the implementation of the Design Communication and Graphics syllabus was put in place in 2015, with over €7m in funding issued to some 450 post-primary schools.
In January 2017, I announced ICT infrastructure grants for primary and post-primary schools with €30m issued to schools in the latter part of December 2016/early 2017. This represents the first tranche of funding released of the €210m committed to support the implementation of the Strategy over the period. Further information on the grants is available here http://www.education.ie/en/Press-Events/Press-Releases/2017-Press-Releases/PR2017-03-01.html
My Department funds the broadband for schools programme and PDST-Technology in Education who promote the embedding of ICT in teaching and learning, through CPD for teachers and other supports. The information sought by the Deputy in relation to the expenditure on these aspects in each of the years 2008 to 2017 is being compiled currently and will be issued to the Deputy as soon as possible.
In addition, all new school buildings, and school extensions projects (where additional classroom accommodation is being delivered) receive an ICT Infrastructure grant per classroom, issued by the Planning and Building Unit of this Department.
304. Deputy Thomas Byrne asked the Minister for Education and Skills the estimated cost of fully restoring the ex-quota guidance counsellor provision in budget 2018. [34331/17]
View answerMeasures announced by my Department as part of Budget 2016 and 2017 mean that 400 guidance posts, or two thirds of the guidance allocation that was withdrawn in Budget 2012, will be restored to schools from September 2017.
All of these 400 posts are allocated separately and transparently on the normal staffing schedule of posts for schools. The restoration of these posts will allow each school to determine how best to allocate the additional resources to meet the guidance needs of the school in accordance with the School's Guidance Plan.
The cost of restoring the remaining posts is in the region of €13m. This will be considered in the context of future Budgets, however there are needs across the system which have to be balanced in the decisions made in each budget.
305. Deputy Thomas Byrne asked the Minister for Education and Skills the amount of its total allocation under the capital investment plan 2016 to 2021 his Department has spent to date; and the projects on which the capital investment has been made. [34332/17]
View answerCapital expenditure in 2016 amounted to €703.8m and capital expenditure to end-June 2017 amounted to €280.2m giving an overall total from 1 January 2016 to 30 June 2017 of €984m.
Capital investment by my Department is focused on delivering the objectives as set out in the Building on Recovery: Infrastructure and Capital Investment 2016-2021. Capital investment to date under the Capital Plan has been assigned to the following key areas:
- School Sector – Large Scale Projects (new schools and large scale extensions), the Additional Accommodation Scheme, the Summer Works Scheme, the Emergency Works Scheme, furniture and equipment provision, site acquisitions, the Minor Works Grant (Primary sector only) and miscellaneous items;
- Higher Education Sector – Devolved Grant to the Institutes of Technology; funding of specific projects in the sector;
- Research Activities – supporting the development of research capabilities across the broad range of disciplines in third level institutions;
- PPP – The payment of Unitary Charges in respect of 27 completed schools and two higher education facilities;
- ICT – The payment of ICT infrastructure grants to schools;
- SOLAS/Further Education – Building and equipment investment in the sector on Training Centres and other facilities;
- Public Sector Reform – implementation of the reform agenda across the Education and Training sector.
- Other – ICT provision within the Department and the School Book Rental Scheme (2016 only).
Details in respect of the School Building Programme and the Additional Accommodation Scheme are available on my Department’s website.
306. Deputy Thomas Byrne asked the Minister for Education and Skills the estimated amount of routine or steady State capital investment that is estimated to be required at each institute of technology from 2018 to 2021. [34333/17]
View answerThe Higher Education Authority, supported by my Department, recently undertook a consultation process on capital requirements in the higher education sector. While the figures provided by each individual Higher Education Institution (HEI) are confidential and commercially sensitive, I can inform the Deputy that, among the Institutes of Technology alone, the consultation process pointed to capital demands of over €1.4 billion. This figure includes requests for Exchequer funding for major capital projects that could be on site by 2021, as well as minor works and equipment renewal requirements over the period 2017 - 2021.
307. Deputy Thomas Byrne asked the Minister for Education and Skills the funding allocated from his Department to the programme for research in third level institutions in 2016-2017 and 2017-2018; the estimated amount of matching funding from either private sector sources or other State or EU sources the funding has attracted since 2012 and specifically, in 2015/2016 and 2016/2017. [34334/17]
View answerThe Department of Jobs Enterprise and Innovation is responsible for the Programme for Research in Third Level Institutions (PRTLI). I understand that its subhead provision for the PRTLI in 2016 was €30.4m and in 2017 it is €14.4m.
The total Exchequer and non-Exchequer funding for Cycle 5 of the PRTLI was approved at the outset of the programme in December 2010, and amounted to €348m. This comprised Exchequer funding of €288m and non-Exchequer funding of €60m. The non exchequer funding was not allocated on an annual basis. Further details on the PRTLI are available from the Department of Jobs Enterprise and Innovation.
The Department's recurrent allocation to the higher education institutions in 2017 is nearly €1 billion, which is allocated to the institutions by the Higher Education Authority. These institutions are autonomous bodies and the internal allocation of this income, along with any private funding that they raise (including funding directed towards their research activities), is a matter for the institutions.
308. Deputy James Browne asked the Minister for Education and Skills the date on which the 300 hours of mental health classes to be provided to students in schools will commence as announced by the Minister of State with responsibility for mental health and older people on 3 December 2016; and if he will make a statement on the matter. [34389/17]
View answerThe Department of Education and Skills is introducing a new Wellbeing programme for schools which forms part of the new Framework for Junior Cycle. It will be introduced to first year students from September 2017. Wellbeing is not just about mental health. It is about enhancing the physical, mental, emotional and social wellbeing of students. Therefore, the area of learning will include Physical Education (PE), Social, Personal and Health Education (SPHE) and Civic, Social and Political Education (CSPE). Schools can include other areas in their provision for wellbeing, such as guidance.
Guidelines on Wellbeing in Junior Cycle have been developed by the National Council for Curriculum and Assessment (NCCA) and are available at www.juniorcycle.ie. Schools will use the guidelines in formulating their individual Wellbeing programmes from September. Up to 400 hours will be available for learning in the area of Wellbeing over the Junior Cycle period, beginning with a minimum of 300 hours of timetabled engagement in 2017/18 and moving to the full complement of time as the new Junior Cycle is fully implemented in schools.
A National Taskforce on Youth Mental Health has also been established, which will provide national leadership around youth mental health and wellbeing issues.
Other supports available to schools in the area of student wellbeing are the 'Wellbeing in Post-primary Schools - Guidelines for Mental Health Promotion and Suicide Prevention' (2013) and 'Wellbeing in Primary Schools - Guidelines for Mental Health Promotion' (2015). They provide a Framework for schools to present, in an integrated way, the existing elements of good practice to promote positive mental health and direct them to new practices as appropriate.
The curriculum at primary and senior cycle level also includes topics relating to student wellbeing. The Social, Personal and Health Education curriculum provides particular opportunities to foster the personal development, health and wellbeing of the individual child.
