Written Answers Nos. 309-328
309. Deputy James Browne asked the Minister for Education and Skills if additional funding will be acquired to address the lack of space within a school (details supplied) in County Wexford; and if he will make a statement on the matter. [34390/17]
View answerAs the Deputy is aware, the school to which he refers submitted an application to my Department, for significant capital funding for improved school accommodation. The application was considered in the context of the very significant challenges facing my Department in prioritising available capital funding for essential mainstream classrooms to meet the demand for extra school places and in cases where additional teachers have been appointed. The school in question has not been sanctioned an additional teaching post and on that basis, my Department was not in a position to provide a grant to the school. My Department wrote to the school authority last February explaining the position.
The delivery of new schools together with extension projects to meet future demand will be the main focus of the Department's budget for the coming years.
310. Deputy James Browne asked the Minister for Education and Skills the way in which mental health is incorporated into education and learning among primary school children; and if he will make a statement on the matter. [34392/17]
View answerMy Department promotes a comprehensive and whole-school approach in schools to the promotion of wellbeing and positive mental health focusing on the entire school community, as well as groups and individual young people with identified need. This spans the curriculum in schools and in particular the Aistear and primary school Social Personal and Health Education (SPHE) curricula, whole-school ethos, quality of teaching, learning and assessment, student support and the provision of professional development for teachers. It also involves accessing other supports such as educational psychology services. Additionally, schools engage in a wide range of sport and cultural activities which provide an important opportunity for students to experience success and personal growth. The whole staff shares responsibility for general student wellbeing. The Well-being in Primary Schools Guidelines for Mental Health Promotion (2015) provide a Framework for schools to present in an integrated way the existing elements of good practice to promote social and emotional learning, and mental health and direct then to new practices as appropriate. They provide clear information for schools and for agencies supporting schools on how to address issues of social emotional learning. The European wide HSE supported, Health Promoting School Process (HSP) is also outlined, and the Well-being Guidelines show how the HSP can be introduced to schools to complement existing good practice. The Guidelines outline how schools support young people through early intervention and prevention, modelled on the NEPS Continuum of Support tiered approach. The Guidelines build on the significant work already taking place in schools, including through the systematic implementation of the Social, Personal and Health Education (SPHE) curriculum.
The Guidelines highlight the vital role schools play in providing a protective environment for young people which can counter risk factors. Additionally having a whole school approach which fosters important links with the wider school community, and agencies which support schools, is key to successful implementation of the Guidelines.
They provide information for schools on the supports services that are currently available. Schools are advised to seek this support when developing the whole school approach. It is important that this support is well coordinated and that schools are clear about the responsibilities of the support agencies.
The Guidelines advise that in the event of pupils presenting with mental health difficulties which are above and beyond the school's capacity and ability to support, school authorities should identify and access the referral pathways for the various primary and secondary healthcare services in their particular area. My Department's National Educational Psychological Service (NEPS) is available to advise schools on the matter. Referrals should, of course, be undertaken with Parental or Guardian consent and collaboration, except in an exceptional situation where there may be child protection issues. In normal circumstances referral to Clinical Psychology Services and to the Child and Adolescent Mental Health Service (CAMHS) is made through the student's G.P.
My Department’s Action Plan for Education 2017 promotes wellbeing as one of its key goals. The actions relating to wellbeing and mental health in the primary school sector include:
- Delivery of a national programme to support all schools to implement the national Wellbeing in Primary Schools Guidelines for Mental Health Promotion (2015).
- Increasing the capacity of NEPS: an enhanced educational psychological service to schools, through the appointment of an additional 10 educational psychologists.
The focus of this additional support will be on extending the delivery of training to teachers in two specific evidence-informed programmes – the Incredible Years Teacher Programme and the Friends programme – the Friends programme, when delivered by trained teachers, reduces anxiety and promotes coping, resilience and school-connectedness in children and young people while the Incredible Years Teacher programme strengthens the social and emotional competence of primary school children whose teacher has completed the programme.
I hope this clarifies the matter for the Deputy.
311. Deputy James Browne asked the Minister for Education and Skills his plans to address the Springboard+ initiative's lack of consideration for areas with high unemployment, as referenced in the South East Economic Monitor; and if he will make a statement on the matter. [34406/17]
View answerSpringboard+, which incorporates the ICT skills conversion programme, strategically targets funding of free higher education places for unemployed and previously self-employed people, in sectors where there are identified skills shortages or employment opportunities. Springboard+ courses are delivered in public and private Higher Education Institutions throughout the country. In addition, many courses are delivered on-line enabling people to access them regardless of where they reside in the country.
Courses approved for funding under Springboard+ are selected by an independent panel with representatives from industry and education following a competitive call for proposals. The evaluation panel selecting the courses use rigorous criteria of quality, industry skills needs relevance, value for money as well as the need for a good geographical spread.
Under Springboard+ 2017, the eligibility criteria has been expanded to include homemakers and those in employment or self-employment who wish to upskill, reskill or cross skill in the Biopharma/Med Tech sector and those in employment, or self-employment in the ICT sector who wish to upskill from a level 7 to a level 8 qualification.
Springboard+ 2017 will provide for 6,471 free places on 198 courses. Courses will be delivered in all of the Universities and Institutes of Technology and in 19 private higher education providers and one College of Further Education. 57% of the approved Springboard+ 2017 courses will be delivered in areas outside of Dublin.
To date over €134m has been allocated to Springboard+ providing for over 35,000 places.
312. Deputy James Browne asked the Minister for Education and Skills his plans to address the lack of higher education places which, according to the 2017 economic monitor, is contributing to a regional brain drain; and if he will make a statement on the matter. [34407/17]
View answerThere are currently 14,612 full and part time students in Department of Education and Skills funded Higher Education Institutions in the South East region. Data provided by the institutions to the HEA shows that Institute of Technology Carlow currently has 6,820 full and part time students and Waterford Institute of Technology has 7,792. Information provided by the HEA from their student record system indicates that 43.2% of IT Carlow enrolments and 72.3% of Waterford IT enrolments are students from the South-East region.
The Technological University for the South East is an important project for the region and the Kelly report published in 2015 presents a compelling rationale for a new type of higher education institution to support a “step-change” in the economic and social development of the entire South-East region. Funding is being provided through the Higher Education Authority to support the development of this project.
In terms of capital investment, I recently announced the provision of €960k of capital investment for apprenticeships in the South East. Additionally, the Department has committed to funding the purchase of a strategic site acquisition by Carlow IoT in Wexford. Capital project proposals received from Higher Education Institutions in the South East are currently being assessed in light of competing demands and the limited capital budget for higher education.
The report also notes the role of Springboard+ and it is open to the institutions to submit proposals for consideration. However, this is a competitive process and institutions are assessed on a range of issues. I would also point out that online only courses have increased from 10% of places in 2011 to 15% in 2016 – giving access to courses from anywhere in the country.
While not referenced by the WIT academics in their report, the Education and Training Board sector is also providing significant opportunities for learners in the South-East. Across full time, part-time and community education, within the FET sector this year, the following will be provided:-
Waterford Wexford – investment of €46.4m – 19,206 planned beneficiaries
Carlow Kilkenny ETB – investment of €17.3m – 9,225 planned beneficiaries
Tipperary – investment of €16.9m – 10,739 beneficiaries
Information on FET programmes can now be accessed via the recently launched fetchcourses.ie website.
In addition, the report does not make any reference to the important work being undertaken by the Regional Skills Forum for the South East which involves IT Carlow, Waterford IT, LIT Tipperary, Tipperary ETB, Waterford/Wexford ETB, Kilkenny/Carlow ETB, Skillnets, IDA, Enterprise Ireland, Chambers of Commerce, Local Enterprise Offices, IBEC, Construction Industry Federation and Industry representatives including Unum Ireland.
Further information on upcoming events is available on http://www.regionalskills.ie/Regions/SouthEast/.
For the first time in nine years, I have secured additional funding for the Higher Education sector. This year an additional €36.5 million will be made available to the sector with €160 million additional over the next three years. In addition, in Budget 2017, the Minister for Public Expenditure and I announced a policy review with the aim of designing and implementing a sustainable and predictable multi-annual funding model for higher and further education and training involving increased Employer and Exchequer contributions from 2018. Work is ongoing by the Oireachtas Committee in relation to the Cassells report. A review of the funding model for higher education (RGAM) is also being carried out and the new model is due to be in place for the 2018 budget allocation. Completion of the review will underpin delivery across the sector and all regions and will enhance progression on the goals set out in the Action Plan for Education.
313. Deputy James Browne asked the Minister for Education and Skills the types of education schemes that are available to young persons with learning disabilities and mental health issues; and if he will make a statement on the matter. [34408/17]
View answerThis Government is committed to ensuring that all children, including those with learning disabilities and/or mental health issues, can have access to an education appropriate to their needs, preferably in school settings through the primary and post primary school network.
My Department provides for a continuum of special education provision to be made available, so that regardless of the level of need of the child, educational provision can be made for them.
The policy of my Department is that children should be included in mainstream placements with additional supports provided where necessary. The extent of supports required for any child in a particular class setting or school will depend on their individual learning needs and the extent of care needs that they may have. In circumstances where children with special educational needs cannot be accommodated in mainstream education, they may be enrolled in special classes or special schools where more intensive and supportive interventions are provided.
Funding for special education provision this year will amount to some €1.68 billion and includes provision for:
- Over 13,400 Special Education Teaching posts in mainstream primary and post primary schools for the 2017/2018 school year, to provide additional teaching support to pupils with special educational needs.
- 13,990 Special Needs Assistants (SNAs) which will be available for allocation to primary, post primary and special schools for the new school year; this is 975 more posts, or a 7% increase, in the number of posts over which were available last year.
- Over 1,100 teachers in 125 special schools, including education provision in HSE Child and Adolescent Mental Health (CAMHS) Units.
- Almost 1,300 special classes which includes 160 new Special Classes sanctioned for the 2017/18 school year; this compares to 548 special classes in 2011.
- Enhanced capitation grants for special schools and special classes attached to mainstream primary and post primary schools.
- Teacher training and continuing professional development in the area of special education through the Special Education Support Service (SESS).
- Special school transport arrangements.
- Assistive technology/Specialised equipment.
- Special Arrangements for State Examinations.
From September 2017, a new Special Education Teaching allocation process will be introduced, replacing 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 aim of this new model is to deliver better outcomes for children with special educational needs.
Pupils under the new allocation model will be identified by schools for additional teaching support in accordance with the Continuum of Support Guidelines, and the Guidelines which accompany my Department’s Circulars 0013/2017 and 0014/2017. Teachers and School Principals will use their professional judgement in applying the principles and practices set out in the Continuum of Support Guidelines: https://www.education.ie/en/Schools-Colleges/Services/National-Educational-Psychological-Service-NEPS-/neps_special_needs_guidelines.pdf.
The purpose of my Department’s Home Tuition Grant Scheme is to provide funding towards the provision of a compensatory educational service for children who, for a number of reasons such as chronic illness, are unable to attend school. The scheme also provides a compensatory educational service for children with special educational needs seeking an educational placement. Provision is also made for early intervention for children with autism.
My Department adopts a holistic and integrated approach to supporting the work of schools in promoting positive mental health and wellbeing. The process spans the curriculum in schools, whole school ethos, quality of teaching, learning and assessment, student support and pastoral care and the provision of professional support for teachers. It also involves other supports such as educational psychological services and the interface with other agencies, both nationally and locally.
Professional development services are provided by my Department to support teachers in addressing and dealing with mental health issues. These services provide support across a continuum: from whole-school and classroom level, to support for some children and support for a few children. Continuing professional development is provided through:
- The National Educational Psychological Service (NEPS) which provides guidance for schools in managing and responding to critical incidents; and training in the delivery by teachers of programmes, including the Incredible Years programme, which aims to prevent and treat young children's behaviour problems and promote their social, emotional, and academic competence
- The Professional Development Service for Teachers provides professional development support to teachers and schools to develop and promote student health and wellbeing, including mental health, in the context of a positive health promoting school environment. In 2016, there were 8,535 CPD engagements with teachers in this area through seminars, workshops and in school support.
- The National Council for Special Education (NCSE) Regional Support Service will provide advice and support to schools on the education and inclusion of students with special educational needs, providing in-school support for support teachers and continuing professional development for teachers. It will also enhance the multi-disciplinary capacity of the education system through providing access to expert knowledge in areas such as autism, speech and language and challenging behavior.
Supports are also provided through the Association of Teachers’ Education Centres in Ireland (ATECI) summer courses, the Irish Primary Principals Network (IPPN), the National Association of Principals and Deputy Principals (NAPD) and the Centre for School Leadership.
A key theme of my Department’s 2017 Action Plan for Education is the support of wellbeing initiatives to ensure that mental resilience and personal wellbeing are integral parts of the education and training system. Specifically, the Plan commits to the commencement of the roll-out of the Friends for Life programme and the Incredible Years Classroom Management programme to teachers in all DEIS schools. NEPS will deliver both programmes commencing in the autumn.
It is planned that during the coming academic year, some 40 Friends programmes will be organised involving some 1,000 primary and post-primary teachers and 50 Incredible Years programmes will be offered to some 1,000 primary school teachers at the commencement of a three year roll-out of the training.
314. Deputy James Browne asked the Minister for Education and Skills his plans for a school (detail supplied) in Wexford town once its new building has been constructed; and if he will make a statement on the matter. [34411/17]
View answerI wish to advise the Deputy that my Department is liaising with the owners of the school site concerned regarding its potential for further educational purposes.
315. Deputy James Browne asked the Minister for Education and Skills the secondary schools in County Wexford that have ASD units situated on the school's location; the number of students catered for by each unit in tabular form; and if he will make a statement on the matter. [34417/17]
View answer316. Deputy James Browne asked the Minister for Education and Skills his plans to increase the number of ASD units in County Wexford primary and secondary schools; and if he will make a statement on the matter. [34418/17]
View answer317. Deputy James Browne asked the Minister for Education and Skills his plans to increase the number of ASD units in County Wexford secondary schools to meet the rise in demand in view of the fact that pupils in need of ASD education will soon move from primary to second level education; and if he will make a statement on the matter. [34419/17]
View answerI propose to take Questions Nos. 315 to 317, inclusive, together.
This Government is committed to ensuring that all children with Special Educational Needs, including those with autism, can have access to an education appropriate to their needs, preferably in school settings through the primary and post primary school network.
Such placements facilitate access to individualised education programmes which may draw from a range of appropriate educational interventions, delivered by fully qualified professional teachers, with the support of Special Needs Assistants and the appropriate school curriculum.
Almost 18,000 students in schools have been diagnosed with autism. The Department of Education and Skills invests over €300m annually in providing additional resources specifically to support students with autism in schools enabling:
- 61% of students to attend mainstream schools
- 26% to attend special classes in mainstream primary and post-primary schools, and
- 13% to attend special schools.
Some students, although academically able to access the curriculum in mainstream, may find it too difficult to manage full-time placement there. This can be due to significant difficulties in areas such as behaviour or sensory needs which have not been ameliorated, even with appropriate intervention, in mainstream.
Enrolment in an ASD special class should only be considered where it has been demonstrated that a student requires the support of a special class because he/she is unable to learn effectively in a mainstream class for most or all of the school day even with appropriate supports.
Students enrolling in ASD Special Classes must have a report from a relevant professional or team of professionals (for example, psychologist, speech and language therapist, psychiatrist) stating that:
- S/he has ASD, and that
- S/he has significant learning needs that require the support of a special class setting and the reasons why this is the case.
Special classes for students with ASD are staffed with a lower pupil–teacher ratio of 6:1 at primary level and 6:1.5 at post primary level. Special Classes or students with Autism also have Special Needs Assistant support normally amounting to 2 SNAs for a class of 6 children.
The National Council for Special Education (NCSE), through its network of local Special Educational Needs Organisers (SENOs), in consultation with the relevant education partners, is responsible for the establishment of special classes.
The NCSE, in looking to open special classes, must take into account the present and future potential need for such classes, taking particular account of the educational needs of the children concerned. The NCSE will also take account of location and sustainability in looking to establish special classes in certain areas.
Since 2011 the NCSE has increased the number of special classes by over 100% from 548 in 2011 to 1,152 across the country now, of which 887 are Autism Spectrum Disorder (ASD) special classes.
The NCSE will establish an additional 145 ASD Special Classes for the 2017/18 school year increasing the number of ASD Special Classes to 1,032.
While it is not always possible to ensure that a special class placement will be available in the child’s local school, the NCSE has informed my Department that, in general, they are satisfied that there are sufficient ASD special class placements to meet existing demand.
With regard to Co. Wexford, the NCSE will establish 1 new ASD Early Intervention class, 3 new primary ASD classes and 2 new post-primary ASD classes for the 2017/18 school year bringing the number of ASD Special Classes available in Co. Wexford to 6 ASD Early Intervention, 23 ASD primary and 13 ASD post-primary for the 2017/18 school year.
My Department continues to work with the NCSE to ensure that there is appropriate planning in place to ensure that all children who require special class placements can access such placements in schools within their communities.
During the passage of the Education (Admission to Schools) Bill in the Select Committee last week I indicated that I intend, at Report Stage, to include in this Bill a provision that will provide, based on reports and advice from the NCSE, the Minister will have the power to require a school to open a special class or increase the number of special classes in schools identified by the NCSE. Because this power will require a school to provide land or alter existing property I am of the view that the power should be with the Minister who can engage the patron or trustees and that there should be adequate safeguards to ensure people’s rights are protected.
Details of all special classes for children with special educational needs are available on www.ncse.ie in county order.
318. Deputy Thomas Byrne asked the Minister for Education and Skills the estimated cost of reducing the pupil-teacher ratio at primary level by one point in budget 2018. [34492/17]
View answer319. Deputy Thomas Byrne asked the Minister for Education and Skills the estimated cost of reducing average class sizes to 23 at primary level in budget 2018. [34493/17]
View answerI propose to take Questions Nos. 318 and 319 together.
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.
Budget 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 staffing schedule for post primary will be 19:1 for the 2017/18 school year. The allocation for guidance provision which is equivalent to 0.4:1 in the staffing schedule is being provided separately.
The 2017/18 school year will see a significant increase of over 4,800 in teacher numbers in our schools compared to the 2015/16 school year.
Each 1 point adjustment to the staffing schedule is estimated to cost in the region of €15m - €18m per annum.
It is my intention to make further improvements to class sizes over the life of the Government. However, I recognise that there are needs across the system which have to be balanced in the decisions made in each Budget.
320. Deputy Aindrias Moynihan asked the Minister for Education and Skills if a site has been finalised for the establishment of the new primary school in Ballincollig, County Cork, due to open in September 2017; and if so, the location. [34500/17]
View answerI can confirm to the Deputy that the new primary school for Ballincollig, County Cork will open in September 2017 in temporary accommodation at Ballincollig Rugby Club.
With respect to the permanent accommodation for the school, officials in my Department have engaged with officials in Cork County Council under the Memorandum of Understanding for the acquisition of schools sites with a view to identifying and acquiring a suitable permanent site to accommodate the school. Given the commercial sensitivities associated with land acquisitions generally I am not in a position to comment further at this time.
Officials from my Department will be in contact with the relevant school authorities to inform them of the permanent location for the school once the site acquisition process has been completed.
321. Deputy Ruth Coppinger asked the Minister for Education and Skills the annual cost of restoring grants for postgraduate education and paying the back-to-education allowance to all postgraduate students who need it. [34550/17]
View answerThe Deputy will be aware of the Programme for Government commitment to increase financial supports for post graduate students with a particular focus on those from low income households.
In response to this commitment, I secured additional funding of €4million in Budget 2017 to facilitate the reinstatement of full maintenance grants, from September 2017, for the most disadvantaged post graduate students.
This will benefit approximately 1,100 of the most disadvantaged post graduate students who meet the eligibility criteria for the special rate of maintenance grant, from September 2017, and it reverses the budgetary cut that was imposed on this cohort of students in 2012.
However, if the maintenance grants and eligibility for full fees were reintroduced for post-graduate students, the total estimated cost would be approximately €42.6m. This excludes the above 2017 budget measure.
This costing assumes that the actual number of post graduate grant holders (2,324 in 2015/16) will increase to the level prior to the introduction of 2012 Budget measure (6,027 students).
Separately, the Deputy will be aware that the Back to Education Allowance (BTEA) is administered by the Department of Social Protection. Further enquiries in respect of the BTEA should be referred to the Department of Social Protection.
322. Deputy Ruth Coppinger asked the Minister for Education and Skills the cost to the State of abolishing the student contribution charge for third level education. [34551/17]
View answer323. Deputy Ruth Coppinger asked the Minister for Education and Skills the cost to the State of abolishing fees for postgraduate courses. [34552/17]
View answer324. Deputy Ruth Coppinger asked the Minister for Education and Skills the annual cost of abolishing undergraduate and postgraduate fees in view of the reduced tax expenditures on tax relief on tuition fees. [34553/17]
View answerI propose to take Questions Nos. 322 to 324, inclusive, together.
Based on the number of students that qualified for free fees funding in the academic year 2014/15 (and were therefore liable to pay the Student Contribution), and taking into account overall expected increases in student numbers, it is estimated that the net cost to my Department of abolishing the Student Contribution for the 2017/18 academic year would be €207m. This figure takes into account the resulting reduction to my Department's Student Grant Scheme budget.
With regard to funding towards tuition fees at undergraduate level, my Department provided funding of €280m in the academic year 2015/16 under the free fees schemes.
The cost to the State associated with the abolition of postgraduate fees is dependent on varying factors associated with type of study i.e. full-time or part-time, varying fees associated with different course types and higher fees for international students.
However, based on the fact that in the academic year 2015/16, there were 11,975 EU students registered on postgraduate courses, and using the average cost of an EU postgraduate course, the estimated cost to the State of abolishing fees for EU postgraduate students would be €83m. It should also be noted that under my Department's Student Grant Scheme, funding of €12m was provided for postgraduate tuition fees in 2015/16; taking this into account, the net additional cost to my Department would therefore be in the region of €71m.
325. Deputy Ruth Coppinger asked the Minister for Education and Skills the estimated cost of reversing all the cuts to school capitation grants since 2008. [34554/17]
View answerThe estimated cost of restoring capitation grants in primary and post-primary schools to pre 2010 levels is circa €35m.
I do recognise the need to improve capitation funding for schools having regard to the aforementioned reductions.
The Action Plan for Education outlines hundreds of actions to be implemented over the 3 year period 2016 to 2019 which include restoring capitation funding as resources permit.
It was not possible to provide additional funding in Budget 2017 in relation to restoring capitation due to the many competing demands for 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 accross all areas of Government.
326. Deputy Ruth Coppinger asked the Minister for Education and Skills the estimated cost of reversing all cuts to student grants over the past nine years. [34555/17]
View answerIt is not possible to definitively calculate the cost of the various adjustments that have been made to the student support system since 2008, particularly in light of the demographic changes that have taken place.
To put it in context, in 2008/09 there were 57,261 students who benefitted from grant support at a cost of €264m, whereas in 2015/16 there were 80,622 students in receipt of grant support at a cost of €388m.
327. Deputy Ruth Coppinger asked the Minister for Education and Skills the cost of introducing a minimum wage of €15 an hour for all employees under the aegis of his Department; and if he will make a statement on the matter. [34556/17]
View answer328. Deputy Ruth Coppinger asked the Minister for Education and Skills the cost of introducing a minimum weekly gross wage of €600 for all full-time employees under the aegis of his Department; and if he will make a statement on the matter. [34557/17]
View answerI propose to take Questions Nos. 327 and 328 together.
The data requested by the Deputy is not collected or collated by my Department. There are over 3,700 individual employers in the education and training sector and it would require a disproportionate amount of time and administrative resources to gather the data sought by the Deputy.
