Written Answers Nos. 222-245
222. Deputy James Lawless asked the Minister for Education and Skills if he has requested an analysis of the status of research infrastructure within higher education institutes, HEIs; his plans for reviewing and funding strategic development plans in the HEIs; if he has carried out an analysis of the impact on HEIs of the potential withdrawal of UK HEIs from EU funding programmes; and if he will make a statement on the matter. [39207/17]
View answerSubject to the availability of funding, capital investment priorities for this Department in the higher education sector will include the upgrade and expansion of higher education facilities, taking account of demographic pressures, skills needs in the economy, regional development and opportunities for life-long learning. Capital funding for research is managed by the Department of Business, Enterprise and Innovation.
In addition, my Department allocates recurrent funding to the Higher Education Authority (HEA) for direct disbursement to the HEA designated higher education institutions. The HEA allocates this funding to the institutions and it is a matter for each higher education institution to allocate the recurrent exchequer funding it receives in order to meet the needs of the institution.
In relation to Brexit, the potential impact of that development is being assessed within my Department and across Government. The potential impact of Brexit on UK/Ireland research collaboration and partnerships between education institutions and enterprise, as well as the implications for EU funding for research have been identified by the Education and Research Subgroup of the Economy and Trade Working Group, and raised at my Department’s higher education consultation forum in December 2016. My Department’s consideration of the most appropriate response to potential developments is ongoing.
Research collaboration between Irish and UK research teams on EU funded projects has been extensive and mutually beneficial. In terms of collaborative links the UK is our largest collaborator under Horizon 2020. In the period 2012-16 there were almost 13,000 co-authored papers between Irish and UK researchers, significantly ahead of collaborations with other states. Under the EU’s Research Framework Programme 7, 72% of the total Irish drawdown was for projects involving a UK partner.
The Government will seek to maintain to the greatest extent possible existing East-West and North-South research collaboration. There may also be new research opportunities for Ireland as a remaining member of the EU and participant in Horizon 2020 and its successor programme, to build new collaborations with industry. These opportunities will be maximised.
The Government will work constructively to maintain the greatest possible links and co-operation between the EU and the UK in access to EU programmes and will continue to engage with our education and research sector in this regard. To that end a joint stakeholder dialogue on research with the Department of Business, Enterprise and Innovation is planned to take place in the Autumn.
223. Deputy Éamon Ó Cuív asked the Minister for Education and Skills the reason a person (details supplied) in County Galway was not offered a school place in Galway city and has to travel every day to school in Athenry; and if he will make a statement on the matter. [39238/17]
View answerThe NCSE, through its network of local Special Educational Needs Organisers (SENOs), in consultation with the relevant education partners, is responsible for the establishment of special classes in various geographical areas where there is an identified need.
The NCSE continues to establish additional special classes to support children with Special Educational Needs, including Autism, as required. Since 2011 the NCSE has increased the number of special classes by over 100% from 548 in 2011 to 1,302 for the 2017/18 school year.
1,042 of these are Autism Spectrum Disorder (ASD) special classes of which 3 are ASD classes at post-primary level in Galway City and 11 are ASD post-primary classes in Galway County.
While it is not always possible to ensure that a special class placement will be available in a student’s local school, 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.
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. The NCSE has informed my Department that they have approached a number of schools in the area referred to by the Deputy to open classes.
Details of all special classes for children with special educational needs are available on www.ncse.ie.
Parents/guardians of children with special needs who may need advice should contact their local Special Educational Needs Organiser (SENO). The local SENO contact details are available on www.ncse.ie.
As the Deputy’s question relates to the placement options for a particular child, I have referred the question to the NCSE for their consideration and direct reply.
224. Deputy Éamon Ó Cuív asked the Minister for Education and Skills the number of apprentices in block laying, plastering and bricklaying that commenced their apprenticeships in each of the past ten years; and if he will make a statement on the matter. [39239/17]
View answerThe information sought by the Deputy is set out in the following table.
As the Deputy can see from the information provided Apprenticeship was one of the greatest casualties of the recession. Between 2006 and 2010 the number of apprentice registrations collapsed from 693 to 22. The number has no increased from 16 in 2011 to 70 in 2016. The end August 2017 figure is 58% ahead of the same point last year.
Apprentice Registrations
|
Sector |
Craft |
2006 |
2007 |
2008 |
2009 |
2010 |
2011 |
2012 |
2013 |
2014 |
2015 |
2016 |
2017 |
Total |
|
Dec |
Dec |
Dec |
Dec |
Dec |
Dec |
Dec |
Dec |
Dec |
Dec |
Dec |
YTD Aug |
|||
|
Construction |
Brick & Stonelaying |
473 |
247 |
57 |
20 |
10 |
11 |
6 |
3 |
20 |
26 |
52 |
39 |
964 |
|
Plastering |
220 |
143 |
57 |
14 |
12 |
5 |
4 |
8 |
9 |
7 |
18 |
26 |
523 |
|
|
Total |
693 |
390 |
114 |
34 |
22 |
16 |
10 |
11 |
29 |
33 |
70 |
65 |
1,487 |
225. Deputy Seán Haughey asked the Minister for Education and Skills when his attention was drawn to fire safety concerns in schools (details supplied); the actions being taken to rectify this situation; and if he will make a statement on the matter. [39240/17]
View answerOn 1 September my Department announced that it is publishing a public tender notice on the Governments e-tenders website to commission fire safety audits of a representative sample of up to 25 schools constructed over the last 20 years.
The tender for appointment of fire safety consultants will be completed by mid-October. It is expected that the first set of Fire Safety Audit Reports will be provided to the Department by the end of December 2017.
This is part of a process being undertaken as an added precaution by the Department of Education and Skills, prompted by recent concerns in Ireland and abroad regarding fire safety in public buildings. It is intended to give the Department a clear picture of whether there are any issues arising in respect of compliance with fire safety certificates in school building projects completed in the past 20 years or currently under construction.
On 1st September my Department also published fire safety reports for five school buildings constructed in 2008, including the school in question, where issues had been identified in respect of the compliance with their fire safety certificates.
These Fire safety reports were completed in July 2016. The findings of the reports indicated issues of insufficient compliance with some requirements of the fire safety certificates in relation to fire retardation in those buildings. The reports found that while the designs which underpinned the Fire Safety Certificates required that the buildings would provide 60 minutes of retardation to facilitate evacuation, the actual quality of construction indicated a level of retardation less than this.
It is important to note that this is not a finding that the buildings are dangerous, it is a finding that the buildings do not comply with the detailed requirements of the Fire Safety Certificates.
It is also important to note that in the case of each of the schools, the Department has engaged extensively with the Fire Officers of the relevant Local Authorities. The Fire Officers have broadly welcomed the Department’s proactive approach to dealing with the issues highlighted and have indicated their acceptance of the course of action being followed by the Department, including the identified remediation works and the fact that the schools continue to be occupied on a day-to-day basis.
The background to the Fire Safety Reports has been outlined in the Press Statement on 1 September with the publication of the report. In October 2015, following the issues that arose in respect of Rush/Lusk ETNS, the Department made arrangements for the procurement of fire safety inspections of the five schools constructed in 2008.
A Consultant was appointed to carry out the fire inspection audits of the schools. The initial fire safety investigations were carried out in January 2016. Draft Fire Reports were prepared in March 2016. In order to complete the reports it was necessary for the Fire Consultant to gather further information on the buildings including compliance reports, drawings etc. and to conduct further investigations and site visits. The Final Reports were received in July 2016.
The Department met with WBS and their Architectural Consultant in June 2016. It was agreed at the meeting that WBS would liaise with the Departments Consultant’s and would carry out the required works in the relevant schools.
In August 2016 WBS advised that the priority works (i.e. immediate essential improvement works) had been carried out at the schools. Despite a number of requests by the Department, photographic reports and commentary on the works were sought following the works in August but information was not received until late September and early October 2016. The Department’s Consultant issued a commentary on the information to WBS on 25th November 2016 expressing concerns.
In January 2017 the Department’s Project Managers advised WBS that following their reports in relation to the remedial works at the schools, commentary received from the Fire Consultant had suggested that the reports provided did not address the original Fire Consultant reports in their entirety. They were requested to provide reference photographs for each item deemed to be attended to and for any items not yet completed to include a reason for not addressing and a proposed date for attending to same.
Further site visits to the schools were carried out by the Fire Consultant in March/April 2017. This was a visual inspection of the previously advised completed items by the Fire Consultant. The Draft Report which was received from the Fire Consultant in May 2017 following this visit concluded that very little upgrade works which were previously advised had actually been carried out. Where works were carried out they were not to a satisfactory standard and there were issues identified within the Fire Consultant’s report of July 2016 which had not been addressed.
While it had been the Department’s understanding that WBS had carried out the works in summer 2016 which had been highlighted in the Fire Consultant reports as being most urgent and important, it became apparent following review by the Fire Consultant that this was not in fact the case.
On 5 May 2017 the Department met with WBS to discuss the findings of the reports of May 2017. WBS committed to visiting the schools in week commencing 8th May to review.
Since that date the progress in respect of the schools in question is as follows.
On 12th May 2017, the Department and its Consultants along with Consultants representing WBS met with the relevant Fire Officer, to discuss the schools. Copies of the Fire consultant reports were provided. The Fire Officer was advised of the project to build larger permanent schools to replace the temporary schools by the end of 2018.
A detailed proposal on works proposed and conformity on the compartmentation of the building was submitted to the Fire Officer by Western Building Systems Fire Safety Consultant on 8th August.
Remediation works on the Fire Doors commenced on Tuesday 29th August. WBS has confirmed that the remedial works to all fire doors in both schools was completed by Wednesday 30th August.
WBS further advised the Department that the enhancements to the fire stopping and the remedial work required to the fire collar fixings as well as the intumescent paint works would be carried out as weekend works in September.
The current position is that works have now been completed and arrangements are being made for the works to be inspected jointly by the Department’s and WBS Consultants and a report will be submitted to the Fire Officer.
Regarding the schools new permanent accommodation, the building project for this is at tender stage. The tender assessment report has been received in the Department and is currently under review.
226. Deputy Peadar Tóibín asked the Minister for Education and Skills if his Department carried out a study on the establishment of a support centre within his Department to enable the transition of English-medium schools to Irish-medium schools; if he will provide the results of such a study; if there is an established protocol within his Department for such a procedure; if he will make these guidelines available if such a protocol exists; and if he will make a statement on the matter. [39241/17]
View answerMy Department has no proposals to carry out a study in relation to the establishment of a support centre for Irish language medium education at this time. However, the Deputy may be aware that, in the context of the Schools Reconfiguration for Diversity process which I announced in January this year, my Department is working to provide more multi-denominational and non-denominational schools across the country, in line with the choices of families and school communities. In devising this roadmap to accelerate the transfer of patronage in order to increase the number of non-denominational and multi-denominational schools, I propose to concentrate on the reconfiguration of existing school provision. The new plans are designed to provide additional multidenominational schools in either of the nation’s languages, Irish or English, and I envisage that the possibility of some English medium schools seeking to make a transition to Irish medium may occur in that context. My Department is currently working with the relevant education partners in drawing up protocols to govern the identification and implementation phases of the process. Once these have been completed, further development of procedures such as those mentioned by the Deputy will be undertaken to support the process.
227. D'fhiafraigh Deputy Peadar Tóibín den Aire Oideachais agus Scileanna an mbeidh an clár dátheangach um Thacaíocht Naisc (Droichead) á chur ar fáil d’iar-bhunscoileanna gaeltachta ar bhonn píolótach; más rud é go mbeidh, cathain a chuirfear ar fáil é; cá mhéad scoil a bhfuil an roinn ag súil leis go mbeidh siad páirteach sa chlár sna trí bliana atá romhainn; agus an ndéanfaidh sé ráiteas ina thaobh. [39244/17]
View answerIs é ceann de na gníomhartha atá ainmnithe sa Pholasaí don Oideachas Gaeltachta 2017-2022 ná triail phíolótach a dhéanamh ar chlár leasaithe ‘Naisc’ (Droichead) in dhá iar-bhunscoil Ghaeltachta a chuireann teagasc iomlán ar fáil trí Ghaeilge, chun tacú le haistriú na scoláirí T2 go hoideachas iomlán trí mheán na Gaeilge. Tá na gníomhartha sa Pholasaí á gcur i bhfeidhm ar bhonn céimnithe ar feadh tréimshe cúig bliana an Pholasaí. Cé go bhfuil dul chun cinn suntasach déanta ag mo Roinn maidir le cur i bhfeidhm an Pholasaí go dtí seo, níl aon chinneadh déanta maidir le cathain a chuirfear tús leis an gclár Droichead a chur ar fáil d'iarbhunscoileanna ar bhonn píolótach.
228. D'fhiafraigh Deputy Peadar Tóibín den Aire Oideachais agus Scileanna cén dul chun cinn atá déanta ag an rialtas maidir le háiteanna a sholáthar do 30 múinteoir iar-bhunscoile breise in aghaidh na bliana ó 2018/2019 mar atá leagtha amach sa pholasaí don oideachas gaeltachta; cén soláthraí OTM atá roghnaithe acu leis na háiteanna a chur ar fáil; agus an ndéanfaidh sé ráiteas ina thaobh. [39248/17]
View answerIs ceann de phríomhspriocanna an Pholasaí don Oideachas Gaeltachta 2017-2022 é feabhas a chur ar cháilíocht an teagaisc trí Ghaeilge. Is é ceann de na gníomhartha atá ainmnithe sa Pholasaí don Oideachas Gaeltachta 2017-2022 i leith na príomhsprice sin ná láidriú ar sholáthar na múinteoirí ón soláthraí Oideachas Tosaigh Múinteoirí atá ann cheana trí áiteanna a sholáthar do 30 múinteoir iarbhunscoile breise in aghaidh na bliana ó 2018/19.
Tá dul chun cinn déanta ag mo Roinn chun soláthar líon na múinteoirí iar-bhunscoile atá in ann teagasc trí mheán na Gaeilge a láidriú tríd na socruithe atá déanta chun dhá phost iar-bhunscoile ar iasacht a sholáthar don Mháistreacht Ghairmiúil Oideachais in Ollscoil na hÉireann, Gaillimh. Tá sé i gceist go gcuirfidh na poist bhreise seo ó Mheán Fómhair 2017 ar aghaidh, le soláthar na múinteoirí iar-bhunscoile trí raon de bhearta lena n-áirítear uasoiliúint ábhar oidí agus deiseanna for-rochtana, ar líne agus foghlaim chumaisc, chomh maith leis an gclár a neartú agus a chur chun tosaigh.
Tá mo Roinn ag obair leis an Oifig um Sholáthar Rialtais chun próiseas iomaíochta tairsceana a reáchtáil do dhearadh agus do sholáthar clár B.Ed. Oideachas Tosaigh Múinteoirí (OTM) nua trí mheán na Gaeilge agus do chlár iarchéime trí mheán na Gaeilge do mhúinteoirí bunscoile agus iar-bhunscoile ionas gur féidir an soláthar múinteoirí bunscoile agus iar-bhunscoile atá in ann oideachas lán-Ghaeilge ar ardchaighdeán a mhéadú.
229. D'fhiafraigh Deputy Peadar Tóibín den Aire Oideachais agus Scileanna cén toradh a bhí ar an scéim phíolótach páirt-tumoideachais a luaitear i dtuarascáil bhliantúil de chuid a roinne a foilsíodh sa bhliain 2015; an bhfuil sé ar intinn ag an roinn an scéim sin a leathnú; agus an ndéanfaidh sé ráiteas ina thaobh. [39249/17]
View answerCuireann an Straitéis 20 Bliain don Ghaeilge béim ar chur chun feidhme páirt-tumadh i ngach bunscoil. Iarradh ar an gComhairle Náisiúnta Curaclaim agus Measúnachta comhairle a thabhairt ar pháirt-tumadh nó ar Fhoghlaim Chomhtháite Ábhar agus Teangacha (FCÁT) mar chuid dá cuid oibre ar fhorbairt curaclaim teanga ag an mbunleibhéal.
Ó Mheán Fómhair 2016 tugadh isteach Curaclam nua comhtháite Teanga Bunscoile do naíonáin bheaga go dtí rang a dó, a chuimsíonn an Ghaeilge agus an Béarla araon. Sa churaclam seo tacaítear le foghlaim teanga na bpáistí sa dá theanga, i nGaeilge agus i mBéarla, trí mheán eispéireas d’ardchaighdeán. Tá sé d’aidhm a chinntiú sa churaclam go sealbhaíonn páistí scileanna inaistrithe teanga a chabhróidh leo i bhfoghlaim na Gaeilge agus an Bhéarla le linn a mbunoideachais agus i dteangacha breise nuair a roghnaíonn siad iad ag an dara leibhéal. Tá obair faoi lán seoil anois i bhforbairt an Churaclaim Bunscolaíochta don tríú go dtí an séú rang agus beidh sé seo ar fáil do scoileanna i bhfómhar na bliana 2018.
Sa Churaclam Teanga Bunscoile, neamhchosúil le curaclam 1999 a bhfuil struchtúr éagsúil air, e.g., snáitheanna éagsúla agus aonaid snáitheanna don dá theanga, don Bhéarla agus don Ghaeilge, tá an t-imeascadh seo idir teangacha tábhachtach do mhúinteoirí bunscoileanna le go ndéanann siad pleanáil ar son agus tacú le dul chun cinn páistí sa chéad teanga atá acu (T1) agus sa dara teanga (T2), bíodh sé i nGaeilge nó i mBéarla. Aistríonn páistí scileanna agus coincheapa áirithe ón gcéad go dtí an dara teanga agus ansin ar aghaidh chuig an tríú teanga.
Nuair a bhaintear úsáid as an struchtúr céanna curaclaim don dá theanga tacaítear le múinteoirí chun pleanáil a dhéanamh ar son foghlaim teanga páistí a phleanáil agus a imeascadh sa Bhéarla agus sa Ghaeilge. Tógann sé seo ar dhá chineál comhtháthaithe mar a dhéantar cur síos orthu i gcuraclam 1999 i Béarla agus Gaeilge. Aithnítear ann an tríú cineál de chomhthathú a bhaineann le foghlaim teangacha ar fud trí shnáithe de theanga ó bhéal, léamh agus scríobh.
Déanann an Curaclam nua Teanga Bunscoile cur chun cinn ar Fhoghlaim Chomhtháite Ábhar agus Teangacha (FCÁT) mar bhealach éifeachtach chun cur le nochtadh páistí go Gaeilge trí chomhthéacsanna firéanta a chruthú do pháistí chun an teanga a usáid. Mar shampla, seans go mbeadh teagasc ábhair eile ar an gcuraclam i gceist, nó gnéithe a bhaineann le hábhar eile á dteagasc trí Ghaeilge. Tá an Chomhairle Náisiúnta Curaclaim agus Measúnachta (CNCM) tar éis Ábhar Tacaíochta a fhorbairt maidir le cén chaoi chun úsáid a bhaint as FCÁT. Tá an t-ábhar seo ina chuid de Shraith Straitéisí ar líne chun tacú le cur chun feidhme na scoileanna maidir le Curaclam nua Teanga Bunscoile do naíonaín suas go dtí rang a dó.
Tá clár cuimsitheach um fhorbairt ghairmiúil leanúnach in áit chun tacú le cur chun feidhme an Churaclaim nua Teanga Bunscoile. Tagann múinteoirí, mar chuid den fhorbairt ghairmiúil seo, ar chomhairle maidir leis an gcaoi chun úsáid a bhaint as cuir chuige éagsúla leis an nGaeilge a mhúineadh agus leis an nGaeilge a úsáid mar mheán teagaisc thar na gnéithe eile den churaclam. Seo é cur chuige FCÁT.
230. Deputy Charlie McConalogue asked the Minister for Education and Skills the number of students who have been below the threshold for the special rate of maintenance grant in each of the years 2012, 2013, 2015 and 2016 and to date in 2017 but have not been awarded the special rate of grant due to not holding a qualifying social welfare payment or not being on said payment for the required timeframe; and if he will make a statement on the matter. [39253/17]
View answerThe following table provides a breakdown for each of the academic years 2012/13 to 2017/18 (to date) in the category requested by the Deputy. The data provided in the following table are in respect of students who applied to SUSI.
The 2017/18 Student Grant Scheme was published on the 31 March 2017. The qualifying criteria for the special rate of maintenance grant is as follows: 1. The student must qualify for the standard rate of grant;
2. Total reckonable income, after income disregards and Child Dependant increase(s) are excluded, must not exceed €23,000; and
3. As at 31 December 2016, the reckonable income must include one of the eligible long-term social welfare payments prescribed in the Student Grant Scheme.
The eligibility of a person to whom this Scheme applies for the award of a grant, or the level of the grant awarded, may be assessed or re-assessed by the awarding authority in the event of changes of circumstances between 1 January following the reference period and the end of the academic year, including certain eligible payments for the special rate of maintenance grant.
Under Threshold - Not in receipt of Special Rate
|
Scheme Year |
Total |
No DSP payment |
DSP payment (no eligible payment) |
DSP payment (Eligible payment - other criteria not met) |
|
2017/18* |
5,485 |
2,783 |
619 |
2,083 |
|
2016/17 |
7,559 |
3,925 |
780 |
2,854 |
|
2015/16 |
7,624 |
4,020 |
797 |
2,807 |
|
2014/15 |
7,177 |
3,787 |
670 |
2,720 |
|
2013/14 |
6,466 |
3,524 |
524 |
2,418 |
|
2012/13 |
4,785 |
2,367 |
346 |
2,072 |
* 2017/18 figures are to date. Also important to note the threshold changed from 22,703 to 23,000 this year.
231. Deputy John Brady asked the Minister for Education and Skills the number of primary schools that have requested funding from his Department to carry out fire safety works in the past three years by county, in tabular form; the number of requests approved and rejected by his Department; and if he will make a statement on the matter. [39285/17]
View answerThe information sought by the Deputy is attached in the format requested.
I wish to assure the Deputy that my Department takes the safety of children, teachers and all those who work in schools extremely seriously. My Department has recently announced a range of extra measures to address fire safety concerns in schools which include:
- fire safety audit of a representative sample of 25 to 30 schools constructed over the last 20 years to confirm compliance with Fire Safety Certificates
- review of all major building projects currently in process to ensure compliance with BCAR
Where a school authority has a significant concern in relation to fire safety they should employ a Fire Safety Consultant to carry out an audit of their school building and if works are required to address these concerns the school should immediately submit an Emergency Works Application for funding to my Department.
Also it is open to primary schools to utilise their Minor Works Grant, to address such works as appropriate.
The applications highlighted overleaf may have been refused for a number of reasons, including that the application had already been submitted, or that the issue was not primarily a fire safety issue.
I can assure the Deputy that where fire safety works are requested my officials ensure to carry them out where warranted as a matter of priority.
|
Fire Safety Works by County & Year |
Applications received by year |
|||
|
Application Received |
2015 |
2016 |
2017 |
Total number of schools involved |
|
Cork |
5 |
1 |
6 |
|
|
Approved |
3 |
|||
|
Refused |
2 |
1 |
||
|
Donegal |
2 |
3 |
2 |
7 |
|
Approved |
2 |
|||
|
Refused |
2 |
1 |
2 |
|
|
Dublin |
6 |
4 |
6 |
13 |
|
Approved |
5 |
3 |
2 |
|
|
Refused |
1 |
1 |
4 |
|
|
Galway |
4 |
2 |
1 |
6 |
|
Approved |
3 |
1 |
||
|
Refused |
1 |
1 |
1 |
|
|
Kildare |
1 |
2 |
1 |
3 |
|
Approved |
1 |
|||
|
Decision pending |
1 |
|||
|
Refused |
1 |
1 |
||
|
Kerry |
1 |
1 |
||
|
Approved |
1 |
|||
|
Kilkenny |
3 |
3 |
||
|
Approved |
1 |
|||
|
Refused |
2 |
|||
|
Leitrim |
1 |
1 |
||
|
Refused |
1 |
|||
|
Limerick |
2 |
2 |
||
|
Approved |
1 |
|||
|
Refused |
1 |
|||
|
Louth |
1 |
1 |
||
|
Refused |
1 |
|||
|
Mayo |
1 |
1 |
||
|
Approved |
1 |
|||
|
Meath |
1 |
1 |
2 |
|
|
Refused |
1 |
1 |
||
|
Monaghan |
1 |
1 |
||
|
Refused |
1 |
|||
|
Offaly |
2 |
1 |
3 |
|
|
Approved |
1 |
|||
|
Refused |
1 |
1 |
||
|
Tipperary |
1 |
1 |
2 |
|
|
Refused |
1 |
1 |
||
|
Waterford |
3 |
3 |
||
|
Approved |
1 |
|||
|
Refused |
2 |
|||
|
Westmeath |
1 |
1 |
||
|
Refused |
1 |
|||
|
Wexford |
2 |
2 |
4 |
|
|
Approved |
2 |
1 |
||
|
Refused |
1 |
|||
|
Wicklow |
2 |
2 |
1 |
5 |
|
Approved |
2 |
1 |
||
|
Refused |
1 |
1 |
232. Deputy John Brady asked the Minister for Education and Skills when fire safety concerns were identified at a school (details supplied); the actions taken; when they were taken to deal with these concerns; and if he will make a statement on the matter. [39286/17]
View answerOn 1 September my Department published fire safety reports for five school buildings constructed in 2008, including the school in question, where issues had been identified in respect of the compliance with their fire safety certificates.
These Fire safety reports were completed in July 2016. The findings of the reports indicated issues of insufficient compliance with some requirements of the fire safety certificates in relation to fire retardation in those buildings. The reports found that while the designs which underpinned the Fire Safety Certificates required that the buildings would provide 60 minutes of retardation to facilitate evacuation, the actual quality of construction indicated a level of retardation less than this.
It is important to note that this is not a finding that the buildings are dangerous, it is a finding that the buildings do not comply with the detailed requirements of the Fire Safety Certificates.
It is also important to note that in the case of each of the schools, the Department has engaged extensively with the Fire Officers of the relevant Local Authorities. The Fire Officers have broadly welcomed the Department’s proactive approach to dealing with the issues highlighted and have indicated their acceptance of the course of action being followed by the Department, including the identified remediation works and the fact that the schools continue to be occupied on a day-to-day basis.
The background to the Fire Safety Reports has been outlined in the Press Statement on 1 September with the publication of the report. In October 2015, following the issues that arose in respect of Rush/Lusk ETNS, the Department made arrangements for the procurement of fire safety inspections of the five schools constructed in 2008.
A Consultant was appointed to carry out the fire inspection audits of the schools. The initial fire safety investigations were carried out in January 2016. Draft Fire Reports were prepared in March 2016. In order to complete the reports it was necessary for the Fire Consultant to gather further information on the buildings including compliance reports, drawings etc. and to conduct further investigations and site visits. The Final Reports were received in July 2016.
The Department met with WBS and their Architectural Consultant in June 2016. It was agreed at the meeting that WBS would liaise with the Departments Consultant’s and would carry out the required works in the relevant schools.
In August 2016 WBS advised that the priority works (i.e. immediate essential improvement works) had been carried out at the schools. Despite a number of requests by the Department, photographic reports and commentary on the works were sought following the works in August but information was not received until late September and early October 2016. The Department’s Consultant issued a commentary on the information to WBS on 25th November 2016 expressing concerns.
In January 2017 the Department’s Project Managers advised WBS that following their reports in relation to the remedial works at the schools, commentary received from the Fire Consultant had suggested that the reports provided did not address the original Fire Consultant reports in their entirety. They were requested to provide reference photographs for each item deemed to be attended to and for any items not yet completed to include a reason for not addressing and a proposed date for attending to same.
Further site visits to the schools were carried out by the Fire Consultant in March/April 2017. This was a visual inspection of the previously advised completed items by the Fire Consultant. The Draft Report which was received from the Fire Consultant in May 2017 following this visit concluded that very little upgrade works which were previously advised had actually been carried out. Where works were carried out they were not to a satisfactory standard and there were issues identified within the Fire Consultant’s report of July 2016 which had not been addressed.
While it had been the Department’s understanding that WBS had carried out the works in summer 2016 which had been highlighted in the Fire Consultant reports as being most urgent and important, it became apparent following review by the Fire Consultant that this was not in fact the case.
On 5 May 2017 the Department met with WBS to discuss the findings of the reports of May 2017. WBS committed to visiting the schools in week commencing 8th May to review. Since that date the progress in respect of the school in question is as follows.
A meeting was also held with the Fire Officer on 23rd June 2017 to discuss this school. A further meeting was held with the Fire Officer for Monday 4th September to provide an update on the programme of works proposed. The works to be carried out include fire-stopping upgrades, intumescent paint/steel protection, and plasterboard partitions, emergency lighting, fire door upgrades and renewing cavity barriers.
The Fire Consultant has agreed the final scope of works with the Contractor. The Department intends to commence each element of work as soon as possible. It is anticipated that all works should be completed by the end of October.
On completion of the works these will be inspected by the Department and a full report will be submitted to the Fire Officer.
My Department has also been in communication with the Patron Body and the school authority and has updated them on progress. In addition a further meeting has been sought with the Fire Officer which will be attended by representatives of the School Authority and my Department.
233. Deputy John McGuinness asked the Minister for Education and Skills the tax relief or financial support available to a person (details supplied) going back to college for a four-year course. [39328/17]
View answerThe principal support provided by my Department, is the student grant scheme. The scheme makes available means-tested financial assistance to qualifying full-time students in further and higher education.
My Department also provides funding for the Student Assistance Fund (SAF). The fund is available in various publicly funded higher education institutions. The SAF provides financial assistance to students experiencing financial difficulties while attending third level. Students can be assisted towards their rent, childcare costs, transport costs and books/class materials. The SAF is open to full-time registered students on courses of not less than one year's duration leading to an undergraduate or postgraduate qualification.
Tax relief at the standard rate of tax may be claimed in respect of tuition fees paid for approved courses at approved colleges of higher education. Further information on this tax relief is available from the Revenue Commissioners at www.revenue.ie
234. Deputy Pat Deering asked the Minister for Education and Skills the number of new schools that have been included in the DEIS scheme; and the number of schools that no longer qualify which have been excluded. [39338/17]
View answerI wish to advise the Deputy that 79 new schools have been selected for inclusion in DEIS with effect from September 2017. The list of these schools is available on my Department's website at the following link:
https://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/DEIS-Plan-2017-New-DEIS-Schools-List.pdf
The Deputy may be aware that following the launch of the DEIS Plan 2017, I made it clear at that time, that schools currently participating in the DEIS programme would continue to receive the same level of supports under the School Support Programme for the 2017/18 school year.
235. Deputy Michael McGrath asked the Minister for Education and Skills the timeframe for the delivery of the planned education campus at Ballinrea, Carrigaline, County Cork; when he expects the project to go to tender; the expected date of commencement of construction and the occupancy of the three new school buildings; if the capital funding is in place for the delivery of this project; and if he will make a statement on the matter. [39341/17]
View answerThe project to which the Deputy refers has been devolved for delivery to Cork Education & Training Board.
Contractors for enabling works have been invited to tender. The tenders received are currently being evaluated by the Design Team and it is expected that a Tender Report will be submitted to my Department later this month. It is intended that the enabling works will be carried out in October/November.
The pre-qualification process for the main contractors has also been run and the submissions received on foot of that process are also currently being evaluated by the Design Team. It is expected that a preliminary Report in this matter will be submitted to my Department in October.
As soon as contractors are pre-qualified and tender documents are completed, the project will then be considered for progression to tender and construction stage.
236. Deputy Brendan Smith asked the Minister for Education and Skills further to Parliamentary Question No. 10 of 6 July 2017, if a building project at a school (details supplied) will proceed to construction stage at an early date in view of the delays that have occurred and the need to provide additional and upgraded permanent school accommodation; and if he will make a statement on the matter. [39346/17]
View answerThe Stage 2b process for the major building project at the school to which the Deputy refers has recently been completed and the project will now proceed to Stage 3 (Tender Stage). The Department will be in contact with the Board of Management shortly with regard to progressing the building project through Tender and Construction stages.
In parallel, the Board of Management and its Design Team are currently completing the pre-qualification process. The Invitation to tender will issue to the short-list of contractors when the pre-qualification process is complete.
237. Deputy Eoin Ó Broin asked the Minister for Education and Skills further to Parliamentary Questions Nos. 108 and 421, of 5 May and 20 June 2017, respectively, when funding will be approved for the new purpose school at a school (details supplied); when the project will move to the next stage of the process; and when the new school will be completed. [39375/17]
View answerAs the Deputy is aware, a building project for the school in question was included in the Department's 6 Year Capital Programme.
In that regard, I wish to advise the Deputy that my Department has been in recent contact with the school in respect of information that is required to progress the proposed project. I understand that the school has undertaken to provide this information to my Department.
When this information is received and considered, my Department will be in further contact with the school authority regard the building project.
238. Deputy Gerry Adams asked the Minister for Education and Skills the number of concessionary places available with existing transport providers under the school transport scheme for children in County Louth for the 2017-2018 school year; and if he has satisfied himself that the places available are sufficient to meet demand. [39381/17]
View answer240. Deputy Gerry Adams asked the Minister for Education and Skills the number of applications for the school transport scheme which were received in County Louth for the 2017-18 school year; the number of applications deemed successful in meeting the criteria for a place in the scheme; the number awarded concessionary places; and if he will make a statement on the matter. [39385/17]
View answerI propose to take questions Nos. 238 and 240 together.
School transport is a significant operation managed by Bus Éireann on behalf of the Department.
During the 2016/17 school year almost 116,000 children, including some 12,000 children with special educational needs, were transported in over 4,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres annually.
Under the terms of my Department's mainstream School Transport Schemes children are generally eligible for school transport if they satisfy the distance criteria and are attending their nearest school. All eligible children are being accommodated with school transport provision.
Children who are not eligible for school transport may apply for transport on a concessionary basis only which is subject to number of conditions including the availability of spare seats on an existing service. Under the terms of the School Transport Schemes additional vehicles will not be introduced, nor will larger vehicles or extra trips using existing vehicles be provided to cater for children travelling on a concessionary basis.
The terms of the School Transport Schemes are applied equitably on a national basis.
Bus Éireann are compiling the figures requested and they will forward them directly to the Deputy when they are finalised.
239. Deputy Gerry Adams asked the Minister for Education and Skills the number of children with special educational needs who applied to participate in the school transport scheme in County Louth for the 2017-18 school year primary; the number deemed successful in meeting the criteria for a place; the number awarded concessionary places; and if his attention has been drawn to cases in which children are without a place on existing school transport. [39384/17]
View answerSchool transport is a significant operation managed by Bus Éireann on behalf of the Department.
During the 2016/17 school year almost 116,000 children, including some 12,000 children with special educational needs, were transported in over 4,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres annually.
In general, children with special educational needs are eligible for school transport if they are attending the nearest school that is resourced to meet their special educational needs.
Bus Éireann has confirmed that, to date, 544 applications for children with special educational needs were received for schools in County Louth for the 2017/18 school year. A total of 433 tickets have been issued to children who are eligible for school transport and 2 tickets to children who applied for transport on a concessionary basis.
There are a further 109 applications which were submitted in recent weeks and these are being processed and some new services are currently out to tender. Bus Éireann hope to accommodate these children as soon as possible and in the meantime will keep the families informed of progress.
The terms of the school transport schemes are applied equitably on a national basis.
241. Deputy John Lahart asked the Minister for Education and Skills the reason the timeframe for the leaving certificate appeals process does not take cognisance of the CAO timeline (details supplied); and if he will make a statement on the matter. [39391/17]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations. In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
242. Deputy John Lahart asked the Minister for Education and Skills the reason the examiner for the leaving certificate appeals cannot make a determination on the results of the appeal; the reason the papers must go through a formal process (details supplied); and if he will make a statement on the matter. [39392/17]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
243. Deputy Bernard J. Durkan asked the Minister for Education and Skills the current and future plans concerning a school (details supplied) with regard to an extension, replacement and relocation; and if he will make a statement on the matter. [39432/17]
View answerThe Deputy will be aware that a building project for the school in question is included in my Department's 6 Year Construction Programme.
Preparatory work has been initiated to advance the project and my Department will continue to liaise directly with the school authority concerned in the context of progressing the project through the architectural planning process.
244. Deputy Catherine Connolly asked the Minister for Education and Skills further to Parliamentary Question No. 204 of 27 June 2017, when the review of Caranua will be published; and if he will make a statement on the matter. [39471/17]
View answerAs I explained in my reply to the Deputy’s question of 27 June, it was envisaged that the initial phase of the Caranua eligibility review would be conducted by an economist on secondment to my Department from the Irish Government Economic and Evaluation Service. That initial phase, which involves a review of Caranua’s expenditure to date and an estimation of the projected expenditure taking into account applications on hands and anticipated further applications together with an estimation of any possible underspend of the available funding, is nearing completion.
In accordance with the Terms of Reference of the review, if an underspend is indicated a consultation process will be initiated with stakeholders about an expansion of the eligibility criteria, including identification of the groups that could be considered for inclusion in any expansion, and will identify possible arrangements for verifying eligibility, resource implications and related issues.
In the event that the findings of the initial phase of the review indicate that there is unlikely to be an underspend of the €110 million in funding available to Caranua, the review will conclude at that point.
245. Deputy Seán Haughey asked the Minister for Education and Skills his views on the practice of secondary schools contracting out the setting of mock junior certificate and leaving certificate papers in addition to the marking of these papers; his views on whether the schoolteachers should do this themselves; if his attention has been drawn to the fact that this imposes extra costs on parents of children attending secondary schools; the measures which can be taken in this regard; and if he will make a statement on the matter. [39490/17]
View answerAt the outset I wish to state that, neither my Department nor the State Examinations Commission has any role in relation to the setting or marking of mock examinations. Mock examinations can either be set by teachers themselves or are sourced from commercial providers. Similarly, they are either marked by the class teacher or many mock providers offer a marking service. This is a decision for the school.
The updated Framework for Junior Cycle (2015) published by my Department in July 2015 provided for the introduction of a modernised Junior Cycle curriculum across all subjects. The Framework provided for final Junior Cycle Examinations marked by the State Examinations Commission and new classroom-based assessments conducted by classroom teachers. This dual approach will help to ensure a learner experience appropriate to the needs of the 21st century. It is recognised that embedding classroom-based assessment and formative assessment for learning represents a major culture change for teachers and schools – and students and parents. The Junior Cycle Framework is moving away from reliance on a single external examination and promoting a wider range of learning opportunities for all.
