Written Answers Nos 330-353
330. Deputy Catherine Connolly asked the Minister for Education and Skills the amount that remains outstanding of the €110 million offered by the religious congregations following the publication of the Ryan report in 2009; and if he will make a statement on the matter. [45940/17]
View answerTo date, some €101 million, comprising post Ryan Report contributions from congregations, associated interest and cash from property disposals has been lodged to the special investment account opened by the National Treasury Management Agency pursuant to the Residential Institution Statutory Act, 2012.
Based on information provided by the congregations concerned I understand that the remaining cash contributions required to reach the pledged amount of €110 million will be received by the end of 2018.
331. Deputy Catherine Connolly asked the Minister for Education and Skills the arrangements in place for the effective management of Caranua in view of the reported absence of the CEO; and if he will make a statement on the matter. [45941/17]
View answerI would like to assure the Deputy that the absence of the CEO is governed by legislation. In accordance with the provisions of Section 14(9) of the Residential Institutions Statutory Fund Act 2012, the Board of Caranua has designated Ms Rachel Downes, Director of Services, as the person who will now perform the functions of the chief executive until the CEO recovers.
332. Deputy James Browne asked the Minister for Education and Skills the estimated cost of the provision of a defibrillator in each public building owned by his Department and agency under the aegis of his Department; and if he will make a statement on the matter. [45971/17]
View answerThe Office of Public Works acts as an agent for all Government Departments and is responsible for the provision of Government offices from the State portfolio or by lease agreement. Accordingly, my Department does not own any office buildings.
Any estimated costings of defibrillators would be contingent on the variety of defibrillator models available, together with custom-built storage and training requirements.
Though there is no specific statutory legal requirement to provide a defibrillator in the workplace, as a risk management measure, my Department has installed defibrillators in its main office locations in Athlone, Dublin and Tullamore.
In addition, my Department promotes a policy of extensive recruitment and training of Occupational First Aiders from within its internal staff cohort. Cardiopulmonary resuscitation is an integral component of all such training programmes.
With regard to the agencies under the aegis of my Department, the information sought is a matter for each body and is not collated centrally. The agencies under the Department’s aegis are available at http://www.education.ie/en/The-Department/Agencies/.
333. Deputy Niall Collins asked the Minister for Education and Skills the meetings of the strategic communications unit he or his Department officials attended; the date and location of each such meeting; and if he will make a statement on the matter. [45990/17]
View answerI attended a meeting with the Strategic Communication Unit on the 29th September 2017 at the Department's headquarters at Marlborough Street.
The purpose of the meeting was to advise me and my officials on the remit of the Unit which will streamline communications for citizens, develop and deliver major cross Governmental campaigns and to improve the communications capacity across the Government.
336. Deputy Niall Collins asked the Minister for Education and Skills the number of Department staff in his press office; the reporting relationship in operation; and if he will make a statement on the matter. [46041/17]
View answerThere are four (4) Department staff working in my Press Office. There are two (2) Executive Officers and one (1) clerical officer who report to a Higher Executive Officer. For administration purposes the Higher Executive Officer reports to the Principal Officer in the HR Unit.
337. Deputy Niall Collins asked the Minister for Education and Skills the protocol for attendance by staff both civil servants and political non-civil servants to continuing professional development programmes and courses; the number of staff both civil servants and political non-civil servants in his Department that participated in such programmes on an annual basis in each of the years 2011 to 2016, and to date in 2017; the costs incurred by his Department for persons who participated in these courses; the providers of all such courses; the subject areas of all courses and programmes provided, in tabular form; and if he will make a statement on the matter. [46058/17]
View answerMy Department has a budget of €475,000 this year to address the matter of staff training and development. Professional Civil Servants such as school inspectors and educational psychologists do engage in continuing professional development programmes to ensure that they keep abreast of developments in their profession. Staff training and development is available to established and non-established Civil Servants (which includes ministerial appointees) at my Department. However, in order for a course to be funded it must be established that the course is of benefit to the official concerned in his/her capacity as a Civil Servant.
Other lines sections that present business cases to the Staff Training Unit at my Department as to the benefits of having staff enrolled on particular courses are funded as they embellish the skill sets of the staff concerned and in turn improve outputs and efficiencies.
In the event a Civil Servant is funded to undertake a third level course of education that leads to an academic qualification a condition of the funding is that the official must remain an employee of the Civil Service for a period of one year in respect of each academic year that the course is funded. In the event the person concerns resigns as a civil Servant prior to this period coming to pass, the fees concerned must be refunded to the Department.
Under section 9 of the Civil Service Renewal Plan training will be centralised and a new organisation Onelearning was launched earlier this year and commenced operations in September. It is responsible for the provision of learning and development interventions which are common throughout the Civil Service.
I trust the Deputy will appreciate that the question as tabled is rather wide ranging and it would take an inordinate amount of staff time to compile the information as requested. However, I have included data below on the amount spent and the number of training days undertaken by staff in the respective years.
In the event the Deputy has a concern about a particular aspect of expenditure on staff training he should bring this matter to my attention and I will arrange for officials to forward the information in due course.
|
Year |
2011 |
2012 |
2013 |
2014 |
2015 |
2016 |
2017 |
|
Expenditure |
€441,888.74 |
€478,266.64 |
€401,758.20 |
423,810.82 |
€369,587.18 |
€357,005.18 |
€475,000 |
|
No. of training days delivered |
2813 days |
2977 days |
3024 days |
2153 days |
2224 days |
2431 days |
Not yet avail. |
338. Deputy Niall Collins asked the Minister for Education and Skills the public relations companies or agencies the services of which his Department used for information campaigns since 1 January 2017; and the costs incurred to date in 2017. [46075/17]
View answerDetails in relation to public relations services used for information campaigns in 2017 in my Department will not be compiled until early 2018.
339. Deputy Dara Calleary asked the Minister for Education and Skills the steps he has taken to ensure that grant aided organisations are spending their moneys appropriately in view of the revelations regarding a charity (details supplied) in 2016; if his attention has been drawn to concerns in relation to organisations funded by his Department; if so, the action he has taken; if his Department has issued new procedures regarding the use of credit cards; and if he will make a statement on the matter. [46092/17]
View answerDepartmental grant funding to bodies is made in compliance with central guidelines, as set out in the Department of Public Expenditure and Reform's Circular number 13 of 2014, "Management of and Accountability for Grants from Exchequer Funds." The aim of these procedures is to ensure that there is transparency and accountability in the management of public money having regard to economy, efficiency and effectiveness. This circular sets out the full range of obligations which must be met, including oversight arrangements (such as Service Level Agreements), financial and performance reporting, inspection and accounting and control arrangements.
My Department seeks regular information from bodies in receipt of Departmental funding in respect of any potential irregularities. Where the Department is made aware of any cases of suspected irregularities, the Comptroller and Auditor General is informed and the Department makes all reasonable efforts to recover Exchequer funds where fraud or irregularities have occurred.
The Department of Education and Skills has a very strict policy in relation to the use of credit cards. Their use in the Department is restricted to Ministerial Private Secretaries and the Principal Officer responsible for the Department's IT Unit. The Department has a written policy in place which sets out the limited circumstances in which credit cards can be used, namely costs associated with travel on official business and urgent ad hoc expenditure in extremely time-limited circumstances.
All expenditure on credit cards must be certified by a manager as compliant with relevant current financial legislation and guidelines, correctly incurred in relation to official business and all supporting documentation must be provided. All claims for reimbursement of work related expenditure on personally held credit cards must meet the same strict controls as any other type of payment. The use of credit cards is monitored by the Department's Finance Unit, to ensure compliance with Departmental policy. This written policy is kept under review, and the most recent review was carried out in July 2016.
More widely, the Department is undertaking significant efforts to further develop and implement robust and consistent governance arrangements across the education sector. The aim is to ensure that utilisation of public funds is achieved within a framework of high standards of performance, accountability, compliance and oversight.
A Management Board Committee on Sectoral Governance and Accountability, which is chaired by the Secretary General, was established in 2015. This committee provides overall guidance on the enhancement of governance arrangements across the education sector. It is supported by a Sectoral Governance unit which has been established in the Department which undertakes work to support the enhancement and standardisation of governance and accountability oversight across the Department. This has included rolling out of the first phase of a programme of governance compliance reviews involving the Department’s non-commercial bodies.
340. Deputy Bobby Aylward asked the Minister for Education and Skills if his attention has been drawn to concerns expressed by the management committee of a centre (details supplied) in relation to statutory instrument number 394 of 2017 (details supplied). [46109/17]
View answerI am aware of the issues raised by the Deputy. My Department arranges for the secondment of teachers from their teaching posts for the purpose of developing and providing CPD for teachers and for the appointment as Directors of Education Support Centres (ESC's). Secondments are a temporary arrangement renewable on a year to year basis. While on secondment, teachers retain their school post, the terms and conditions that apply to teachers and receive their salary and a secondment allowance which are met in full by my Department.
In 2010, a new policy of secondment was negotiated with the Department of Public Expenditure & Reform (DPER). The policy sanctioned a new limit on secondment numbers and established an upper limit of 5 years on the length of a secondment, following which the Directors return to their posts either as a teacher or an inspector.
There are many benefits from the revised policy for teachers, their boards of management and the system as a whole. Because an upper limit of 5 years now applies to secondments, there is:
- confidence that the teachers involved in the delivery of CPD have recent experience of the curriculum and of the school environment
- certainty about secondment parameters which assist individual teachers and their boards of management in planning
There are more opportunities for teachers to take on career enhancing roles in the support services and the Centres. Teachers returning to their school after a period of secondment have the potential to enrich their school environment and they become eligible to take on subsequent secondment opportunities after a period back in their school.
Regular turnover of seconded teachers is now an established practice with teachers returning to enrich their schools so the investment in their skills is not lost. Since 2010, 10 Education Centres have successfully recruited new Directors and the work of the Centres has not been negatively affected.
Accordingly, the regulations I promulgated under Section 37(6) of the Education Act underpins my Department's secondment policy for the secondment of Directors to Education Support Centres.
341. Deputy Stephen S. Donnelly asked the Minister for Education and Skills the details of all planning and research work underway for the impact of the result of Brexit negotiations in his Department or related State agencies; if this analysis is intended for publication; the expected completion and publication date respectively of this research, in tabular form; and if he will make a statement on the matter. [46118/17]
View answerThe Minister for Foreign Affairs and Trade has responsibility for coordinating the whole-of-Government response to Brexit. In this capacity, he is working closely with colleagues across Government to address the many challenges resulting from Brexit. This cooperation also involves the relevant State Agencies.
Work at Cabinet level is being supported by cross-Departmental coordination structures through which all relevant Departments are providing their research, analysis and overall policy input to the Government’s wider response to Brexit, including its priorities for the ongoing Article 50 negotiations between the EU and the UK.
As the outcome of the negotiations is not yet known, an important focus of the planning and preparation being undertaken through these structures is on deepening the Government’s analysis and understanding of the exact consequences of a range of different possible scenarios. This represents an intensification of efforts to build on the Government‘s contingency planning framework, to which my own Department contributed fully on the preparation of the education components.
Our work has been facilitated by the International Unit of my Department which, under the leadership of a Deputy Secretary General, has been given overall responsibility for co-ordinating our response to Brexit. In discharging its Brexit-related functions, the International Unit participates in the Inter-Departmental Senior Officials Group which oversees the coordination of the Government’s response to the outcome of the UK referendum, and supports the Cabinet Committee on the European Union including Brexit. This is further underpinned by the Unit's active engagement with other Departments in Brexit Workgroups on Brexit Coordination; the Economy and Sectoral Issues; the Common Travel Area; and the Island of Ireland Working Group.
The Unit also chairs the Education and Research Subgroup under the Economy and Sectoral Issues strand of co-ordination. The Subgroup includes relevant areas within the Department and relevant Agencies of the Department and other Departments/Agencies. Meetings of the Education and Research Subgroup of the Economy and Trade Group took place on 28th October 2016, 15th February; 24th May and 9th October 2017 and most recently focused on stakeholder consultations input and research collaboration.
My Department also works closely with the Higher Education Authority in Brexit planning for the higher education sector. The HEA has published a Brexit issues paper and has held meetings with the HEIs to discuss ongoing planning and issues with them as the process develops. We will continue to engage in this important aspect of planning and research work.
It is my priority to continue to engage actively on a number of fronts in dealing with the impact of Brexit on the Education sector. Consultation has been fundamental to my Department’s preparations for Brexit. We have consulted extensively with our stakeholders. Between December 2016 and January 2017 both I and Minister of State Halligan have led consultations with stakeholders from right across the higher education, further education and training; and primary and post-primary education sectors. More recently, on the 3rd July 2017, the Tánaiste, and Minister for Enterprise and Innovation Frances Fitzgerald TD, and I co-hosted a joint stakeholder dialogue on enterprise skills needs and Brexit. The outputs from these events have been made publicly available. A further joint stakeholder dialogue on research with the Department of Business, Enterprise and Innovation is also being planned.
Among the key challenges and risks identified in these consultations are Brexit's likely impact on the future of the Common Travel Area and its implications for students, teachers, academic staff and researchers; mutual recognition of qualifications; our enterprise skills base; UK/Ireland research collaboration and partnerships between education institutions and enterprise; as well as the implications for EU funding for research and the impact on EU funding programmes such as Horizon2020, PEACE IV and Erasmus+.
All of these issues are being factored in to my Department’s overall approach to future discussions and negotiations and our input to Government's preparations for EU-UK negotiations including the finalisation of our sectoral response plan. Both I and my Department will continue to consult with the sector interests as necessary through the period ahead.
I have attached particular importance to engagement at political and institutional level on our Brexit agenda. I have met counterparts Peter Weir and Simon Hamilton of the NI Executive, and the UK’s Secretary of State for Education, Justine Greening. Meetings were also held with the former Minister of State for Exiting the EU, David Jones, the UK’s Opposition Spokesperson on Brexit, Keir Starmer, as well as members of the All Party Parliamentary Group on the Irish in Britain. Meetings have also taken place with Ministers from other EU Member States and with representatives of the EU Commission including Commissioner Navracsics.
All of this work is ongoing and must also respond to the emerging developments in the Brexit negotiations. My Department will work to ensure appropriate timely inputs to the current negotiations including the work of the Barnier taskforce. To that end we will keep under review the need for research and analysis of specific areas or issues that can inform these inputs.
There may also be opportunities to increase the numbers of international students choosing Ireland in the wake of Brexit and this is factored into the implementation work underway led by my Department, working with the sector, in the delivery of the actions in the International Education Strategy 2016-2020.
I will keep under review the necessity for further allocations of funds as circumstances develop.
342. Deputy Paul Kehoe asked the Minister for Education and Skills the number of three-teacher schools that have a special needs unit providing facilities for pre school, junior and senior infant pupils; and if he will make a statement on the matter. [46132/17]
View answerThis 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.
ASD Early intervention classes are available for children aged 3-5 with a diagnosis of Autism Spectrum Disorder (ASD). Early intervention classes are intended to provide early support for children with ASD before they start school.
In order to access an early intervention class, children over 4 years of age (who will not reach the age of 6 during the school year) must have an ASD diagnosis and a recommendation from a relevant professional for an early intervention placement.
Following early intervention children will attend a mainstream class unless there is professional guidance that they require a special class or a placement in a special school.
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.
The 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.
Schools may apply to the NCSE to open a special class where a need has been identified in their area i.e. a number of students have professional reports indicating they require the support of a special class.
SENOs may also approach a school directly where they are aware that a special class is or will be required in the near future. SENOs consult with other education parties (e.g. NEPS and Inspectorate) when planning to set up a special class.
Before approaching schools to request the establishment of a special class, SENOs take into account both present and future potential needs within the area and must be satisfied that the class is sustainable and appropriately located.
There are currently 130 ASD Early Intervention and 635 Primary ASD special classes in recognised primary schools. Of these, 3 ASD Early Intervention and 13 Primary ASD special classes are located in schools that currently have three mainstream teachers. Details in relation to these schools are provided in the attached table.
Parents/Guardians who may need advice or are experiencing difficulties in locating a school placement should contact their local Special Educational Needs Organiser (SENO) who can assist in identifying an appropriate educational placement for their child. Contact details are available on www.ncse.ie .
Details of all special classes for children with special educational needs, including those in the area to which the Deputy has referred are available on www.ncse.ie in county order, and with new classes identified.
|
Roll No. |
School name |
County as per Control Group |
17/18 TOTAL Classroom posts excl. Special class posts |
|
19448C |
S N Realt Na Mara |
Kerry |
3 |
|
00788V |
Lisdowney N.S. |
Kilkenny |
3 |
|
18607O |
Scoil Naomh Ioseph |
Kilkenny |
3 |
|
19849U |
Gaelscoil Donncha Rua |
Clare |
3 |
|
20440Q |
Scoil Aonghusa Community N.S. |
Cork |
3 |
|
12946G |
S N Coilm Cille |
Galway |
3 |
|
17475S |
S N Aine Naofa |
Galway |
3 |
|
19818J |
Creggs Central N S |
Galway |
3 |
|
18166K |
Cluain Eidhneach N S |
Laois |
3 |
|
17981K |
S N Gleann Na Gcreabhar |
Limerick |
3 |
|
13222P |
Sn Gleann A Chaisil |
Mayo |
3 |
|
19324H |
S N Teaghlaigh Naofa |
Mayo |
3 |
|
03924S |
Owenbeg N S |
Sligo |
3 |
|
17783G |
S N Chuirt Doighte |
Tipperary |
3 |
|
18219F |
Sn Chonaill |
Donegal |
3 |
|
07191V |
S N Seosamh |
Offaly |
3 |
343. Deputy Niall Collins asked the Minister for Education and Skills the current and capital allocation made available for apprenticeship training from the national training fund and the Exchequer in each of the years 2014 to 2016 and to date in 2017; the actual expenditure in each year incurred and to date in 2017; and the current and capital allocations for 2018 for apprenticeship training from the national training fund and the Exchequer. [46142/17]
View answerThe information requested by the Deputy in relation to National Training Fund (NTF) and Exchequer current allocation and spend in each of the years 2014, 2015, 2016 and to date in 2017 is set out in the attached tabular statement.
All capital funding for apprenticeship training comes from the Exchequer. Expenditure on capital relating to apprenticeships in the craft trades is funded through the training centre capital budget which had an allocation of €2.5m in each of the years 2014, 2015, 2016 and 2017. This budget has been increased to €5.5m in Budget 2018. In addition to this, a capital allocation of €8 million has been made available in 2017 and a further €8 million in 2018 to fund the purchase of equipment to enable the delivery of both new apprenticeship programmes and the implementation of revised syllabi in existing craft apprenticeship programmes being delivered in the Institutes of Technology.
|
National Training Fund (NTF) allocation (€m) |
NTF expenditure Total (€m) |
Exchequer allocation (€m) |
Exchequer expenditure Total (€m) |
|
|
2014 |
39.6 |
39.6 |
13.1 |
12.0 |
|
2015 |
49.6 |
42.6 |
12.5 |
12.8 |
|
2016 |
60.1 |
55.1 |
14.6 |
14.5 |
|
2017 (expenditure to date) |
80.4 |
50.9 |
19.1 |
18.1 |
344. Deputy Jack Chambers asked the Minister for Education and Skills if a person (details supplied) will have their registration with the Teaching Council completed; and if he will make a statement on the matter. [46156/17]
View answerUnder the Teaching Council Acts 2001-2015, the Teaching Council is the independent standards body and regulator for the teaching profession in Ireland. A key function of the Council is the registration of teachers and the maintenance of the register.
Under section 30 of the Acts, a teacher employed in a recognized school must be registered with the Teaching Council in order to be paid from Oireachtas-voted funds, other than in limited circumstances, as prescribed by the Minister.
The person who is the subject of the Deputy's question should continue to liaise directly with the Teaching Council regarding his registration as a teacher. There is no role for the Minister in this matter.
345. Deputy Niall Collins asked the Minister for Education and Skills the number of persons enrolled in State-funded traineeships; the number of traineeships projected to be in operation by employment sector and subsector, in each of the years 2017 to 2020 in tabular form; the budget allocation in 2015, 2016, 2017 and 2018 for State-funded traineeships; and if he will make a statement on the matter. [46163/17]
View answerThe number of participants enrolled in State funded traineeships as of the end of October 2017 is 2,659 which is ahead of the 2017 target set for the year of 2,600.
The Action Plan to Expand Apprenticeship and Traineeship in Ireland 2016-2020 sets out a series of detailed actions and annual targets setting out how the expansion commitments in the area set out in the Action Plan for Education will be met. Over the lifetime of the plan we will see 19,000 people enrolled on traineeship programmes. The number of traineeship programmes is targeted to grow from 24 in 2016 to 54 in 2020 and enrolments are targeted to grow to 5,000 per annum by 2020. Given the welcome improvement in the employment situation, work is also underway on extending the eligibility criteria for traineeship programmes beyond those who are unemployed to include other groups of people, such as those currently in employment, people returning to the workforce after caring responsibilities and others. Programmes will be developed to complement long standing traineeships and newer traineeships developed in areas such as hospitality, engineering, animation and post production and digital sales and marketing.
Later this month, I will open an event which will be targeted at employers and will promote traineeship as a means to meet skill needs. SOLAS and the Education and Training Boards will outline the benefits to employers of traineeship programmes and set out how employers can engage with traineeship programmes currently on offer. Information will also be given on how providers can work with employers to develop new traineeship programmes to meet their specific skills needs.
The information request by the Deputy in relation to allocations for traineeships is set out in the table below.
SOLAS allocation 2015, 2016, 2017 and 2018 for traineeships
|
2015 |
€30,367,698 |
|
2016 |
€29,398,301 |
|
2017 |
€26,159,261 |
|
2018 |
€41,000,000 (subject to SOLAS/ETB service planning process) |
346. Deputy Sean Sherlock asked the Minister for Education and Skills the status of a bus ticket for a person (details supplied) in County Kildare. [46165/17]
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.
Under the terms of the Department's Post Primary School Transport Scheme children are generally eligible for school transport where they reside not less than 4.8 kilometres from and are attending their nearest school.
The child in question is not attending her nearest school and is therefore not eligible for school transport under the terms of the scheme.
Children who are not eligible for school transport may apply for transport on a concessionary basis only which is subject to a number of conditions including the availability of spare seats on an existing service and payment of the annual charge.
Only children who are eligible for school transport and who hold valid medical cards (GMS Scheme) are exempt from paying the annual charge.
The terms of the Post Primary School Transport Scheme are applied equitably on a national basis.
347. Deputy Sean Sherlock asked the Minister for Education and Skills if he will address a matter in relation to a school ticket for a person (details supplied) in County Kildare. [46166/17]
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.
Under the terms of the Primary School Transport Scheme, children are eligible for transport where they reside not less than 3.2 kilometres from and are attending their nearest national school as determined by the Department of Education & Skills/Bus Éireann, having regard to ethos and language.
Bus Éireann has advised that the child in question is not eligible for school transport as she is not attending her nearest school.
Children who are not eligible for school transport may avail of transport on a concessionary basis only which is subject to a number of terms and conditions including the availability of spare seats on an existing service.
However, Bus Éireann has advised that there is no mainstream transport service operating from the area that can accommodate this child.
The service referred to in the details supplied by the Deputy is a dedicated school transport service for children with special educational needs; these services are tailored to meet the specific care and welfare needs of these children only.
The terms of the Primary School Transport Scheme are applied equitably on a national basis.
349. Deputy Brendan Ryan asked the Minister for Education and Skills the timeframe for the delivery of a new primary school in Donabate, County Dublin in view of the requirement due to the increase in population; the waiting lists currently for a number of schools in the area; the expected rise in population due to increased development; and if he will make a statement on the matter. [46180/17]
View answerIn order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas. My Department uses a Geographical Information System (GIS) to identify where the pressure for school places across these areas will arise. The GIS uses data from a range of sources, including the Central Statistics Office, Ordnance Survey Ireland, the Department of Social Protection and my Department's own databases. With this information, my Department carries out nationwide demographic exercises at primary and post-primary level to determine where additional school accommodation is needed.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, depending on the circumstances, be provided through either one, or a combination of, the following:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
My Department’s Capital Programme continues to address the challenge posed by a rapidly increasing school population. The Capital Investment Programme (2016-2021) details the school projects that are being progressed through the architectural planning process towards tender and construction. The Capital Programme also provides for devolved funding for additional classrooms for schools where an immediate enrolment need has been identified or where an additional teacher has been appointed, details of which are published regularly on my Department’s website: www.education.ie .
As with other school planning areas nationwide, the demographic data for school planning areas is being kept under review by my Department to take account of updated child benefit and school enrolment data. It is anticipated that decisions based on the demographic exercises will be announced later in 2017.
350. Deputy Paul Murphy asked the Minister for Education and Skills the position regarding the process of site acquisition for a school (details supplied); when the process will be completed; and if he will make a statement on the matter. [46199/17]
View answer351. Deputy Paul Murphy asked the Minister for Education and Skills the details of the process of site acquisition for a school (details supplied); if the planning permission process can begin before the site acquisition is completed; and if he will make a statement on the matter. [46200/17]
View answerI propose to take Questions Nos. 350 and 351 together.
As the Deputy may be aware, my Department has been working with South Dublin County Council to acquire the site on which the school is currently located in temporary accommodation in order to facilitate the development of a permanent building for the primary school.
The disposal of the site to my Department 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 and obtaining title on the lands. This process was completed by South Dublin County Council in June 2017.
There is ongoing contact between the Department of Education and Skills and South Dublin County Council and both parties are working constructively to progress the site transfer as soon as possible.
Draft contracts in respect of the transfer were received in September and my officials have been liaising with officials in the Council with a view to advancing matters. Due diligence must apply in relation to the legal site transfer. However, my Department is not aware of any specific issues at this time which would impede the site acquisition process.
It is intended to progress the project to the architectural planning process shortly, with a view to the design stage running in parallel with the completion of the conveyancing process. My Department is working to ensure that a new building for Gaelscoil Chnoc Liamhna is delivered as soon as possible.
352. Deputy Brendan Howlin asked the Minister for Education and Skills the number of occasions on which SUSI has sought to recover overpayments which were made despite no fault on the part of the claimant; and if he will make a statement on the matter. [46202/17]
View answerStudent grant overpayments can occur for a range of reasons, not all of which are clearly attributable in terms of fault or error on the part of SUSI, students or colleges.
In the context of a total of more than half a million grant applications processed and approximately 420,000 grants awarded by SUSI since 2012, the incidence of overpayments is low and represents less than 1% of all grant awards.
It is important to note also that while some overpayments can involve the full amount of a grant award, most involve a partial amount only – typically representing either a number of monthly maintenance grant payments or the difference in value between one grant rate and another grant rate.
The significant majority of overpayments arise in circumstances where information concerning students who withdraw, defer, cease to attend or are repeating a year on their courses is not provided to SUSI in a timely manner so as to enable the termination of grant payments.
Students are specifically advised of the importance of this step when they are awarded their grants and SUSI also provides relevant advice through its support desk and other information channels for students. Arrangements are also in place between colleges and SUSI for the regular exchange of records of withdrawals and deferrals.
In addition, the complex nature of the assessment process for determining grant eligibility means that there is also a risk that some students may be awarded grants for which they are not eligible. These cases are in the minority.
In general, SUSI implements controls specifically targeted at minimising the incidence of grant overpayments, however arising. These controls include staff training and supervision, system and procedural controls, assessment process quality assurance, internal and external post-assessment audits and advanced data sharing/matching arrangements with a range of public bodies and academic institutions.
SUSI provides my Department with monthly status reports on grant overpayments and on the progress made in seeking their recovery. Consistent with the general policy and principle regarding the recovery of debt, as set out in the Student Support Act 2011, SUSI treats overpayments as debts to the Exchequer and seeks to ensure that they are recovered from the student. SUSI has a formal overpayments policy and implements repayment approaches that are sensitive to students’ means and circumstances.
The details of the categorisation, incidence and reasons for grant overpayments arising from 2012 to date as reported by SUSI to my Department are as follows:
|
Category |
Number of Overpayments 2012-2017 |
Description |
|
Repeating, Deferred, Withdrawn or not Attending |
3001 |
Students who continue to receive grant support beyond the point at which they defer, withdraw or cease to attend their courses or where a college incorrectly confirms to SUSI that students are not repeating a year. |
|
Change of Rate or Ineligible |
745 |
SUSI reassesses the eligibility of students within the lifetime of their chosen course and may identify a change in circumstances or other new information including an error in the original assessment. |
|
BTEA |
359 |
Students who receive maintenance grant payments while also in receipt of a Back to Education Allowance (BTEA) from the Department of Employment Affairs and Social Protection (DEASP). |
|
Course not Approved |
46 |
Colleges may confirm to SUSI that an (unapproved) course which a student is attending is the approved course in respect of which their grant has been awarded. |
353. Deputy Catherine Murphy asked the Minister for Education and Skills his plans to update the arrangements between his Department and Bus Éireann to deliver school transport in view of the fact that the arrangements have not been updated since 1975; and if he will make a statement on the matter. [46204/17]
View answer354. Deputy Catherine Murphy asked the Minister for Education and Skills his plans to negotiate a service level agreement between his Department and Bus Éireann regarding the provision of school transport; and if he will make a statement on the matter. [46205/17]
View answer355. Deputy Catherine Murphy asked the Minister for Education and Skills the way in which the surplus will be recovered and or used despite the fact that Bus Éireann statutory financial arrangements do not support the position of his Department regarding the funds being set aside for use by Bus Éireann to meet future costs of school transport operations (details supplied); and if he will make a statement on the matter. [46214/17]
View answerI propose to take Questions Nos. 353 to 355, inclusive, 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.
The Comptroller and Auditor General (CAG) has carried out an examination of the provision of school transport. The examination focused on whether the Department can demonstrate that it is achieving value for money through its arrangements with Bus Éireann to deliver the service and the oversight exercised by the Department on how the school transport service is delivered.
In general the Department agrees with the recommendations and is taking steps to action these, for example a Service Level Agreement has been put in place between the two organisations.
The 1975 Summary of Accounting Arrangements, remains the current arrangements in operation. The remaining uncommitted reserve of some €6.7 million (at end 2016) may only be used for reinvestment in the school transport scheme as has been the case heretofore.
