Written Answers Nos. 150-171
150. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which adequate special needs places exist in mainstream education at primary and second level nationally; and if he will make a statement on the matter. [14648/18]
View answer157. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which the number of SNAs in situ is adequate to meet the demand; his plans to augment the situation; and if he will make a statement on the matter. [14655/18]
View answerI propose to take Questions Nos. 150 and 157 together.
Ensuring that children with special educational needs are supported and given the opportunity to reach their full potential is a key priority for this government.
My Department's policy aims to ensure that all children with Special Educational Needs 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.
All state-funded primary and post primary schools have been allocated additional resources to provide for children with special educational needs enrolled in school.
In 2018, almost €1.8 billion will be invested in Special Education. This represents an increase of almost 43% since 2011 and amounts to almost 20% of the Department’s overall Budget.
To this end my Department has allocated SNA support to over 12,000 extra pupils since 2011 and provided extra special educational needs teachers to meet the expansion in children in need of teaching support.
Since 2011, the increase in SNAs has been 3,545, including an additional 2,080 posts in the last two years bringing the current number to some 14,120.
The number of special educational needs teachers has increased by 3,660 since 2011, including 1,600 additional posts in the past two years bringing the current number to 13,400.
The number of special classes has risen by 712 since 2011, including 277 new classes in the past two years bringing the current number to over 1,300.
The National Council for Special Education (NCSE), which is a separate statutory agency, through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports. The NCSE operates within my Department's criteria in allocating such support.
The NCSE is aware of emerging need from year to year, and where special provision is required it is planned and established to meet that need.
The NCSE continues to progress the planning process to ensure that all students with Special Educational Need can access special educational needs supports appropriate to their needs for the 2018/19 school year and beyond.
The NCSE are currently finalising a comprehensive review of the SNA scheme which aims to identify and recommend how, in the future, the additional care needs of students, over and above those needs that could be reasonably expected to be managed by teaching staff, should be met and to identify and recommend the most appropriate form of support options to provide better outcomes for students with Special Educational Needs who have additional care needs, having regard to the significant amount of State investment in this area.
Following the interim report on the SNA comprehensive review provided to the Minister in May 2017, the NCSE established an NCSE-led working group, comprising relevant stakeholders, to assist in developing a proposal for an improved model for providing care supports so as to provide better outcomes for students with special educational needs who have additional care needs, the report of which has been finalised.
The report of the cross Departmental Working Group established to develop proposals in relation to the need for nursing supports in schools for children with complex medical needs is being finalised currently.
The full report of the SNA Comprehensive Review, which will be informed by the Report from the Working Group to consider an alternative model of SNA allocation and the working group on Nursing Supports for students with complex medical needs is due to be submitted to the Minister in Spring 2018 and work is ongoing to meet this deadline.
My Department continues to work with the NCSE to ensure that there is appropriate planning and supoorts in place to ensure that all children who will require special educational needs supports can access such supports in schools within their communities.
151. Deputy Bernard J. Durkan asked the Minister for Education and Skills the status in regard to meeting full requirement in terms of new builds or extensions to existing school buildings nationally; and if he will make a statement on the matter. [14649/18]
View answerMy Department's Capital Programme (2016-2021) continues to address the challenges posed by the significant bulge in pupil enrolments going through our schools. This has seen a significant expansion in the rate of provision of new school places. The Capital Programme details the school projects that are being progressed through the architectural planning process, including those schools in County Kildare.
We are building more schools and providing more additional school places than ever before. This reflects the priority which this Government is putting on Education. We have doubled the number of school places being provided from 8,900 in 2010 to 18,000 in 2017. We have also increased the number of large scale project completions from 25 in 2010 to 50 in 2016 and 46 in 2017. Since 2011, some 340 major school projects and over 120,000 new and replacement places have been provided.
In addition, there are currently a total of 52 large scale projects under construction while a further 11 major projects with approval to advance to tender and construction are expected to commence on site shortly. A further 22 large scale projects are due to commence tendering over the coming months and are expected to start on site during 2018. That represents a total of 85 projects either under construction or progressing to commence construction in 2018. Over 80% of our school capital allocation has to be expended on the delivery of large scale projects and the additional accommodation scheme.
The Department is managing the school building programme in a manner that ensures that school projects in the architectural process are delivered as quickly as possible. There are a number of factors however such as difficulties with acquiring sites and issues arising in the planning process that have impacted on the pace of progress of projects announced. These issues are in the majority of cases outside the Department's control. The Department is in ongoing liaison directly with each of these schools in relation to the ongoing progression of their projects in the architectural and planning process.
My Department is satisfied that the €8.4 billion investment in the National Development Plan (2018-2027) is sufficient to deliver the necessary school infrastructure over the next decade.
152. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which the school curriculum at primary and second level continues to be adequate to meet the challenges of the workplace in the future; and if he will make a statement on the matter. [14650/18]
View answerThe curriculum has to evolve if our schools are to successfully equip young people with the capacity to meet the requirements of a modern, competitive economy.
The Action Plan for Education details clear curriculum change and other commitments that will secure the step-change needed to equip learners with the skills necessary to participate in the modern economy. It includes:
- actions to promote STEM (Science, Technology, Engineering and Mathematics) at primary and post-primary levels;
- the introduction of a new Leaving Certificate Computer Science subject from September 2018;
- the development of a new Primary Mathematics Curriculum, which will support all children in the development of algorithmic and computational thinking, which form the basis of coding;
- the implementation of a Digital Strategy in schools to enrich the teaching, learning and assessment environment.
The entire thrust of Junior Cycle reform is to enrich the learning experience of pupils with new curricula, new opportunities for project work, team work, short courses, and the new Junior Cycle Profile of Achievement which can showcase this work. This approach puts a higher value on the competencies which employers seek.
As part of the Framework for Junior Cycle a new Science specification was introduced in September 2016, while the new Mathematics specification will be implemented from September 2018. A short course on coding is also in place.
At Senior Cycle a review of the Leaving Certificate has been commenced by the NCCA. A Primary Level a review of structure and time allocation is under way.
153. Deputy Bernard J. Durkan asked the Minister for Education and Skills the degree to which the number of apprentices now in apprenticeships is adequate to meet the demand; and if he will make a statement on the matter. [14651/18]
View answerApprenticeship is a demand driven educational and training programme, which aims to develop the skills of an apprentice in order to meet the needs of industry and the labour market. Consequently, the number of apprentices being registered is determined by employers within each sector. This Government is committed to supporting the increased registration of apprentices across all sectors. New apprenticeship registrations have risen from 2,698 in 2014 to 4,843 in 2017, which represents an increase of almost 80%.
As the Deputy is aware, we are currently expanding the range of apprenticeships on offer to meet the identified skill needs of industry. Arising from our first call for apprenticeship proposals in 2015 eleven new apprenticeships have been developed in a wide range of sectors, including financial services, engineering, ICT and accounting. Further new apprenticeships are to be submitted for validation to Quality and Qualifications Ireland (QQI) shortly and, subject to successful validation, are expected to get underway in 2018.
In addition, arising from last year’s second call for proposals, we recently announced 26 new programmes for further development into national apprenticeships across a wide variety of sectors including construction, engineering, horticulture and agriculture. These new programmes, once developed, will add to and complement the range of apprenticeships currently on offer in developing the skill needs of our economy.
154. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which the educational system at primary, second, third and fourth level continues to meet the skills challenges of the modern workplace; and if he will make a statement on the matter. [14652/18]
View answerThe education and training system at all levels has a number of strategies in place to ensure we meet existing and future skills demands in the workplace. Among those strategies are the National Skills Strategy 2025 and the Action Plan for Education 2016-2019.
The Action Plan for Education 2016 – 2019 provides a key statement on the reform agenda across the education and training system. The Plan contains a range of actions to be implemented with particular focus on disadvantage, skills needs, and continuous improvement within the education service.
The National Skills Strategy 2025 identifies Ireland’s current skills profile, provides a strategic vision and specific objectives for Ireland’s future skills requirements, and sets out a road map for how the vision and objectives can be achieved across the education and training sector.
With over 140 Actions, the Strategy sets out the Government's commitment to improving and using skills for sustainable economic growth and outlines how we can develop a well-skilled, adaptable workforce.
Included in the actions in the Strategy is the creation of a new National Skills Council. The Council, which was established in April 2017, will oversee research and advise on prioritisation and delivery of identified skills needs. Skills information from the EGFSN, the SLMRU and the Regional Skills Fora will feed into the work of the Council.
In the Higher Education Sector, the primary objective of Springboard+ in 2017 is to provide upskilling and reskilling courses to develop the talent base in Ireland in key growth sectors of the economy including ICT; hospitality; biopharma, medical device technologies and manufacturing; financial services; and entrepreneurship. In 2017 the eligibility criteria was expanded to include homemakers and those in employment who wish to upskill or reskill in specific high demand skills areas i.e. Biopharma/Med-tech.
155. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which he remains satisfied that graduates continue to be adequately equipped for a modern and highly competitive workplace; and if he will make a statement on the matter. [14653/18]
View answerI am satisfied that graduates are equipped for a modern workplace and that the education sector will continue to evolve to meet the needs of today’s workplace. At higher education level, I am continuing to progress the structural changes outlined under the National Strategy for Higher Education to 2030. Under this strategy, legislation allowing for the establishment of Technical Universities was signed into law in March of this year. The creation of technological universities provides the opportunity to drive regional development and provide more opportunities for individuals, enterprise and the community. These institutions will have significant impact and influence regionally, nationally and internationally.
The System Performance Framework 2018-2020 was published in January 2018. This provides an outline, including targets and deliverables, for the delivery of higher education to 2020. One of the key objectives of the framework is to provide a strong talent pipeline which responds effectively to the needs of enterprise, public service and community sectors. Examples of targets under the student enterprise and employability indicator of this objective include the extension of employability statements to all disciplines in all HEIs by 2020 and giving all students the opportunity to undertake a work placement or work-based project as part of their course by 2025.
To help foster stronger links between employers and the education and training sector, my Department has established a network of nine Regional Skills Fora. Each forum provides robust labour market information to inform programme development while encouraging greater collaboration between enterprise and education and training providers to identify and respond to existing and future regional skills needs.
Graduate transfer into the workforce is tracked though the Higher Education Authority (HEA) annual first destinations survey. The most recent survey ‘What do Graduates do? The Class of 2016 First Destinations of University Graduates’, was published in January 2018. Nine months after graduation, almost 70% of the 18,200 third level graduates surveyed from the class of 2016 were in employment. This was up from 68% the previous year and continues the increasing trend of the last 5 years. The proportion of graduates going overseas to gain employment was down – the first significant decline in 3 years. Entry salaries are rising and there is an added salary premium for those graduating with a postgraduate qualification.
The Higher Education Outcomes Research Report, published in February, 2018 was a result of combining HEA graduate records of approximately 70,000 graduates with CSO administrative data. The report considered graduates from Irish HEIs from 2010 to 2014 and explored variations of graduate outcomes after 1, 3 and 5 years in terms of employment and workforce participation levels. 66% of the 2010 graduates were in substantial employment in the first year after graduation. This proportion increased to 76% for 2014 graduates.
156. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which the two tier pay system for teachers continues to be an irritant in the educational sector; and if he will make a statement on the matter. [14654/18]
View answerThe public service agreements have allowed a programme of pay restoration for public servants to start. I, together with my colleague the Minister for Public Expenditure and Reform, negotiated a 15-22% pay increase for new teachers. The agreements to date have restored an estimated 75% of the difference in pay for more recently recruited teachers and deliver convergence of the pay scales at later points in the scale.
As a result of these changes, the current starting salary of a new teacher is €35,958 and from 1 October 2020 onwards will be €37,692.
To have gone further than the pay increases that have been negotiated for 2018 would mean I would have had less money available to hire over 1,000 extra SNAs and over 1,000 extra teachers.
Differential pay scales were introduced by the then Government in 2010. It must be borne in mind that the pay reduction for post-2011 entrants applied to all public servants and not just teachers, and that any restoration of these measures in respect of teachers would be expected to be applied elsewhere across the public service.
In accordance with the Public Service Pay and Pensions Act 2017, the Minister for Public Expenditure and Reform recently laid before the Oireachtas a report on the matter of the pay of new entrants to the public service. The report assesses the cost of a further change which would provide a two scale point adjustment to new entrants recruited since 2011. The total cost of such an adjustment across the public sector is of the order of €200 million, of which Education accounts for €83 million. The report also acknowledges that during the financial crisis there were policy changes which affected remuneration in different occupations across the public sector (including education). Addressing any issues arising from changes which are not specifically detailed in the report would give rise to additional costs over and above the foregoing figures.
Any further negotiation on new entrant pay is a cross sectoral issue, not just an issue for the education sector. The Government also supports the gradual, negotiated repeal of the FEMPI legislation, having due regard to the priority to improve public services and in recognition of the essential role played by public servants.
The Minister for Public Expenditure and Reform’s report will inform discussion on remaining salary scale issues with the parties to the Public Service Stability Agreement 2018-2020 in accordance with the commitment in the Agreement to consider the issue of newly qualified pay. That process commenced with a first meeting on 12 October 2017. The three teacher unions attended that first meeting.
158. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which school bullying continues to be an issue; if he is satisfied regarding the adequacy of the provisions in place to combat the problem; and if he will make a statement on the matter. [14656/18]
View answerThe Action Plan on Bullying, which was published in January 2013, sets out my Department's approach to tackling bullying and promoting an anti-bullying culture in schools. It recommended actions that focus on support for schools, teacher training, research and awareness raising and aim to ensure that all forms of bullying are addressed. Implementation of the actions is ongoing and good progress has been made across all areas of the plan.
As part of the implementation of the Action Plan my Department published new anti-bullying procedures for all primary and post primary schools at the beginning of the 2013/14 school year.
The procedures are designed to give direction and guidance to school authorities and school personnel in preventing and tackling school-based bullying behaviour amongst its pupils. They include specific requirements in relation to the use of prevention and education strategies and the consistent investigation, follow up and recording of bullying behaviour.
The procedures for schools include important oversight arrangements that involve the school principal reporting regularly to the Board of Management and a requirement for the Board to undertake an annual review of the school's anti-bullying policy and its implementation. Confirmation that the annual review has been completed must be provided to the Parents' Association and published on the school website.
While there is no requirement on schools to report incidents of bullying behaviour to my Department, in the course of their whole school inspection work, my Department’s Inspectorate gathers information about how schools deal with bullying in a number of ways through:
- Review of relevant school documentation, including the school’s Code of Behaviour and Ant-Bullying policy;
- Meetings with parents and student representatives at which there is an opportunity for parents and students to raise issues where relevant and
- The inclusion of parent and student Questionnaires on items relating to bullying.
Students and parents are also asked to respond to questions about how the school deals with bullying and discipline in the school and whether or not the school provides a safe environment for children.
Where responses indicate that students and/or parents do not believe that bullying is dealt with effectively, Inspectors raise this issue with school management who have ultimate responsibility for Anti-Bullying policies and procedures.
The publication of the new procedures for schools represented the conclusion of just one of the twelve actions set out in the Action Plan on Bullying which was published in January 2013. Other actions that have been progressed include:
- A new national anti-bullying website, www.tacklebullying.ie, was launched in November 2015. The website provides a single point of information and support for young people, parents and teachers affected by bullying.
- My Department supports anti-bullying initiatives aimed at young people such as, the Stand Up! Against Homophobic and Transphobic bullying campaign, organised by BeLonG To, the National Youth Service for Lesbian, Gay, Bisexual and Transgender young people in Ireland and the Europe-wide initiative, Safer Internet Day.
- Since 2013 new resources to tackle cyberbullying “UP2US”, “My Selfie and the wider world” and “Lockers” were launched through the internet safety initiative, Web wise and an UP2US social media roadshow was run in collaboration with Beat 102-103.
As outlined in the "Action Plan for Education 2016-2019”, my Department is committed to continuing implementation of the Anti-Bullying Action Plan through continued support for the development of anti-bullying training materials and awareness-raising initiatives.
159. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which class sizes remain an issue, with particular reference to achieving class sizes on a par with those applicable throughout the rest of Europe; and if he will make a statement on the matter. [14657/18]
View answerThe Statistics Section of my Department's website contains extensive data relating to class sizes at primary level. The most recent published information relates to the 2016/2017 school year. Statistics in relation to the current school year will be published in 2018 when the data has been compiled.
Budget 2018 marks the second year of major reinvestment in the education sector, as we continue to implement the Action Plan for Education, which has the central aim to make the Irish Education and training service the best in Europe within a decade.
Budget 2018 provides for an additional 1280 teaching posts in the 2018/19 school year. This includes a one point improvement in the staffing schedule in primary schools which brings the position to the most favourable ever seen at primary level.
These changes will come into effect in September 2018 for the 2018/19 school year.
It is expected that this one point improvement in the staffing schedule when implemented in September 2018 will further improve the overall ratio of teacher to students. The latest figures in relation to pupil teacher ratio show an improved ratio of teachers to students from 16:1 to 15.7:1 at primary level when comparing the 2015/16 school year to the 2016/17 school year.
The corresponding figures for Post-Primary show an improved ratio of teachers to students from 13.8:1 to 13.4:1 when comparing the 2015/16 school year to the 2016/17 school year.
The increase in teacher numbers in the current school year as a result of Budget 2017, will be reflected in the ratio of teachers to students when this information is published at the end of the school year.
160. Deputy Bernard J. Durkan asked the Minister for Education and Skills the degree to which higher education costs have increased over the past number of years; the extent to which the proportion of the national budget under that heading has varied in the past ten years; if continued access to third level for all students seeking to avail of third level education will be ensured; and if he will make a statement on the matter. [14658/18]
View answerHigher education is a central part of our plan as a Government to support a strong economy and deliver a fair society.
I have prioritised investment in higher education in the past two budgets, as part of a broader contribution to developing a long-term sustainable funding model for the sector.
As a result, my Department is investing €100m more in higher education in 2018 compared to 2016. Separate to this is the provision which I have made for pay restoration costs in 2018. We will seek to build on this progress in Budget 2019.
I have provided details of my Department’s allocation to Higher Education funding in the table attached. These figures include current funding and student grant assistance allocations for the past 5 years.
Promoting access to higher education for under-represented groups continues to be a priority for me. The National Plan for Equity of Access to Higher Education 2015-19 contains more than 30 actions that are intended to make higher education more representative of wider society. This includes initiatives to encourage entrants from socio-economic groups that have low participation in higher education; first time mature student entrants and students with disabilities.
Funding Allocated to Higher Education
|
2014* |
2015 |
2016 |
2017 |
2018 |
|
€1,389,484,000 |
€1,307,939,015 |
€1,390,202,016 |
€1,452,596,017 |
€1,471,331,018 |
2014* includes Research Funding Allocation which is reported differently from 2015 onwards
161. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which the primary and second level school building requirements are being met in Maynooth, County Kildare, with particular reference to the ongoing building programme; the extra requirements at both levels pending; the schedule for provision of such extra facilities as already agreed or in the course of preparation in conjunction with local management, the Kildare and Wicklow Education and Training Board or other bodies; and if he will make a statement on the matter. [14659/18]
View answerMy Department's Capital Programme (2016/2021) continues to address the challenges posed by the significant bulge in pupil enrolments going through out schools. This has seen a significant expansion in the rate of provision of new school places. The Capital Programme details the school projects that are being progressed through the architectural planning process, including those schools in County Kildare. The Capital Programme also provides for devolved funding for additional classrooms, if required, for schools where an immediate enrolment need has been identified or where an additional teacher has been appointed.
The Deputy will be aware that building projects for 2 new post-primary school buildings in Maynooth are included on my Department's 6-year Construction Programme. The projects went on site in May 2017 and are due for completion in May 2019. This will enable the schools for which the buildings are being provided to start the 2019/20 school year in their new school accommodation.
The Deputy will also be aware that building projects for two primary schools in Maynooth are included on the 6-year Construction Programme. In the case of Maynooth Educate Together National School, tenders were invited on 9th March 2018 and the project is expected to go on site in quarter 3 of this year.
The project for Maynooth Boys' National School is currently at Stage 2B of the architectural planning process - Detailed Design Stage, which includes applications for all statutory consents, including Planning Permission, Disability Access Certificate and Fire Safety Certificate and also the preparation of tender documentation. Planning Permission for this project was received in August 2017.
The Stage 2B report has been received by my Department, the review is complete, with some minor issues to be addressed by the Design Team. My Department has recently written to the school with regard to a timeframe for progression to tender.
162. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which the primary and second level school building requirements are being met in Leixlip, County Kildare, with particular reference to the ongoing building programme; the extra requirements at both levels pending; the schedule for provision of such extra facilities as already agreed or in the course of preparation in conjunction with local management, the Kildare and Wicklow Education and Training Board or other bodies; and if he will make a statement on the matter. [14660/18]
View answer164. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which the primary and second level school building requirements are being met in Sallins, County Kildare, with particular reference to the ongoing building programme; the extra requirements at both levels pending; the schedule for provision of such extra facilities as already agreed or in the course of preparation in conjunction with local management, the Kildare and Wicklow Education and Training Board or other bodies; and if he will make a statement on the matter. [14662/18]
View answer169. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which the primary and second level school building requirements are being met in Broadford, County Kildare, with particular reference to the ongoing building programme; the extra requirements at both levels pending; the schedule for provision of such extra facilities as already agreed or in the course of preparation in conjunction with local management, the Kildare and Wicklow Education and Training Board or other bodies; and if he will make a statement on the matter. [14667/18]
View answer170. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which the primary and second level school building requirements are being met in Staplestown, County Kildare, with particular reference to the ongoing building programme; the extra requirements at both levels pending; the schedule for provision of such extra facilities as already agreed or in the course of preparation in conjunction with local management, the Kildare and Wicklow Education and Training Board or other bodies; and if he will make a statement on the matter. [14668/18]
View answer171. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which the primary and second level school building requirements are being met in Timahoe, County Kildare, with particular reference to the ongoing building programme; the extra requirements at both levels pending; the schedule for provision of such extra facilities as already agreed or in the course of preparation in conjunction with local management, the Kildare and Wicklow Education and Training Board or other bodies; and if he will make a statement on the matter. [14669/18]
View answer174. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which the primary and second level school building requirements are being met in Johnstownbridge, County Kildare, with particular reference to the ongoing building programme; the extra requirements at both levels pending; the schedule for provision of such extra facilities as already agreed or in the course of preparation in conjunction with local management, the Kildare and Wicklow Education and Training Board or other bodies; and if he will make a statement on the matter. [14672/18]
View answer175. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which the primary and second level school building requirements are being met in Carbury, County Kildare, with particular reference to the ongoing building programme; the extra requirements at both levels pending; the schedule for provision of such extra facilities as already agreed or in the course of preparation in conjunction with local management, the Kildare and Wicklow Education and Training Board or other bodies; and if he will make a statement on the matter. [14673/18]
View answerI propose to take Questions Nos. 162, 164, 169 to 171, inclusive, 174 and 175 together.
My Department's Capital Programme (2016-2021) continues to address the challenges posed by the significant bulge in pupil enrolments going through our schools. This has seen a significant expansion in the rate of provision of new school places. The Capital Programme details the school projects that are being progressed through the architectural planning process, including those schools in County Kildare.
In order to plan for school provision, the demographic data for the school planning areas nationwide, is being kept under ongoing review by my Department to take account of updated child benefit data and updated enrolment data.
My Department is currently undertaking demographic exercises, involving all school planning areas at primary and post-primary level which will determine where additional school accommodation will be needed in the future. It is anticipated that decisions based on the review will be announced in the coming weeks.
163. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which the primary and second level school building requirements are being met in Celbridge, County Kildare, with particular reference to the ongoing building programme; the extra requirements at both levels pending; the schedule for provision of such extra facilities as already agreed or in the course of preparation in conjunction with local management, the Kildare and Wicklow Education and Training Board or other bodies; and if he will make a statement on the matter. [14661/18]
View answerMy Department's Capital Programme (2016-2021) continues to address the challenges posed by the significant bulge in pupil enrolments going through our schools. This has seen a significant expansion in the rate of provision of new school places. The Capital Programme details the school projects that are being progressed through the architectural planning process, including those schools in County Kildare.
In order to plan for school provision, the demographic data for the school planning areas nationwide, is being kept under ongoing review by my Department to take account of updated child benefit data and updated enrolment data.
My Department is currently undertaking demographic exercises, involving all school planning areas at primary and post-primary level which will determine where additional school accommodation will be needed in the future. It is anticipated that decisions based on the review will be announced in the coming weeks.
Projects in respect of three schools in Celbridge are being progressed under my Department's 6 Year Construction Programme.
165. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which the primary and second level school building requirements are being met in Naas, County Kildare, with particular reference to the ongoing building programme; the extra requirements at both levels pending; the schedule for provision of such extra facilities as already agreed or in the course of preparation in conjunction with local management, the Kildare and Wicklow Education and Training Board or other bodies; and if he will make a statement on the matter. [14663/18]
View answerMy Department's Capital Programme (2016-2021) continues to address the challenges posed by the significant bulge in pupil enrolments going through our schools. This has seen a significant expansion in the rate of provision of new school places. The Capital Programme details the school projects that are being progressed through the architectural planning process, including those schools in County Kildare.
The delivery of the new permanent school building for the post-primary school at Naas will cater for 1,000 pupils and the project has been devolved to the Wicklow/Kildare Education and Training Board for delivery.
The ETB is currently in the process of the pre-qualification of contractors stage, the approval for which was given recently by my Department.
A contractor pre-qualification process normally takes in the region of 8 weeks provided no clarifications are sought by potential bidders. A Report on the outcome must be submitted to my Department. Once the Report is reviewed, and assuming that there are no issues with it, approval will be given for the project to proceed to tender.
166. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which the primary and second level school building requirements are being met in Clane, County Kildare, with particular reference to the ongoing building programme; the extra requirements at both levels pending; the schedule for provision of such extra facilities as already agreed or in the course of preparation in conjunction with local management, the Kildare and Wicklow Education and Training Board or other bodies; and if he will make a statement on the matter. [14664/18]
View answerMy Department's Capital Programme (2016-2021) continues to address the challenges posed by the significant bulge in pupil enrolments going through our schools. This has seen a significant expansion in the rate of provision of new school places. The Capital Programme details the school projects that are being progressed through the architectural planning process, including those schools in County Kildare.
The major building project at the primary school in Clane is at an advanced stage of architectural planning Stage 2b (Detailed Design), which includes the application for statutory approvals and the preparation of tender documents. All statutory approvals have been secured.
The Stage 2b submission has been received in my Department and is currently being reviewed. On completion of the review, my Department will revert to the Board of Management with regard to the further progression of the project at that time.
167. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which the primary and second level school building requirements are being met in Kilcock, County Kildare, with particular reference to the ongoing building programme; the extra requirements at both levels pending; the schedule for provision of such extra facilities as already agreed or in the course of preparation in conjunction with local management, the Kildare and Wicklow Education and Training Board or other bodies; and if he will make a statement on the matter. [14665/18]
View answerMy Department's Capital Programme (2016-2021) continues to address the challenges posed by the significant bulge in pupil enrolments going through our schools. This has seen a significant expansion in the rate of provision of new school places. The Capital Programme details the school projects that are being progressed through the architectural planning process, including those schools in County Kildare.
A building project for a primary school in Kilcock is at an advanced stage of architectural planning Stage 2b (Detailed Design), which includes the application for statutory approvals and the preparation of tender documents. All statutory approvals have been secured.
The Stage 2b submission has been reviewed by the Department and the Board of Management has recently been advised of a timeframe for the further progression of this project.
168. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which the primary and second level school building requirements are being met in Newtown, County Kildare, with particular reference to the ongoing building programme; the extra requirements at both levels pending; the schedule for provision of such extra facilities as already agreed or in the course of preparation in conjunction with local management, the Kildare and Wicklow Education and Training Board or other bodies; and if he will make a statement on the matter. [14666/18]
View answer176. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which the primary and second level school building requirements are being met in Tiermohan, County Kildare, with particular reference to the ongoing building programme; the extra requirements at both levels pending; the schedule for provision of such extra facilities as already agreed or in the course of preparation in conjunction with local management, the Kildare and Wicklow Education and Training Board or other bodies; and if he will make a statement on the matter. [14674/18]
View answerI propose to take Questions Nos. 168 and 176 together.
My Department's Capital Programme (2016-2021) continues to address the challenges posed by the significant bulge in pupil enrolments going through our schools. This has seen a significant expansion in the rate of provision of new school places. The Capital Programme details the school projects that are being progressed through the architectural planning process, including those schools in County Kildare. The Capital Programme also provides for devolved funding for additional classrooms, if required, for schools where an immediate enrolment need has been identified or where an additional teacher has been appointed.
In order to plan for school provision, the demographic data for the school planning areas nationwide, is being kept under ongoing review by my Department to take account of updated child benefit data and updated enrolment data.
My Department is currently undertaking demographic exercises, involving all school planning areas at primary and post-primary level which will determine where additional school accommodation will be needed in the future. It is anticipated that decisions based on the review will be announced in the coming weeks.
