Paul Murphy
Question:50. Deputy Paul Murphy asked the Minister for Education and Skills the timeline for the completion of a school (details supplied) in Dublin 16; and if he will make a statement on the matter. [14374/18]
View answerSchools Building Projects Status
Questions (50)
Written answers
As the Deputy is aware, a building project to provide permanent accommodation for the school in question is included in my Department’s 6 Year Construction Programme.
In this regard, the schedule of accommodation for the new school has been finalised. As agreed with the school authority, the schedule of accommodation issued to the school authority when finalised and this was furnished to the school on the 6th March. The next stage involves the commencement of the architectural planning process and my Department will be in further contact with the school in this context.
School Accommodation Provision
Questions (51)
John Curran
Question:51. Deputy John Curran asked the Minister for Education and Skills when he expects the completion of the nationwide demographic exercises involving all school planning areas, including Tallaght, Saggart, Citywest, Newcastle and Rathcoole, which will determine the locations in which additional school accommodation will be needed in the future; and if he will make a statement on the matter. [14277/18]
View answerWritten answers
As the Deputy may be aware, in 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 to identify where the pressure for school places across the country will arise. This system uses data from a range of sources. 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.
For school planning purposes, the areas referred to by the Deputy, including Saggart and Citywest, are located within the Tallaght and Newcastle_Rathcoole school planning areas. A new 1,000 pupil post-primary in the Kingswood area of Tallaght was established in September 2016 to serve the needs of students in the Tallaght school planning area, which includes Citywest. A building project for this school commenced construction in August 2017. In addition, a new 1,000 pupil post-primary school is due to be established in September 2018 in Firhouse/Oldbawn, which is adjacent to the Tallaght area.
Nationwide demographic exercises involving all school planning areas, which will determine where additional school accommodation will be needed in the future, are currently ongoing and it is anticipated that decisions based on these exercises will be announced in the coming weeks.
School Curriculum
Questions (52)
Pat Deering
Question:52. Deputy Pat Deering asked the Minister for Education and Skills the steps he will take to increase the uptake of STEM, science, technology, engineering and mathematics; if schools will be supported to modernise their science labs; and if he will make a statement on the matter. [14365/18]
View answerWritten answers
The promotion of STEM (Science, Technology, Engineering and Mathematics) within our education system is a key priority for my Department and is reflected in the Action Plan for Education, which has the overall aim to make the Irish Education and training system the best in Europe.
Most recently, in November 2017 I launched the STEM Education Policy Statement and Implementation Plan, whose aim is that Ireland will be internationally recognised as a European leader in the provision of STEM education for learners by 2026. This Policy Statement focusses on the many strengths in STEM education in Ireland while providing a roadmap to address the areas for development. My Department is actively engaged in promoting STEM across the education system, for example through the updating of existing STEM curricula and in working with outside organisations to promote STEM among all learners. Implementation of the Policy Statement and Plan is overseen by a STEM Education Implementation Advisory Group which held its first meeting earlier this month.
Within our school system, there is an increased emphasis on STEM education, while new initiatives will continue to support greater participation and improved performance in STEM. My Department is committed to curricular reform in relation to STEM, for example:
Introduction of computer science subject at senior cycle in September 2018;
Development of a new primary mathematics curriculum which will support all children in the development of algorithmic and computational thinking to include coding;
New Science specification was introduced for junior cycle students from September 2016;
Junior Cycle Mathematics specification to be implemented from September 2018;
A quality assured programme of STEM professional development provided to early years practitioners and teachers;
All schools will provide a better teaching, learning and assessment environment in STEM education;
All schools, learners and parents have access to quality STEM career information and more opportunities to experience the diversity of STEM careers;
All learners have access to co-curricular and out of school STEM learning opportunities with a 20% increase in extra-curricular STEM activities across schools;
Robust and sustainable partnerships between schools, business and industry, public sector bodies, research organisations, further and higher-level institutions, and the wider STEM community in place;
Partnerships in place with Arts education promoting creativity, universal design and design thinking skills;
STEM awards programme in place to recognise student participation in informal and extra-curricular STEM activities and events;
In relation to infrastructure, my Department is committed to conduct an audit to identify gaps in physical infrastructure which impact on the provision of STEM education in schools and early years settings. Project Ireland 2040 underpins the programme of curricular reform which I am implementing.
Under the National Development Plan 2018-2027, increased funding has being provided for the school sector capital investment programme. This funding will allow a continued focus on the generation of new permanent school places to keep pace with demographic demand.
Significantly, the new funding will also provide for an additional focus on refurbishment of the existing school stock. This refurbishment programme will have three strands and will benefit schools throughout the country, not just in those areas of high demographic growth:
Upgrade of labs to support the reform and modernisation of school curricula;
Build and modernisation of PE facilities in post-primary schools;
Commencement of deep energy retrofit of schools built prior to 2008.
School Enrolments
Questions (53)
Clare Daly
Question:53. Deputy Clare Daly asked the Minister for Education and Skills if he is satisfied that the primary school needs of children in the River Valley, Ridgewood and Boroimhe areas of Swords can be met in 2017 and 2018; and if he will make a statement on the matter. [14267/18]
View answerWritten answers
Prior to the conclusion of the enrolment process in the school planning area referred to by the Deputy, representations were made to my Department indicated that there was a shortage of junior infant places for September 2017. At that time my Department, based on demographic information available, projected that 760 junior infant places were required and that the 11 schools enrolling junior infants in the area could facilitate this level of intake. While waiting lists for individual schools seemed to indicate a greater demand than that projected it was understood by my Department that these lists reflected inclusion of pupils on more than one waiting list and also included applications from parents in respect of enrolments in later years, e.g. 2018/19 etc.
I can confirm to the Deputy that the junior infant enrolment in September 2017, in the school planning area referred to was 737.
In respect of September 2018, I can advise that my Department has recently contacted all of the schools in the area to review their projected enrolments for the new academic year. The schools concerned generally commenced their enrolment process for new junior infants in early January of this year and this process is on-going. In that regard, the level of actual demand for all schools is not available at this point.
My Department will continue to liaise with the schools and to keep the matter under review in the coming weeks with a view to putting any necessary arrangements in place to address any deficits in capacity.
Nationwide demographic exercises involving all school planning areas, including the school planning area referred to, which will determine where additional school accommodation will be needed in the future is currently ongoing and this work is almost complete.
Schools Building Contractors
Questions (54, 63)
Thomas P. Broughan
Question:54. Deputy Thomas P. Broughan asked the Minister for Education and Skills the status of the school projects that were almost completed by sub-contractors and partners of a company (details supplied); when he expects the completion of all these schools; and if he will make a statement on the matter. [14265/18]
View answer
Mick Wallace
Question:63. Deputy Mick Wallace asked the Minister for Education and Skills the status of the five schools and college involved in the collapse of a company (details supplied); if tenders have been issued; the completion date for the schools; and if he will make a statement on the matter. [14454/18]
View answerWritten answers
I propose to take Questions Nos. 54 and 63 together.
The Dutch Infrastructure Fund (DIF), representing the PPP Company responsible for delivery of Schools Bundle 5, is currently implementing a rectification plan to secure service commencement on the five school buildings and one further education college as soon as possible.
DIF has indicated that a number of contractors/service providers have now been invited to quote for finishing the works outstanding on the relevant buildings and for the provision of facilities management services over the 25-year life of the project. It expects to receive final bids from tenderers, with whom it has already had extensive engagement, by early April.
Based on this, and the expected timeframe for the evaluation of tenders, and appointment and mobilisation of the new contractor/service providers, DIF is targeting all six buildings to be operational for the beginning of the coming school year, with the most advanced schools to be delivered earlier in the summer.
DIF has confirmed that, in conjunction with its lenders, it will deploy all necessary resources towards achieving these target dates.
School Enrolments
Questions (55)
Clare Daly
Question:55. Deputy Clare Daly asked the Minister for Education and Skills his plans to sanction new primary schools within the Swords area in the next 18 months; the likely location of same; and if he will make a statement on the matter. [14266/18]
View answerWritten answers
My Department has recently contacted all of the primary schools in the Swords area to review their projected enrolments for September 2018. The schools concerned generally commenced their enrolment process for the new junior infants in early January of this year and this process is not yet complete. In that regard, the level of demand for all schools is not available at this point. Each school has issued invitations for enrolment through school notes and local announcements and are currently offering places in line with their respective enrolment policies. My Department will continue to liaise with the schools and their Patrons to keep the matter under review in the coming weeks with a view to putting any necessary arrangements in place to address any accommodation needs arising in 2018.
Nationwide demographic exercises which will determine where new schools will be needed from 2019 are currently ongoing and it is anticipated that decisions based on these exercises will be announced in the coming weeks.
Special Educational Needs Service Provision
Questions (56)
John Lahart
Question:56. Deputy John Lahart asked the Minister for Education and Skills if immediate funding will be provided for a school (details supplied) for necessary appointments; and if he will make a statement on the matter. [14268/18]
View answerWritten answers
The National Council for Special Education (NCSE) is responsible, through its network of Special Educational Needs Organisers (SENOs) for determining the appropriate staffing levels in special schools.
Enhanced pupil teacher and Special Needs Assistant (SNA) ratios are provided to special schools to support them in dealing with pupil’s educational and care needs.
In accordance with Circular 0042/2011, special schools are staffed based on their actual current pupil profiles and the disability category of each pupil, as opposed to primarily by school designation, in recognition that many special schools now enroll students from disability categories other than those provided for by their original school designations.
This process means that it is for school authorities to determine its staffing requirements in accordance with the curricular requirements of the cohort of students attending the school which includes how best to use that resource to cater for art, drama, music and indeed other curricular content.
When making decisions on staff recruitment, special schools should consider that a primary teacher is qualified to teach the full range of subjects as set out in the Primary School Curriculum, whereas a post-primary qualified teacher is usually a specialist in a limited number of subject areas. Arts education, which is part of the current primary curriculum, encompasses a range of activities in the visual arts, music, drama, dance and literature.
I regret that no additional teaching allocation can be made to facilitate the changes proposed by the school.
DEIS is my Department’s main policy initiative to tackle educational disadvantage and in particular concentrated levels of disadvantage and is only available in mainstream schools. The rationale for allocating resources and supports based on a schools’ level of concentrated disadvantage is based on the existence of a ‘multiplier effect’ whereby students attending a school where disadvantage is concentrated have poorer academic outcomes.
The Home School Community Liaison scheme is an initiative which is specific to DEIS schools in recognition of the support required to break down barriers experienced by children from socio-economic backgrounds in both attending and participating in mainstream education through the meaningful engagement of parents.
The provision of therapy interventions such as play, music and drama therapy are not within the remit of my Department.
School Patronage
Questions (57)
Ruth Coppinger
Question:57. Deputy Ruth Coppinger asked the Minister for Education and Skills if restrictions on Educate Together national schools admissions will be ceased in view of his position of supporting parental choice; and if he will make a statement on the matter. [14380/18]
View answerWritten answers
A case was submitted by Educate Together to my Department in relation to enrolment levels at five schools under its patronage, opened under the patronage divesting process - Tramore ETNS, New Ross ETNS, Trim ETNS, Tuam ETNS and Castlebar ETNS.
My Department considered the case put forward by Educate Together in relation to each of the five divested schools, both on the practicalities of each particular situation and in the broader policy context, and met with Educate Together on 16th March in this regard.
At the meeting both parties reiterated their commitment to work together to increase diversity of school provision in line with the needs of the communities in these areas. While it was acknowledged that this needs to be managed within the constraints of the accommodation that can be made available and recognising that these are areas of stable demographics, the five schools, taking the above into account, can be facilitated to develop over time.
In this regard, my Department wrote to Educate Together on 23rd March, indicating responses in relation to each school, dependent on the availability of permanent or temporary accommodation in each case. Essentially, these schools can be facilitated to develop over time but enrolment in each school will need to be managed within the constraints of the accommodation that can be made available.
I have announced a new Patronage Reconfiguration process, which will accelerate the delivery of multi-denominational and non-denominational schools, to reach 400 live schools by 2030. Unlike the previous process, this plan will focus on live transfers, so that a school which transfers under this process will not be reliant on permanent or temporary accommodation becoming available over time.
Third Level Fees
Questions (58)
Richard Boyd Barrett
Question:58. Deputy Richard Boyd Barrett asked the Minister for Education and Skills his views on whether there should be a move towards the elimination of all third level education fees in the interest of ensuring accessibility for all to further education (details supplied); and if he will make a statement on the matter. [14272/18]
View answerWritten answers
As the Deputy will be aware, 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 as a block grant to the institutions.
However, as autonomous bodies, the internal disbursement of this funding, including the determination of the fee rate applicable for individual students, for example in relation to re-sitting examinations, is a matter for the Governing Authority of each institution.
Higher education is a central part of our plan as a Government to support a strong economy and deliver a fair society. The Report of the Expert Group on Future Funding (Cassells Report) which was published in July 2016, clearly outlines the funding challenges in the higher education sector and offers a number of potential policy approaches for consideration.
While Cassells deals with the medium and long term funding needs of higher education we also have to consider the immediate challenges. In advance of receiving the recommendations of the joint committee, the government has moved to increase funding into the sector. We have therefore prioritised this area in Budgets 2017 and 2018.
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.
As part of Budget 2018, the Government decided to raise the National Training Fund levy by 0.1% in 2018 to 0.8%, and by a further 0.1% in both 2019 and 2020 (subject to the reform of the NTF to make it more transparent and to afford employers greater opportunity to inform the NTF expenditure priorities). The increase in funding from the National Training Fund is a key strategic element of the overall funding increase for higher and further education.
In addition, in January 2018 I published an independent review of the current allocation model for funding higher education. This review provides a roadmap for transitioning towards a reformed funding model that is more transparent, consistent across higher education institutions, incentivises actions in key strategic areas such as research and STEM provision, and supports improved accountability while also respecting institutional autonomy.
This comprehensive approach is being taken in order to contribute to the development of a long-term sustainable funding model for the sector. As such, it will be important to build broad political and societal consensus on achieving the most appropriate future funding model and my Department and I continue to work to that end.
Teachers' Remuneration
Questions (59)
Thomas Byrne
Question:59. Deputy Thomas Byrne asked the Minister for Education and Skills when a clear path to pay equality for newly qualified teachers will be in place. [14450/18]
View answerWritten answers
The 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 sectorial 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.
Weather Events Response
Questions (60)
Joan Burton
Question:60. Deputy Joan Burton asked the Minister for Education and Skills the measures and policies his Department has in place in respect of making up for lost school days incurred during Storm Emma; and if he will make a statement on the matter. [14421/18]
View answerWritten answers
My Department’s guidance for schools in relation to making up for time lost due to unforeseen closures is set out in Circular 0009/2017 Standardisation of the School Year in respect of Primary & Post-Primary Schools for the years 2017/18, 2018/19 and 2019/20 which is available on my Department’s website www.education.gov.ie
As outlined in Circular 0009/2017 flexibility is given to schools to make up for time lost due to unforeseen circumstances including severe weather instances such as Storm Emma. Examples of how this might be achieved subject to consensus at local level include prioritising tuition over non-tuition activities, consideration of whether learning in the classroom should be prioritised over school tours, etc. and reducing where possible the length of mock/house examinations.
Apprenticeship Programmes
Questions (61)
Tony McLoughlin
Question:61. Deputy Tony McLoughlin asked the Minister for Education and Skills the status of the implementation of the apprenticeship and traineeship plan; and if he will make a statement on the matter. [14363/18]
View answerWritten answers
The Action Plan to Expand Apprenticeship and Traineeship in Ireland 2016-2020 sets out a series of detailed actions and annual targets on 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 50,000 learners register on apprenticeship and traineeship programmes. This represents a more than doubling of activity by 2020.
This Government is committed to expanding the apprenticeship model into new sectors of the economy. To date, 11 new apprenticeship programmes have been developed, following the Apprenticeship Council’s first call for proposals in 2015. These new programmes span a variety of sectors ranging from financial services, ICT to hospitality. Further new apprenticeships are to be submitted to Quality and Qualifications Ireland (QQI) for validation shortly and, subject to successful validation, will get underway in 2018. In addition, a key commitment in our plan for last year was to issue a second call for apprenticeship proposals to refresh the pipeline of apprenticeship proposals established through the first call. Arising from our second call a further 26 new programmes have now been approved for further development into national apprenticeships in various sectors including construction, engineering, horticulture and agriculture.
As well as developments in new apprenticeships, as the employment and economic situation continues to improve, we have seen strong growth in registrations across the craft trades nationally during 2017 with 4,508 at year end, which represents a 20% increase on 2016.
The Government is also prioritising the expansion of traineeship offerings. At the end of 2017, an additional eight new traineeships had been developed in areas such as hospitality, engineering and animation. These new programmes will complement the existing programmes on offer. The programmes have been designed by ETBs working in collaboration with employers to meet identified skill needs. In addition, we have broadened the eligibility criteria on participation to include school leavers, older learners and people in employment.
A new Five-Step Guide to traineeship has been developed which is aimed at employers seeking practical information on how to develop a traineeship within their company. The guide provides practical information on what a traineeship is; how employers and prospective trainees can access traineeship programmes; information on current traineeship opportunities, and the five-step process to developing a new traineeship.
School Funding
Questions (62)
Mary Butler
Question:62. Deputy Mary Butler asked the Minister for Education and Skills the status of an application for funding by a school (details supplied); and if he will make a statement on the matter. [14269/18]
View answerWritten answers
I can confirm to the Deputy that my Department received an application from the school in question for temporary classrooms to accommodate two additional teacher appointments in September 2018. My Department has recently conveyed approval in principle for this accommodation to the school.
The school has also submitted an application for significant capital funding for major building works. The application will be considered and a decision will be conveyed to the school authority as soon as this process has been completed. The school principal has been advised of the position.
Question No. 63 answered with Question No. 54.
School Enrolments
Questions (64)
Caoimhghín Ó Caoláin
Question:64. Deputy Caoimhghín Ó Caoláin asked the Minister for Education and Skills the steps he is taking to ensure that there is an adequate number of primary school places in Greystones, County Wicklow; and if he will make a statement on the matter. [14429/18]
View answerWritten answers
My Department has recently contacted all of the primary schools in the Greystones area to review their projected enrolments for September 2018. My Department will continue to liaise with the schools to keep the matter under review in the coming weeks with a view to assessing any accommodation needs arising in 2018.
Nationwide demographic exercises at primary and post-primary level are currently being carried out to determine where additional school accommodation is needed from 2019. 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.
Stádas faoi Mhíbhuntáiste Scoileanna
Questions (65)
Éamon Ó Cuív
Question:65. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais agus Scileanna cén uair a dhéanfar cinneadh ar iarratas scoile chun bheith aitheanta mar mheánscoil neamhspleách (sonraí tugtha). [14262/18]
View answerWritten answers
Tá coiste athbhreithnithe bunaithe chun athbhreithniú a dhéanamh ar an soláthar oideachais ar fud scoileanna ar oileáin. Tá an obair seo ag an gcéim thosaigh a bhaineann lena forbairt agus déanfar í a chur chun cinn in 2018. Beidh an Roinn i dteagmháil leis na páirtithe ábhartha, an t-údarás scoile dá dtagraítear ina measc.
DEIS Review
Questions (66)
Brendan Smith
Question:66. Deputy Brendan Smith asked the Minister for Education and Skills when decisions will be made on an updated DEIS school supports programme following a review of schools' entitlements; and if he will make a statement on the matter. [14416/18]
View answerWritten answers
I wish to advise the Deputy that the update of the identification model is continuing. This will take account of updated school data as provided by schools for the current school year combined with the Pobal HP Index of Deprivation, based on CSO Small Area Population statistics derived from the 2016 National Census. It is envisaged that this process including a quality assurance exercise will be completed in the coming weeks. Once this data is available to my Department, it will be used to inform policy decisions in terms of future provision in the DEIS programme, including decisions with regard to the future designation of schools identified as requiring supports.
Special Educational Needs Service Provision
Questions (67)
Niamh Smyth
Question:67. Deputy Niamh Smyth asked the Minister for Education and Skills if his attention has been drawn to the delays in assessments for children attending school who have developmental issues and may require specialised support; the efforts being made to clear this backlog; and if he will make a statement on the matter. [14389/18]
View answerWritten answers
I can inform the Deputy that my Department introduced a new model to support pupils with special educational needs in our schools following a pilot which demonstrated strong support from principals, teachers and parents. The new model differs significantly from the old Resource Allocation Model, as schools are now front-loaded with additional resources based on the profile of each individual school. This means that the Department has allocated special education teaching support directly to schools to enable them to respond to pupil needs without having to wait for an assessment to allow them to apply for additional resources. School can now respond to individual need in a flexible way and pupils do not have to have a psychological assessment or a diagnosis of a disability in order to access Special Education Teaching. It also means that those with highest level of need can access the highest level of support within the school. Medical or psychological assessments will still be used to assess a child’s needs, or the nature of difficulties they may have. However, an assessment, or diagnosis, will no longer be needed to access additional teaching support in schools.
I can inform the Deputy that my Department’s National Educational Psychological Service provides educational psychological support to all primary and post-primary schools. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to a NEPS psychologist for responses to queries arising, and access to individual pupil casework via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments. (SCPA).
In common with many other psychological services and best international practice, NEPS has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution oriented consultative approach to maximise positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Only in the event of a failure to make reasonable progress, in spite of the school's best efforts in consultation with NEPS, will the psychologist become involved with an individual child for intensive intervention or assessment.
This system allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually. It also ensures that children are not referred unnecessarily for psychological intervention.
I would advise that if there are concerns in relation to the educational or social and emotional development of any student these should be raised by the parents, in the first instance, with the Principal of the school he/she is attending, with a view to Principal discussing the situation with the assigned NEPS psychologist or local NEPS service.
Schools Building Projects Status
Questions (68)
John Brady
Question:68. Deputy John Brady asked the Minister for Education and Skills the timeframe for the opening of a school (details supplied) in County Wicklow; and if he will make a statement on the matter. [14414/18]
View answerWritten answers
The schools referred to by the Deputy form part of Schools Bundle 5, the PPP project which has been impacted by the liquidation of Carillion.
The Dutch Infrastructure Fund (DIF), representing the PPP Company responsible for delivery of Schools Bundle 5, is currently implementing a rectification plan to secure service commencement on the five school buildings and one further education college as soon as possible.
DIF has indicated that a number of contractors/service providers have now been invited to quote for finishing the works outstanding on the relevant buildings and for the provision of facilities management services over the 25-year life of the project. It expects to receive final bids from tenderers, with whom it has already had extensive engagement, by early April.
Based on this, and the expected timeframe for the evaluation of tenders, and appointment and mobilisation of the new contractor/service providers, DIF is targeting all six buildings to be operational for the beginning of the coming school year, with the most advanced schools to be delivered earlier in the summer.
DIF has confirmed that, in conjunction with its lenders, it will deploy all necessary resources towards achieving these target dates.
Regional Development Policy
Questions (69)
Hildegarde Naughton
Question:69. Deputy Hildegarde Naughton asked the Minister for Education and Skills the steps his Department is taking to promote and drive regional development. [14281/18]
View answerWritten answers
Education and training has been critical to Ireland’s transformation over recent decades and central to sustaining economic success and building strong communities. My Department will support the measures outlined throughout the National Planning Framework Ireland 2040 which notes that “ Strategic planning of and investment in the provision of childcare, education and training are central to reinforcing the delivery of sustainable communities, promoting inclusion and offering choice and accessibility to a high standard of education and employment”.
The National Planning Framework seeks to prioritise the alignment of targeted and planned population and employment growth with educational investment in the following:
A childcare/ECCE planning function, for monitoring, analysis and forecasting of investment needs, including identification of regional priorities.
The provision of childcare facilities and new and refurbished schools on well located sites within or close to existing built-up areas that meet the diverse needs of local populations.
The expansion and consolidation of Higher Education facilities, particularly where this will contribute to wider regional development.
Programmes for life-long learning, especially in areas of higher education and further education and training where skills gaps are identified through sources such as the Regional Skills Fora.
In the Higher Education sector, the development of Technological Universities will drive Regional jobs growth and economic development.
In addition my Department will continue to deliver and develop measures under the National Skills Strategy 2025 and the Action Plan for Education 2016-2019 that aim to promote and drive regional development. My Department has already established nine Regional Skills Fora and will continue to support wider Government policy and initiatives on regional economic development, including the Regional Action Plans for Jobs and the Action Plan for Rural Development.