Written Answers Nos. 194-212
194. Deputy Mattie McGrath asked the Minister for Education and Skills the breakdown of the training and development and incidental expenses incurred by his Department in the year ending 31 December 2017. [22138/18]
View answerThe total expenditure on Staff Training and Development in my Department in 2017 was €536,121.89, a breakdown of which is provided in the following table.
This expenditure provides for training for Department staff including the Department’s Administrative staff, the Department’s Inspectorate, the National Educational Psychological Services (NEPS) and specialist staff employed in certain business areas including the I.T., Legal, Financial and Planning/ Building Units of the Department.
The training that is provided includes: Continuing Professional Development (CPD) for members of the Inspectorate, NEPS and technical staff; targeted training in priority areas such as Project Management and Business Process Improvement; Management and Leadership development as well as training to address ongoing business needs such as Financial Management training, IT training/ technical training for IT specialist staff, Health and Safety training and Irish Language training.
Expenditure on Staff Training & Development, Department of Education & Skills, 2017
|
Training |
Amount € |
|
Refund of Fees |
€160,470 |
|
Inspectorate* |
€88,368* |
|
NEPS* |
€81,669* |
|
Management Development/ Leadership |
€79,769 |
|
Gaeilge |
€30,858 |
|
Information Technology |
€30,676 |
|
Other (Business Process Improvement, Project Management, FOI, specialist training (eg Payroll, Legal), Health & Safety, attendance at conferences, indirect training costs etc. |
€368,350 |
|
Total |
€536,121.89 |
* Includes Refund of Fees.
195. Deputy Mattie McGrath asked the Minister for Education and Skills the breakdown of the travel and subsistence expenses incurred by his Department in the year ending 31 December 2017. [22154/18]
View answerThe total expenditure on travel and subsistence for my Department is €2,439,467.09 comprising of €2,263,967.14 and €175,449.95 for domestic and foreign travel and subsistence respectively.
196. Deputy Mattie McGrath asked the Minister for Education and Skills the consultancy services, value for money and policy review expenses incurred by his Department in the year ending 31 December 2017. [22170/18]
View answerDetails of payments made by my Department in the year 2017 in respect of consultancy, value for money and policy reviews are available on the Department's website http://www.education.ie/en/Publications/Corporate-Reports/Financial-Reports/Expenditure-on-Consultancy/.
197. Deputy Billy Kelleher asked the Minister for Education and Skills if consideration has or will be given to the relaxation of the requirement of Irish for primary schools teachers; and if he will make a statement on the matter. [22184/18]
View answerI understand that the Deputy is referring to the criteria for entry to primary Initial Teacher Education programmes.
In addition to the CAO points required (in the case of the Bachelor of Education) or the third level award requirement (in the case of the Postgraduate Masters in Education) for entry to programmes of primary Initial Teacher Education, my Department specifies minimum entry requirements in the core subjects of Irish, English and Mathematics.
In October 2017, I announced changes to these minimum entry requirements, as follows:
Entry 2018 - Irish: H5, English: H7/O5, Maths: H7/O6
Entry 2019 and entry 2020 - Irish: H4, English: H7/O4, Maths: H7/O4
The changes that I introduced took account of advice to me provided by the Teaching Council, which had engaged in a consultation process around a number of matters relating to entry to initial teacher education. Many of the issues identified were complex and the Council commissioned the ESRI (Economic and Social Research Institute) to carry out research to inform its deliberations.
The changes also had regard to the Department’s policy “Supporting a Better Transition from Second Level to Higher Education – Implementation and Next Steps” (2015).
In determining the revised entry requirements, care was taken not to disadvantage those students who have already commenced the senior cycle and who intend sitting the Leaving Certificate examinations in 2018. Accordingly, I decided that the minimum entry grades for primary Initial Teacher Education programmes should be increased for 2019 rather than from 2018. However, to have applied this criterion to undergraduate students who might wish to apply for the PME at some time in the future, it would mean deferring the changes for four years or more. In the case of graduates who do not meet the new Irish entry requirement, the Deputy might wish to note that there are a number of options available in this regard.
The revision of entry criteria for primary initial teacher education is part of a wider range of actions being implemented or developed to achieve the objective of developing the continuum of teacher education to equip teachers with the right skills for 21st century teaching and learning, and the overall vision of making the Irish education and training system the best in Europe over the next decade. The changes seek to ensure that primary teachers have the capacity to lead in significant and fundamental areas of student learning: English, Irish and Maths.
Further changes to the minimum entry requirements from 2021 onwards will be considered in the light of experience, relevant policy developments and following consultation with relevant stakeholders.
I do not plan to further adjust the minimum entry requirements or to allow exemptions to the requirements, in advance of this.
198. Deputy Niamh Smyth asked the Minister for Education and Skills if concerns raised by a person (details supplied) in correspondence will be addressed; and if he will make a statement on the matter. [22186/18]
View answerCircular 12/2016, which is available on the Department website, outlines the number of days that teaching principals may take as release time in a school year in order to assist them fulfilling their principal duties. Under these arrangements my Department pays for a substitute teacher to be employed by a school to facilitate administrative functions to be undertaken by the teaching principal. Under the current arrangements the number of days that principal teachers may take as release time in each school year ranges between 15 and 25 days depending on the size of the school.
Building on measures in previous budgets to enhance school leadership, Budget 2018 made €0.4 million available to fund almost 4600 additional release days for teaching principals in primary schools. This additional funding will see an increase in the number of release days available to teaching principals in the 2018/19 school year.
I recently announced an extension to the arrangements for schools with teaching principals to cluster their release days into full-time posts, with one teacher covering the release days of all the schools in the cluster. Up to 50 principal release cluster posts will be put in place for the 2018/19 school year. This measure will assist teaching principals to more effectively plan their release days for the benefit of the school.
Any additional increase in the number of release days will be considered as part of the next annual budgetary process alongside the many other demands from the education sector.
199. Deputy Thomas Byrne asked the Minister for Education and Skills when a technical assessment will be completed in the case of a school (details supplied). [22187/18]
View answer200. Deputy Thomas Byrne asked the Minister for Education and Skills the status of discussions between the patron of a school (details supplied) and his Department. [22188/18]
View answer201. Deputy Thomas Byrne asked the Minister for Education and Skills if a proposal to build a new school (details supplied) on a greenfield site will be acted on rather than providing an extension and refurbishment. [22189/18]
View answerI propose to take Questions Nos. 199 to 201, inclusive, together.
As the Deputy is aware, a building project for the school referred to by the Deputy is included on the 6 Year Construction Programme.
In this regard, my Department has undertaken a site visit to the school. My Department is also engaging with the school's trustees regarding the proposed project and will be in further contact with the trustees when the project brief has been determined.
202. Deputy Noel Rock asked the Minister for Education and Skills the number of persons expecting to graduate as secondary school teachers; the subjects in which they will be qualified to teach; and if he will make a statement on the matter. [22205/18]
View answerThe numbers of graduates from initial teacher education (ITE) programmes have remained broadly constant over the last number of years. In 2018 my Department expects approximately 1,500 graduates from post primary ITE programmes, similar to 2017. A breakdown of the subject specialisms of the 2018 graduates is not available, but I am attaching for the Deputy's information a breakdown of the subject specialisms of the 2017 graduate cohort. It is anticipated that the figures for the 2018 cohort will be broadly similar.
The Deputy will be aware that I convened the first meeting of the Teacher Supply Steering Group, which is chaired by the Secretary General of my Department, on 26th March 2018. The Group met again last month.
The Steering Group is considering the issues that impact on teacher supply, including: initial teacher education policy, provision, funding and support; policies and arrangements for schools and teachers that impact on teacher mobility/supply; and promotion of the teaching profession. The Group will also consider data requirements to support teacher supply planning and in that regard a working group is being convened to consider the key factors that impact upon the demand for and supply of teachers and to identify the data sets required to analyse each of these factors.
The Steering Group will oversee a programme of actions according to strict timelines and clear deliverables to meet important needs. In undertaking its task, the Steering Group will be cognisant of the requirement that all persons wishing to teach in recognised schools must meet the professional registration standards and criteria set by the Teaching Council, which is the professional regulatory body for the teaching profession.
Post Primary Initial Teacher Education: Subject specialisms of graduates 2017
|
Subject |
No grads* |
|
Accounting |
49 |
|
Agricultural Science |
61 |
|
Applied Maths |
10 |
|
Art |
60 |
|
Biology |
178 |
|
Business |
196 |
|
Chemistry |
110 |
|
Classical Studies |
4 |
|
Computer Studies/ICT |
3 |
|
Construction Studies |
80 |
|
CSPE |
96 |
|
Design & Communication Graphics |
115 |
|
Economics |
51 |
|
Engineering |
35 |
|
English |
325 |
|
French |
61 |
|
Geography |
260 |
|
German |
15 |
|
History |
252 |
|
Home Economics |
63 |
|
Irish |
196 |
|
Maths |
188 |
|
Music |
89 |
|
PE |
166 |
|
Physics |
43 |
|
Physics & Chemistry |
24 |
|
Religious Education |
153 |
|
Science |
12 |
|
Spanish |
13 |
|
Technology |
35 |
|
Total* |
2,943 |
*NB: the majority of students qualify in two subjects and therefore appear twice in the table.
203. Deputy Noel Rock asked the Minister for Education and Skills the way in which the Action Plan for Education 2018 can achieve its targets for STEM education in view of the fact that difficulties already exist in recruiting teachers of science and physics; and if he will make a statement on the matter. [22206/18]
View answerIn November 2017 I launched a STEM Policy Statement and Implementation Plan, which aims to make Ireland the best in Europe in STEM by 2026. The Statement focusses on the many strengths in STEM education in Ireland while providing a roadmap to address the areas for development.
I recognise that the achievement of our STEM goals will rely greatly on the availability of suitably qualified teachers to meet our schools' needs. In that regard, the Deputy may be aware that I announced earlier this year, following consultation with the Irish Universities Association, an expansion of the number of places on post primary teacher education courses at both undergraduate and postgraduate level in priority areas, with many of these extra places in STEM subjects.
I convened the first meeting of the Teacher Supply Steering Group, which is chaired by the Secretary General of my Department, on 26th March 2018. The Group met again last month.
The Group will consider the issues that impact on teacher supply and oversee a programme of actions according to strict timelines and clear deliverables to meet important needs. This will include actions aimed at ensuring that the output from the HEIs in terms of newly qualified teacher numbers and subject specialisms matches the needs of the school system as determined by national policies, including the STEM policy.
In undertaking its task, the Group will be cognisant of the requirement that all persons wishing to teach in recognised schools must meet the professional registration standards and criteria set by the Teaching Council, which is the professional regulatory body for the teaching profession.
204. Deputy Noel Rock asked the Minister for Education and Skills if a review of initial teacher education programmes for post-primary teaching is needed in order to ensure an adequate supply of teachers in a wide range of subjects; and if he will make a statement on the matter. [22207/18]
View answerAs the Deputy is aware, I convened the first meeting of the Teacher Supply Steering Group, which is chaired by the Secretary General of my Department, on 26th March 2018. The Group met again last month.
The Steering Group will oversee a programme of actions according to strict timelines and clear deliverables. In undertaking its task, the Group is cognisant of the requirement that all persons wishing to teach in recognised schools must meet the professional registration standards and criteria set by the Teaching Council, which is the professional regulatory body for teaching.
The Steering Group is considering the issues that impact on teacher supply, including: initial teacher education policy, provision, funding and support; data/research requirements; policies and arrangements for schools and teachers that impact on teacher mobility/supply; and promotion of the teaching profession. A working group has convened to consider and progress the teacher supply issues relating to Higher Education and initial teacher education will be considered in that context.
The Deputy may wish to note that changes to the duration and content of all initial teacher education programmes were made in response to recommendations in the National Strategy to Improve Literacy and Numeracy among Children and Young People 2011-2020 and were incorporated into the Teaching Council’s Policy Paper on the Continuum of Teacher Education and Criteria and Guidelines for Programme Providers. Both were published in 2011.
The increase in duration, to two years for post-graduate Initial Teacher Education programmes, allows for substantial periods of school placement as well as a number of mandatory elements such as Literacy & Numeracy. These reforms are focused on improving the quality of teaching in our schools, which is central to the educational outcomes of our children.
205. Deputy Charlie McConalogue asked the Minister for Education and Skills his views on single-sex schools; if his Department has carried out research on the matters raised in correspondence (details supplied); and if he will make a statement on the matter. [22290/18]
View answer224. Deputy Thomas Pringle asked the Minister for Education and Skills his views on the continued practice of single-sex education here; his plans to end single-sex schooling to tackle gender inequality reinforced by gender segregation in primary and secondary schools; and if he will make a statement on the matter. [22562/18]
View answerI propose to take Questions Nos. 205 and 224 together.
As the Deputy may be aware, all newly established schools operate on a co-educational basis.
Any school wishing to change their status to become co-educational facilities, or who wish to amalgamate to form a single co-educational facility, may contact the Schools Capital Appraisal Section of my Department for advice on how to make an application in this regard.
206. Deputy Joe Carey asked the Minister for Education and Skills the demographic figures and statistics utilised by his Department for school planning purposes for school planning areas in counties Clare and Waterford; and if he will make a statement on the matter. [22300/18]
View answerAs the Deputy will be aware, the Government recently announced plans for the establishment of 42 new schools over the next four years (2019 to 2022). This announcement follows nationwide, demographic exercises carried out by my Department into the future need for primary and post-primary schools across the country and the 4-year horizon will enable increased lead-in times for planning and delivery of the necessary infrastructure.
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 (GIS) to identify where the pressure for school places across the country 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 the 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 with a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school(s).
My Department also engages with each of the local authorities to obtain the up-to-date data on significant new residential development in each area. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes as there is a constantly evolving picture with planned new residential development, including additional residential developments arising from the Local Infrastructure Housing Activation Fund (LIHAF).
In addition to the new schools announced, there will be a need for further school accommodation in other areas in the future. Based on the current analysis, this need can be addressed through either planned capacity increases in existing schools or additional accommodation or extensions to existing schools. Approximately 40% of extra school places are delivered by extending existing schools.
I have indicated that the requirement for new schools will be kept under on-going review and in particular would have regard for the increased rollout of housing provision as outlined in Project Ireland 2040.
207. Deputy Fergus O'Dowd asked the Minister for Education and Skills further to Parliamentary Question No. 111 of 9 May 2018, if a meeting will be organised with departmental officials as requested previously; his views on queries (details supplied) raised further to the reply received; and if he will make a statement on the matter. [22313/18]
View answerThe criteria used for the allocation of teaching posts is published annually on the Department website. The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September.
The criteria for the appointment of an administrative deputy principal to a school, which are enrolment related, are set out in Appendix B of Circular, 0010/2018. There is no scope to deviate from these arrangements.
The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally irrespective of location.
The general approach taken in cases of amalgamation is that the existing staff of the pre-amalgamation schools can remain in the newly amalgamated school. Where this results in the newly amalgamated school having more staff than that warranted by the staffing schedule, a concessionary allocation is given to the school to allow all of the teachers remain in place. The concessionary post is only retained until such time as one of the existing cohort of teachers leaves the newly amalgamated school and, as such, is not a permanent allocation but is a temporary measure to assist in the amalgamation process.
Any invitations or meeting requests can be forwarded to diary@education.gov.ie and they will be considered.
208. Deputy Thomas Byrne asked the Minister for Education and Skills the position regarding the bundle of schools and a company (details supplied); when each school affected will be open; and when subcontractors will be paid. [22316/18]
View answerThe Schools Bundle 5 PPP Project encompasses five school buildings and one further education college across four sites in Bray, Wexford, Carlow and Kells. Under the PPP arrangement, the PPP company, InspiredSpaces, had a construction works contract with Carillion Construction Ltd, which further sub-contracted to Sammon Contracting Ireland Ltd (SCIL).
When Carillion Construction Ltd went into liquidation, their works contract was terminated. DIF, one of the shareholders in the PPP company, tendered for a replacement contractor for the completion of the buildings. DIF was working towards the delivery of all school buildings by the coming school year. However, the appointment of an examiner to SCIL last month has added complexity to this process and it is not yet clear the extent to which this will impact on achievement of that timeline.
While our clear focus remains on getting the new schools delivered as quickly as possible, the Department has been engaging with the relevant school authorities in relation to contingency plans to mitigate against any issues arising from delays in the delivery of the new school buildings.
In the case of all school building projects, it is a matter for sub-contractors and suppliers to agree terms and conditions and a schedule of payments with the main contractor as their direct employer or customer. We are aware of reports that some sub-contractors to Sammon have not been paid for work undertaken. While we appreciate the very difficult situation faced by sub-contractors in this situation, neither the Department nor NDFA are party to, nor have visibility of, the contractual and payment arrangements or transactions between Sammon and its sub-contractors, and we do not have authority to intervene on those matters.
In any event, the examiner appointed to Sammon Contracting Ireland Ltd will have a key role in this regard during the examinership period.
209. Deputy Darragh O'Brien asked the Minister for Education and Skills the progress on the delivery of a new school (details supplied); and if he will make a statement on the matter. [22319/18]
View answerAs the Deputy may be aware, the building project for the school to which he refers is included on my Department's capital programme.
Officials in my Department are working closely with officials in the relevant local authority in accordance with the Memorandum of Understanding in relation to the identification and acquisition of a suitable site to facilitate the school building project. A potential site option has been identified and is being progressed.
Once the site has been secured, a project to provide permanent accommodation for the school will be progressed into the architectural planning process.
210. Deputy Robert Troy asked the Minister for Education and Skills further to Parliamentary Questions Nos. 148 and 149 of 8 May 2018, the measures which can be put in place for a child (details supplied) in view of the circumstances. [22323/18]
View answerIt is the policy of my Department 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.
The greater proportion of children with Autism attend mainstream classes, but some require the environment of a special class or special school. This decision is based on a recommendation contained within a professional assessment in consultation with the NCSE.
Students enrolling in specialised placements must have a report from a relevant professional or team of professionals stating that:
- S/he has a disability (in line with the designation of the special placement in question) and
- S/he has significant learning needs that require the support of a specialised setting and the reasons why this is the case.
The National Council for Special Education (NCSE) plans and co-ordinates the provision of educational support services to children with special educational needs, in consultation with the relevant education partners and the Health Service Executive (HSE).
The enrolment of a child to a school is a matter, in the first instance, for the parents of the child and the Board of Management of a school. My Department has no role in relation to processing applications for enrolment to schools and it does not maintain details of waiting lists in schools.
Accordingly, the NCSE advises parents, to seek to enrol their child, by applying in writing, to the school/s of their choice as early as possible. Where parents have been unsuccessful in enrolling their child in a school placement, for the 2018/19 school year, they should update their local SENO to inform the planning process.
My officials have been informed by the NCSE that the local Special Educational Needs Organiser (SENO) continues to advise and work with the family of the child referred to by the Deputy in relation to sourcing a school placement.
It is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998. The selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. Under section 15 (2) (d) of the Education Act 1998, each school is legally obliged to publish its enrolment policy.
Section 29 of the Education Act 1998, provides parents with an appeal process where a board of management of a school or a person acting on behalf of the Board refuses enrolment to a student. Where a school refuses to enrol a pupil, the school is obliged to inform parents of their right under Section 29 of the Education Act 1998 to appeal that decision to either the relevant Educational Training Board or to the Secretary General of this Department.
The NCSE works in collaboration with the Educational Welfare Services (EWS) of the Child and Family Agency which is the statutory agency that can assist parents who are experiencing difficulty in securing a school place for their child or can offer assistance where a child is out of school. The local service is delivered through the national network of Educational Welfare Officers (EWO). Contact details are available at http://www.tusla.ie/get-in-touch/education-and-welfare/.
Where there is no placement available for a child with Special Educational Needs, this Department will consider applications under the Home Tuition Grant Scheme, where a student can receive up to 20 hours home tuition per week as an interim measure until a placement becomes available.
The school referred to by the Deputy is a special school which provides for the special educational needs of children with Autism who have such complex needs that they are best placed in a special school.
The school is due to proceed to tender at the end of this month for the delivery of a new 2-storey 6-classroom base Special Needs school including a General Purpose Hall, staff and pupil facilities and ancillary spaces.
As the matter raised by the Deputy refers to a particular child, I have arranged for the Deputy's question to be forwarded to the National Council for Special Education for their attention and direct reply.
212. Deputy Sean Sherlock asked the Minister for Education and Skills the options open to a family (details supplied) in County Kildare to find help with a primary school place for their son. [22338/18]
View answerIt is the policy of my Department 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.
The greater proportion of children with Autism attend mainstream classes, but some require the environment of a special class or special school. This decision is based on a recommendation contained within a professional assessment in consultation with the NCSE.
Students enrolling in specialised placements must have a report from a relevant professional or team of professionals stating that:
- S/he has a disability (in line with the designation of the special placement in question) and
- S/he has significant learning needs that require the support of a specialised setting and the reasons why this is the case.
The National Council for Special Education (NCSE) is responsible for organising and planning provision for children with Special Educational Needs, including the establishment of special classes in mainstream primary and post primary schools. Where special provision is required, it is planned and established to meet that need.
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.
The enrolment of a child to a school is a matter, in the first instance, for the parents of the child and the Board of Management of a school. My Department has no role in relation to processing applications for enrolment to schools.
Accordingly, the NCSE advises parents, to seek to enrol their child, by applying in writing, to the school/s of their choice as early as possible. Where parents have been unsuccessful in enrolling their child in a school placement, for the 2018/19 school year, they should update their local SENO to inform the planning process.
It is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998. The selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. Under section 15 (2) (d) of the Education Act 1998, each school is legally obliged to publish its enrolment policy.
Section 29 of the Education Act 1998, provides parents with an appeal process where a board of management of a school or a person acting on behalf of the Board refuses enrolment to a student. Where a school refuses to enrol a pupil, the school is obliged to inform parents of their right under Section 29 of the Education Act 1998 to appeal that decision to either the relevant Educational Training Board or to the Secretary General of this Department.
The NCSE works in collaboration with the Educational Welfare Services (EWS) of the Child and Family Agency which is the statutory agency that can assist parents who are experiencing difficulty in securing a school place for their child or can offer assistance where a child is out of school. The local service is delivered through the national network of Educational Welfare Officers (EWO). Contact details are available at http://www.tusla.ie/get-in-touch/education-and-welfare/.
Where there is no placement available for a child with Special Educational Needs, this Department will consider applications under the Home Tuition Grant Scheme, where a student can receive up to 20 hours home tuition per week as an interim measure until a placement becomes available.
The NCSE will continue to work with schools, parents, NEPS, health professionals and other staff who are involved in the provision of services in the area referred to by the Deputy for children with special educational needs, to ensure that each child has a placement appropriate to their needs for the 2018/19 school year.
