Written Answers Nos. 265-284
265. Deputy Sean Fleming asked the Minister for Education and Skills if school secretaries and bus drivers are paid their wages during the summer holidays; if not, if they have to sign for jobseeker's benefit during school holidays; and if he will make a statement on the matter. [35806/18]
View answerThe majority of primary and voluntary secondary schools in the Free Education Scheme now receive capitation grant assistance to provide for secretarial, caretaking and cleaning services. Within the capitation grant schemes, it is a matter for each individual school to decide how best to apply the grant funding to suit its particular needs. Where a school uses the capitation grant funding to employ a secretary, such staff are employees of individual schools. Though schemes were initiated in 1978 and 1979 for the employment of Clerical Officers and Caretakers in primary and secondary schools, where staff employed on these schemes are paid directly by the Department and not via grant funding, these schemes have been largely phased out and have been superseded by the more extensive capitation grant scheme. My Department has no plans to develop an alternative scheme for schools to employ secretaries separate to the current system of capitation grant assistance.
In terms of the latest negotiations that have taken place with regard to school secretaries, in 2015 my Department engaged with the Union side on negotiations in relation to the pay of school secretaries (and caretakers) who are employed using grant funding, and agreed to enter an arbitration process on that issue. The Arbitrator recommended a cumulative pay increase of 10% between 2016 and 2019 for school secretaries (and caretakers) comprehended by the terms of the arbitration process and that a minimum hourly pay rate of €13 for such staff be phased in over the period 2016 to 2019. Grant funding used by schools to fund the salaries of ancillary staff is also being improved on a phased basis between 2016 and 2019 following the arbitration process. These increases are in order to enable schools implement the arbitration outcome for grant funded secretaries (and caretakers).
In December 2017, my Department published circular letter 0078/2017 for primary schools and circular letter 0079/2017 for voluntary secondary schools, setting out the application of the third phase increases of the Arbitrator’s recommendations. The circulars are available at:
Circular 0078/2017: https://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0078_2017.pdf.
Circular 0079/2017: http://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0079_2017.pdf.
The increases recommended by the Arbitrator are binding and must be applied by all schools who employ staff to whom the Arbitrator's recommendation applies.
With regard to bus drivers, and as the Deputy is aware, Bus Éireann operates the school transport scheme on behalf of the Department, and issues regarding the terms and conditions and employment status of bus drivers under that scheme are matters for Bus Éireann.
266. Deputy Eoin Ó Broin asked the Minister for Education and Skills if the current level of special needs assistants at a school (details supplied) will be retained; and if he will engage with the NCSE in this regard. [35809/18]
View answerThe National Council for Special Education (NCSE) is responsible for allocating a quantum of Special Needs Assistant (SNA) support for each school annually taking into account the assessed care needs of children qualifying for SNA support enrolled in the school.
The NCSE allocates SNA support to schools in accordance with the criteria set out in Department Circular 0030/2014, which is available on the Department's website at www.education.ie, in order that students who have care needs can access SNA support as and when it is needed.
In considering applications for SNA support for individual pupils, the NCSE take account of the pupils' needs and consider the resources available to the school to identify whether additionality is needed or whether the school might reasonably be expected to meet the needs of the pupils from its current level of resources.
SNAs are not allocated to individual children but to schools as a school based resource.
SNA allocations to all schools can change from year to year as children with care needs leave the school, as new children with care needs enrol in a school and as children develop more independent living skills and their care needs diminish over time.
My Department’s policy is to ensure that every child who is assessed as needing SNA support will receive access to such support.
By the end of this year, there will be a total of 15,000 Special Needs Assistants working in our schools, a 42% increase on 2011.
The NCSE Appeals Process may be invoked by a parent or a school where it is considered that a child was not granted access to SNA support on the grounds that Department policy was not met in accordance with Circular 0030/2014.
Schools may also appeal a decision, where the school considers that the NCSE, in applying Department policy, has not allocated the appropriate level of SNA support to the school to meet the special educational and/or care needs of the children concerned.
Where a school has received its allocation of SNA support for 2018/19, but wishes new enrolments or assessments to be considered, which were not taken into account when the initial allocation was made, they may continue to make applications to the NCSE. The closing date for receipt of any appeals in regard to SNA allocations is Friday, 28th September 2018.
As this question relates to a particular school, I have referred the question to the NCSE for their direct reply.
267. Deputy John McGuinness asked the Minister for Education and Skills if a special needs assistant will be appointed on a specific basis to assist a person (details supplied) when the term commences at a school; and if the appeal which has been lodged will be expedited. [35825/18]
View answerThe National Council for Special Education (NCSE) is responsible for allocating a quantum of Special Needs Assistant (SNA) support for each school annually taking into account the assessed care needs of children qualifying for SNA support enrolled in the school.
The NCSE allocates SNA support to schools in accordance with the criteria set out in Department Circular 0030/2014, which is available on the Department's website at www.education.ie, in order that students who have care needs can access SNA support as and when it is needed.
In considering applications for SNA support for individual pupils, the NCSE take account of the pupils' needs and consider the resources available to the school to identify whether additionality is needed or whether the school might reasonably be expected to meet the needs of the pupils from its current level of resources.
SNAs are not allocated to individual children but to schools as a school based resource.
SNA allocations to all schools can change from year to year as children with care needs leave the school, as new children with care needs enrol in a school and as children develop more independent living skills and their care needs diminish over time.
My Department’s policy is to ensure that every child who is assessed as needing SNA support will receive access to such support.
By the end of this year, there will be a total of 15,000 Special Needs Assistants working in our schools, a 42% increase on 2011.
The NCSE Appeals Process may be invoked by a parent or a school where it is considered that a child was not granted access to SNA support on the grounds that Department policy was not met in accordance with Circular 0030/2014.
Schools may also appeal a decision, where the school considers that the NCSE, in applying Department policy, has not allocated the appropriate level of SNA support to the school to meet the special educational and/or care needs of the children concerned.
Where a school has received its allocation of SNA support for 2018/19, but wishes new enrolments or assessments to be considered, which were not taken into account when the initial allocation was made, they may continue to make applications to the NCSE. The closing date for receipt of any appeals in regard to SNA allocations is Friday, 28th September 2018.
As this question relates to a particular child, I have referred the question to the NCSE for their direct reply.
268. Deputy John McGuinness asked the Minister for Education and Skills his plans to address the issue of two super sized classes at a school (details supplied); if he will engage with the school to resolve this issue as a matter of urgency; and if he will make a statement on the matter. [35826/18]
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 staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally irrespective of location.
The school referred to by the Deputy had an enrolment of 167 on 30th September 2017. This provides for a mainstream staffing of Principal and 5 classroom teachers for the 2018/19 school year. The school will also have 1 full-time and 1 shared Special Education Teachers.
The staffing schedule includes an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Appeals Board.
The school submitted an application for consideration by the Appeals Board at its May 2018 meeting under the Exceptional Accommodation Difficulties criteria. The appeal was refused by the Appeals Board on the basis that the grounds of the appeal did not warrant the allocation of an additional post under Circular 0010/2018. The Appeals Board operates independently of the Department and its decision is final.
The configuration of classes and the deployment of classroom teachers are done at local school level. My Department's guidance to schools is that the number of pupils in any class is kept as low as possible taking all relevant contextual factors into account (e.g. classroom accommodation, fluctuating enrolment etc.). School authorities are also requested, where possible, to use their autonomy under the staffing schedule to implement smaller class sizes for junior classes. Given that the staffing schedule operates to a general average of one classroom teacher for every 26 pupils, if a school has a large class it generally also has a small class.
269. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the current and planned investment in mental health counselling at second level; and if he will make a statement on the matter. [35831/18]
View answerWithin my Department’s Action Plan for Education in 2016/19 mental health and wellbeing promotion is afforded a high priority and is one of the key goals. My Department is strongly supportive of the promotion of positive mental health awareness in post-primary schools. The Department adopts a holistic and integrated approach to supporting schools in promoting positive mental health and to supporting those with a broad range of problems including behavioural, emotional and social.
To support this holistic approach my Department has published a Wellbeing Policy and Framework for Practice (2018-2023) for all schools which will inform how schools can promote student wellbeing. It is the Department’s aim that by 2023 all schools and centres for education will have embedded a dynamic Wellbeing Promotion Process which promotes a whole school preventative approach to the promotion of wellbeing with interventions at both universal and targeted levels. This approach is the most beneficial evidence informed approach for schools in the promotion of mental health and the support for students with mental health difficulties. The Wellbeing Policy includes an Implementation Plan with seven high level actions to support the realisation of the policy. Actions 2, 3 and 4 below focus on the need for the training of teachers which will include work with schools to ensure those students with most needs, including mental health needs, receive the highest level of support.
- Plan and provide for the national roll-out of a professional development process to facilitate all schools and centres for education to engage with and embed a Wellbeing Promotion Process which builds professional capacity and collaborative cultures in schools from 2018-2023.
- Provide for an aligned, comprehensive and easily-accessible programme of support for all schools and centres for education to address school-identified Wellbeing Promotion Needs.
- Consider how the system is meeting current and future teachers’ learning needs relating to wellbeing promotion.
The Wellbeing Policy also builds on the work already taking place in schools including the new Framework for Junior Cycle (2015) which places a clear emphasis on overall student health and wellbeing. This Framework is underpinned by eight principles, one of which is "Wellbeing" covering the development of key skills of “Managing Myself" and "Staying Well" which cover issues such as mental health and mental ill-health, dealing with tough times, loss and bereavement. A Junior Cycle Wellbeing programme was introduced to post primary schools in 2017 as part of the Framework for Junior Cycle which includes the implementation of curricular areas of Social, Personal and Health Education (SPHE) and Physical Education. Support for implementation of the national Wellbeing in Post Primary Schools Guidelines for Mental Health Promotion and Suicide Prevention (2013) is also encompassed within the Wellbeing Policy and Framework for Practice implementation.
Responsibility for provision of mental health services and counselling for young people lies with the Department of Health and the Health Service Executive. Schools are advised to identify supports and services that are available in their community, build relationships and agree referral pathways for students needing referral. The National Educational Psychological Service (NEPS) provides psychological support and engages in collaborative work helping school staff including the school’s Guidance Counselling Service in how to access appropriate mental health services. Psychologists support schools in connecting with Primary Care Psychology Services and Child and Adolescent Mental Health services in relation to individual children and young people with mental health needs. Psychologists support and encourage the establishment of referral and communication protocols between education and health services at local level and work with others to develop community based mental health promotion strategies. In addition NEPS psychologists provide support to schools in implementing Student Support Teams in Post Primary Schools (2014). A project is planned for supporting three clusters of schools in Donegal, Dublin and Cork in developing or reviewing student support teams in post primary schools in September 2018.
NEPS also provides guidelines and resource materials for schools to enable them to deal with certain traumatic events which can adversely affect students and school staff. The guidelines responding to Critical Incidents: Guidelines and Resource Materials for Schools (2016) refer to preventive approaches that schools can adopt in creating a safe and supportive environment. It also outlines how schools can plan for crises. The publication provides support to schools at a potentially overwhelming time with practical step-by-step guidance for teachers and principals on how to respond when a tragedy occurs. The guidelines focus on alerting schools to planning processes, structures and actions which will better allow them to cope with traumatic incidents such as suicide or suspected suicide, murder, accidental death including road traffic accidents and drowning, and death through illness of members of the school community. In relation to suicide, advice is also given on prevention and positive mental health stratagems and approaches. NEPS psychologists will also, at the specific invitation of school authorities, attend at the schools immediately following such incidents to offer direct advice and assistance to school staff and students.
A Wellbeing Steering Committee is overseeing the implementation plan in the Wellbeing Policy Statement and Framework for Practice within my Department. It examines issues in relation to the co-ordination and aligning of the range of supports provided to schools in regard to wellbeing and mental health promotion. This involves coordinating the liaison with other Departments and Government agencies.
Significant resources and developments to achieve these actions have been committed to across a number of sections of the Department. NEPS capacity to enhance the educational psychological service to schools has been increased through the appointment of an additional 10 educational psychologists in the last academic year and a further 10 psychologists in 2018/19. The focus of part of this additional support, in the context of post-primary schools, is on extending the delivery of training in the Friends programmes to teachers in DEIS schools. This programme, when delivered by trained teachers, reduces anxiety and promotes coping, resilience and school-connectedness in young people thus promoting mental health.
Enhancing Guidance Counselling Provision at post-primary level has been achieved through improvements in the guidance allocation to schools, with Budgets 2016 and 2017 together seeing the allocation of the equivalent of 500 guidance posts, following budget measures in 2012 which removed the ex-quota provision for guidance posts (which amounted to some 600 posts). The 500 guidance posts which have now been restored will be allocated separately and transparently. This means that there is now an obligation on principals to ensure that these hours are used for guidance activities. Principals may decide to allocate more hours to guidance activities than the amount allocated on the schedule; they cannot decide to allocate fewer.
Circular Letter 0010/2017 ‘Approved Allocation of Teaching Posts 2017/18 School Year’ provides a separate guidance allocation to schools by reducing the Pupil-Teacher Ratio (PTR). The CL states that “Guidance plans should outline the school’s approach to guidance generally and how students can be supported and assisted in making choices and successful transitions in the personal and social, educational and career areas.” Schools are asked to consider “how best to align resource allocation with the objectives of the Guidance Plan”.
The Department also works with the Department of Health to promote participation by primary and post-primary schools in the Health Promoting Schools initiative, which is supported by the Health Service Executive. This European-wide programme aims to strengthen schools' capacity to be a healthy setting for learning and working by focusing on whole-school level conditions that affect health and wellbeing of children and young people.
Finding new ways of tackling policy issues that are not the sole responsibility of any one Government Department or agency has been prioritised by Government. My Department has been involved with the Task force on Youth Mental Health as part of the programme for Government. One of the challenges of providing a coordinated, streamlined approach to mental health promotion is the fact that there are so many statutory and voluntary agencies/services/NGOs involved. The Task Force was established to produce a series of action-focused recommendations to improve youth mental health. The main areas of focus comprised: emotional literacy and reduction of stigma; awareness of services and supports; accessibility to services and supports across different settings; alignment of services and supports across different providers; and building capacity in local communities. The report has been published and a memorandum has been agreed by the Government.
The work of implementing the Task force recommendations will be linked with the Youth Mental Health Pathfinder Project. Youth mental health and suicide prevention is one of three Pathfinder Projects under Action 5 of the Civil Service Renewal Plan (2014) and agreed by the Civil Service Management Board. This Youth Mental Health Pathfinder Project is an initiative to innovate and improve whole-of-Government working on cross-cutting policy issues and improve the delivery of shared whole-of-Government projects. The aim is to strengthen management and accountability of cross-cutting projects that involve multiple Departments, Offices and Agencies and ensure that policies that are not the priority or responsibility of a single body are effectively managed, supported and resourced.
270. Deputy Seán Haughey asked the Minister for Education and Skills if his Department has on file details of a lease agreement in respect of a primary school (details supplied); if so, if these details can be made available; and if he will make a statement on the matter. [35843/18]
View answerI can confirm that my Department does not currently have a lease agreement in place in respect of the property referred to by the Deputy
271. Deputy Pearse Doherty asked the Minister for Education and Skills the number of pupils attending fee-paying schools; and the figure for primary and post-primary schools. [35851/18]
View answerIn the 2017/2018 academic year there were 4,155 pupils attending fee-paying primary schools.
It should be noted that data coverage of fee-paying primary schools is not complete, as these schools are not aided by the Department and therefore there is no requirement for such schools to make detailed statistical returns to the Department.
At post primary level, there were 25,537 pupils attending fee-paying schools. Further information on enrolment figures for these schools can be found on the Department's website at the following link: https://www.education.ie/en/Publications/Statistics/Data-on-Individual-Schools/.
272. Deputy Pearse Doherty asked the Minister for Education and Skills the subsidies granted to fee-paying schools in each of the past three years by school in tabular form; and if he will make a statement on the matter. [35852/18]
View answerThe teachers' salaries for the fee charging schools for the latest three years that it is available are set out in tabular form as follows.
I will arrange for the data on capital expenditure to be forwarded to the Deputy in the near future.
According to the most recent figures available, the cost of including fee charging schools in the free scheme would be an additional €23.55 million per year.
Fee Charging Schools
|
School year |
Teacher Gross Salaries |
|
|
2016/2017 |
€83,126,057.00 |
Plus 10.5% Employer PRSI contribution |
|
2015/2016 |
€80,185,517.84 |
Plus 10.5% Employer PRSI contribution |
|
2014/2015 |
€79,324,645.11 |
Plus 10.5% Employer PRSI contribution |
273. Deputy Danny Healy-Rae asked the Minister for Education and Skills his plans to amend the rule by which medical card holders can only access free travel to school if they attend the closest school (details supplied); and if he will make a statement on the matter. [35872/18]
View answerSchool transport is a significant operation managed by Bus Éireann on behalf of the Department.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
In the 2017/18 school year over 117,000 children, including over 12,000 children with special educational needs, were transported in over 4,500 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres annually at a total cost of almost €190 million in 2017.
Children are generally eligible for school transport if they satisfy the distance criteria and are attending their nearest school.
Children who are eligible for school transport and who hold valid medical cards (GMS Scheme) are exempt from paying the annual charge.
In addition, there is no charge for children who are eligible for school transport under the terms of my Department's School Transport Scheme for children with Special Educational Needs.
Children who are not eligible for school transport may apply for transport on a concessionary basis only which is subject to a number of terms and conditions including the availability of spare seats and payment of the annual charge.
The terms of the School Transport Scheme are applied equitably on a national basis.
274. Deputy John McGuinness asked the Minister for Education and Skills the way in which students that undertake extra subjects for their junior certificate outside of their registered school will be assessed (details supplied); and if he will make a statement on the matter. [35897/18]
View answerThe Junior Cycle Framework presents a dual approach to assessment that supports student learning over the three years of junior cycle and also measures achievement at the end of those three years. This dual approach reduces the focus on one externally assessed examination as a means of assessing students and increases the prominence given to classroom-based assessment and formative assessment, providing a more rounded assessment of the education of each young person. This change of emphasis arises from an acknowledgement that students learn best when teachers provide feedback that helps students to understand how their learning can be improved.
The Junior Cycle Profile of Achievement (JCPA) is a school based award issued by recognised schools which draws upon and reports on achievement across all elements of assessment including ongoing, formative assessment and Classroom-Based Assessments by teachers, as well as State examinations marked by the State Examinations Commission. The assessment of subjects for the purposes of the Junior Cycle Profile of Achievement (JCPA) will comprise two Classroom-Based Assessments undertaken in recognised schools, and a written examination (some subjects also have a practical examination).
Where students take extra subjects outside of their recognised school setting these subjects cannot satisfy the requirements for ongoing, formative assessment by recognised schools and cannot, therefore, be included as part of the JCPA.
275. Deputy Clare Daly asked the Minister for Education and Skills further to Parliamentary Question No. 6811 of 13 February 2018, if he will request a response from DCU in relation to its financial relationship with another university (details supplied). [35950/18]
View answerDCU has entered into a commercial contract with the university in question for the delivery of DCU degree programmes in that university. The financial details are commercially sensitive and therefore confidential.
276. Deputy Peadar Tóibín asked the Minister for Education and Skills when the review on the granting of exemptions from the study of Irish will be published. [35970/18]
View answerIt is the Department’s intention to publish the report “Review of Policy and Practice in Relation to Exemptions from Irish” as part of a public consultation process following which it is intended to update arrangements, where necessary, for exemptions from the study of Irish arising from those consultations.
Arrangements for the public consultation process are currently underway with a view to commencing the process at the earliest possible opportunity in the new school year.
277. Deputy Thomas P. Broughan asked the Minister for Education and Skills the work being undertaken to reintroduce training and educational courses at third level specifically in the housing and social housing sector in view of the increased need for professionals in the area; and if he will make a statement on the matter. [35992/18]
View answerThe Department, through the National Skills Council, is committed to responding to current and emerging skills needs of the economy.
Currently the Institute of Public Administration runs a Certificate in Housing Studies (L6 Special Purpose) and a Professional Diploma in Housing Studies (L8 Special Purpose). Both of these courses cover the housing market, housing policy in Ireland and the provision of social housing support in Ireland.
The Chartered Institute of Housing, which is the UK professional body for professionals working in the housing sector, is working with the Housing Agency in Ireland to develop a network of housing professionals through membership of the Institute, and the provision of education and training. The Chartered Institute of Housing has been providing courses to professionals in the housing sector in Ireland. They provide introductory courses to housing to advanced courses for professionals at undergraduate and postgraduate levels.
281. Deputy Peadar Tóibín asked the Minister for Education and Skills further to Parliamentary Question No. 297 of 12 June 2018, the way in which the figure of €2.3 million was arrived at; and the details of its component parts. [36029/18]
View answerIn line with the normal budgetary process in the Department of Education and Skills, a budget of €2.3 million was arrived at for 2018 on the basis of estimating costs to implement a range of actions in the Policy on Gaeltacht Education 2017-2022. The range of actions includes the allocation of additional teaching hours to primary and post-primary schools participating in the Gaeltacht School Recognition Scheme from September 2018; the provision of funding for up to 30 participants in a new Irish-medium M.Ed. programme commencing from September 2018; the implementation of an e-hub digital project in post-primary schools; the allocation of hours for the Forás language development programme in a small number of post-primary schools; provision for two Education Officers in COGG, the allocation of an additional budget to COGG to support the implementation of the Gaeltacht Policy, the provision of substitute cover for teachers attending additional CPD and the provision of additional support to island schools. The budget allocation also includes provision for printing, administration and staffing of the Gaeltacht Education Unit in the Department.
282. Deputy Michael Moynihan asked the Minister for Education and Skills if changes will be made to the school transport scheme to allow for alterations or extensions to bus routes for concessionary ticket holders; if his attention has been drawn to the significant difficulty caused for families by this clause in the scheme; and if he will make a statement on the matter. [36044/18]
View answerSchool transport is a significant operation managed by Bus Éireann on behalf of the Department.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
In the 2017/18 school year over 117,000 children, including over 12,000 children with special educational needs, were transported in over 4,500 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres annually at a total cost of almost €190 million in 2017.
Children are generally eligible for school transport if they satisfy the distance criteria and are attending their nearest school.
Children who are eligible for school transport and who have completed the application process on time will be accommodated on school transport services where such services are in operation for the 2018/19 school year.
Children who are not eligible for school transport may apply for transport on a concessionary basis only and will be facilitated where spare seats are available after eligible children have been accommodated. Where the number of ineligible children exceeds the number of spare seats available Bus Éireann will allocate tickets for the spare seats using an agreed selection process.
Under the terms of the scheme, routes will not be extended or altered, additional vehicles will not be introduced, nor will larger vehicles or extra trips using existing vehicles be provided to cater for children travelling on a concessionary basis, no additional State cost will be incurred in covering the cost of providing school transport for children who are not eligible.
The terms of the School Transport Scheme are applied equitably on a national basis.
283. Deputy Jack Chambers asked the Minister for Education and Skills the status of the development of a new secondary school under the patronage of an organisation (details supplied) for Castleknock and Carpenterstown, Dublin 15; and if he will make a statement on the matter. [36051/18]
View answerAs the Deputy is aware, a project to deliver permanent accommodation for the school to which he refers is included in my Department’s Capital programme.
Officials in my Department continue to liaise with officials in Fingal County Council in accordance with the Memorandum of Understanding in relation to the identification and acquisition of a suitable location for the school in question and have identified a preferred site option within the relevant school planning areas. Negotiations with the landowner in respect of this proposed acquisition are currently ongoing.
In the interim the school will be accommodated from September 2018 at the former Institute of Horology property, Mill Road, Blanchardstown, Dublin 15 on a temporary basis.
Due to commercial sensitivities relating to site acquisitions generally, the Deputy will appreciate that I am not in a position to provide further details in relation to the permanent site for the school at this time but I can confirm that the school patron is being kept apprised of developments in respect of the site acquisition process.
284. Deputy Pearse Doherty asked the Minister for Education and Skills the status of a school building project (details supplied) in County Donegal; and if he will make a statement on the matter. [36061/18]
View answerAs the Deputy may be aware, the project in respect of the education campus in Buncrana to cater for the schools in question is included in my Department’s capital programme.
Officials in my Department continue to liaise with officials in Donegal County Council in accordance with the Memorandum of Understanding in relation to the identification and acquisition of a suitable location for the proposed education campus and have identified a preferred site option. Negotiations with the landowner in respect of this proposed acquisition are currently ongoing.
Once the site has been acquired, subject to no issues arising, the project will progress into the architectural planning process.
