Written Answers Nos. 305-324
305. Deputy Niamh Smyth asked the Minister for Education and Skills if an extra school bus will be made available to accommodate children (details supplied) attending a school; and if he will make a statement on the matter. [36327/18]
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.
Bus Éireann has advised that the child in question is not eligible for school transport. 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 Schemes are applied equitably on a national basis.
306. Deputy Michael Healy-Rae asked the Minister for Education and Skills if changes (details supplied) to the SUSI grant will be considered; and if he will make a statement on the matter. [36335/18]
View answerThe student maintenance grant is a contribution towards the living costs of a student. It is not intended to cover the full costs of attending college. The student grant scheme does however, provide for different levels of maintenance support, depending on means. Grants are also provided at adjacent and non-adjacent rates. The higher non-adjacent rates are intended to provide additional support to those students who may be living away from home.
Budget 2011 provided for a number of student grant measures which came into effect for the 2011/12 academic year, including the change in the assessment of the qualifying distance criterion for the non-adjacent rate of grant from 24 kilometres to 45 kilometres.
The 24km distance criterion was originally set in 1968 and had not been updated in more than 40 years. Since then, significant improvements have taken place in the road and rail network and it is considered that the revised distance criteria is more consistent with the type of distances that students may legitimately be expected to commute to college.
Any decision to review the distance criteria would have to be considered in the context of the overall priorities and financial resources available for higher and further education.
Students in third-level institutions experiencing exceptional financial need can apply for support under the Student Assistance Fund. This Fund assists students, in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. Information on the fund is available through the Access Officer in the third level institution attended. This fund is administered on a confidential, discretionary basis.
307. Deputy Michael Healy-Rae asked the Minister for Education and Skills if an increase in the provision of student accomadation (details supplied) will be considered; and if he will make a statement on the matter. [36337/18]
View answerThe Government is committed, though the NationalStudent Accommodation Strategy (NSAS), to meeting the accommodation needs of students.
The key to ensuring all students can access adequate accommodation, at a reasonable cost, is to increase supply. To date action under the National Student Accommodation Strategy has delivered a fast-track planning procedure for strategic housing developments, which includes student accommodation projects containing 200 or more bed spaces, under the Planning and Development (Housing) and Residential Tenancies Act 2016. The Act also provides for Higher Education Institutes to borrow money from the Housing Finance Agency for the purposes of financing student accommodation provision.
The target in the Strategy was to facilitate the construction of 7,000 PBSA bed spaces by the end of 2019 and 21,000 by 2024. We are on track to meet, and likely exceed, these targets. Figures at the end of July indicate that over 4,000 bed spaces have been delivered in the past two years with a further 1,160 due for completion this month.
Moreover, the Government is committed to taking steps to improve the position of rent predictability for students, and the Department of Education and Skills and the Department of Housing, Planning and Local Government are working to develop proposals in this regard.
In the immediate term, the Government are supporting the USI #HomesforStudy campaign which aims to increase the numbers of rooms available in digs accommodation. This offers students an alternative to purpose built student accommodation. Information for homeowners on renting a room, or students looking for digs accommodation can be found on homes.usi.ie.
308. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais agus Scileanna céard atá sé chun a dhéanamh lena chinntiú go bhfuil soláthar múinteoirí le Gaeilge ar fáil chun ábhair a mhúineadh trí Ghaeilge sna meánscoileanna ar na hoileáin; agus an ndéanfaidh sé ráiteas ina thaobh. [36340/18]
View answerMar chuid den Pholasaí don Oideachas Gaeltachta 2017-2022, tá roinnt beart tugtha chun cinn agam a thacóidh le soláthar múinteoirí i scoileanna ina ndéantar an teagasc trí mheán na Gaeilge sa Ghaeltacht i gcoitinne, na hoileáin san áireamh. I dtaca leis sin, tá méadú déanta agam ar líon na n-áiteanna atá ar fáil ar an gclár i gcomhair oideachas tosaigh múinteoirí iar-bhunoideachais trí mheán na Gaeilge ar a dtugtar Máistir Gairmiúil san Oideachas, atá á thairiscint cheana féin in OÉ Gaillimh. Ina theannta sin, fógraíodh dhá chlár oideachais múinteoirí trí mheán na Gaeilge le déanaí. Cuirfidh na cláir nua suas le 60 áit nua in aghaidh na bliana ar fáil d’oideachas múinteoirí trí mheán na Gaeilge. Beidh siad á soláthar ag Institiúid Oideachais Marino agus ag Coláiste Mhuire gan Smál. Déanfaidh Institiúid Oideachais Marino clár ceithre bliana don Bhaitsiléir Oideachais (B.Ed) trí mheán na Gaeilge a sholáthar in 2019 agus reáchtálfaidh Coláiste Mhuire gan Smál Máistreacht san Oideachas (M.Ed.) trí mheán na Gaeilge do mhúinteoirí bunscoile agus iar-bhunscoile, lena n-áirítear príomhoidí, ag tosú in 2018.
Chomh maith leis sin, bhunaigh mé an Grúpa Stiúrtha um Sholáthar Múinteoirí níos luaithe i mbliana, a bhfuil Ard-Rúnaí mo Roinne mar chathaoirleach air.
Tá na ceisteanna a bhfuil tionchar acu ar sholáthar múinteoirí, lena n-áirítear: polasaí i leith oideachas tosaigh múinteoirí, soláthar, cistiú agus tacaíocht; riachtanais/sonraí taighde; polasaithe agus socruithe do scoileanna agus do mhúinteoirí a bhfuil tionchar acu ar shoghluaisteacht/sholáthar múinteoirí; agus cur chun cinn ghairm na múinteoireachta á mbreithniú ag an nGrúpa. Déanfaidh an Grúpa Stiúrtha maoirseacht ar chlár gníomhaíochtaí de réir amlínte dochta agus spriocanna soiléire inghnóthaithe. Agus iad ag tabhairt faoin obair seo, tá an Grúpa eolach ar an riachtanas go sásódh gach duine, ar mian leis nó léi bheith ag teagasc i scoileanna aitheanta, na caighdeáin ghairmiúla agus na critéir i gcomhair clárúcháin atá leagtha síos ag an gComhairle Mhúinteoireachta, atá mar chomhlacht rialála gairme do ghairm na múinteoireachta.
Ag an bpointe seo, tá an Grúpa Stiúrtha agus na grúpaí oibre atá ag tuairisciú dó tar éis teacht le chéile roinnt uaireanta, agus tá súil agam go mbeidh ar mo chumas bearta breise sa réimse seo a fhógairt sna míonna seo amach romhainn.
309. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais agus Scileanna cén uair a chuirfear an t-athbhreithniú, a fógraíodh tamall de bhlianta ó shin, ar an scéim díolúine ón nGaeilge sna meánscoileanna, i gcrích; cén uair a fhógrófar torthaí an athbhreithnithe; agus an ndéanfaidh sé ráiteas ina thaobh. [36342/18]
View answerIs é rún na Roinne an tuarascáil “Athbhreithniú ar Pholasaí agus Cleachtas i dtaca leis an Díolúine ón nGaeilge” a fhoilsiú mar chuid de phróiseas poiblí comhairliúcháin agus tá sé beartaithe na socruithe maidir le díolúine ó ábhar na Gaeilge a thabhairt chun dáta, más gá, ag éirí as na comhairliúcháin sin.
Tá socruithe ar bun cheana féin chun an próiseas poiblí comhairliúcháin a sheoladh a luaithe is féidir.
310. Deputy Michael Healy-Rae asked the Minister for Education and Skills if a person (details supplied) will be retrospectively considered for the DARE programme; and if he will make a statement on the matter. [36350/18]
View answerThe Disability Access Route to Education (DARE) offers places at reduced points to school leavers with disabilities. Admissions under the DARE scheme is regulated by the institutions themselves and not by my Department. Each higher institution determines its own admission policy in relation to DARE, the number of places they reserve for DARE and the allocation of those places.
Any requests for more detailed information about DARE and this particular application should be directed to the Central Applications Office (CAO) (www.cao.ie) who coordinate the DARE scheme for participating institutions.
311. Deputy Catherine Murphy asked the Minister for Education and Skills the action he has taken to identify and address skill shortages in the construction sector; and if he will make a statement on the matter. [36360/18]
View answerSecuring additional skills supply from education and training to meet the needs of the construction sector is a major focus of my Department as part of broader Government actions to increase housing supply and roll out the National Development Plan (NDP) and the National Planning Framework (NPF).
A Construction Sector Working Group is being established to ensure regular and open dialogue between Government and the construction sector in relation to issues that may impact on the successful delivery of the NDP on a value-for-money basis for the State. As set out in the NDP, part of the Construction Group's remit will be to consider the supply of necessary skills and enhancing the capacity of the sector. The NDP also highlights the importance of examining the role of Building Information Modelling and adopting other technologies and innovative practices in driving improving productivity and efficiencies. The work of the Group will, therefore have an important role to play in ensuring that the construction sector enhances its capacity to meet infrastructural priorities over the next decade.
In responding to specific skill needs for the construction sector, a particular focus of my Department and the education and training sector more generally has been an expansion in apprenticeship recruitment.
Apprenticeship is a demand driven educational and training programme, which aims to develop the skills of an apprentice in order to meet the needs of industry and the labour market. Consequently, the number of construction related apprentices being registered is determined by employers within the construction sector. My Department and SOLAS are committed to supporting the registration of apprentices in the construction sector. Registrations on craft apprenticeships are forecast to increase further up to 2020.
Construction related apprenticeship registrations increased from 1,713 in 2015 to 2,314 in 2016 which represents an increase of 35%. This trend continued in 2017 with a further increase of 28% bringing the total number of construction related registrations to 2,963.
The range of apprenticeships on offer is also being expanded to meet the identified skill needs of the sector. Arising from our first call for apprenticeship proposals in 2015 an apprenticeship in Engineering Services Management, with the Construction Industry Federation (CIF) as industry lead, is currently being developed into a national apprenticeship programme. In addition, 26 further new programmes arising from last year’s second call for proposals were approved for further development into national apprenticeships, including a scaffolding apprenticeship, again with the CIF as industry lead and a senior quantity surveyor apprenticeship with the Society of Chartered Surveyors Ireland as industry lead. These new programmes, once developed, will add to and complement the range of apprenticeships currently on offer in developing the skill needs identified by the sector.
In addition to apprenticeship provision, almost 7,000 beneficiaries participated in SOLAS-funded construction related further education and training programmes provided by Education and Training Boards (ETBs) during 2017. Separately, following a series of discussions with the Construction Industry Federation, programmes have been put in place to produce approximately 100 form workers, 100 steel-fixers and 50 curtain wallers per year. SOLAS will continue to engage with the ETBs to expand provision to meet needs in these areas.
312. Deputy Jack Chambers asked the Minister for Education and Skills the funding options open to schools in circumstances in which refurbishment or upgrade works are required that are outside the minor works grant scheme and not large enough to come under the capital works scheme; and if he will make a statement on the matter. [36385/18]
View answerI wish to advise the Deputy that funding for the works outlined are appropriate to the Summer Works Scheme (SWS). The purpose of the SWS is to devolve funding to individual school authorities to undertake small and medium scale improvement works that will upgrade existing school facilities, which can be carried out during the summer months or at other times that avoid disrupting the operation of the school. The scheme is designed to address necessary and immediate works within the funding available.
Where a school did not apply under SWS 2016 and 2017, it will be open to the school, if it so decides, to make an application under a future scheme. Alternatively, a school may use its minor works grant to carry out the works in full or on a phased basis as that grant permits, if the school considers it to be a priority.
313. Deputy Sean Fleming asked the Minister for Education and Skills the positions in his Department and the organisations under its aegis that have arrangements in place for lo-call numbers or 1800, 1850 and 1890 telephone numbers for members of the public to contact his Department or organisations under its aegis; the number of these that are completely free to call for persons who use mobile telephones and may incur major bills telephoning such organisations; if the situation will be reviewed; and if he will make a statement on the matter. [36397/18]
View answerI confirm that my Department does not operate either of the lo-call numbers 1850 or 1890. Selective use has been made of a Freephone telephone number for a defined period of time to provide information on specific schemes and services. The last occasion on which this number was used was 2015.
The following table details information in regard to the aegis bodies which operate lo-call, 1800, 1850 and 1890 phone numbers.
|
Name of aegis Bodies who operate Lo Call Numbers |
Lo call numbers in use by body |
Are Lo Call Numbers free to users including Mobile Callers |
Will Body review use of Lo call Numbers in circumstances where they incur a charge for mobiles? |
|
SOLAS |
1890 number |
Its one number which is used for jobseekers referred through DSP is free to all callers, including mobile phone users. |
Not applicable |
|
The Teaching Council |
1890 number |
1890 number is currently not free. Fees vary contingent on caller’s mobile phone package |
The Teaching Council intends to review the business case for continuing with the 1890 number |
|
Higher Education Authority (Including the Irish Research Centre) |
Two lo-call numbers are operated, an 1890 number by the HEA and an 1800 number for Springboard |
1890 number is not free to any caller. The 1800 Springboard number is free to all callers, including mobile phone users |
The HEA is currently considering replacing its legacy 1890 number with an 1800 facility |
|
Caranua – Residential Institutions Statutory Fund Board |
Two free phone numbers are in use, with one 1800 number in operation for Ireland and one 0808 number operational for the UK |
Phone numbers (1800 and 0808) are free to call from all phones, both mobile and landline. |
Not applicable |
|
Residential Institutions Redress Board |
There are two free phone numbers in use, one 1800 number for Ireland and one 0845 number for the UK. |
Phone numbers (1800 and 0845) are free for use by persons using mobile phones. |
Not applicable |
|
State Examinations Commission |
The SEC has three 1800 numbers. |
SEC’s 1800 numbers are free to all callers, including mobile phone users |
Not applicable |
314. Deputy Thomas P. Broughan asked the Minister for Education and Skills the number of new places provided for primary education in the Donaghmede area over the past three years; the number of additional spaces planned; and if he will make a statement on the matter. [36418/18]
View answerAs the Deputy may be aware, on 13th April last I 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. This announcement includes two 16-classroom primary schools to be established to serve the Donaghmede_Howth_D13 school planning area in 2019 and 2021 respectively.
My Department has provided funding for a further 9 mainstream classrooms to primary schools in Donaghmede over the last 3 years. These 9 classrooms have been constructed and will provide accommodation for approximately 240 pupils. In addition, my Department provided funding for a further 2 classrooms earlier this year and this accommodation, when constructed, will provide capacity for approximately 50 pupil places.
315. Deputy Sean Fleming asked the Minister for Education and Skills the annual rental cost of buildings rented by his Department or organisations under its aegis at a location (details supplied); and if he will make a statement on the matter. [36432/18]
View answerThe Office of Public Works (OPW) acts as an agent for Departments and is responsible for the provision of Government offices by lease/renting agreements at no direct cost to Departments. The terms of these leases/rents are a matter for the OPW. In addition, officials have been advised that none of the bodies under the aegis of the Department are owners/renting of office properties in the area referred to by the Deputy.
In regard to building rentals for purposes of school provision, I can confirm that my Department has no rental buildings in the area referred to by the Deputy.
316. Deputy Ruth Coppinger asked the Minister for Education and Skills his relationship with a service (details supplied); if the service reports to his Department; and if he will make a statement on the matter. [36461/18]
View answerThe Professional Development Service for Teachers (PDST) is a Department funded support service offering professional learning opportunities to teachers and school leaders in a range of pedagogical, curricular and educational areas.
PDST was established in September 2010 arising from the amalgamation and restructuring of a number of stand-alone services.
PDST is fully funded by the Department of Education and Skills (DES). Its annual programme of work is approved by a Steering Group which is chaired by DES.
317. Deputy Ruth Coppinger asked the Minister for Education and Skills the number of in-service training events for the State religious education programme run by a service (details supplied) for teachers in 2016 which involved Roman Catholic diocesan advisers or other similar members of other faith groups; and if he will make a statement on the matter. [36462/18]
View answer318. Deputy Ruth Coppinger asked the Minister for Education and Skills the capacity in which members of religious faith groups attend in-service training events run by a service (details supplied). [36463/18]
View answer319. Deputy Ruth Coppinger asked the Minister for Education and Skills the remit under which a service (details supplied) attends religious faith formation training related events; and if he will make a statement on the matter. [36464/18]
View answerI propose to takes Questions Nos. 317 to 319, inclusive, together.
The Professional Development Service for Teachers (PDST) is a Department funded support service offering professional learning opportunities to teachers and school leaders in a range of pedagogical, curricular and educational areas, including Religious Education (RE). There are no in-service training events organised by PDST which involve Roman Catholic diocesan advisors or similar members of other faith groups. All PDST in-service for RE is organised and delivered by PDST personnel.
Teachers who are registered with the Teaching Council and who teach RE as a curricular subject attend PDST in-service training in RE. PDST do not invite members of religious faith groups to attend or present at such events.
In 2016, PDST ran 6 curricular RE in-service events as follows:-
March 9 - RE workshop in Blackrock Education Centre (EC)
April 27 - RE workshop in Cork EC
October 10 - RE workshop in Cork EC
October 11 - RE workshop in Dublin West EC
October 20 - RE workshop in Athlone EC
October 28 - RE workshop in Laois EC
On occasion, PDST is requested to provide a curricular input on RE at events run by other bodies including Diocesan events and those organised by the RTAI (Religion Teacher’s Association of Ireland). Any input provided by PDST is purely focused on the curricular subject of RE, teaching methodologies and Junior Certificate journal work for example.
320. Deputy Maria Bailey asked the Minister for Education and Skills the number of pupils who underwent direct assessment of the referrals for individual casework undertaken by NEPS psychologists in each of the academic years 2012-13, 2013-14 and 2014-15 (details supplied); and if he will make a statement on the matter. [36466/18]
View answerI can inform the Deputy that, in common with many other psychological services and best international practice, my Department’s National Educational Psychological Service (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 maximize 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 a child for individual 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.
Where, by agreement with the school authorities, the child is referred to the NEPS psychologist it is with the full consent of the child’s parents or guardians and commences a formal documented process which is maintained on the NEPS Casetrack database.
This referral process involves a range of information gathering on the child, providing relevant background to the child’s educational and social development and to the particular concerns raised which warrant consideration. Depending on the nature and context of the concerns raised the psychologist may involve themselves directly with the child in, for example, applying a range of psychometric tests or observation of the child in the school setting and-or engage in consultation with parents, teachers and other involved professionals. The overall focus of any or all of these interactions is to enable the psychologist to identify the needs of the child and to make recommendations as to the appropriate intervention(s) to address these needs.
All of the above interventions are considered to be in the context of an assessment process, some involving direct contact with the child, others not. They are all used in part or combination to inform the process. While engagement with parents and school authorities is implicit in each referral, in a minority of cases, direct contact may not be necessary between the psychologist and child.
In this context and relating to the Deputy's specific question I have made enquiries into the matter and can inform her that in 2012/13 some 6,856 referrals with NEPS involved direct contact with the child concerned, in 2013/14 – 6,418 and in 2014/15 – 6,311.
I hope this clarifies the matter for the Deputy.
321. Deputy Maria Bailey asked the Minister for Education and Skills the number of schemes for commissioning psychological assessments completed for the academic year 2017-18 for which certification of completion of assessment forms have been submitted by school principals between 6 September 2016 and 30 September 2017; and if he will make a statement on the matter. [36467/18]
View answerAs the Deputy may be aware my Department’s National Educational Psychological Service (NEPS) 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).
Under this SCPA scheme schools can have an assessment carried out by a member of the panel of private psychologists approved by NEPS, and NEPS will pay the psychologist the fees for this assessment directly upon receipt from school authorities of the requisite Certificate of Completion.
I can inform the Deputy that for the 2017/18 academic year NEPS some 1,459 SCPA assessments were undertaken, the necessary certification received by NEPS and paid to date.
The figure for the previous 2016/17 academic year, within the date parameters provided, is 2,520 SCPA assessments. The decrease in SCPA assessments between the two years is reflective, in part, of the growth in NEPS psychologist numbers in the period.
322. Deputy Catherine Martin asked the Minister for Education and Skills the number of schools that have provided evidence of adopting the principles of cost-effective practice relating to section 3 of Circular 0032/2017; if these schools have received rewards for same; the detail of such rewards; and if he will make a statement on the matter. [36475/18]
View answerI have issued a Circular to all schools to ensure that they put a greater emphasis on reducing costs for parents. The Circular requires schools to do everything possible to keep costs down for parents, including the use of generic items and sew on or iron on crests. All schools are expected to carry out the provisions in the Circular.
This keen cost approach will be underpinned in law by the Parent and Student Charter Bill which will require schools to consult with parents on a number of issues, including items such as school costs. It will also require schools to publish a financial statement showing how any voluntary contributions are spent by the school.
The Department is conscious of the need to improve capitation funding, which funds general running costs, for schools. That is why increasing capitation is one of the actions included in the Action Plan for Education and this Government remains committed to achieving this.
It is intended, as resources permit, to reward schools that can provide evidence of having adopted the principles of cost-effective practice. It is intended that this could be done through some premium in capitation grants for schools. This remains the intention and will be considered in future budgets.
323. Deputy Catherine Martin asked the Minister for Education and Skills his plans to provide extra back-to-school support and grants for children in direct provision; and if he will make a statement on the matter. [36476/18]
View answerIn Ireland all immigrant children, including children in direct provision, can access first and second level education in a manner similar to Irish nationals.
Back to school supports that are available to eligible families come under the remit of my colleague the Minister for Employment Affairs and Social Protection. These supports include the Back to School Clothing and Footwear Allowance (BSCFA) scheme, which provides a once-off payment to eligible families to assist with the costs of school clothing and footwear when children start school each autumn. In 2017, 151,000 families received supports under the scheme, including some 530 families residing in direct provision accommodation. The Government has provided €49.5 million for the scheme in 2018 which is a means tested scheme.
In addition, in an attempt to reduce back to school costs for those living in direct provision accommodation centres, return to school packs have been provided in respect of some 1,100 school going children under the Fund for European Aid to the most Deprived (FEAD) EU Programme which is managed by the Department of Employment Affairs and Social Protection. The pack comprises basic stationery items relevant to their educational level requirements.
The Action Plan for Education, which aims to make the Irish education and training service the best in Europe, commits to strengthen the focus on reducing school costs for parents. In 2017 as Minister for Education and Skills, I introduced measures that now require school authorities to adopt principles of cost-effective practice which will put a greater emphasis on reducing the cost of school uniforms and increase the financial support for book rental schemes, in order to reduce/eliminate school book costs for parents.
Funding is provided by my Department for the provision of a book grant to all recognised primary and post primary schools within the Free Education Scheme, with DEIS schools receiving an enhanced rate. The Department provided approximately €16.5m in total to first and second level schools by way of book grants in 2017.
Primary and Post Primary schools received funding of €15.7m over three years 2014 – 2016 in support of the establishment of book rental schemes. DEIS schools received €150 per child and non-DEIS schools received €100 per child in seed capital to establish book rental schemes. The most recent figures available indicate that 65% of primary schools operate a book rental scheme and at post primary level 68% of schools reported operating a book rental scheme.
At present as Minister for Education and Skills, I am introducing a requirement on every school to consult with parents and students regularly, and publish and operate a Parent and Student Charter. Some of the issues which schools will be required to deal with under the charter include:
- Consult students and parents regularly in relation to school costs and work to avoid costs acting as a barrier
- Publish a school financial statement which would include information on how any voluntary contributions are used
- Schools are encouraged to develop uniform policies in consultation with parents.
The Bill to provide for a Parent and Student Charter is in the process of being drafted in conjunction with the Attorney General’s Office. It will be published in the coming months.
324. Deputy Pearse Doherty asked the Minister for Education and Skills if his attention has been drawn to the fact that that nine school children attending a school (details supplied) in County Donegal have no concessionary seats on their school bus for the forthcoming term; if his attention has been further drawn to the difficulties this has caused the affected families; and if the matter will be addressed in order to find a solution. [36485/18]
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 Schemes are applied equitably on a national basis.
