Written Answers Nos. 127-138
127. Deputy Peadar Tóibín asked the Minister for Education and Skills to outline the work that has been undertaken with stakeholders in the establishment of 42 new schools with regard to the consideration that is to be given to the establishment of Gaelscoileanna, Gaelcholáistí and Aonaid Lán-Ghaeilge as part of the new patronage process; the stakeholders who have been contacted; and the number of occasions in this regard. [42792/18]
View answerAs the Deputy will be aware, my Department recently announced plans for the establishment of 42 new schools over the next four years (2019 to 2022).
When it is decided that a new school is required to meet demographic needs in an area, my Department runs a separate patronage process to decide who will operate the school. The language of instruction of a proposed new school is an integral part of the patronage assessment and recommendation process. It is open to all patron bodies and prospective patrons, including patrons involved in Irish-medium provision and indeed any prospective patron which wishes to provide Irish-medium education, to apply for patronage of a new school under the patronage process. Parental preferences for each patron and their separate preference in relation to the language of instruction of the school, from parents of children who reside in the school planning areas concerned, together with the extent of diversity currently available in these areas, are key to decisions in relation to the outcome of this process. The assessment process includes an analysis of the extent of diversity including language, already available in an area and in the adjacent school planning areas.
The patronage process for new schools is overseen by an external independent advisory group, the New Schools Establishment Group (NSEG). Following their consideration of my Department’s assessment reports, the NSEG submits a report with recommendations to me for my consideration and final decision. The assessment reports and the NSEG recommendations for all such patronage processes are made available on my Department's website www.education.ie.
An Online Patronage Process System (OPPS) has been developed by my Department to provide objective information to parents in the relevant school planning areas which will allow them to make an informed choice about their preferred model of patronage and their preferred language medium for their child’s education. Parental preferences were previously collected based on direct engagement with patron bodies. The Online Patronage Process System (OPPS) opened in June 2018 for the four post-primary schools to be established in 2019. The Patronage Process for the primary schools to be established in 2019 will commence later this year.
Separately, the Schools Reconfiguration for Diversity process is aimed at accelerating the delivery of multi-denominational and non-denominational schools towards the Government target of reaching 400 such schools by 2030. The new plans are designed to provide multi-/non-denominational schools by way of patronage transfer of existing schools. An opportunity is available to English-medium schools seeking to make a transition to Gaelscoil provision in that context, in line with the expressed wishes of parents and the local school community.
128. Deputy Eamon Scanlon asked the Minister for Education and Skills to outline his views on the fact that non-departmental school clerical staff are on inferior contracts and will receive no pension compared to departmental secretaries; and if he will make a statement on the matter. [42796/18]
View answerThough 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, these schemes have been largely phased out and have been superseded by the more extensive capitation grant schemes.
Under these schemes, the majority of primary and voluntary secondary schools in the Free Education Scheme now receive assistance to provide for secretarial, caretaking and cleaning services. Within the 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. My Department has no plans to develop an alternative scheme for schools to employ secretaries separate to the current system of capitation grant assistance.
My Department has recently made significant efforts to improve the pay of school secretaries who are employed using capitation grant assistance, however. In 2015 my Department engaged with the Unions representing school secretaries on negotiations and agreed to enter an independent arbitration process on the issue. The Arbitrator recommended a cumulative pay increase of 10% between 2016 and 2019 for school secretaries 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. Following the arbitration process, grant funding used by schools to fund the salaries of ancillary staff is being improved on a phased basis between 2016 and 2019 in order to enable schools to implement the arbitration outcome.
129. Deputy Niamh Smyth asked the Minister for Education and Skills if he will address concerns raised in correspondence by a person (details supplied); and if he will make a statement on the matter. [42804/18]
View answerThe Deputy will be aware of the many pressing demands within Education which my Department has had to consider in recent years. Important changes have been made resourcing and reforming provision for children with Special Educational Needs, rolling out Junior Cycle Reform, strengthening school leadership, reducing Primary Class Size, restoring Guidance Teachers, providing for extra students at all levels, providing for new skill needs in Apprenticeships and Traineeships and in Higher Education.
Budget 2019 marks the third year of a major reinvestment in the education sector, as we continue to implement the Action Plan for Education, our plan to make Ireland’s education and training service the best in Europe by 2026. In 2019, the budget for the Department of Education and Skills will increase by €674 million, a 6.7% increase on last year. In total, the Education budget will have increased by €1.7 billion compared to 2016.
Budget 2019 will see numbers employed in our schools reach the highest ever level. Over 1,300 additional posts in schools will be funded, including more than 370 teaching posts to cater for growth in student population and additional special classes.
Budget 2018 provided for a one point improvement in the staffing schedule in primary schools which brings the position to the most favourable ever seen at primary level. This measure came into effect in the current school year. The 2018/19 school year saw an increase of over 6000 teaching posts in our schools compared to the 2015/16 school year.
My Department fully recognises the need to improve capitation funding for schools. I am pleased that my Department has been able to provide for a 5% increase in capitation funding for primary and post primary schools that will apply from the start of the 2019/20 school year. Over the course of the school year 2019/20, an additional €10 million will be allocated to primary and post primary schools, of which €4 million will be allocated in 2019.
My Department must be prudent in the context of ongoing budgetary pressures and has to prioritise where it is not possible to do everything that we would like to do in the Education Sector in any one year especially in the light of increasing enrolments. It is my intention to seek funding for further capitation increases in future budgets.
On 14 September 2018 the announcement of the major package of investment in education under Project Ireland confirmed that, starting this year, all primary schools will receive the €29 million minor works grant in either December or early January of each school year.
Earlier this year the Teacher Supply Steering Group was established. The Group is considering the issues that relate to teacher supply. The matter of supply panels is part of that consideration.
The main features of Budget 2019 in respect of the education sector is available on the Department website.
130. Deputy Catherine Murphy asked the Minister for Education and Skills if he and-or his departmental officials have met a person (details supplied) and-or representatives of companies in the past two years to date; if so, if he will publish a schedule of those meetings and the associated minutes; and if he will make a statement on the matter. [42819/18]
View answerNeither myself nor my officials have met with the individual/companies named within the past two years.
131. Deputy Eoin Ó Broin asked the Minister for Education and Skills to outline the status of the funding for a new school building for a school (details supplied); and the timeframe for commencement and completion of the capital project. [42830/18]
View answerThe major building project referred to by the Deputy is at an advanced stage of architectural planning Stage 2b (Detailed Design).
The Stage 2(b) report was submitted to my Department in late September 2018 and following an initial review was deemed incomplete. The report has been returned to the Design Team for revision.
Upon receipt and review of the revised Stage 2(b) report, my Department will advise the Board of Management of the timeline for the progression of this project to tender and construction.
132. Deputy Eoin Ó Broin asked the Minister for Education and Skills to outline the reason capital funding for a school (details suplied) was provided before another school. [42831/18]
View answerI wish to advise the Deputy that permanent school buildings for the first and second named schools referred to in the details supplied were constructed in 2015 and 2014 respectively.
The current status of the major building project for the third named school referred to in the details supplied is that a major building project is at an advanced stage of the architectural planning process - stage 2b (Detailed Design).
The Stage 2(b) report was submitted to my Department in late September 2018 and following an initial review, the report was deemed incomplete. My Department has returned the report to the Design Team for revision.
Upon receipt and review of the revised Stage 2(b) report and assuming that the report is satisfactory, my Department will advise the Board of Management of the timeline for the progression of this project to the tender and construction stage.
133. Deputy Danny Healy-Rae asked the Minister for Education and Skills if the capitation grant per pupil will be raised to €200 for primary schools in view of the fact that the management bodies of schools are struggling to survive at present; and if he will make a statement on the matter. [42855/18]
View answerThe Deputy will be aware of the many pressing demands within Education which I have had to consider in recent years. Important changes have been made resourcing and reforming provision for children with Special Educational Needs, rolling out Junior Cycle Reform, strengthening school leadership, reducing Primary Class Size, restoring Guidance Teachers, providing for extra students at all levels, providing for new skill needs in Apprenticeships and Traineeships and in Higher Education.
I fully recognise the need to improve capitation funding for schools.
I am pleased to have been able to provide for a 5% increase in capitation funding for primary and post primary schools that will apply from the start of the 2019/20 school year. Over the course of the school year 2019/20, an additional €10 million will be allocated to primary and post primary schools, of which €4 million will be allocated in 2019.
I must be prudent in the context of ongoing budgetary pressures and I have to prioritise where it is not possible to do everything that I would like to do in the Education Sector in any one year especially in the light of increasing enrolments.
It is my intention to seek funding for further capitation increases in future budgets.
134. Deputy Peadar Tóibín asked the Minister for Education and Skills when the review on the arrangements for the granting of exemptions from the study of Irish will be published. [42999/18]
View answerThe Department is currently reviewing the arrangements for the granting of exemptions from the study of Irish. A report “Review of Policy and Practice in Relation to Exemptions from Irish” has been written and draft revised circulars (Primary and Post-Primary) on exemptions from the study of Irish are being finalised for publication as part of a public consultation process on the contents of the proposed revised circulars.
The Department intends to publish both the proposed draft revised circulars and the report as the basis for the public consultation which the Department intends to commence in the coming weeks. The outcome of this public consultation process will inform the finalisation of revised arrangements for the granting of exemptions from the study of Irish.
135. Deputy Peadar Tóibín asked the Minister for Education and Skills to outline the measures he is taking to ensure that the need for second-level Irish teachers particularly those in Gaeltacht and Irish medium schools is met. [43000/18]
View answerA number of measures which will support the supply of post-primary teachers to Irish-medium schools in the Gaeltacht have been introduced as part of the Policy on Gaeltacht Education 2017-2022. The number of places available on the Irish-medium post-primary initial teacher education Professional Masters of Education (Máistir Gairmiúil san Oideachas) programme in NUIG as has been increased from 2018. Two new Irish-medium teacher education programmes were also announced, including an Irish-medium Masters on Irish-medium and Gaeltacht Education (M.Ed.) in Mary Immaculate College for primary and post-primary teachers which commenced in September 2018.
As the Deputy will be aware, the Teacher Supply Steering Group was established earlier this year. The Steering Group is chaired by the Secretary General of my Department.
The 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. The Group will oversee a programme of actions according to strict timelines and clear deliverables. It is supported by an Implementation Group and a number of working groups which are considering specific areas of interest.
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 the teaching profession.
At this point the Steering Group and, the working groups reporting to it, have met on a number of occasions and I hope to be in a position to announce further measures in this area over the coming months.
136. D'fhiafraigh Deputy Pat The Cope Gallagher den Aire Oideachais agus Scileanna cén fáth nach bhfuil stádas DEIS ag scoil (sonraí tugtha) go fóill, go háirithe nuair atá stádas DEIS ag na bunscoileanna friothálacha uilig atá in abhantrach na scoile agus a bhfreastalaíonn a gcuid daltaí ar scoil (sonraí tugtha) chun oideachas dara leibhéal a fháil, chomh maith leis sin tá gach scoil dara leibhéal i gceantar iar thuaisceart Ghaeltacht Thír Chonaill sa scéim DEIS Is mar a chéile an stádas socheacnamaíoch sa cheantar seo uilig, dá thairbhe sin, tá sé deacair a thuiscint cén fáth nach bhfuil stádas DEIS ag scoil (sonraí tugtha); agus an ndéanfaidh sé ráiteas ina thaobh. [43002/18]
View answer137. D'fhiafraigh Deputy Pat The Cope Gallagher den Aire Oideachais agus Scileanna an dtabharfaidh sé achoimre ar na fáthanna nár thug a Roinn stádas D.E.I.S. do scoil (sonraí tugtha), go háirithe nuair atá a fhios aige go maith go bhfuil an stádas DEIS tugtha do na bunscoileanna eile sa limistéar céanna; an féidir leis soiléiriú a thabhairt ar na critéir i dtaobh an stádas seo a bhronnadh ar scoil amháin seachas ar scoil eile nuair atá an stádas socheacnamaíoch céanna ag baint leis an scoil (sonraí tugtha) agus a bhaineann leis na scoileanna eile sa cheantar; agus an ndéanfaidh sé ráiteas ina thaobh. [43003/18]
View answer138. D'fhiafraigh Deputy Pat The Cope Gallagher den Aire Oideachais agus Scileanna an dtabharfaidh sé cuntas ar na fáthanna gur theip arís agus arís eile ar scoil (sonraí tugtha); an bhfuil sé ar an eolas go bhfuil stádas DEIS ag gach bunscoil eile sa cheantar céanna, mar aon leis an meánscoil áitiúil; an dtabharfaidh sé cuntas ar cén critéir roghnaithe dhifriúla a bhain leis an scoil ós rud é go mbaineann na cúinsí sóisialta/eacnamaíochta céanna le habhantracht na scoile; an bhfuil sé sásta a admháil go ndearnadh botún tromchúiseach maidir le stádas DEIS a dhiúltú do scoil; agus an ndéanfaidh sé ráiteas ina thaobh. [43008/18]
View answerMolaim Ceisteanna Uimh. 136 go 138, cuimsitheach, a fhreagairt le chéile.
Faoi mar is eol don Teachta, tá múnla oibiachtúil atá bunaithe ar staitisticí tugtha isteach ag mo Roinnse chun na scoileanna a bhfuil sé tuillte acu a bheith san áireamh i gClár DEIS a mheas, ionas gur féidir leis na páirtithe leasmhara go léir a bheith muiníneach go bhfuil acmhainní breise á ndíriú againn ar na scoileanna sin a bhfuil na leibhéil is airde de dhian-mhíbhuntáiste iontu.
Is iad seo a leanas na príomhfhoinsí sonraí a úsáidtear i bpróiseas sainaitheanta DEIS; Bunachar Sonraí ar Líne do Bhunscoileanna (POD) agus Bunachar Sonraí ar Líne d’Iar-Bhunscoileanna (PPOD) na Roinne Oideachais agus Scileanna (DES), agus sonraí de chuid na Príomh-Oifige Staidrimh (CSO) ón Daonáireamh Náisiúnta faoi mar atá léirithe in Innéacs HP Pobal do Cheantair Bheaga, ar modh é chun an rachmas nó an míbhuntáiste coibhneasta atá i gceantar geografach ar leith a thomhas. Ní hamháin go bhfuil ráta na dtuismitheoirí aonair san áireamh sna hathróga a mbaintear feidhm astu chun an tInnéacs HP a chur le chéile, ach freisin iad siúd a bhaineann le fás déimeagrafach, cóimheasa spleáchais, leibhéil oideachais, róphlódú, aicme sóisialta agus rátaí gairme agus dífhostaíochta. Déantar na sonraí sin a chur le sonraí daltaí, atá anaithnidithe agus comhiomlánaithe maidir le ceantair bheaga, chun eolas a sholáthar maidir le leibhéal coibhneasta an dian-mhíbhuntáiste sa chohórt daltaí i scoileanna faoi leith. Cuirtear na sonraí sin i bhfeidhm go haonfhoirmeach ar na scoileanna go léir sa tír ar bhealach cóir agus oibiachtúil, chun leibhéal an dian-bhuntáiste i ngach scoil a shainaithint.
Tá ríomh leibhéal na míbhuntáiste i ngach scoil bunaithe ar chúlra socheacnamaíoch chohórt na ndaltaí atá acu agus feidhm á baint as sonraí a choinnítear go lárnach faoi mar a léiriodh roimhe seo. Níl sé bunaithe ar shuíomh na scoile ach ar Cheantair Bheaga Gheografacha an CSO ina bhfuil an cohórt daltaí ina gcónaí. Dá bhrí sin, tá sé tábhachtach go dtuigfí nach gá gurb ionann déimeagrafach scoileanna atá in aice le chéile agus go bhféadfadh sé leibhéil éagsúla míbhuntáiste a léiriú bunaithe ar chohórt iarbhír na ndaltaí i ngach scoil faoi leith.
Tá doiciméad mionsonraithe ina mínítear an mhodheolaíocht a úsáideadh sa phróiseas sainaitheanta ar fáil ar shuíomh gréasáin na Roinne ag https://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/DEIS-Identification-Process.pdf.
Sonraítear i bPlean DEIS 2017 go mbeidh tionchar ag na sonraí feabhsaithe maidir le sochdhéimeagrafach scoileanna mar thoradh ar an múnla nua sainaitheanta ní hamháin ar mheasúnú scoileanna lena gcur san áireamh sa chlár ach chomh maith leis sin ar scálú acmhainní chun leibhéil tacaíochta níos céimnithe a cheadú. Dá réir sin, beifear in ann an cuspóir deiridh a bhaint amach, is é sin acmhainní a leithdháileadh chun an freastal is fearr is féidir a dhéanamh ar na riachtanais shainaitheanta atá ag scoileanna ar leith.
Chun an méid sin a bhaint amach, ní mór go mbeadh an múnla sainaitheanta reatha chomh cruinn agus is féidir agus déanfar é sin a éascú trí úsáid a bhaint as Eircode chun a chinntiú go gcuirtear isteach seoltaí faoi mar is ceart. Is gá tuilleadh anailíse a dhéanamh chun scrúdú a dhéanamh ar athróga eile, ar athróga iad a aithnítear mar réamhtháscairí maithe i dtaca le míbhuntáiste oideachasúil i gcomhthéacs leithdháileadh acmhainní.
Dá bhrí sin, cinneadh dearbhú cáilíochta sa bhreis a dhéanamh ar an múnla sula gcuirfí leis an úsáid atá beartaithe dó, ar mhaithe le cáilíocht na sonraí a bhaineann le seoltaí a chinntiú agus chun tuilleadh anailíse a dhéanamh. Mar thoradh air sin, níl sé i gceist an clár DEIS a leathnú chuig aon scoileanna breise go mbeidh an obair sin curtha i gcrích.
