Written Answers Nos. 228-245
228. Deputy Billy Kelleher asked the Minister for Education and Skills to set out the annual amount allocated to Ireland under the youth employment initiative in each year since it commenced; the amount that was expended in each year subsequently and to date in 2018; the projects that have been allocated funding in tabular form; and if he will make a statement on the matter. [48876/18]
View answer229. Deputy Billy Kelleher asked the Minister for Education and Skills to set out the annual amount allocated to Ireland under the European Social Fund education and training ErasmusPro and the Youth Employment Initiative budgets for 2014 to 2018 by employment and training, apprenticeships of young persons; and the amount that was expended in each of the areas in each of the years 2014 to 2017 and to date in 2018. [48877/18]
View answerI propose to take Questions Nos. 228 and 229 together.
The Youth Employment Initiative (YEI) is integrated into European Social Fund (ESF) programming as a dedicated priority axis within the ESF Programme for Employability, Inclusion and Learning 2014-2020 (PEIL). The specific YEI allocation for Ireland of €68 m (for 2014 and 2015) is matched by equal amounts from our ESF allocation and from the Exchequer, giving an overall allocation of €204m. Ireland was not eligible for an additional allocation under the second YEI allocation arising from the mid-term revision of the Multi-annual Financial Framework in 2017.
All ESF activities, including YEI activities, are fully funded up-front by the Exchequer with the EU (ESF/YEI) funding being claimed in arrears. Seven activities were originally selected for YEI funding namely, the Back to Work Enterprise Allowance (BTWEA); JobBridge; JobsPlus; Momentum; Social Inclusion and Community Activation Programme (SICAP); Tús; and Youthreach. Improvements in the rate of youth unemployment coupled with the discontinuance of the JobBridge and Momentum schemes had consequences for the expenditure expected on YEI activities. Consequently, the Programme Monitoring Committee agreed to the inclusion of the Community Training Centres; the Defence Forces Employment Support Scheme (DFESS) and the Youth Employment Support Scheme (YESS) under the YEI. At the same time, the Committee agreed to the removal of the Tús, JobBridge and the Social Inclusion and Community Activation Programme from the YEI, having unsuccessfully explored the potential to use Simplified Cost Option models and/or in the light of audit trail difficulties. The current gross allocations under the YEI for the activities are:
|
(BTWEA) Scheme |
€4,647,870 |
|
JobsPlus |
€7,992,000 |
|
Youthreach |
€101,156,387 |
|
Momentum |
€13,800,000 |
|
CTCs |
€60,000,000 |
|
DFESS |
€840,000 |
|
YESS |
€16,000,000 |
|
Priority Totals |
€204,436,257 |
The first payment application in respect of the PEIL, which has recently been submitted to the European Commission includes €112 m in respect of the YEI. The ESF authorities will ensure that sufficient payment applications are submitted to fully drawdown the YEI funding allocations.
With regard to Erasmus PRO, Leargas has advised that to date, €780,430 has been awarded to 5 projects representing 110 learner mobilities broken down as follows:
- 2015 awarded € 25,391 for 4 long term learner mobilities;
- 2016 awarded € 62,836 for 10 long term learner mobilities;
- 2017 awarded € 157,918 for 24 long term learner mobilities;
- 2017 awarded € 169,800 for 27 long term learner mobilities; and
- 2018 awarded € 364,485 for 45 long term learner mobilities
In addition Leargas currently had 1 project application on assessment for the October 2018 round which if included would bring the total to €880,283 in respect of 122 learner mobilities.
230. Deputy Billy Kelleher asked the Minister for Education and Skills to set out the number of businesses that availed of enterprise training, workforce learning and upskilling services from Skillnet Ireland in each of the years 2010 to 2017 and to date in 2018; the breakdown in participation in percentage terms by firm size (details supplied); the annual allocation to Skillnet Ireland in each of the years 2010 to 2017 and to date in 2018; and the amount announced in budget 2019 in tabular form. [48942/18]
View answerSkillnets Ltd, established in 1999, is an enterprise-led body funded through the National Training Fund (NTF) to provide companies with new opportunities to develop relevant, effective answers to their training and development needs.
It operates with enterprise and co-funds training networks in a range of sectors and/or regions throughout the country. The Training Networks Programme (TNP) funds demand led training through a network model, where companies from networks representing specific industry sectors or geographical regions co-operate to deliver training programmes specifically designed and adapted to current market requirements. This ensures projects remain enterprise-led and aligned with their needs.
The following table contains details of the funding allocation to Skillnet Ireland for the period 2010 to date.
|
- |
Allocation €'m |
|
2010 |
13.6 |
|
2011 |
11.6 |
|
2012 |
14.5 |
|
2013 |
14.5 |
|
2014 |
15.7 |
|
2015 |
16.2 |
|
2016 |
16.2 |
|
2017 |
18.2 |
|
2018 |
21.7 |
|
2019 (Budget 2019) |
28.0 |
The additional information requested is being compiled and will be forwarded directly to the Deputy.
231. Deputy Sean Sherlock asked the Minister for Education and Skills to set out the number of children of school going age that are experiencing reduced hours during the school day. [48972/18]
View answer232. Deputy Sean Sherlock asked the Minister for Education and Skills to set out the number of post-primary students that are experiencing reduced hours during the school day. [48973/18]
View answerI propose to take Questions Nos. 231 and 232 together.
The position of my Department is that all pupils who are enrolled in a school should attend school for the full day, unless exempted from doing so for exceptional circumstances, such as medical reasons.
Reduced timetables should not be used as a behavioural management technique, or as a de facto suspension or expulsion.
Where schools apply a shorter school day in relation to a child, such arrangements should only be put in place in exceptional circumstances in order to assist a pupil to return to a school, where a pupil has been experiencing an absence due to a medical or behavioural related condition.
Any such arrangement should be a transitionary arrangement, which is designed to assist the reintegration of a pupil to a school environment.
In making any such arrangements, school authorities should be mindful of the best interests of the child and of the child's right to a full day in school. Schools should seek the advice of the National Educational Psychology Service before implementing such arrangements.
My Department does not hold the data requested by the Deputy.
The Education (Welfare) Act 2000 requires a school principal to inform an educational welfare officer in writing where a student is suspended from a recognised school for a period of not less than 6 days. The school is also obliged to record and maintain attendance records and to report to Tusla, unauthorised non-attendance above the threshold of 20 days, or where the school principal is of the opinion that a student is not attending school regularly. This is done currently through the School Returns mechanism to TUSLA Educational Welfare Services.
Developing a Code of Behaviour: Guidelines for Schools (NEWB, 2008) states that “Exclusion of a student for part of the school day, as a sanction, or asking parents to keep a child from school, as a sanction, is a suspension. Any exclusion imposed by a school is a suspension, and should follow the guidelines relating to a suspension”.
Section 29 of the Education Act 1998 makes provision for a parent to take an appeal against a school in relation to suspension of a student. In certain circumstances reduced timetables could be appealed by a parent under this provision.
I wish to advise the Deputy that my Department is engaging with the Department of Children and Youth Affairs and TUSLA Educational Welfare Service on the matter of reduced timetables, with a view to examining options which can be taken to address the issues raised.
233. Deputy Brendan Smith asked the Minister for Education and Skills further to Parliamentary Question No. 347 of 6 November 2018, when the payment will issue to schools; and if he will make a statement on the matter. [49009/18]
View answer265. Deputy Michael Healy-Rae asked the Minister for Education and Skills when funding will be issued to schools (details supplied); and if he will make a statement on the matter. [49290/18]
View answerI propose to take Questions Nos. 233 and 265 together.
The Minor Works Grant 2018/2019 will be paid this week to all primary schools throughout the country.
234. Deputy Michael Healy-Rae asked the Minister for Education and Skills if he will address a matter regarding special educational needs support for a person (details supplied); and if he will make a statement on the matter. [49032/18]
View answerI understand that the Deputy's question relates to Special Needs Assistant (SNA) support.
The 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 my 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.
As this question relates to a particular child, I have referred the question to the NCSE for their direct reply. I do not have a role in making determinations in individual cases.
Speech and Language Therapy Services are under the remit of my colleague, the Minister for Health and the service is provided by the Health Service Executive (HSE). Questions in relation to the provision of speech and language therapy services should therefore be referred to the Department of Health and the HSE.
235. Deputy Michael Lowry asked the Minister for Education and Skills to set out the status of an application by a person (details supplied) for a special education school transport grant; and if he will make a statement on the matter. [49033/18]
View answerSchool transport is a significant operation managed by Bus Éireann on behalf of the Department.
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.
The purpose of the School Transport Scheme for Children with Special Educational Needs is, having regard to available resources, to support the transport to and from school of children with special educational needs arising from a diagnosed disability.
Children are generally eligible for school transport where they satisfy the Department's criteria and are attending the nearest placement that is resourced to meet their special educational needs.
Eligibility for school transport is determined following consultation with the National Council for Special Education (NCSE) through its network of Special Education Needs Organisers. Decisions regarding transport eligibility are based on the prevailing circumstances at the time of first enrolment.
School Transport Section is currently consulting with the NCSE regarding the additional information submitted and they will liaise directly with the family when this process is finalised.
236. Deputy Niamh Smyth asked the Minister for Education and Skills to outline the reason a person (details supplied) cannot be assigned a special needs assistant in school; and if he will make a statement on the matter. [49034/18]
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 my 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.
As this question relates to a particular child, I have referred the question to the NCSE for their direct reply. I do not have a role in making determinations in individual cases.
237. Deputy John Lahart asked the Minister for Education and Skills to set out the number of ASD units at both primary and post-primary schools by county in tabular form; and if he will make a statement on the matter. [49044/18]
View answer240. Deputy John Lahart asked the Minister for Education and Skills to outline the provisions in Dublin for the post-primary educational needs of children on the autism spectrum; and the post-primary school provision available for children with autism or on the autism spectrum in the Dublin area. [49049/18]
View answer241. Deputy John Lahart asked the Minister for Education and Skills to set out the number of ASD units within schools in Dublin 24. [49050/18]
View answer248. Deputy John Lahart asked the Minister for Education and Skills to outline the provisions for children on the autism spectrum in terms of their post-primary education; the schools in the Dublin 6, 6W, 12, 14 and 16 areas that will accept pupils on the autism spectrum; and the provisions in place; and if he will make a statement on the matter. [49084/18]
View answer249. Deputy John Lahart asked the Minister for Education and Skills to outline the reason that there is only one ASD unit for children on the autism spectrum out of 7,000 classroom places in the Dublin 6, 6W and 12 postal codes. [49086/18]
View answer251. Deputy John Lahart asked the Minister for Education and Skills to set out the number of ASD units there are in schools in the Dublin 24 area; and the schools involved. [49090/18]
View answerI propose to take Questions Nos. 237, 240, 241, 248, 249 and 251 together.
Funding for special education provision in 2018 will amount to some €1.75 billion, up 43% since 2011 and equivalent to 18.7% of the gross overall current allocation for education and training.
My Department's policy is to provide for the inclusive education of children with special educational needs, including Autism (ASD), in mainstream school settings, unless such a placement would not be in the best interests of the child concerned, or the children with whom they will be educated.
The greater proportion of children with Autism attend mainstream classes, but some require the environment of a special class or special school. The placement decision is based on a recommendation contained within a professional assessment.
Special school placements are provided for other students with ASD and very complex special needs who wouldn’t manage in a mainstream school even for part of the week.
The NCSE is responsible, through its network of Special Needs Organisers (SENOs), for the development and delivery and co-ordination of education services to children with Special Educational Needs, including the establishment of special class and special school placements.
Since 2011, the NCSE has increased the number of special classes from 548 in 2011 to 1,459 across the country now, of which 1,196 are Autism Spectrum Disorder (ASD) special classes.
The NCSE is aware of emerging need in South Dublin from year to year, and where special provision, including special class provision, is required, it is planned and established to meet that need. This process is ongoing.
The number of ASD special classes in Co. Dublin have increased from 66 in 2011/2012 to 197 in 2018/2019. This includes 34 ASD classes in the areas referred to by the Deputy; 5 Early Intervention, 23 Primary and 6 Post-primary ASD classes.
Details of all special classes for children with special educational needs are available on www.ncse.ie.
While it is not always possible or practical that a special class placement would be available in a child’s local school, the NCSE has informed my Department that, in general, they are satisfied that there are sufficient ASD special class placements to meet existing demand nationally. From time to time, the Council identifies local areas where additional provision is required. In those circumstances, SENOs work with the schools and families concerned to resolve the issues involved.
My Department is aware that the establishment of special class provision in some schools and communities can be challenging.
The Education (Admission to Schools) Act 2018 when commenced will assist in addressing this issue in areas where the NCSE is of the opinion that there is insufficient education provision for children with special educational needs.
Section 8 of the Act, which will commence from Monday 3rd December 2018, will provide the Minister with a power, after a process of consultation with the NCSE, the board of management and the patron of the school, to compel a school to make additional provision for the education of children with special educational needs.
238. Deputy John Lahart asked the Minister for Education and Skills to outline the requirements placed on teachers at primary school level to train or qualify in the education of children with autism spectrum disorder in advance of qualifying as teachers and in advance of teaching children with autism in view of the numbers of children with autism in Dublin; and the number of primary and post-primary school teachers that hold qualifications specifically aimed at the education of such children. [49045/18]
View answer246. Deputy John Lahart asked the Minister for Education and Skills to outline the modules in place in teacher training colleges taken by student teachers with regard to the provision of the special educational requirements of children on the autism spectrum. [49079/18]
View answerI propose to take Questions Nos. 238 and 246 together.
The Teaching Council is the statutory body with responsibility for professional standards and regulation of the teaching profession. Under Section 38 of the Teaching Council Act, all initial teacher education programmes are subject to review and accreditation by the Teaching Council, in accordance with the Criteria and Guidelines for Programme Providers (published in 2011 and revised in March 2017). In accordance with these Criteria and Guidelines, inclusive education is a mandatory component for all students in ITE. Inclusive education encompasses education of children with special educational needs, including autism.
The learning outcomes of ITE programmes also reflect the need for the teacher to be able to conduct a systematic, holistic assessment of learner needs; to apply knowledge of the individual potential of students, their disposition towards learning and their backgrounds, identities and learning styles to their teaching; to set clear, challenging and achievable expectations for pupils; to evaluate learner progress; to act as an advocate for students, referring students for educational support as required and participating in the provision of that support, amongst other relevant outcomes.
The Teaching Council is currently carrying out a review of the impact of the current programmes, with a view to amending the Criteria and Guidelines before the next round of accreditation commences in 2020.
A recently published report from the National Council for Special Education on Initial Teacher Education for Inclusion: Phase 1 and 2 (NCSE Research Report No. 26), found that there is in general much good practice related to inclusive education in ITE, particularly in relation to the fostering of positive attitudes to inclusion, while also noting scope for further alignment between theory and practice, in particular as between student placement and the university experience. These findings will be considered by the Teaching Council in the course of its work.
There are also a range of in-service professional development supports provided to teachers by the Department. Since March 2017, the National Council for Special Education (NCSE) Support Service, has a remit to develop schools’ capacity to include students with special educational needs and to promote a continuum of educational provision which is inclusive and responsive.
The role of the NCSE Support Service includes enhancing the quality of learning and teaching in relation to special educational provision. The service co-ordinates, develops and delivers a range of professional development initiatives and support structures for school personnel working with students with special educational needs in mainstream primary and post-primary schools, special schools and special classes.
In addition to the above, the Department provides funding support for teachers to expand their capacity through courses at the Middletown Centre for Autism and through funded post-graduate provision at a number of higher education institutions for teachers involved in Learning Support & Special Education.
239. Deputy John Lahart asked the Minister for Education and Skills to set out the number of new schools that have been built in the Dublin area at primary and post-primary level since 2012; and the number that have incorporated ASD units for children on the autism spectrum including extensions and additional capacity buildings. [49046/18]
View answerThe information requested by the Deputy is being collated by my Department and will be forwarded to him when compiled.
242. Deputy Pat The Cope Gallagher asked the Minister for Education and Skills to set out the status of an application for a new school building (details supplied) in County Donegal; the timeline for the delivery of this school; and if he will make a statement on the matter. [49060/18]
View answerThe major building project for the school to which the Deputy refers is at an advanced stage of architectural planning, Stage 2b – Detailed Design, which includes the applications for Planning Permission, Fire Cert and Disability Access Cert and the preparation of tender documents. All statutory approvals have been obtained.
The Stage 2(b) submission for the project has been reviewed by my Department and comments have issued to the school and its Design Team.
The Design Team is currently working on a submission to my Department outlining the steps required to achieve compliance with Part L of the Building Regulations 2017 (NZEB). On receipt and review of this submission, my Department will revert to school with regard to the further progression of the project at that time.
243. Deputy Pat The Cope Gallagher asked the Minister for Education and Skills to set out the status of an application for a new school building (details supplied); the timeline for the delivery of same; when the project will go to construction; and if he will make a statement on the matter. [49062/18]
View answerThe major building project for the school referenced by the Deputy is currently at Stage 1 of the Architectural Planning Process. A Design Team was appointed to this project in June 2017.
Stage 1 is the Preliminary Design Stage where the Design Team analyse all the constraints of the site, develop a preferred design option and cost plan. A Stakeholders meeting was held on 10th October last where the design proposals were presented by the school and its Design Team. Following a detailed review of the proposals presented at that meeting the Design Team was asked to revert with an Addendum Report.
Upon satisfactory completion of Stage 1 my Department will be in a position to authorise the project to progress to the next stages of Architectural Planning which includes detailed design, obtaining statutory approvals and the preparation of tender documents.
This project is included in the 6 year construction programme and is scheduled therein to go to construction 2019 - 2021.
244. Deputy Pat The Cope Gallagher asked the Minister for Education and Skills to outline the status of applications for school building improvements and extension to the building made by a school (details supplied); the timeline for the necessary improvements to be carried out at this school; and if he will make a statement on the matter. [49064/18]
View answerI am pleased to inform the Deputy that my Department approved funding under the Summer Works Scheme (SWS) for a Category 3 project, to provide for a mechanical upgrade (heating system). This was approved following a review process in June last and the school was advised of the position.
I can also confirm that the most recent application under the Additional School Accommodation scheme was processed by my Department and the school was advised of the outcome in August 2017.
245. Deputy Pat The Cope Gallagher asked the Minister for Education and Skills to set out the status of applications for school building improvements and extension to the building made by a school (details supplied); the timeline for the necessary improvements to be carried out at this school; and if he will make a statement on the matter. [49065/18]
View answerI can confirm that my Department received an application for additional accommodation from the school referred to by the Deputy last month. The application is being processed and my Department will be in contact with the school management authority once a decision is finalised.
