Written Answers Nos. 90-113
90. Deputy Brendan Smith asked the Minister for Education and Skills when it is planned to extend the Delivering Equality of Opportunity in Schools, DEIS, programme to more primary and post-primary schools; and if he will make a statement on the matter. [49220/18]
View answerAs the Deputy will be aware, last year my Department introduced an objective, statistics based model for assessing which schools merit inclusion in the DEIS Programme, so that all stakeholders can have confidence that we are targeting extra resources at those schools with the highest levels of concentrated disadvantage.
Schools are not required to make an application for inclusion in the DEIS programme, as all schools both Primary and Post-Primary are assessed using this new uniform identification model.
The DEIS identification process uses data from a number of sources to improve accuracy regarding the socio-demographic profile of schools.
To achieve the ultimate objective of allocating resources to best meet the identified need of individual schools, the current identification model needs to be as accurate as possible and this will be facilitated by the use of Eircode to ensure correct inputting of addresses. Further analysis is also required to examine other variables known to be strong predictors of educational disadvantage in the context of resource allocation.
Therefore in order to ensure the quality of the address data and conduct further analysis, my Department has decided to conduct further quality assurance on the model before extending these envisaged uses of the model. Work is ongoing at present and progress is being made but it is not intended to extend the DEIS programme to any further schools until this work is complete.
91. Deputy Richard Boyd Barrett asked the Minister for Education and Skills his plans for a permanent building for a school (details supplied); if the immediate crisis facing the school that is due to leave its premises in May 2019 and to date has no appropriate alternative building will be resourced; and if he will make a statement on the matter. [49538/18]
View answer101. Deputy Richard Boyd Barrett asked the Minister for Education and Skills if he will allay the fears of the staff, pupils and parents in a school (details supplied) that has no premises from May 2019; and if he will make a statement on the matter. [49539/18]
View answerI propose to take Question Nos. 91 and 101 together.
As the Deputy is aware a Major Capital Project for the provision of permanent accommodation for the school in question to cater for a Long Term Projected Enrolment of 1,000 pupils is being addressed through my Department's Capital Programme.
It is envisaged that this accommodation will be provided through a campus arrangement with Kildare and Wicklow Education and Training Board (KWETB) on the site of Bray Institute of Further Education (BIFE). In addition to providing a new 1,000 school it is also proposed to provide additional accommodation for BIFE and to refurbish their existing accommodation. My Department is liaising with Kildare and Wicklow Education and Training Board with a view to commencing architectural planning as quickly as possible.
As the Deputy is aware the lease on the school temporary home is due to expire on the 30th April 2019 and my Department’s preferred option for providing interim accommodation is for the school to remain on the Putland Road site. In this context, the Department has indicated to the vendor of the Putland Road property that it would be interested in exploring the potential to licence or lease the property from a potential purchaser should the purchaser be amenable to such an arrangement.
My Department is also exploring other options should it not be possible for the school to remain in the Putland Road property. In this context, my Department is engaging with the patron body of the school and KWETB regarding all other possible short term accommodation solutions.
92. Deputy Kathleen Funchion asked the Minister for Education and Skills the number of financial settlements reached with staff in schools nationally in the past five years; the cost of these settlements; and if he will make a statement on the matter. [49411/18]
View answerThe number of financial settlements and the cost of these settlements, reached by the Department of Education & Skills with staff in schools over the past five years is included in the table.
|
Year |
The number of financial settlements reached by the Department of Education & Skills in the last five years with staff in Schools. |
The cost of these settlements. |
|
2014 |
0 |
|
|
2015 |
0 |
|
|
2016 |
3 |
€36,807.13 |
|
2017 |
0 |
|
|
2018 |
1 |
€1,218.50 |
|
Total |
4 |
€38,025.63 |
93. Deputy Thomas Pringle asked the Minister for Education and Skills the position regarding the future of funding for third level education here; if he will rule out the introduction of third level education loans as a means of funding third level education here; and if he will make a statement on the matter. [49502/18]
View answerIn response to the combined demographic and funding challenge, my Department appointed an Expert Group to identify and consider issues related to the long term sustainable funding of higher education in Ireland and to identify funding options for the future. The expert group report, "Investing in National Ambition: A Strategy for Funding Higher Education” (2016) identified that increases in investment in higher education must be made to ensure that the sector can remain viable and provide the capacity to meet the major increase in student demand projected up to 2030. It also identified a number of future funding options for consideration.
In order to build a political consensus regarding a future approach to funding the higher Education Sector the expert group report was referred to to the Parliamentary Committee on Education for their consideration. The Committee requested that my Department undertake an economic examination of the three policy options proposed by the expert group to assist the Committee in forming its view of the most appropriate option.
My Department has applied for the support of the Structural Reform Support Programme 2017-2020 in undertaking this economic analysis of the policy options identified by the expert group. The closing date for applications was 31st October 2018. A decision is awaited on the outcome of the application. Successful projects are expected to proceed in early 2019. Having this evaluation undertaken through the Commission’s Structural Reform Support Programme will provide the type of international expertise, analysis, and objectivity that would be beneficial to a major evaluation of this nature. No policy decisions will be taken pending the outcome of this economic evaluation.
Additionally my Department is working to continue re-investment in Higher Education in 2019 building on the progress made in Budgets 2017 & 2018. Current expenditure on higher education, excluding pay restoration and pension provision, will increase by 10% in 2019 compared to 2016. We are adopting a number of measures to address the financial challenges in higher education and to ensure that higher education investment is responsive to key strategic priorities. This equates to €57 million in additional current funding for the higher education sector in 2019. This is in addition to separate funding that has been provided for pay deals and pensions, amounting to an additional €41million.
This new current funding will be used to fund the following measures:
- provision for 3,500 additional places in our higher education institutions
- initiatives to support innovation and reward excellence
- investment in teaching and learning capacity, and management and leadership
- 1,000 additional places on Springboard+,
- a new research fund for Institutes of Technology/TUs, and
- an expansion of part-time and flexible learning opportunities.
Budget 2019 also announced a new Human Capital Initiative that will involve investment of €300 million in higher education over the 5 year period from 2020 to 2024, with €60m being made available in each of those years. This investment will be funded by the National Training Fund surplus. A major objective of the Initiative is to incentivise continued reform and innovation drawing on international best practice through such mechanisms as graduate conversion, accelerated course completion, flexible and blended learning, intensified focus on employability and strengthened linkages and relationships with enterprise. It represents a significant response to projected demographic pressures impacting on the HE sector over the next five years, as highlighted in the Expert Group Report on Future Funding.
The National Training Fund is being reformed to make it more labour market focused, responsive to skills needs and providing additional investment in Further and Higher Education. Progress in implementing reforms has enabled an increase in the NTF levy by 0.1% respectively in both 2018 and 2019, with a commitment to a further 0.1% increase in 2020.
In addition, my Department and the HEA are currently reforming the model by which funding is allocated to our higher education institutions. The independent panel’s review provides a roadmap for transitioning towards a reformed funding model that is more transparent, consistent across higher education institutions, that incentivises actions in key strategic areas such as research and STEM provision, and supports improved accountability while also respecting institutional autonomy. This will ensure that the additional funding that has been made available for higher education is targeted effectively and that institutions are held accountable for how they use public resources.
94. Deputy Richard Boyd Barrett asked the Minister for Education and Skills his plans to increase funding for third-level education in view of the impact of increased numbers of students and funding levels not rising to meet this demand; and if he will make a statement on the matter. [49540/18]
View answerMy Department is working to continue re-investment in Higher Education building on the progress made in Budgets 2017 & 2018. Current expenditure on higher education, excluding pay restoration and pension provision, will increase by 10% in 2019 compared to 2016. We are adopting a number of measures to address the financial challenges in higher education and to ensure that higher education investment is responsive to key strategic priorities. Budget 2019 will provide €57million in additional current funding for the higher education sector. This is in addition to separate funding that has been provided for pay deals and pensions, amounting to an additional €41million in 2019.
This new current funding will be used to fund the following measures:
- provision for 3,500 additional places in our higher education institutions this is in addition to the 2,100 places provided in 2018
- initiatives to support innovation and reward excellence
- investment in teaching and learning capacity, and management and leadership
- 1,000 additional places on Springboard+,
- a new research fund for Institutes of Technology/TUs, and
- an expansion of part-time and flexible learning opportunities.
Budget 2019 also announced a new Human Capital Initiative that will involve investment of €300 million in higher education over the 5 year period from 2020 to 2024, with €60m being made available in each of those years. This investment will be funded by the National Training Fund surplus. A major objective of the Initiative is to incentivise continued reform and innovation drawing on international best practice through such mechanisms as graduate conversion, accelerated course completion, flexible and blended learning, intensified focus on employability and strengthened linkages and relationships with enterprise. It represents a significant response to projected demographic pressures impacting on the HE sector over the next five years, as highlighted in the Expert Group Report on Future Funding.
The National Training Fund is being reformed to make it more labour market focused, responsive to skills needs and providing additional investment in Further and Higher Education. Progress in implementing reforms has enabled an increase in the NTF levy by 0.1% respectively in both 2018 and 2019, with a commitment to a further 0.1% increase in 2020.
My Department has applied for the support of the Structural Reform Support Programme 2017-2020 in undertaking this economic analysis of the three future funding policy options identified by the expert group. The closing date for applications was 31st October 2018. A decision is awaited on the outcome of the application. Successful projects are expected to proceed in early 2019. Having this evaluation undertaken through the Commission’s Structural Reform Support Programme will provide the type of international expertise, analysis, and objectivity that would be beneficial to a major evaluation of this nature.
In addition, my Department and the HEA are currently reforming the model by which funding is allocated to our higher education institutions. The independent panel’s review provides a roadmap for transitioning towards a reformed funding model that is more transparent, consistent across higher education institutions, that incentivises actions in key strategic areas such as research and STEM provision, and supports improved accountability while also respecting institutional autonomy. This will ensure that the additional funding that has been made available for higher education is targeted effectively and that institutions are held accountable for how they use public resources.
95. Deputy Martin Heydon asked the Minister for Education and Skills the status of the review of secondary school provision in south County Kildare; and if he will make a statement on the matter. [49535/18]
View answerAs the Deputy will be aware, my Department is currently advancing building projects in a number of post-primary schools in the South Kildare school planning areas and these projects, when completed, will provide additional capacity in the region of 1,700 school places.
The Government recently announced plans for the establishment of 42 new schools over the next four years (2019-2022). In addition to the new schools announced, there will be a need for further school accommodation in other areas in the future. While this announcement did not include a new post-primary school in the area referred to by the Deputy, a review of provision at post-primary school level across the school planning areas in South Kildare is now well advanced and nearing completion. The outcome of the review will be finalised and made available as soon as possible.
This review will include an assessment of the extent to which projected needs in the area will be met from the additional capacity being provided by the projects already approved and how any specific additional needs will be best catered for, recognising the importance of maintaining a balance between existing and any additional school provision.
96. Deputy John Curran asked the Minister for Education and Skills if the redevelopment of school buildings for schools (details supplied) in Dublin 22 will be expedited; if he will provide emergency solutions for those leaking prefabs during the construction of replacement buildings; and if he will make a statement on the matter. [49305/18]
View answerThe major building project referred to by the Deputy is at an advanced stage of architectural planning Stage 2b (Detailed Design). All statutory approvals have been secured.
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, along with guidance comments from my Department. The Design Team is currently completing work on a revised submission.
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.
The School Authorities should apply to my Department for replacement temporary accomodation in order to address their current accomodation needs.
97. Deputy Shane Cassells asked the Minister for Education and Skills the status of the progression of a school (details supplied); the anticipated commencement date for construction; and if he will make a statement on the matter. [49497/18]
View answerThe school referred to by the Deputy will be part of a shared campus. The building project will deliver a new Post Primary school and the new special school building will provide an area of 3,746sqm with 11 classrooms and associated ancillary accommodation to cater for pupils with a range of learning disabilities.
The project has recently completed Stage 2a (Developed Design Stage) and has been authorised to proceed to Stage 2b which includes Detailed Design and the preparation of tender documents.
Planning permission for this particular project was sought earlier than usual in the architectural planning process, during Stage 2(a) as a means to identify any potential issues which might arise.
This project is included in the 6 year construction programme and is scheduled therein to go to construction 2019 - 2021.
98. Deputy Catherine Connolly asked the Minister for Education and Skills the analysis or review of cost saving in respect of the new Office of Government Procurement, OGP, procurement framework for ETBs that has been undertaken; the findings of such analysis; and if he will make a statement on the matter. [43871/18]
View answerIn September 2018, SOLAS engaged with the sixteen Education and Training Boards (ETBs) to undertake a review of contractor training expenditures within the period 2013 – 2018. The ETBs were requested to provide information on course provision, commencing 2016 through to 2017, and thereafter compare to similar course provision in 2018 [post OGP framework agreement] of which there are 157. One of the areas considered related to the overall value of contracted training procured; and the numbers in training for each of the past five years. Table 1, attached at appendix 1, sets out the data available from the 16 ETBs for the period 2013 – 2017. Not all of the ETBs had data available for all years, in particular 2013, 2014 and 2015. The figures below only relate to the spending reported and learners participating relative to this spend.
In relation to course provision, on analysis of the data provided by ETBs, there were 23 areas for which there was no previous provision in 2016 or 2017. For the remaining 134 courses listed, there were 70 instances where the cost of the courses increased in 2018 relative to 2016/2017. There were 31 instances where the cost of courses decreased. For the remainder of 33 courses there is no data yet available for 2018, where contracts may not yet have been tendered or awarded.
In relation to the number of companies which received a contract for training in each of the last 5 years, Table 2, attached at appendix 2, sets out the data received per ETB.
Table 2 – Number of companies awarded a contract for training
|
Question 128 |
ETB Name |
Year |
Number of companies awarded a contract for training |
|
ETB1 |
Cork |
2013 |
114 |
|
Cork |
2014 |
76 |
|
|
Cork |
2015 |
57 |
|
|
Cork |
2016 |
54 |
|
|
Cork |
2017 |
37 |
|
|
ETB2 |
DDLETB (Dublin Dun Laoghaire) |
2013 |
Not Available |
|
DDLETB (Dublin Dun Laoghaire) |
2014 |
40 |
|
|
DDLETB (Dublin Dun Laoghaire) |
2015 |
39 |
|
|
DDLETB (Dublin Dun Laoghaire) |
2016 |
49 |
|
|
DDLETB (Dublin Dun Laoghaire) |
2017 |
44 |
|
|
GRETB (Galway Roscommon) |
2013 |
21 |
|
|
ETB3 |
GRETB (Galway Roscommon) |
2014 |
29 |
|
GRETB (Galway Roscommon) |
2015 |
22 |
|
|
GRETB (Galway Roscommon) |
2016 |
18 |
|
|
GRETB (Galway Roscommon) |
2017 |
15 |
|
|
ETB4 |
KCETB (Kilkenny Carlow) |
2013 |
n/a |
|
KCETB (Kilkenny Carlow) |
2014 |
n/a |
|
|
KCETB (Kilkenny Carlow) |
2015 |
n/a |
|
|
KCETB (Kilkenny Carlow) |
2016 |
11 |
|
|
KCETB (Kilkenny Carlow) |
2017 |
13 |
|
|
ETB5 |
Kerry ETB |
2013 |
19 |
|
Kerry ETB |
2014 |
26 |
|
|
Kerry ETB |
2015 |
20 |
|
|
Kerry ETB |
2016 |
17 |
|
|
Kerry ETB |
2017 |
16 |
|
|
ETB6 |
LOETB (Laois Offaly) |
2013 |
|
|
LOETB (Laois Offaly) |
2014 |
||
|
LOETB (Laois Offaly) |
2015 |
||
|
LOETB (Laois Offaly) |
2016 |
9 |
|
|
LOETB (Laois Offaly) |
2017 |
3 |
|
|
ETB7 |
LWETB (Longford Westmeath) |
2013 |
10 |
|
LWETB (Longford Westmeath) |
2014 |
11 |
|
|
LWETB (Longford Westmeath) |
2015 |
18 |
|
|
LWETB (Longford Westmeath) |
2016 |
10 |
|
|
ETB8 |
LWETB (Longford Westmeath) |
2017 |
14 |
|
Tipperary ETB |
2013 |
N/A |
|
|
Tipperary ETB |
2014 |
N/A |
|
|
Tipperary ETB |
2015 |
N/A |
|
|
Tipperary ETB |
2016 |
7 |
|
|
Tipperary ETB |
2017 |
10 |
|
|
ETB9 |
WWETB (Waterford Wexford) |
2013 |
29 |
|
WWETB (Waterford Wexford) |
2014 |
25 |
|
|
WWETB (Waterford Wexford) |
2015 |
30 |
|
|
WWETB (Waterford Wexford) |
2016 |
27 |
|
|
ETB10 |
WWETB (Waterford Wexford) |
2017 |
21 |
|
LMETB (Louth Meath) |
2013 |
13 |
|
|
LMETB (Louth Meath) |
2014 |
18 |
|
|
LMETB (Louth Meath) |
2015 |
13 |
|
|
LMETB (Louth Meath) |
2016 |
12 |
|
|
LMETB (Louth Meath) |
2017 |
8 |
|
|
ETB11 |
LCETB (Limerick Clare) |
2013 |
21 |
|
LCETB (Limerick Clare) |
2014 |
29 |
|
|
LCETB (Limerick Clare) |
2015 |
27 |
|
|
LCETB (Limerick Clare) |
2016 |
24 |
|
|
LCETB (Limerick Clare) |
2017 |
15 |
|
|
ETB12 |
Donegal ETB |
2013 |
13 |
|
Donegal ETB |
2014 |
10 |
|
|
Donegal ETB |
2015 |
10 |
|
|
Donegal ETB |
2016 |
9 |
|
|
Donegal ETB |
2017 |
7 |
|
|
ETB13 |
MSLETB (Mayo Sligo Leitrim) |
2013 |
12 |
|
MSLETB (Mayo Sligo Leitrim) |
2014 |
22 |
|
|
MSLETB (Mayo Sligo Leitrim) |
2015 |
20 |
|
|
MSLETB (Mayo Sligo Leitrim) |
2016 |
20 |
|
|
MSLETB (Mayo Sligo Leitrim) |
2017 |
23 |
|
|
CMETB (Cavan Monaghan) |
2013 |
||
|
ETB14 |
CMETB (Cavan Monaghan) |
2014 |
|
|
CMETB (Cavan Monaghan) |
2015 |
7 since October 2015 |
|
|
CMETB (Cavan Monaghan) |
2016 |
7 |
|
|
CMETB (Cavan Monaghan) |
2017 |
9 |
|
|
ETB15 |
CDETB (City of Dublin) |
2013 |
40 |
|
CDETB (City of Dublin) |
2014 |
21 |
|
|
CDETB (City of Dublin) |
2015 |
29 |
|
|
CDETB (City of Dublin) |
2016 |
29 |
|
|
CDETB (City of Dublin) |
2017 |
23 |
|
|
ETB16 |
KWETB (Kildare Wicklow) |
2013 |
N/A |
|
KWETB (Kildare Wicklow) |
2014 |
N/A |
|
|
KWETB (Kildare Wicklow) |
2015 |
N/A |
|
|
KWETB (Kildare Wicklow) |
2016 |
10 |
|
|
KWETB (Kildare Wicklow) |
2017 |
18 |
Table 1 – Contract training expenditure 2013 – 2018
|
Year |
Costs € |
Learners |
|
2013 |
€38,774,618.48 |
9725 |
|
2014 |
€50,953,284.91 |
12035 |
|
2015 |
€46,771,118.11 |
10510 |
|
2016 |
€51,526,622.58 |
10655 |
|
2017 |
€49,739,517.20 |
10459 |
|
2018 |
Not yet available |
Not yet available |
|
Totals |
€237,765,161.28 |
53384 |
99. Deputy Shane Cassells asked the Minister for Education and Skills the status and location of the acquisition of a site for the development of a school (details supplied); and when it is anticipated that children can move from a school made of prefabs to a purpose built school. [49498/18]
View answerAs the Deputy is aware, the project to which he refers is included on my Department's Six Year Capital Programme.
Officials in my Department have worked closely with officials from Meath County Council under the Memorandum of Understanding in relation to the identification and acquisition of a suitable permanent location for the school in question. A preferred site has been identified and the relevant Education and Training Board, which is patron of the school, is currently engaging with the landowner. These negotiations are at an advanced stage.
Once the site is secured the project to deliver permanent accommodation for the school can be advanced towards the Architectural Planning stage.
I can assure the Deputy that all parties are working to progress matters as expeditiously as possible.
100. Deputy Thomas P. Broughan asked the Minister for Education and Skills the steps he is taking to assist primary and secondary schools in which there are students living in emergency homeless accommodation and-or overcrowded accommodation; the supports that are available to the schools, principals and teachers; his plans to increase supports in areas with higher populations of homeless students; and if he will make a statement on the matter. [49225/18]
View answerA range of resources are available to support schools in dealing with identified additional educational needs, including needs which may arise for children who are experiencing homelessness. These include National Educational Psychological Service (NEPS) supports and Delivering Equality of Opportunity in Schools (DEIS) supports.
Identification of Need and Early Intervention Strategies are considered key components to supporting children who experience homelessness. The National Educational Psychological Service (NEPS) works with schools through the DES Continuum of Support framework. The NEPS Model of Service works through a problem solving and solution oriented consultative approach to support schools to meet the needs of individual pupils.
NEPS psychologists can provide advice and guidance to Principals and teachers in relation to individual students needs and in the development of whole school approaches to support inclusion, participation and integration.
DEIS is the main policy initiative of my Department to tackle educational disadvantage. DEIS provides additional supports, through the DEIS School Support Programme, to schools identified as having the highest concentrations of pupils from disadvantaged communities. Schools can use these additional resources to meet the identified needs of their pupil cohort, including the additional needs that may arise for pupils experiencing homelessness.
DEIS Schools can also avail of Home School Community Liaison and School Completion supports provided by Tusla’s Educational Welfare Service in relation to school attendance, retention and progression which can be areas of particular challenge to pupils experiencing homelessness.
In addition the Department of Employment and Social Protection runs the School Meals Programme which provides funding towards the provision of food to some 1,580 schools and organisations benefitting 250,000 children.
My Department is also represented on the Homelessness Inter-Agency Group established by Minister Eoghan Murphy to coordinate the state's efforts to tackle homelessness.
102. Deputy Thomas Byrne asked the Minister for Education and Skills the position with regard to payment of the minor capital works grant; and if he will make a statement on the matter. [49448/18]
View answerThe Minor Works Grant 2018/2019 will be paid this week to all primary schools throughout the country.
103. Deputy Maureen O'Sullivan asked the Minister for Education and Skills further to Parliamentary Question No. 220 of 16 October 2018, his views on whether there is a need for a body or authority when it comes to verifying the accuracy of information in textbooks available to schools as opposed to publishers having full autonomy in view of the recent corrections in history textbooks. [49460/18]
View answerTextbooks form part of a range of resources that are available to schools. The decision on which particular resources are most appropriate to be used in a school remains under the remit of the school itself.
Apart from a small number of prescribed texts at post-primary, determined by the National Council for Curriculum and Assessment (NCCA), there are no requirements placed on a school by my Department to use any individual textbooks or resources. My Department does not generally approve, commission, sponsor or endorse educational textbooks or online materials and it would not be feasible to do so.
Textbooks are commissioned and published by educational publishers, and schools select their textbooks, if they choose to use them, from those available from a number of educational publishers.
I understand that the Irish Educational Publishers Association (IEPA) includes some 95% of the educational publishers in Ireland. The decision on the content of a particular textbook would rest entirely within the publishers themselves. The IEPA meet occasionally with the NCCA to discuss the content of the curriculum and to be made aware of any requirements in the curriculum.
The only requirement from my Department, on any resource used in a school, is that it covers the curriculum. Ultimately, the decision on which text, if any, most appropriately covers the curriculum, rests within the school itself.
Any issues regarding the accuracy of particular textbooks should be raised with the individual publishers.
104. Deputy Kathleen Funchion asked the Minister for Education and Skills the steps being taken to improve interdepartmental communication and co-operation in the area of the development of apprenticeships; and if he will make a statement on the matter. [49413/18]
View answerThis Government is committed to the expansion of the apprenticeship model into new sectors of the economy. The Action Plan to Expand Apprenticeship and Traineeship in Ireland 2016-2020 sets out a series of detailed actions and annual targets leading to a cumulative 50,000 learner registering on apprenticeship and traineeship programmes over the period. This represents a more than doubling of activity by 2020.
The achievement of this ambitious target requires commitment from a range of key stakeholders and is dependent on strong employer demand and high levels of economic activity. Key Government Departments and agencies, along with employers, are members of the National Skills Council who advise the Minister for Education and Skills on skills needs and on education and training responses to meeting them. My Department and SOLAS have also engaged with other Government Departments and agencies on public sector recruitment of apprentices. The contribution of apprenticeship to meeting the skills needs of the construction sector is also discussed through the Project 2040 monitoring structures.
My Department continues to engage with all stakeholders including State agencies, employer groups, other Government Departments and education and training providers to promote and develop new apprenticeships. To date 17 new apprenticeship programmes are now operational following the Apprenticeship Council’s two calls for apprenticeship proposals in 2015 and 2017. These new programmes span a variety of sectors ranging from financial services, biopharma, ICT to hospitality. Further new apprenticeships will get underway in 2019 in various sectors including construction, engineering, horticulture and agriculture.
105. Deputy Joan Burton asked the Minister for Education and Skills if his attention has been drawn to the demand by parents in Dublin 7 and 15 for an autism spectrum disorder, ASD, special school for children with high levels of need; his plans for the school particularly in the context of the large population of the area and the many children affected and unable to receive a full educational provision; and if he will make a statement on the matter. [49505/18]
View answerMy Department is actively engaged as part of the whole of Government approach to transitioning to a low-carbon, competitive, sustainable and climate resilient economy and society. This transition approach is not based on sectoral specific targets: rather, each sector is engaging in a process to identify and implement climate mitigation policy measures and action to meet the 2020 and 2030 climate targets.
A key part of this process has been the development of the National Mitigation Plan (NMP) which my Department contributed a series of mitigation actions and measures for the agriculture and land use sector including forestry . These measures not only focus on the mitigation of greenhouse gases and improving resource efficiency but are also aimed at restoring, preserving and enhancing ecosystems related to building resilience of agricultural production systems (i.e. adaptation).
My Department, along with other government departments, provides quarterly progress reports to the Department of Communications, Climate Action and Energy, who are the lead department in this respect. As part of the on-going review, a number of additional measures and actions are developed by my Department for the sector. By way of example, the most recently announced new measures include: Forestry Knowledge Transfer Groups ( sharing best practices in the forest sector), the Woodland Environment Fund (providing access to additional incentives for native woodland planting) and the Beef Environmental Efficiency Pilot. - This builds on the success of the Beef Data and Genomics Programme (measure AF2A in NMP) and is a new pilot scheme targeted at efficiency improvements for suckler farmers.
Whilst the mitigation potential for Agriculture is indeed limited, Agriculture can and must play a key role in contributing to Ireland's climate change and energy targets in the year ahead.
106. Deputy Clare Daly asked the Minister for Education and Skills the status of developments to address the shortage of primary school places in areas (details supplied). [49258/18]
View answerAs the Deputy is aware, demographic exercises carried out by my Department led to the announcement of a new 8 classroom primary school to open in Swords South in September 2019 as well as 41 other new schools to open nationwide over the next four years. This new primary school in Swords South is intended to meet the primary school place requirement emerging in the areas to which she refers.
An Online Patronage Process System (OPPS) for this school will be opened soon. The OPPS has been developed by my Department to provide objective information to all parents which will allow them to make an informed choice about their preferred model of patronage for their child’s education in the new schools.
The new Swords South primary school will open in suitable interim accommodation in September 2019 and potential options in that regard are currently being considered. Work is also underway in respect of the identification and acquisition of a site to facilitate the delivery of the school’s permanent accommodation.
107. Deputy Joan Burton asked the Minister for Education and Skills the impact on the national development plan of recent disclosures of serious problems in respect of the publicly contracted building projects, including schools; the amount of extra funding required to repair buildings; the impact of same on the overall spend on the national development plan; if he plans an additional Supplementary Estimate to meet the extra cost; if not, if the costs will come from savings; and if so, the source from which they will come. [49203/18]
View answerAs the Deputy is aware, over the course of the mid-term break my Department undertook structural assessments on all 42 school buildings constructed by Western Building Systems since 2003 following the identification of significant structural issues at Ardgillan Community College in Balbriggan during an assessment undertaken by a structural engineer at the school on 19 October. The safety of school students and staff has been and will continue to be, my Department's overriding priority.
My Department will now be moving as quickly as possible to the next phase, which is to initiate more detailed structural investigations at the 42 schools and, following on from this, to implement the permanent remediation works required. This will enable an implementation plan to be put in place which will include, as appropriate, projected timelines and expected remediation costs. Until such time as this work is completed, a robust cost estimate cannot be formulated. Therefore there are currently no plans at this stage for an additional supplementary estimate. The Department fully intends to pursue the company through all contractual and legal channels for the cost of the precautionary measures and the remediation work.
Under the National Development Plan, the Department’s total capital allocation for 2019 is €941m, which represents an increase of close to €200m on the 2018 figure. As in other years, the Department will proactively manage its capital allocation across the various subheads and budget lines to advance its school building and other capital investment priorities. The costs of the remediation works will be kept under close review in this context.
108. Deputy Bríd Smith asked the Minister for Education and Skills the cost relating to the operation of the various competitive tendering models or public procurement models used in education to build schools at primary and secondary levels since 2008, that is, the costs involved in selecting a winner to build schools not the actual cost of the building; and if he will make a statement on the matter. [49214/18]
View answerThere are two methods of tendering (the Restricted procedure and the Open procedure) for the appointment of main building contractors on school building projects.
For less complex projects of a small to medium scale, the open procedure is generally used and all contractors meeting the minimum standards are entitled to submit a tender (thus facilitating the inclusion of small to medium enterprises and those with no experience in educational projects).
For larger or more complex projects, where it is considered that pre-qualification of contractors is warranted, the Restricted procedure is normally used. In the Restricted procedure, there is an intermediary qualification stage during which the numbers of applicants is reduced (or restricted) to a specified amount (normally 8 - 10).
For my Departments “Rapid” programme the pre-qualification stage involves tendering for a framework of Contractors to which individual projects are then tendered.
The costs of the tender process (Stage 3 of my Departments Design Team Procedures) vary from project to project but are primarily determined by the design team fees tendered by the design team or project management team at the time of their appointment.
As a guide, the following information on tender competitions for four recent representative projects has been compiled for the Deputy’s information. Schools A and B were delivered under the Traditional Architectural Planning model. Schools C and D were delivered as part of the "Rapid" programme.
|
School |
Brief for Project |
Building Contractor Contract Amount (excl VAT) |
Amount of Stage 3 Fees (inc vat) |
|
School A |
26 classroom Special School |
€11,870,864 |
€82,732 |
|
School B |
Construct 8 new classrooms and a GP Hall plus refurbishment of the existing 16 classrooms to provide accommodation for a 24 classroom school |
€6,149,709 |
€18,740 |
|
School C |
1000 pupil post-primary school plus 2 class SNU |
€19,127,916 |
€38,500 |
|
School D |
24 classroom primary school plus 2 classroom SNU |
€9,834,824 |
€40,000 |
109. Deputy Bríd Smith asked the Minister for Education and Skills if additional agreements with teachers in primary and secondary levels in order to deal with outstanding issues on equal pay and cuts made in past years have been costed; the figures for meeting such outstanding issues; and if he will make a statement on the matter. [49212/18]
View answerThe public service agreements have allowed a programme of pay restoration for public servants to start. The Government negotiated a 15-22% pay increase for new teachers.
As a result of these changes, since 1 October 2018 the starting salary of a teacher is now €36,318, and from 1 October 2020 onwards will be €37,692.
Section 11 of the Public Service Pay and Pensions Act 2017 provides that “the Minister [for Public Expenditure and Reform] shall, within three months of the passing of this Act, prepare and lay before the Oireachtas a report on the cost of and a plan in dealing with pay equalisation for new entrants to the public service.”
The report laid before the Oireachtas on foot of this provision by the Minister for Public Expenditure and Reform assesses the cost of a further change which would provide a two scale point adjustment to new entrants recruited since 2011. The total cost of such an adjustment across the public sector is of the order of €200 million, of which Education accounts for approximately €83 million.
The report also acknowledges that, during the financial crisis, there were policy changes which affected remuneration in different occupations across the public sector (including education). Additional changes to public service pay in particular sectoral settings did not form part of the costings in the report.
The matter of new entrant pay is a cross sectoral issue, not just an issue for the education sector alone. The Government supports the gradual, negotiated repeal of the FEMPI legislation, having due regard to the priority to improve public services and in recognition of the essential role played by public servants.
On Monday 24th September, the Government welcomed the outcome of discussions between public service employers and the public services committee of ICTU in respect of new entrant pay.
This agreement will benefit 16,000 teachers and nearly 5,000 SNAs within the education sector. The deal provides for a series of incremental jumps for new entrants at points 4 and 8 of their scale.
These restorations for new entrants have been achieved through continued engagement and collective bargaining between the Government and the public service unions and shows the benefits that such engagement can bring.
This pay deal for new entrants has been concluded under the Public Service Stability Agreement. Further measures in this area are not being contemplated under the agreement.
110. Deputy Mick Wallace asked the Taoiseach and Minister for Defence the number of Defence Forces recruits that were issued with certificates of discharge during the recruit training period in each of the years 2011 to 2017 and to date in 2018; the reason for each discharge; and if he will make a statement on the matter. [49653/18]
View answer111. Deputy Mick Wallace asked the Taoiseach and Minister for Defence the number of Defence Forces recruits that lodged appeals in cases in which certificates of discharge were issued during recruit training in each of the years 2011 to 2017 and to date in 2018; the number of these appeals that were successful; and if he will make a statement on the matter. [49654/18]
View answer112. Deputy Mick Wallace asked the Taoiseach and Minister for Defence the number of Defence Forces recruits that were issued with certificates of discharge while in recruit training for not meeting minimum height requirements in each of the years 2011 to 2017 and to date in 2018; and if he will make a statement on the matter. [49655/18]
View answerI propose to take Questions Nos. 110 to 112, inclusive, together.
I am advised that the military authorities could not collate the information for these three questions within the time available. I will revert to the Deputy as soon as the information has been provided to me.
113. Deputy Micheál Martin asked the Tánaiste and Minister for Foreign Affairs and Trade if he spoke to his UK counterparts regarding the political declaration to be finalised before the November 2018 EU Council meeting. [49435/18]
View answerThe negotiations on both the EU-UK Withdrawal Agreement and political declaration on the framework for the EU-UK future relationship, both of which we were endorsed by the European Council on 25 November, were conducted on behalf of the EU27 by the EU's Chief negotiator, Michel Barnier, and the Commission's Article 50 Taskforce. Brexit is a priority issue for this Government, and the Taoiseach, my cabinet colleagues and I have taken every opportunity to engage with EU partners and the UK to advance Ireland’s priorities. Recently, I have had a number of engagements with UK ministers on the issue of Brexit. On 31 October, I met with Jeremy Hunt in London for a second time that month, a day after I met Dominic Raab, then the UK Secretary of State for Exiting the EU. I also met with David Lidington, the UK Minister of the Cabinet Office in September in Dublin, and have remained in regular phone contact. On 23 November, I spoke on the phone with the newly appointed UK Secretary of State for Exiting the EU, Steve Barclay. I conveyed to Mr Barclay my hope that agreement on the Withdrawal Agreement and the political declaration on the framework for the future relationship at the upcoming European Council will enable the EU and the UK to focus more intently on the future relationship and on the considerable work that lies ahead. I stressed Ireland's wish to have the closest possible relationship between the EU and the UK.
