Written Answers Nos. 289-308
289. Deputy Thomas P. Broughan asked the Minister for Public Expenditure and Reform the customer complaints received by his Department in each of the years since 2016; if the complaints are grouped into categories; the nature of the complaints; the resolution of same; and the number progressed to the relevant Ombudsman in each of the years since 2016. [1877/19]
View answerMy Department is very conscious of the need to provide the highest level of service to our customers. All staff in my Department are committed to ensuring that the twelve principles of Quality Customer Service are embedded in everything we do.
The number of complaints received in the years in question is shown in the following table.
|
Year |
Number of Complaints Received |
|
2016 |
0 |
|
2017 |
3 |
|
2018 |
2 |
The complaints received in 2017 and 2018 related to Quality Customer Service Principle 5 (Timeliness and Courtesy) and those complaints have been addressed by the Department’s Quality Service Officer. Unfortunately, competing deadlines can mean that, on occasion, some queries sent to the Department are not answered in strict accordance with the timelines set out in our Quality Customer Service Charter and Action Plan and this can give rise to complaints. Due to the sensitive and complex nature of some of the original queries which gave rise to the complaints, it is not possible to confirm that these have been fully resolved.
To the knowledge of my Department, none of the complaints listed in the table have been referred to the Office of the Ombudsman to date.
290. Deputy Mary Butler asked the Minister for Education and Skills if applicants placed on the reserve list were successful in securing funding under a programme (details supplied); the name of the applicants; the number of successful applicants that did not take up the programme; and if he will make a statement on the matter. [54404/18]
View answerFollowing a two-stage international assessment process, 36 awards (18 Starting grants and 18 Consolidator grants) were made in March 2018 by the Irish Research Council under its Laureate Awards programme. These awards were made in three panel domains - life sciences, physical sciences and engineering, and the arts, humanities and social sciences.
In addition, there were 31 proposals designated by the international expert panels as fundable reserve proposals. These proposals meet the required standard of excellence and are ranked in order of merit. The reserve list applicants are distributed across the three panel domains and the two award types; effectively creating 6 rank lists.
The reserve panels are activated if a) additional funding became available in respect of the Call or b) if one or more of the awardees was not in a position to take up or proceed with the award. If an awardee returns his/her award, a reserve list candidate of the same panel domain and award type is subsequently offered the award based on their ranking.
Two Starting Grant Laureate awardees (Dr Larisa Florea and Dr Ted Vaughan) from the Physical Sciences and Engineering Panel were successful in winning Starting Grants from the European Research Council in July 2018. As it was not possible for these awardees to conduct research under both grants simultaneously, and as the European Research Council awards have substantially higher monetary value than the Laureates, the two researchers returned their Laureate awards. Accordingly, two Starter Grant applicants from the Physical Sciences and Engineering Panel domain reserve list were selected for awards in order of ranking, namely Professor Laurence Gill and Dr Jonathan Mackey.
In November-December 2018, two further Laureate awardees from the Physical Sciences and Engineering panel were successful in securing major research grants. Again, it is not possible for these awardees to hold both their new grants and the Laureate awards simultaneously, and are terminating their Laureate awards. The Council is currently examining funding two further awards from the reserve panel, in order of ranking.
291. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the funding allocated for research in each of the third level institutions in each of the years 2006 to 2016, in tabular form; and if he will make a statement on the matter. [54455/18]
View answerThe information requested by the Deputy is outlined in the attached documents. The documents outline research income for the academic years 2005/06 to 2015/16 for the university and institute of technology sectors.
292. Deputy Jackie Cahill asked the Minister for Education and Skills if permission will be granted for work at a school (details supplied) in order that it can begin the planning and tendering process to be ready when the 12 month period has passed to proceed with the new build in a timely fashion; and if he will make a statement on the matter. [54039/18]
View answerI wish to advise the Deputy that my Department approved a devolved building project to the school referred to in April 2017 for the provision of accommodation for a Special Educational Needs base. I understand this project received approval to proceed to construction in December last.
A subsequent application for the provision of additional accommodation at the school was received following the approval of a further mainstream teaching post for the current school year. To meet the immediate deficit in accommodation my Department approved the provision of temporary accommodation.
Once the approved project is delivered, and should a deficit in permanent accommodation pertain to meet the schools long term needs, it will be open to the school to contact my Department further in that regard.
293. D'fhiafraigh Deputy John Brassil den Aire Oideachais agus Scileanna an ndéanfaidh sé an cóimheas idir daltaí agus múinteoirí do 2008 a chur i bhfeidhm go práinneach agus i gceart do scoileanna Gaeltachta atá páirteach sa Scéim Aitheantais, ós rud é go mbeidh an cóimheas seo idir daltaí agus múinteoirí ag teastáil ó na scoileanna Gaeltachta; agus an ndéanfaidh sé ráiteas ina thaobh. [54068/18]
View answerLeithdháiltear uaireanta breise tacaíochta teanga sa Ghaeilge (sa bhreis ar an ngnáth-leithdháileadh foirne) ar scoileanna atá rannpháirteach sa Scéim Aitheantais Scoileanna Gaeltachta.
Ó bunaíodh An tAonad um Oideachas Gaeltachta laistigh den Roinn Oideachais agus Scileanna rinneadh dul chun cinn suntasach i ndáil le forbairt na Scéime Aitheantais Scoileanna Gaeltachta tar éis comhairliúcháin le páirtithe leasmhara ábhartha, agus ó cuireadh tús lena cur chun feidhme sna scoileanna. Is é cuspóir na Scéime ligean do scoileanna rannpháirteacha, tar éis comhairiúcháin lena bpobail áitiúla, féachaint chun Aitheantas mar Scoil Ghaeltachta a ghnóthú thar thréimhse cúig bliana an Pholasaí don Oideachas Gaeltachta 2017-2022 ar bhunús chur chun feidhme na gcritéar sonrach teanga-bhunaithe, lena n-áirítear cur chun feidhme an chur chuige lán-tumoideachais sa Ghaeilge, seachas i dteagasc an Bhéarla agus na dteangacha eachtracha agus pleananna gníomhaíochta a bheith forbartha ag scoileanna chun tacú leis an gcur chun feidhme.
D'athbhreithnigh An tAonad um Oideachas Gaeltachta na pleananna gníomhaíochta um fheabhsúchán a bhí ag gach scoil a bhí rannpháirteach sa Scéim i mí Feabhra na bliana 2018, agus tugadh aiseolas do gach scoil faoi leith. Chuir sé sin ar chumas gach scoil rannpháirteach rochtain a fháil ar acmhainní breise ó mhí Mheán Fómhair 2018 ar aghaidh. I measc na n-acmhainní sin tá rochtain ar dheontas chun acmhainní teagaisc trí mheán na Gaeilge a cheannach, uaireanta breise do theagasc teanga chun tacú leis an nGaeilge, forbairt ghairmiúil leanúnach sa bhreis arna soláthar ag COGG, agus cuairteanna comhairleacha breise arna soláthar ag an gCigireacht.
Ba ar bhunús na bhfigiúirí rollaithe a taifeadadh sa bhliain roimhe sin a leithdháileadh na huaireanta tacaíochta teanga breise don Ghaeilge ar scoileanna a bhí rannpháirteach sa Scéim ó mhí Mheán Fómhair 2018 ar aghaidh, rud a thagann le gnásanna na Roinne. Tugadh an rogha do scoileanna ag an mbunleibhéal na huaireanta breise tacaíochta teanga sin a chomhcheangal le bunscoileanna eile sa cheantar chun braislí a chruthú, rud a cheadódh post teagaisc sealadach ar bhonn páirtaimseartha a chruthú, ar post é a bheadh comhroinnte idir na bunscoileanna sa bhraisle faoi leith.
Oibríonn an sceideal reatha um sholáthar foirne sna bunscoileanna ag meán ginearálta 1 mhúinteoir amháin in aghaidh gach 26 dalta, an staid is fabhraí riamh a chonacthas ag an mbunleibhéal. Breithneofar aon fheabhsú breise mar chuid den chéad phróiseas buiséadach bliantúil eile, in éineacht leis na héilimh iomadúla eile ón earnáil oideachais.
Táthar ag cur bailchríche leis na socruithe ginearálta um leithdháileadh foirne don bhliain 2019/20 faoi láthair, agus beidh siad sin ar fáil ar láithreán gréasáin mo Roinnese an chéad mhí eile. Ag teacht leis na ngnás atá i bhfeidhm le roinnt blianta anuas, beidh rátaí coinneála níos fearr i scoileanna Gaeltachta ná i scoileanna eile mar thoradh ar na socruithe foirne sin.
Additional language support hours for Irish (over and above the normal staffing allocation), are allocated to schools participating in the Gaeltacht School Recognition Scheme.
Since the establishment of An tAonad um Oideachas Gaeltachta within the Department of Education and Skills, significant progress has been made in relation to the development of the Gaeltacht School Recognition Scheme following consultation with relevant stakeholders, and commencement of its implementation in schools. The objective of the Scheme is to allow participating schools, following consultation with their local communities, to seek to achieve Gaeltacht School Recognition over the 5 year period of the Policy on Gaeltacht Education 2017-2022 on the basis of the implementation of specific language-based criteria, including the implementation of a total-immersion approach in Irish except for the teaching of the subject English and foreign languages and the development of action plans by schools to support implementation.
Each participating school’s action plans for improvement was reviewed by An tAonad um Oideachas Gaeltachta in February 2018 and feedback was provided to each individual school. This enabled each participating school, to access additional resources from September 2018. These resources include access to a grant to purchase Irish-medium teaching resources, additional language-teaching hours to support Irish, additional continuing professional development delivered by COGG, and additional advisory visits provided by the Inspectorate.
The additional language support hours for Irish allocated to schools participating in the Scheme from September 2018, was based on the enrolment figures recorded in the previous year, which is in line with Department norms. Schools at primary level, were given the option to combine these additional language support hours with other primary schools in the locality to form clusters, which would allow for the creation of a temporary part-time teaching post that would be shared by the primary schools in the particular cluster.
The current staffing schedule in primary schools operates at a general average of 1 teacher for every 26 pupils which is the most favourable position ever seen at primary level. Any additional improvement will be considered as part of the next annual budgetary process alongside the many other demands from the education sector.
The general staffing allocation arrangements for 2019/20 are currently being finalised and will be available on my Department’s website next month. As has been the norm for the past number of years, these staffing arrangements will allow for more favourable retention rates in Gaeltacht schools than in other schools.
294. Deputy Pat The Cope Gallagher asked the Minister for Education and Skills the specific works to be carried out at each of the 20 schools in County Donegal under the summer works scheme 2019; and if he will make a statement on the matter. [54084/18]
View answer295. Deputy Pat The Cope Gallagher asked the Minister for Education and Skills the applications received under the summer works scheme 2019 for County Donegal; the applications that will be funded; and if he will make a statement on the matter. [54085/18]
View answerI propose to take Questions Nos. 294 and 295 together.
I wish to advise the Deputy that my Department announced the list of approved Summer Works projects for 2019, including schools in County Donegal, on the 17th December last, with details of the approved schools published on my Department’s website www.education.ie. Schools were notified of their decision via the Department's Esinet portal on that date.
In addition, I wish to advise the Deputy that a new Summer Works Scheme which will open for applications in early 2019 for projects to be delivered from summer 2020 onwards.
296. Deputy Pat The Cope Gallagher asked the Minister for Education and Skills the procedure for awarding DEIS status in both primary and secondary schools; the way in which certain schools fail to qualify for DEIS status in cases in which all surrounding schools in the same catchment area qualify in view of the fact that the same socio-economic criteria apply to the same catchment area; if his attention has been drawn to the fact that there are anomalies in the past two rounds of DEIS status applications; if his attention has been drawn to the fact that action on same was not taken; and if he will make a statement on the matter. [54086/18]
View answerAs the Deputy is aware, following an extensive review of DEIS and the publication of the DEIS Review Report and DEIS Plan 2017, my Department has 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. The process is the same for both primary and post primary and there is no application process.
The key data sources used in the renewed DEIS identification process are the DES Primary Online Database (POD) and Post-Primary Online (PPOD) Databases, and CSO data from the National Census of Population as represented in the Pobal HP Index for Small Areas which is a method of measuring the relative affluence or disadvantage of a particular geographical area. Variables used in the compilation of the HP Index include those related to demographic growth, dependency ratios, education levels, overcrowding, social class, single parent rate, occupation and unemployment rates. This data is combined with pupil data, anonymised and aggregated to small area, to provide information on the relative level of concentrated disadvantage present in the pupil cohort of individual schools. This data was applied uniformly to all schools in the country in a fair and objective way, to identify the relative level of concentrated disadvantage present in each school. A detailed document explaining the methodology used in the Identification process under DEIS plan 2017 is available on the Department’s website at https://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/DEIS-Identification-Process.pdf
Following an initial application of this new methodology, 79 new schools were brought into the DEIS programme in 2017 with a further 30 being upgraded from Band 2 to Band 1 status. These schools were assessed as having the highest levels of concentrated disadvantage.
The schools in DEIS since 2006 were identified using different means. At primary level there was a survey of school Principals using the following socio-economic variables: %unemployment; %local authority accommodation; %lone parenthood; %travellers; %large families (more than 5 children); %pupils eligible for free books. At post primary level a combination of data from the Departments pupil database including school level retention rates together with exam achievement data and exam fee waiver data, which indicated that students had medical cards was used.
DEIS Plan 2017 states that the improved data on the socio-demographic of schools resulting from the new identification model will have an impact not only on the assessment of schools for inclusion in the programme but also on the scaling of resources to allow for more graduated levels of support. This in turn allows for the ultimate objective of allocating resources to best meet the identified need of individual schools.
In order to achieve this, 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, it is not intended to extend the DEIS programme to any further schools until this work is complete.
297. Deputy Pat The Cope Gallagher asked the Minister for Education and Skills his plans to establish an appeals mechanism for schools that have to date failed to obtain DEIS status; if his attention has been drawn to the fact that schools have very little or no input in supplying school data and relevant information; and if he will make a statement on the matter. [54087/18]
View answerAs the Deputy is aware, following the review of DEIS, 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.
This was the culmination of more than 18 months of consultation and discourse with education partners and other stakeholders to ensure that identification of schools and future delivery of interventions is fully informed by the practical experience of teachers, parents, students and non-governmental organisations working on behalf of children at risk of educational disadvantage and their families.
There was a clear consensus throughout the review process that there was a need for a new approach to the arrangements for identifying schools and the survey approach used in 2005 would place an additional unwanted administrative burden on schools and school Principals. It was also considered unfair to expect schools/school Principals to gather sensitive socioeconomic data on its school community.
Details on how the new objective assessment framework was developed and what was taken into consideration are set out in Chapter 3 of the Report on the Review of DEIS. https://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/DEIS-Review-Report.pdf
298. Deputy James Lawless asked the Minister for Education and Skills the options available to a person (details supplied) who cannot source a primary school place; and if he will make a statement on the matter. [54131/18]
View answerThe position is that the selection and enrolment of pupils in schools is the responsibility of the authorities of the individual school. My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in an area. However, this may result in some pupils' not obtaining a place in the school of their first choice. As schools may not have a place for every applicant, a selection process may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory, and must be applied fairly in respect of all applicants.
Under section 15 (2) (d) of the Education Act, 1998, each school is legally obliged to disclose its enrolment policy and to ensure that, as regards that policy, principles of equality and the right of parents to send their children to a school of the parents' choice are respected.
Section 29 of the Education Act, 1998 provides for an appeal by a parent or guardian to the Secretary General of this Department or, in the case of an Education and Training Board (ETB) school, to the ETB in the first instance, where a Board of Management of a school, or a person acting on behalf of the Board, refuses to enrol a student in a school, expels a student, or suspends a student for 20 or more days in any school year.
My Department has no authority to compel a school to admit a pupil, except in the case of an appeal under section 29 of the Education Act, 1998 being upheld.
Application forms for taking a section 29 appeal are available on this Departments website at the following link :http://www.education.ie/en/Parents/Services/Appeal-against-Permanent-Exclusion-Suspension-or-Refusal-to-Enrol/Section-29-Appeals-Application-Form.doc, or by contacting Section 29 Administration Unit, Friars Mill Road, Mullingar, Co. Westmeath, phone 0761 108588. Completed applications forms should be sent to the address above, together with a copy of the letter received from the Board of Management or a person acting on behalf of the Board of Management, within 42 days of receipt of the schools decision.
In addition, the Educational Welfare Service (EWS) of the Child and Family Agency (TUSLA) is the statutory agency which can assist parents who are experiencing difficulty in securing a school place for their child. The EWS may be able to offer assistance and advice on securing a school placement within your area. The contact details for this agency is Educational Welfare Service of the Child and Family Agency, Floors 2-5, Brunel Building, Heuston South Quarter, Dublin 8 phone number 01-7718500.
299. Deputy Brendan Ryan asked the Minister for Education and Skills the status of the provision of new buildings and associated works for a school (details supplied); his views on the current arrangement in which a school resides; his further views on the appropriateness of the arrangement; and if he will make a statement on the matter. [54134/18]
View answerAs the Deputy may be aware, a building project to provide improved accommodation for the school to which he refers has been devolved to the local Education and Training Board (ETB) for delivery. The ETB has advised my Department that the pre-qualification process for the appointment of contractors for the project is ongoing.
The Deputy will also be aware that a new 1,000 pupil post primary school for Swords opened in September 2018 within available accommodation at the above referenced school, on a temporary basis.
With regard to the provision of permanent accommodation for the school, a building project is included in my Department’s Capital Programme. The Tender Assessment Report for the project has been submitted to my Department for consideration and is currently under review. When the tender process is complete, the project will proceed to construction.
300. Deputy James Lawless asked the Minister for Education and Skills when a decision on the summer works programme applications will be made; when the schools that have applied will be notified; and if he will make a statement on the matter. [54140/18]
View answerI wish to advise the Deputy that my Department announced the list of approved Summer Works projects for 2019 on the 17th December last, with details of the approved schools published on my Department’s website www.education.ie. Schools were notified of their decision via the Department's Esinet portal on that date.
301. Deputy Eamon Scanlon asked the Minister for Education and Skills his views on reports from early career psychologists that there is a lack of transparency and fairness in the PhD application process and doctoral panels which are made up of both HSE and university personnel; and if he will make a statement on the matter. [54161/18]
View answer302. Deputy Eamon Scanlon asked the Minister for Education and Skills if funding to provide more places available on accredited postgraduate psychology courses will be increased; if his attention has been drawn to the fact that there is only one doctorate course available nationally, which is extremely costly in view of the fact there is no funding; and if he will make a statement on the matter. [54162/18]
View answerI propose to take Questions Nos. 301 and 302 together.
Universities are autonomous institutions within the meaning of the Universities Act 1997. The management of their academic affairs, including the establishment of entry requirements, is a matter for individual universities. Neither I nor the Department has any role in relation to such matters.
There are a number of doctoral courses available in Ireland that are accredited by the Psychological Society of Ireland:
- Doctorate in Educational and Child Psychology: Mary Immaculate College, University of Limerick
- Doctorate in Educational Psychology: University College Dublin
- Professional Doctorate in Counselling Psychology: Trinity College Dublin
- Doctorate in Clinical Psychology: Trinity College Dublin, University of Limerick, University College Dublin, NUI Galway, University College Cork
Additionally, Maynooth University and the NUI Galway are providers of structured PhD programmes in Psychology.
Higher education institutions are academically independent and the level of tuition fees charged for their postgraduate programmes is a matter for the institutions themselves to determine. Accordingly, I have no role in determining tuition fees for these programmes.
I would like the Deputy to note that, in relation to the Doctorate in Clinical Psychology, the HSE provides sponsorship to trainees of 60% of fees, with the trainee responsible for 40% of the shortfall. Depending on the higher education institution, this equates to €5,200 - €5,800 per annum.
Students may be eligible for a postgraduate grant at and can determine their eligibility at https://susi.ie/eligibility/income/.
Students can also claim tax relief on fees (including the student contribution) that have been paid for third level education courses. Further information can be found at https://www.revenue.ie/en/personal-tax-credits-reliefs-and-exemptions/education/tuition-fees-paid-for-third-level-education/index.aspx.
303. Deputy Darragh O'Brien asked the Minister for Education and Skills if his attention has been drawn to the shortage of secondary school places in the Kinsealy, Malahide and Portmarnock areas of north County Dublin (details supplied); the steps he is taking to address the situation; and if he will make a statement on the matter. [54172/18]
View answerIn order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, to identify where the pressure for school places across the country will arise. With this information, my Department carries out nationwide demographic exercises to determine where additional school accommodation is needed at primary and post-primary level.
As the Deputy will be aware, the Government last April announced plans for the establishment of 42 new schools over the next four years (2019 to 2022). This announcement followed nationwide demographic exercises carried out by my Department into the future need for primary and post-primary schools across the country and the 4-year horizon will enable increased lead-in times for planning and delivery of the necessary infrastructure.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, depending on the circumstances, be provided through either one, or a combination of, the following:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
While a new post-primary school has not been announced in the Malahide_Nevinstown or Portmarnock school planning areas as part of this announcement, the announcement includes two new 1,000 pupil post-primary schools to serve the Donaghmede_Howth_D13 school planning area, which is adjacent to the Portmarnock school planning area, to be established in 2019 and 2021.
In addition, the following post-primary schools were also established to serve these areas area in recent years as follows:
- 1,000 pupil post-primary school established in 2018 to serve the Malahide_Nevistown and Portmarnock school planning areas as a regional solution; and
- 1,000 pupil post-primary school established in 2018 to serve the Swords school planning area, which is adjacent to the Malahide_Nevinstown and Portmarnock school planning areas.
The requirement for new schools will be kept under on-going review and in particular will have regard for the increased rollout of housing provision as outlined in Project Ireland 2040. In addition to the new schools announced, my Department's capital investment programme also provides for devolved funding for additional classrooms for existing schools where an immediate enrolment need has been identified.
304. Deputy Thomas Byrne asked the Minister for Education and Skills when permanent buildings will be provided for schools (details supplied). [54173/18]
View answerThe major building project for the schools referred to by the Deputy is currently at an advanced stage of architectural planning Stage 2b (Detailed Design), which includes the application for statutory approvals and the preparation of tender documents.
The pre-qualification process to select a shortlist of suitable contractors for tender stage is currently ongoing.
The Design Team is currently assessing the expressions of interest. A pre-qualification report will be compiled and forwarded to the Department once this exercise is complete.
Once the pre-qualification process is complete the Department will be in contact with the Board of Management with a view to progressing this project to tender stage.
A tender stage normally takes between 7 and 8 months to complete.
305. Deputy Thomas Byrne asked the Minister for Education and Skills the status of new accommodation for a school (details supplied). [54174/18]
View answerThe delivery of a new 5 classroom school with a 2 classroom ASD unit is being devolved to Louth Meath Education and Training Board.
To enable this, my Department is currently preparing a Service Level Agreement for issue to the ETB. The execution of this Service Level Agreement will allow the ETB to procure a Design Team to take the project through the various stages of architectural planning and onwards through the process of meeting statutory planning requirements and to construction.
306. Deputy Jackie Cahill asked the Minister for Education and Skills if an application for funding by a school (details supplied) will be processed in order to allow the service to commence in September 2019 in view of the fact that there are no autism spectrum disorder, ASD, units in the area; and if he will make a statement on the matter. [54175/18]
View answerI wish to confirm to by Deputy that the school referred submitted an application in December for additional accommodation for the provision of a two class Special Educational Needs bases.
The application is being considered and a decision will be conveyed to the school authority as soon as the assessment process has been completed.
307. Deputy Ruth Coppinger asked the Minister for Education and Skills his views on the amalgamation of two schools (details supplied) in County Cavan; if the consultation process will be examined with local communities; and if he will make a statement on the matter. [54179/18]
View answerI wish to advise the Deputy that the decision making authority for changes to schools belongs to the Patron/Trustees of the school, and then this is subject to the approval of the Department.
Any proposed change involves extensive negotiations at local level and must be well planned and managed in a manner that accommodates the interests of students, parents, teachers, local communities and contributes to an inclusive education system.
My Department has sought further information from the Patron of the schools concerned relating to the proposed amalgamaton and this is awaited. The matter can be considered further following receipt of this information.
308. Deputy Niall Collins asked the Minister for Education and Skills the cost incurred by his Department in 2018 for the use of taxi services; and if he will make a statement on the matter. [54208/18]
View answerIn 2018 my Department incurred a cost of €22,216.11 on taxi usage for official purposes in Ireland and abroad. This expenditure is in respect of staff in the Department of Education and Skills including field officers in the Inspectorate and the National Educational Psychologist Service (NEPS). It should be noted that the expenditure figure may also include payments relating to a previous year.
My Department's policy for official taxi usage is to ensure the efficient and effective use of this resource and to ensure costs are kept to a minimum. Taxi usage by Department officials is acceptable only when there is an unavoidable business need and are used in circumstances where public transport is not available or feasible.
