Written Answers Nos. 673-697
673. Deputy Catherine Murphy asked the Minister for Education and Skills the status of the new community college in Celbridge, County Kildare; the estimated time frame for the various stages; the estimated time frame for the delivery and occupation of the new school premises; if an interim arrangement will be needed; and if she will make a statement on the matter. [20106/20]
View answerI can confirm for the Deputy that agreement in principle has been reached with a landowner for the acquisition of a site at Donaghcumper, Celbridge. This site is presently proposed to facilitate the permanent accommodation needs of St. Patrick's National School, Celbridge Community School and St. Raphael's Special School on a campus type arrangement. Work is progressing and is ongoing in respect of technical matters crucial to the delivery of the acquisition. We are continuing to actively engage regularly with Kildare Co. Co. and the Landowner - in relation to same. It remains a priority for the Department to make progress on this acquisition. Due to the commercially sensitive nature of site acquisitions in general, I am unable to elaborate further but please rest assured that this project is being given our full attention.
In regard to interim accommodation my Department has approved significant interim accommodation for the school which the Deputy refers to. The installation of this accommodation has been devolved to the school authority for delivery.
674. Deputy Catherine Murphy asked the Minister for Education and Skills the status of the new school on the Mercy Convent site in Naas, County Kildare; the expected delivery date for the completion of the school; and if she will make a statement on the matter. [20107/20]
View answerThe Board of Management of Mercy Convent School has been through the formal dispute resolution process resulting in April of this year of the termination of the obligation of the Main Contractor to complete the construction of the new school building.
The Board of Management and its Design Team have carried out a full assessment of the partially constructed building and are currently exploring arrangements with a view to making the building weather-proof pending the appointment of a completion contractor.
The Design Team has also commenced the process of drawing up tender documents to hold a tender competition to appoint a completion contractor as soon as possible.
675. Deputy John Brady asked the Minister for Education and Skills the measures taken to ensure that applicants to the primary initial teacher education that had registered for qualifying exams, which were cancelled due to the pandemic and rescheduled for January 2021, thus preventing applicants from taking up their places, will be facilitated in taking up their course places. [20154/20]
View answerI understand the Deputy is referring to applicants to the Primary Initial Teacher Education PME programme and also that the exam being referred to is undertaken by some applicants who do not have the relevant Leaving Certificate grade to meet the Minimum Entry Requirements in Irish for entry to those Primary PME programmes.
The relevant Leaving Certificate Grade is a H5 in Irish. This Minimum Entry Requirement in Irish, along with requirements in English and Maths, is in place to ensure that primary teachers have the capacity to lead learning in these vital areas.
This exam which was postponed is just one of the list of equivalences to the Minimum Entry Requirement Leaving Certificate grade in Irish. Completed applications to the four State-Primary PME Initial Teacher Education programmes must have been received by the end of March this year, with applicants needing to meet all the entry requirements by early July for a September start date.
It is solely a matter for the HEIs to make decisions on whether applicants to their programmes meet the entry requirements.
676. Deputy Pauline Tully asked the Minister for Education and Skills the number of children in counties Cavan and Monaghan that are awaiting an appointment with a National Educational Psychological Service psychologist; the number waiting less than six months, six to 12 months and more than 12 months, respectively in tabular form; and if she will make a statement on the matter. [20179/20]
View answerI can inform the Deputy that my Department’s National Educational Psychological Service provides educational psychological support to all primary and post-primary schools. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to a NEPS psychologist for responses to queries arising, and access to individual pupil casework via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments. (SCPA).
NEPS does not maintain waiting lists but in common with many other psychological services and best international practice, has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution oriented consultative approach to maximize positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Only in the event of a failure to make reasonable progress, in spite of the school's best efforts in consultation with NEPS, will the psychologist become involved with an individual child for intensive intervention or assessment.
This system allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually. It also ensures that children are not referred unnecessarily for psychological intervention.
The Deputy may be aware that in 2017 my Department introduced a new model to support pupils with special educational needs. This means schools are now front-loaded with additional teachers to enable them to respond to pupil needs, rather than requiring an assessment to allow them to apply for such additional resource. This reduces the administrative burden on schools as schools will no longer have to complete an application process annually and apply for newly enrolled pupils who require additional teaching support. Children who need support can have that support provided immediately rather than having to wait for a diagnosis.
Furthermore I can inform the Deputy that starting from a level of 173 whole-time equivalents in 2016 and following increases allowed in successive Budgets the sanctioned number for NEPS psychologist currently stands at 204 w.t.e. Some 199 of these posts are currently filled which represents the highest number of psychologists to be employed within NEPS since the inception of the service in 2000.
Indeed the Deputy may be aware that I was pleased to announce this week the provision of an additional 17 NEPS psychologist posts as part of my Department's package to assist schools in the task of reopening in the coming school year. The filling of these and the remaining posts referred to above is being actively pursued by my Department in conjunction with the Public Appointments Service. My Department is and remains committed to the maintenance of a robust and effective educational psychological service.
I would advise that if there are concerns in relation to the educational or social and emotional development of any student these should be raised by the parents, in the first instance, with the Principal of the school he/she is attending, with a view to Principal discussing the situation with the assigned NEPS psychologist or local NEPS service.
678. Deputy Claire Kerrane asked the Minister for Education and Skills the reason a school (details supplied) has no permanent English as an additional language supports service despite several requests for same; and if she will make a statement on the matter. [20200/20]
View answerThe Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile and also encompasses the Language Support (EAL) allocation that schools were allocated in previous years.
Further temporary Language Support is also provided, as necessary, to schools that have high concentrations of pupils that require language (EAL) support. At primary level, these allocations are made on the basis of appeals by schools to the Primary Staffing Appeals Board.
The Primary Staffing Appeals Board has allocated 1 fixed-term EAL post to the school referred to by the Deputy, on a provisional basis pending confirmation of enrolments. The Primary Staffing Appeals Board operates independently of the Department and its decision is final.
679. Deputy Claire Kerrane asked the Minister for Education and Skills the reason a special needs assistant, SNA, (details supplied) who is working full-time since 25 May 2020 following job sharing ending, in view of the fact the other SNA retired continues to be paid part-time despite their contract stating that if the job sharing lapsed the remaining staff member takes up the full role; and if she will make a statement on the matter. [20201/20]
View answerThe person referred to by the Deputy is currently employed in a job-sharing capacity in a primary school for the 2019/20 school year. The terms of the job sharing scheme for special need assistants are outlined in Circular 0041/2014. In accordance with the terms of the Circular the minimum period for which a job-sharing arrangement may occur is one school year i.e. commencing on 1 September and ending on 31 August each year.
Special Needs Assistants employed in a job-sharing arrangement receive 50% of the remuneration payable to them in a whole-time post.
680. Deputy Cormac Devlin asked the Minister for Education and Skills if she will consider reviewing the Student Support Act 2011 and the student grants scheme to provide more discretion for deciding officers in cases in which students and their families are in receipt of the pandemic unemployment payment; and if she will make a statement on the matter. [20218/20]
View answerThe decision on eligibility for a student grant is a matter for the centralised student grant awarding authority SUSI (Student Universal Support Ireland) to determine.
For the 20/21 academic year student grant applications will be assessed based on gross income from all sources for the period 1 January 2019 to 31 December 2019.
However, if a student or party to their application experiences a change in circumstances that is not a temporary change and is likely to continue for the foreseeable future they can apply to SUSI to have their application assessed under the change in circumstances provision.
In the case of a change of circumstances all household income, and not just the income of the person experiencing the change, will be assessed/reassessed on the basis of the current year (2020). Any award or adjustment will take effect from the month in which the change occurred. This provision may benefit some students whose income has fallen in 2020 due to Covid-19 issues.
SUSI’s online application process for student grant applications for the 2020/21 academic year opened on 23rd April, 2020. Students are advised to submit their renewal student grant application as soon as possible. Further information in relation to student grant assistance is available from SUSI’s website, www.susi.ie. The telephone number for SUSI’s Helpdesk is 0761 087 874.
The eligibility criteria for student grants are reviewed annually by my Department and approved by the Department of Public Expenditure and Reform. All proposals made in relation to higher education expenditure, including student grants for the 2021/22 academic year, will be considered in the context of Budget 2021.
The Deputy will be aware that I recently secured a financial support package for the further and higher education sector which is aimed at addressed Covid-19 impacts and facilitating the reopening plans for the sector. The support package will provide €168m in supports including €28m in supports for students for IT equipment, access measures and mental health and wellbeing.
Students in third-level institutions experiencing exceptional financial need can apply for support under the Student Assistance Fund. This Fund assists full-time and part-time students, in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. Details of this fund are available from the Access Office in the third level institution attended. Institutions have the autonomy to maximise the flexibility in the Student Assistance Fund to enable HEIs to support students during the COVID-19 situation.
In addition, tax relief at the standard rate of tax may be claimed in respect of tuition fees paid for approved courses at approved colleges of higher education. Further information on this tax relief is available from students’ local Tax Offices or from the Revenue Commissioners website, www.revenue.ie
681. Deputy Matt Carthy asked the Minister for Education and Skills the reason students from agricultural colleges are excluded from applying for the Covid-19 education fund; if the position will be reviewed; and if she will make a statement on the matter. [20266/20]
View answerThe substantial funding package of €168m which was announced on 22 July, is to mitigate against the impact of Covid19 on publically funded further and higher education providers under the remit of DFHERIS. This package of funding was developed following detailed engagement and assessment with the sector. Funding in the amount of €10m is being provided for student assistance and €15m for the provision of devices and equipment to assist disadvantaged students in accessing education.
The funding of Tegasc Agricultural Colleges, private Agricultural Colleges partnered with Teagasc and students of the respective colleges are a matter for the Department of Agriculture Food and the Marine.
682. Deputy Martin Kenny asked the Minister for Education and Skills the number of children in CHO1 and CHO2 that are awaiting an appointment with a National Educational Psychological Service psychologist; the number that are waiting less than six months, six to 12 months and more than 12 months in tabular form; and if she will make a statement on the matter. [20269/20]
View answerI can inform the Deputy that my Department’s National Educational Psychological Service provides educational psychological support to all primary and post-primary schools. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to a NEPS psychologist for responses to queries arising, and access to individual pupil casework via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments. (SCPA).
NEPS does not maintain waiting lists but in common with many other psychological services and best international practice, has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution oriented consultative approach to maximize positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Only in the event of a failure to make reasonable progress, in spite of the school's best efforts in consultation with NEPS, will the psychologist become involved with an individual child for intensive intervention or assessment.
This system allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually. It also ensures that children are not referred unnecessarily for psychological intervention.
The Deputy may be aware that in 2017 my Department introduced a new model to support pupils with special educational needs. This means schools are now front-loaded with additional teachers to enable them to respond to pupil needs, rather than requiring an assessment to allow them to apply for such additional resource. This reduces the administrative burden on schools as schools will no longer have to complete an application process annually and apply for newly enrolled pupils who require additional teaching support. Children who need support can have that support provided immediately rather than having to wait for a diagnosis.
Furthermore I can inform the Deputy that starting from a level of 173 whole-time equivalents in 2016 and following increases allowed in successive Budgets the sanctioned number for NEPS psychologist currently stands at 204 w.t.e. Some 199 of these posts are currently filled which represents the highest number of psychologists to be employed within NEPS since the inception of the service in 2000.
Indeed the Deputy may be aware that I was pleased to announce this week the provision of an additional 17 NEPS psychologist posts as part of my Department's package to assist schools in the task of reopening in the coming school year. The filling of these and the remaining posts referred to above is being actively pursued by my Department in conjunction with the Public Appointments Service. My Department is and remains committed to the maintenance of a robust and effective educational psychological service.
I would advise that if there are concerns in relation to the educational or social and emotional development of any student these should be raised by the parents, in the first instance, with the Principal of the school he/she is attending, with a view to Principal discussing the situation with the assigned NEPS psychologist or local NEPS service.
684. Deputy Jennifer Murnane O'Connor asked the Minister for Education and Skills the estimated cost to restore the standard capitation rate for pupils in primary schools to €200 which was the rate in 2010 prior to cuts; and her views on whether this is a diminishing cost in view of the falling enrolments in primary schools. [20299/20]
View answerThe capitation grant has increased in each of the last two budgets.
I understand the need for improved capitation funding and I am pleased that budget 2020 has been able to provide for a further 2.5% increase in standard capitation funding for primary schools that will apply from the start of the 2020/21 school year. This builds on the 5% increase in capitation announced in budget 2019.
The combined increases given in 2019 and 2020 mean that circa 40% restoration will be achieved.
All schools have received the benefit of the capitation increases awarded to date. It is my intention to seek funding for further capitation increases in future budgets.
While these increases have provided for further restoration, annual funding would need to be increased by a further €20m approximately to restore grants to pre-2011 levels. This would cost circa €10m at Primary level and €10m at Post-Primary level based on current enrolments.
While Primary enrolments has peaked in the 2018/19 school year those at second level are increasing. By 2024/25 these enrolments are expected to be in excess of 402,176 for the first time in the history of the State.
685. Deputy Alan Kelly asked the Minister for Education and Skills the costs expended to date by all agencies on the establishment of the Munster technological university; the estimated expenditure that will be needed for the remainder of 2020; if Cork Institute of Technology or Institute of Technology Tralee will be offering a voluntary redundancy scheme to staff; if so, the estimated cost of such a scheme; and if she will make a statement on the matter. [20380/20]
View answerTo date Government has allocated €31 million in Exchequer co-funding to TU development consortia to assist them to advance their proposals for TU designation. The Munster Technological University (MTU) consortium of Cork IT and IT Tralee has received €6.3 million of this funding. The latest tranche of Exchequer funding administered by the Higher Education Authority (HEA) was €2m which was allocated in October 2019 in respect of the development of MTU over the 2019-2020 period.
The HEA is currently involved in a process with all technological university consortia to establish likely funding requirements in the period to 2023 under the newly established €90 million TU Transformation Fund announced on foot of the seminal TU Research Network report in November 2019.
It is understood that the HEA expects to have formal finalised requests along with updated TU financial statements from each of the relevant consortia by the end of August 2020 and will consider any future funding allocations at that time.
The recent sustainability plan for IT Tralee which was presented to my Department by the HEA in the context of Ministerial consideration of the consortium’s application for TU designation under the prescribed legislative process, included an option for a voluntary redundancy scheme which the institute is understood to be further considering. My Department has not received any correspondence to date from the institute in relation to this matter.
686. Deputy Jennifer Murnane O'Connor asked the Minister for Education and Skills if post-leaving certificate students prohibited from undertaking practical exams due to Covid-19 restrictions are to be graded under a predicted grade system; and if she will make a statement on the matter. [20399/20]
View answerIn response to the COVID 19 emergency, the Further Education and Training (FET) sector has demonstrated a swift and appropriate response. In their short-term contingency planning, providers have made provision for the current cohort of learners engaged in their programmes and who are nearing completion of their awards, with adjusted teaching strategies and alternative assessments supporting learners remotely.
However, due to the vocational and practical nature of some FET programmes, including PLC programmes, it has not been possible to create alternative assessments for all learners which could be undertaken remotely. Education and Training Boards (ETBs), having carried out risk assessments in consultation with relevant awarding bodies, have therefore confirmed the deferral of these until safe to do so in line with government advice and protocols. Programmes leading to such awards cannot be completed without suitable practice placement and therefore predicted grades are not a consideration in these circumstances.
Cases also still remain for programmes where alternative assessment approaches cannot be created without compromising the integrity of the award standard or where access to specialist equipment for the learner to complete assessments is necessary. ETB institutions have communicated with these learners on the individual approaches being undertaken to enable them progress.
687. Deputy Pa Daly asked the Minister for Education and Skills if she will report on the National Public Health Emergency Team targets for Covid-19 numbers here that will influence the ability of schools to remain open after August 2020; and if she will make a statement on the matter. [20400/20]
View answer688. Deputy Pa Daly asked the Minister for Education and Skills if she will report on the use and influence of Covid-19 antibody testing results in making the decision to reopen primary and secondary schools; and if she will make a statement on the matter. [20406/20]
View answerI propose to take Questions Nos. 687 and 688 together.
On Monday, 27th July, my Department published the report to Government “Reopening Our Schools, The Roadmap for the Full Return to School”.
This Roadmap set outs how schools will reopen for all students from the end of August and what the operation of our schools will look like and be sustainable in a COVID-19 context. It has been developed in line with public health advice issued by the Health Protection Surveillance Centre (HPSC), the Roadmap for Society and Business , and follows comprehensive and intensive engagement with education stakeholders including the school management bodies and staff representatives. Public health advice issued by the Health Protection Surveillance Centre (HPSC) does not require antibody testing for schools to reopen.
Reopening schools safely for all children and staff has been my number one priority since I became Minister. The Government has approved a package of supports to provide what is required for the safe reopening of schools.
I understand how important our schools are for the whole of society, and most of all for all of the children who have not been at school since March. The Roadmap published on Monday sets out how schools will reopen for all students from the end of August. It gives clarity to schools on what they need to do, and gives clarity to us all on what the operation of our schools will look like, and how this will be sustainable, in a COVID-19 context.
The roadmap has been developed in line with public health advice issued by the Health Protection Surveillance Centre (HPSC), and the safety and wellbeing of the entire school community is at its core.
In addition to the Roadmap, I published a template Covid-19 Response Plans for schools. These plans provides clear and practical guidance and support to schools on the safety measures that need to be put in place to bring everyone back to school safely.
689. Deputy Pearse Doherty asked the Minister for Education and Skills the number of children in County Donegal awaiting an appointment with a National Educational Psychological Service psychologist; the number waiting less than six months, six to 12 months and more than 12 months in tabular form; and if she will make a statement on the matter. [20431/20]
View answerI can inform the Deputy that my Department’s National Educational Psychological Service provides educational psychological support to all primary and post-primary schools. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to a NEPS psychologist for responses to queries arising, and access to individual pupil casework via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments. (SCPA).
NEPS does not maintain waiting lists but in common with many other psychological services and best international practice, has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution oriented consultative approach to maximize positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Only in the event of a failure to make reasonable progress, in spite of the school's best efforts in consultation with NEPS, will the psychologist become involved with an individual child for intensive intervention or assessment.
This system allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually. It also ensures that children are not referred unnecessarily for psychological intervention.
The Deputy may be aware that in 2017 my Department introduced a new model to support pupils with special educational needs. This means schools are now front-loaded with additional teachers to enable them to respond to pupil needs, rather than requiring an assessment to allow them to apply for such additional resource. This reduces the administrative burden on schools as schools will no longer have to complete an application process annually and apply for newly enrolled pupils who require additional teaching support. Children who need support can have that support provided immediately rather than having to wait for a diagnosis.
Furthermore I can inform the Deputy that starting from a level of 173 whole-time equivalents in 2016 and following increases allowed in successive Budgets the sanctioned number for NEPS psychologist currently stands at 204 w.t.e. Some 199 of these posts are currently filled which represents the highest number of psychologists to be employed within NEPS since the inception of the service in 2000.
Indeed the Deputy may be aware that I was pleased to announce this week the provision of an additional 17 NEPS psychologist posts as part of my Department's package to assist schools in the task of reopening in the coming school year. The filling of these and the remaining posts referred to above is being actively pursued by my Department in conjunction with the Public Appointments Service. My Department is and remains committed to the maintenance of a robust and effective educational psychological service.
I would advise that if there are concerns in relation to the educational or social and emotional development of any student these should be raised by the parents, in the first instance, with the Principal of the school he/she is attending, with a view to Principal discussing the situation with the assigned NEPS psychologist or local NEPS service.
691. Deputy Duncan Smith asked the Minister for Education and Skills the status of school insurance policies for schools, teachers and pupils in view of the current Covid-19 pandemic; if the policies cover the schools, teachers and pupils in the current environment; and if she will make a statement on the matter. [20444/20]
View answerResponsibility for procurement of insurance and payment of same rests with Boards of Management and the Education and Training Boards (ETBs) in respect of schools operated by them. If a particular school has a query in relation to insurance it should raise this directly with its insurance provider.
Boards of Management and ETBs should take a proactive approach when it comes to sourcing insurance in order to ensure best value is obtained and to ensure compliance with public procurement procedures.
The Schools Procurement Unit which has a national remit is available to advise and assist schools in relation to procurement matters.
As part of the management of the risks there is an onus on Boards of Management and the Education and Training Boards (ETBs) in respect of schools operated by them to ensure, as appropriate, that they have put in place comprehensive insurance cover for schools. Boards are advised by my Department to ensure that all such insurances are effected and maintained as are necessary to safeguard the school, the Board and the Trustees against all public liability.
692. Deputy Alan Kelly asked the Minister for Education and Skills her views on pay equality for all teachers; and her plans to deliver on same. [20457/20]
View answerThe public service agreements have allowed a programme of pay restoration for public servants to start. The starting salary for a new entrant teacher in 2012 was €30,702. As a result of the programme of pay restoration, the starting salary of a teacher is now €36,953 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 €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).
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 24 September 2018, an agreement was reached between the Government and the public services committee of ICTU in respect of new entrant pay.
This agreement is benefitting 16,000 teachers and nearly 5,000 SNAs within the education sector. The deal provides for a series of incremental jumps for new entrants.
Minister Foley is fully aware that the teacher unions have outstanding issues of concern following the September 2018 agreement. These outstanding matters will be given full consideration. This will happen either in the context of any pay review mechanism agreed by the parties to the Public Service Stability Agreement, or in the context of the next round of pay talks. The positions of each of the parties on these matters must be given due regard in endeavouring to reach a mutually agreed resolution.
The current series of restorative measures 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.
693. Deputy Ged Nash asked the Minister for Education and Skills her plans to provide third level educational opportunities for residents in direct provision; and if she will make a statement on the matter. [20505/20]
View answerAn administratively based Pilot Support Scheme is currently in operation in my Department which provides supports along similar lines to the SUSI grant scheme and is available to persons in the asylum, subsidiary protection or leave to remain process.
To qualify for the pilot scheme, prospective students have to meet a number of criteria, including a requirement to:
Meet the definition of a protection applicant or a person at leave to remain stage (other than those at the deportation order stage);
- Obtained their Leaving Certificate;
- Have been accepted on an approved Post Leaving Certificate course or an approved undergraduate course; and
- Have attended a minimum of three academic years in the Irish school system and have been part of an application for protection or leave to remain for a combined period of 3 years prior to the 31st of August of the first year of their course.
The three year requirement was originally set at five years. It was reduced to three years for the 2019 scheme which aligns it more closely with the SUSI grant scheme which has a three out of five year residency requirement.
79 applications were received up to and including the 2019/20 academic year and 11 have qualified for support. Details of the scheme which was introduced in 2015 can be accessed at the following link:
https://www.education.ie/en/Learners/Services/Pilot-Support-Scheme/Pilot-Support-Scheme.html
694. Deputy Ged Nash asked the Minister for Education and Skills if steps are being taken to roll out the sanctuary scholarship scheme across all higher education institutions; and if she will make a statement on the matter. [20506/20]
View answerHigher Education Institutions (HEIs) are governed by the Universities Act 1997, the Institutes of Technologies Acts 1992 to 2006 and the Technological Universities Act 2018. Within the meaning of these Acts, HEIs are autonomous with regard to the management of their academic affairs and as such retain the right to determine their own procedures and processes, including the making of recommendations by an Academic Council for the awarding by the institution of scholarships, bursaries, prizes or other awards.
In this context my Department understands that a number of HEIs are participating in the referenced scholarship scheme. The decision to participate or not is discretionary on the part of autonomous HEIs and my Department does not have a role in the matter.
695. Deputy Ged Nash asked the Minister for Education and Skills the supports that will be made available in higher education institutions to comply with the two metre social distancing requirements in view of the latest public health advice; and if she will make a statement on the matter. [20507/20]
View answerOn 22 July I announced a substantial package of supports in the amount of €168m for further and higher education institutions and students. Additionally I am aware that this pandemic has had a disproportionate effect on younger workers and those in lower paid occupations with lower level of educational qualifications. Accordingly, through the Government's July Stimulus package which has also been announced a programme of immediate investment in upskilling, reskilling and refreshing of skills need to be supported throughout working lives. This funding for higher and further education and training to address this situation amounts to €100m and will fund over 35,000 additional student places in the current year.
Since the onset of Covid-19 in March, my Department, the Higher Education Authority (HEA) and SOLAS have collaborated with key stakeholders from the sector to identify, quantify and develop options to mitigate the financial impacts of Covid 19 on the sector, including costs associated with the safe commencement of the 2020/21 academic year in line with Public Health advice.
Additionally my Department recently provided specific guidance to the Further and Higher Education sectors about the return to on-site activity in 2020. In that guidance, higher education and further education facilities are advised that physical distancing of 2 metres be maintained. The impact of physical distancing on capacity of teaching areas is acknowledged, however, institutions are advised that this impact may be attenuated through staggered provision of classes/lectures, a widening of opening hours and other sectoral and context-specific measures approved by government within public health guidelines.
As the Department continues to engage with health authorities and as the public health advice evolves over the coming months, the guidance provided may require to be revised. Moreover, additional further and higher education-specific issues may be addressed which will require further clarification and guidance. In that context, it is anticipated that updated guidance will be provided to reflect the up-to-date public health advice.
The provision of additional financial support will assist the safe commencement of the 2020/21 academic year and in order that the sector can contribute fully to economic recovery and to meeting priority skill needs and provide assurance and confidence to students and their families as well as to staff and other key stakeholder regarding the capacity and capability of the sector in meeting critical teaching and learning and research objectives. My Department will continue to engage with key stakeholders to underpin the achievement of these objectives.
The distribution of the funding will be finalised over the coming days and weeks with key stakeholders. Additionally my Department will continue to work closely with our agencies and key stakeholders to monitor the recovery of the sector through this pandemic.
696. Deputy Ged Nash asked the Minister for Education and Skills if her attention has been drawn to the student survey from an organisation (details supplied) on the second level educational plans of persons in direct provision; and if she will make a statement on the matter. [20508/20]
View answerThe organisation referred to by the Deputy has stated that it is arranging a survey as it aims to collect information about the current level of education and future educational aspirations of people in Direct Provision and in the asylum process. The survey has a particular focus on access to further and higher education.
In late December 2019, the former Minister for Justice and Equality appointed an Expert Group on the Provision of Support, including Accommodation, to Persons in the International Protection Process (Asylum Seekers), which is chaired by Dr. Catherine Day.
The Programme for Government commits, inter alia, to “Publish a White Paper by the end of 2020, informed by the recommendations of the Expert Group” and “in the short term, act on interim recommendations from the Chair of the Expert Group to improve conditions for asylum seekers currently living in the system.”
Officials from my Department are engaging with this expert group.
697. Deputy Ged Nash asked the Minister for Education and Skills the details of the proposed review of SUSI eligibility and adjacency rates as provided for in the programme for Government including the process; when she will carry it out; and if she will make a statement on the matter. [20509/20]
View answerThe Programme for Government was published last month. It creates a vision for reform and renewal that can help Ireland recover and thrive and sets out a vision for the transformation of our country over the next five years. Our higher and further education sector will play a key role in our recovery. In this regard, it is vital that we invest in our further and higher education sectors and we ensure that access to educational opportunities are available to all members of society.
The eligibility criteria for student grants are reviewed annually by my Department and approved by the Department of Public Expenditure and Reform. All proposals made in relation to higher education expenditure, including student grants for the 2021/22 academic year, will be considered in the context of Budget 2021.
However, I would like to re-assure the Deputy that I am conscious of the difficulties being experienced by students and their families as a result of the COVID-19 pandemic, and of the importance of the Student Grant Scheme and related supports, such as the Student Assistance Fund and the Fund for Students with Disabilities. These supports have a fundamental role in assisting families who are putting their children through further and higher education.
The Deputy will be aware that I recently secured a financial support package for the further and higher education sector which is aimed at addressed Covid-19 impacts and facilitating the reopening plans for the sector. The support package will provide €168m in supports including €28m in supports for students for IT equipment, access measures and mental health and wellbeing.
