Vol. 617 No. 5
41 Ms McManus asked the Minister for Education and Science her views on whether the abolition of tuition fees has been a positive factor in the significant increase in participation across all socio-economic groups in higher education; and if she will make a statement on the matter. [13509/06]
The most recent national survey of new entrants to higher education was published in March 2006 and is based on a study of new entrants to higher education in 2004. The report shows that participation in higher education increased from 44% in 1998 to 54% in 2004. This finding reflects a trend of increasing participation in higher education throughout the 1990s and 1980s. For example, the participation rate was 36% in 1992; 25% in 1986; and 20% in 1980.
Like the previous HEA studies of participation in higher education, the 2004 study is a descriptive study of participation in higher education. It does not attempt to formulate recommendations for future policy or attribute findings to prior policy interventions. It is not possible to draw any definitive conclusions regarding the impact of free fees on participation levels on the basis of this study. For example, substantial increases in participation have been achieved in the lower socio-economic groups, where entrants would not have been liable for fee payments prior to the abolition of tuition fees on the basis that they would qualify for student support. In the same context, the level of progress in participation rates among the non-manual socio-economic group, who would have been expected to benefit much more significantly from the abolition of tuition fees, has been disappointing.
Broadening access to further and higher education is one of the Government's major policy priorities. As the Deputy will be aware the Government made a €42 million package available in 2003 which involved substantial increases in grant levels while extending the income thresholds and linking the amount of the "top-up" grant to the maximum personal rate of unemployment assistance. The impact of this initiative resulted in an increase in the number of grant-holders from 51,000 in 2002-03 to over 56,000 in 2003-04 and an increase in the number of "top-up" grant holders to over 11,500. The number of students now benefiting from the "top-up" grant is now over 12,500. This Government has also dramatically increased the funding for third level access initiatives from just €0.5 million in 1997 to nearly €38 million in 1997.
In this context, it is very welcome to note that participation in higher education increased significantly among the lower socio-economic groups between 1998 and 2004. The semi-skilled and unskilled socio-economic group increased their participation rate from 0.23% in 1998 to between 0.33% and 0.40% while the skilled manual group increased from 0.32% in 1998 to between 0.50% and 0.60%. These are significant improvements and show evidence of a trend of improved equity of access to higher education, although there remains obvious room for improvement.
As I have already mentioned, participation among the non-manual socio-economic group is an issue of concern having remained low between 1998 and 2004. Further research is required to better understand the reasons for low higher education participation among this group, and I am asking the Higher Education Authority to further examine the issues involved, including the impact of the free fees initiative on this group.
The very welcome overall increases in participation are part of a longer-term trend that reflects a number of factors including increased student demand for higher education. Individuals are increasingly recognising the benefits that arise from a higher education. These benefits come in the form of personal development and enhanced life opportunities.
The Government's commitment to enabling greater participation in higher education is evident from the doubling of funding for the sector since 1997, the major expansion of third level places which have grown by more than 30,000 over that time, the development of alternative pathways into higher education, improvements to the student support system, the introduction of the "top up" grant and the establishment of the National Office for Equity of Access to Higher Education in the HEA.
As the Deputy will be aware, we also placed a major priority on programmes aimed at encouraging more young people to finish school so that higher education can be an option for them. We will continue to prioritise this area going forward.
42 Mr. M. Higgins asked the Minister for Education and Science the proposed timeframe for implementing the recommendations of the McIver report which has been accepted in principle by the Government; if she will make provision to commence the implementation in 2006; and if she will make a statement on the matter. [13501/06]
79 Mr. Gormley asked the Minister for Education and Science the aspects of the McIver report which she will implement in the coming 12 months. [13446/06]
83 Mr. Naughten asked the Minister for Education and Science if it is envisaged to implement any of the McIver report recommendations before the end of 2006; and if she will make a statement on the matter. [13324/06]
I propose to take Questions Nos. 42, 79 and 83 together.
Government commitment to the PLC sector, by reference to the resources applied in teachers' pay, non-pay running costs, student support and certification costs, is very significant.
We have increased the number of PLC places by 60% since 1996-97. Indeed, the number of PLC places approved for 2005-06 is up by more than 1,600 on the 2004-05 level. The number of approved places in the sector now stands at 30,188.
We also extended the provision of maintenance grants to PLC students with effect from September 1998. The PLC maintenance grant scheme operates on the same basis as in higher education. There were nearly 8,000 PLC grant holders in 2005 and they received some €23 million in direct support. Tuition fees for PLC courses are also waived.
PLC students are included in the calculation of non-pay budgets issued to schools in respect of running costs. A supplementary non-pay grant towards running costs specifically for PLC schools is also payable. This amounted to €5.5 million in 2005.
Other developments funded by my Department of direct benefit to the PLC sector include the provision of national certification under the Further Education and Training Awards Council and the development of progression links with higher education in the institutes of technology.
The McIver report contains 21 over-arching recommendations, incorporating 91 sub-recommendations. It has been estimated, in consultation with management and staff interests, that the recommendations for staffing would involve at a minimum the creation of at least 800 new posts at a cost of over €48 million. This level of additional provision cannot be considered in isolation from other areas of education.
In their consideration of the needs of the PLC sector into the future my officials have been examining, inter alia, the non-teaching educational tasks particular to PLC teachers, the demands on the management side and the challenges presented by the variation in size of the 200 plus PLC providers.
The McIver report also featured in recent discussions my officials had with representatives of the Irish Vocational Education Association.
I expect to be in a position shortly to give detailed consideration to the nature and extent of my response to the McIver recommendations as well as the issues which the management and union sides must also address. When I have arrived at decisions in that regard it will be necessary for my officials to have further discussions with the management and union sides. The timing and extent of implementation will depend on the outcome of those discussions.
43 Mr. P. McGrath asked the Minister for Education and Science the position within her Department with regard to the implementation of circulars (details supplied); and if she will make a statement on the matter. [13356/06]
111 Mr. Timmins asked the Minister for Education and Science the reason for her Department’s non-implementation of a circular (details supplied); and if she will make a statement on the matter. [13360/06]
150 Mr. Kehoe asked the Minister for Education and Science the position within her Department with regard to the implementation of a circular (details supplied); and if she will make a statement on the matter. [13358/06]
I propose to take Questions Nos. 43, 111 and 150 together.
The position with regard to the granting of bonus marks for proficiency in Irish and English across the Civil Service is that such marks are awarded to eligible candidates applying for interdepartmental competitions. In the case of internal competitions, Departments and offices have discretion as regards the granting of bonus marks for proficiency in both languages.
Until June 2005, my Department was one of a number of Departments and offices that did not apply bonus marks for proficiency in both Irish and English in internal competitions. This reflected the long-standing practice in my Department to agree in advance with the relevant staff representative associations the basis for internal promotion competitions and the wording of relevant office notices inviting applications from eligible candidates. As there were no agreements in place until June 2005 with any of the internal staff representative associations in relation to the application of bonus marks for proficiency in both Irish and English, these marks were not awarded in internal competitions. This practice was transparent in that relevant internal office notices contained no reference to the application of bonus marks.
This application of bonus marks in internal promotion competitions was raised by my Department's personnel division with relevant staff representative associations in early 2005. Following consideration of the issue, confirmation was received in June 2005 that internal staff representative associations have agreed to the application of bonus marks in future internal promotion competitions. Since then, all internal competitions have included provision for the award of bonus marks for proficiency in Irish and English.
44 Ms C. Murphy asked the Minister for Education and Science the measures that she has taken to ensure the delivery of the extension of the school year through the month of July in the case of all special facilities catering for children with autism as indicated (details supplied); and if she will make a statement on the matter. [13392/06]
My Department's support package for the July education programme is available to all special schools and mainstream primary schools with special classes catering for children with autism who choose to extend their education services through the month of July. The Department also provides for a July programme for pupils with a severe-profound general learning disability. The package includes special nationally agreed rates of remuneration for teachers and special needs assistants involved in the July programme. Participating schools also receive a special rate of capitation funding in respect of pupils participating in the programme. Funding is also available to facilitate the provision of school transport and escort services for the children. All relevant schools were advised of the detailed funding arrangements applicable to the July education programme when the service was introduced in July 2001.
All relevant schools are encouraged to participate in this initiative in the interest of the children in question. If schools are not participating in the July education programme, home tuition is offered as an alternative for the pupils who would normally attend such schools.
My Department is currently considering proposals to extend the July programme service to post-primary schools catering for pupils with autism. In this regard, the development of appropriate support measures to facilitate post-primary schools in participating in this programme is being examined by my Department.
45 Ms Shortall asked the Minister for Education and Science the number of applications received by the Residential Institutions Redress Board; the number of payments made; and the amount of the payments; and if she will make a statement on the matter. [13518/06]
The Residential Institutions Redress Board was established under statute in 2002 to provide financial redress to victims of child abuse in residential institutions in order to assist them in their recovery and enhance the quality of the remainder of their lives. The board is independent in the performance of its functions.
The board received 14,809 applications by 15 December 2005, the closing date for receipt of applications. At the end of March 2006, the board had made 5,096 awards totalling €378 million. The average award to date is €74,000 and awards have varied between zero and €300,000.
The final cost of the redress scheme must be viewed in the context of the Government apology to the victims of abuse and its desire to put in place a system to enable victims to get redress without having to go before the courts. In any event, very substantial costs would have been incurred if no such scheme had been established and if cases had been processed in the normal manner through the courts, though this would have placed far more pressure on the victims.
46 Mr. Deasy asked the Minister for Education and Science the steps she will take to simplify or streamline the appeals process set out as part of section 29 of the Education Act 1998; and if she will make a statement on the matter. [13354/06]
School Matters, the final report of the task force on student behaviour in second level schools, recommended that my Department revisit section 29 of the Education Act 1998 with a view to amending it in ways that are more protective of all the school community. It also recommends that the timeframe involved in these appeals be looked at.
The task force also drew attention to the submission by the National Educational Welfare Board which stated: "The advent of the appeals system has been positive for schools. It has prompted schools to re-examine and review their policies, and to ensure, as far as possible, that policies and procedures are balanced, fair, and transparent". That submission went on to say that "the Board would not favour any weakening of the legal access to redress under Section 29 of the Education Act (1998)".
In 2003 and 2004, appeals against expulsion and suspension resulted in schools decisions being upheld by a ratio of 2:1. In 2005 this rose to a ratio of 4:1 in favour of the schools. This clearly supports the NEWB view, on the ground, that as a result of the appeals system, schools are increasingly strengthening their policies and procedures to ensure that decisions in this area are balanced fair and transparent.
My intention is to ensure that the fairness underlying the section 29 system be maintained while also ensuring that the legislation protects the right of the whole school community and that the timeframes for appeals are reasonable.
In launching the report on 14 March, I indicated a package of measures to tackle student behaviour issues, including a review existing legislation in order to take account of the task force recommendations. I am committed to bringing forward amending legislation in this area as soon as this review is complete.
47 Mr. Rabbitte asked the Minister for Education and Science the progress which has been made on the vetting of all school staff to prevent child abuse; and if she will make a statement on the matter. [13516/06]
66 Mr. G. Murphy asked the Minister for Education and Science if all school boards of management will be vetted when the expansion of the central vetting unit is completed; and if she will make a statement on the matter. [13345/06]
147 Mr. Crawford asked the Minister for Education and Science when all teachers and other school staff will be vetted; and if she will make a statement on the matter. [13349/06]
I propose to take Questions Nos. 47, 66 and 147 together.
Ensuring the protection, health and welfare of children is a key concern for the Government, parents, agencies that work with children and society generally and I assure the Deputy that the Government is determined to do all that it can to keep our children and vulnerable adults safe.
In the education sector, vetting is currently available in respect of prospective employees of children in detention schools as well as special needs assistants, SNAs, and bus escorts to children with special needs. My colleague, the Minister of State with responsibility for children, Deputy Brian Lenihan, announced a doubling of the number of staff employed in the Garda central vetting unit, which has been relocated to Thurles under the Government's decentralisation programme, to ensure they can handle a greater volume of requests from employers. The provision of additional staff resources will enable the Garda Síochána's vetting services to be extended to all persons working with children and vulnerable adults. This will include teachers, caretakers, bus drivers and others working with children, whether on a full-time or part-time basis.
As a first step in the expansion of services provided by the vetting unit, it is proposed that new staff employed in the 2006-07 school year will be vetted. In the case of new teachers, vetting will form part of the process of the registration by the newly established Teaching Council. The council will be responsible for submitting the applications to the vetting unit. In the case of non-teaching staff, it will be the responsibility of the relevant school authorities, including vocational education committees where appropriate, to submit the applications.
My Department is engaged in discussions with the relevant interests — school management authorities, unions, the Teaching Council and the vetting unit — on the procedures and processes which will apply in relation to the vetting of persons in the education sector. Guidelines for school authorities are being prepared and will be issued shortly.
The issue of vetting of members of boards of management raises the wider issue of vetting of people who volunteer in the education sector. In my view, the determining factor in deciding whether or not such persons should be vetted is the extent to which they have unsupervised access to children or vulnerable adults. As the expansion of service provided by the Garda vetting unit is rolled out, I envisage that any board of management members who may have unsupervised access to children would be included in this category.
48 Mr. Howlin asked the Minister for Education and Science her response to the survey of 2002-03 school leavers carried out by the ESRI which indicated that the percentage of those who left without qualifications and were jobless a year later has increased by 13% in two years and that the overall percentage of those who were jobless after a year increased from 11% in 1999 to 21% in 2004; and if she will make a statement on the matter. [13476/06]
Given the clear link between leaving the system without formal qualifications and continued socio-economic disadvantage in adult life, the Government is determined to do all that is possible to ensure that children and young people get the opportunities and supports they needs to enable them to complete their education and secure their future economic and personal well being. Against the background of our continuing economic success, our increasingly well-educated population, with 40% of 25 to 34 year olds having a third level qualification, the second highest level in the EU, and inward migration, those who leave school early without adequate qualifications face serious difficulties and challenges.
This is why we are providing almost €650 million for educational inclusion programmes in 2006 across all levels of education. This includes additional funding for the implementation of measures under the DEIS action plan at pre-school, primary and second level, and additional funding of €7 million for further education programmes.
We are determined not only to encourage more young people to complete their full second level education but also to improve the educational opportunities available to those who have left school early.
My Department has adopted a broad-based approach to tackling early school leaving. We established the National Educational Welfare Board, NEWB, to monitor attendance and help to get young people back to school. We have widened the range of curricula available to students by promoting the junior certificate schools programme, the leaving certificate vocational programme, and the leaving certificate applied programme in addition to the traditional junior and leaving certificate curricula.
We have also put preventative measures in place such as the school completion programme and the home school community liaison scheme, HSCL. Under the school completion programme children at risk of early school leaving are targeted for a variety of extra supports, educational and non-educational, during and outside of school time — all aimed at encouraging them to stay in school. The home school community liaison scheme helps to get parents involved in their children's education, which as we all know is a crucial component of convincing young people of the value of education. Under the new action plan for tackling disadvantage, DEIS, that I launched last year, more schools will benefit from both of these important programmes.
In relation to second chance educational opportunities for young people who left school early, this Government has shown a sustained commitment to providing greater opportunities in the adult and further education sectors. Many such young people take up places in Youthreach centres, while others pursue options such as FÁS apprenticeships. Indeed, CSO figures indicate that the number of persons aged 20 to 24 that had attained at least a leaving certificate or equivalent level of education or training increased between 1999 and 2004. This growth reflects the increasing numbers of students now participating in second chance further education and training programmes. In fact, the level of educational attainment of Irish young people is ahead of the EU average on that measure. While I agree with the Deputy, therefore, that young people who leave school early can face serious difficulties in finding employment, I assure him that we have greatly intensified our efforts in recent years both to keep more young people in school and to provide increased educational opportunities for those who left school early. I will continue to prioritise further progress in this area.
49 Mr. Crawford asked the Minister for Education and Science the funding allocated to the National Educational Welfare Board for 2006; and if she will make a statement on the matter. [13348/06]
57 Ms Lynch asked the Minister for Education and Science if she will provide the necessary resources to the National Educational Welfare Board in order that it can carry out its statutory duty under the Education Welfare Act 2000; and if she will make a statement on the matter. [13503/06]
60 Mr. Allen asked the Minister for Education and Science the distribution of education welfare officers on a county basis; and if she will make a statement on the matter. [13346/06]
68 Mr. Hogan asked the Minister for Education and Science the number of education welfare officers employed by the National Educational Welfare Board; and if she will make a statement on the matter. [13350/06]
I propose to take Questions Nos. 49, 57, 60 and 68 together.
The National Educational Welfare Board was established under the Education (Welfare) Act 2000 as the single national body with responsibility for school attendance. The Act provides a comprehensive framework promoting regular school attendance and tackling the problems of absenteeism and early school leaving. The general functions of the board are to ensure that each child attends a recognised school or otherwise receives a certain minimum education.
The budget allocated to the NEWB for 2006 is €8.15 million, which represents an increase of nearly 11% on the 2005 expenditure and 25% on 2004.
To discharge its responsibilities, the board is developing a nationwide service on a continuing basis that is accessible to schools, parents-guardians and others concerned with the welfare of young people. For this purpose, educational welfare officers, EWOs, have been appointed and deployed throughout the country to provide a welfare-focused service to support regular school attendance and discharge the board's functions locally.
The total authorised staffing complement of the board is 94 comprising 16 HQ and support staff, five regional managers, 12 senior educational welfare officers and 61 educational welfare officers. In deploying its service staff, the National Educational Welfare Board has prioritised the provision of services to the most disadvantaged areas and most at-risk groups. Five regional teams are in place with bases in Dublin, Cork, Limerick, Galway and Waterford and staff have been deployed in areas of greatest disadvantage and in areas designated under the Government's RAPID programme providing an intensive full level of service. For all remaining areas the NEWB deploy their staff on a regional basis providing various levels of service.
Towns which have an educational welfare officer allocated to them include Dundalk, Drogheda, Navan, Athlone, Carlow, Kilkenny, Wexford, Bray, Clonmel, Tralee, Ennis, Sligo, Naas, Castlebar, Longford, Tuam, Tullamore, Letterkenny and Portlaoise. In addition, the board will follow up on urgent cases nationally where children are not currently receiving an education. Since September 2005 every county in Ireland is served by an educational welfare service.
Within the education sector, in addition to the NEWB personnel, some 490 staff are deployed in education disadvantage programmes whose work involves a school attendance element. My Department is anxious to ensure that the maximum benefit is derived from these substantial personnel resources. Consequently, work is ongoing to develop appropriate protocols for integrated working between the different services involved.
I will be keeping the issue of the NEWB's staffing under review in the light of the rollout of services and in the context of Government policy on public service numbers.
50 Mr. McCormack asked the Minister for Education and Science the funding allocated towards youth work for 2006; and if she will make a statement on the matter. [13331/06]
I am pleased to inform the Deputy that the total budgetary provision for youth work purposes within my Department amounts to €47.037 million in 2006, an increase of almost 15% on the 2005 allocation.
In addition to meeting existing funding commitments for long-established schemes, the following priority areas will be supported in 2006: a structure for the resourcing of VECs to carry out their functions under the terms of the Youth Work Act 2001 has been agreed, in principle, between my Department and the Irish Vocational Education Association, and I propose to approve a number of additional youth officer posts to vocational education committees in this regard; a selection and interview process has been undertaken by the Public Appointments Service for an assessor of youth work. The Public Appointments Service is currently finalising various details and procedures relating to the appointment. Funding for the post will be provided in 2006; work on the National Youth Work Development Plan 2003-2007 will continue in 2006 on a number of fronts, with funding as appropriate. Initiatives include the following: A process for the Garda vetting of new youth work staff and volunteers which will come into effect from the third quarter of 2006 is being agreed between my Department, youth work organisations and the central Garda vetting unit. The national youth work development unit is being established on a pilot basis within the National University of Ireland, Maynooth. A development fund was established in 2005 to assist youth organisations in preparing themselves for the implementation of the Youth Work Act 2001. Thirty national and major regional youth organisations received once-off grants totalling €300,000 in 2005. Funding will be available for further organisational development in 2006 and I am awaiting the advice of the National Youth Work Advisory Committee in this regard.
Funding will continue in 2006 to meet ongoing commitments in relation to the many schemes supported by my Department, including the youth services grant scheme, special projects for youth, youth information centres and the local youth club grant scheme.
An additional 24 projects were mainstreamed in 2006 under the young people's facilities and services fund which aims, through the provision of services, to divert "at risk" young people in disadvantaged areas from the dangers of substance misuse. An additional €1.191 million has been provided for this purpose, bringing total funding for these projects to over €8 million in 2006.
Also available in 2006 is a €2 million once-off allocation from the dormant accounts fund. This tranche of funding will focus on small capital grants for the provision of equipment and improvements to facilities for local youth clubs. This scheme will complement my Department's local youth club grant scheme which is administered through a number of vocational educational committees.
As Minister I am delighted to have secured this additional funding for the youth work sector and this substantial increase is further evidence of the Government's commitment to the young people of Ireland. It recognises the value of youth work as a non-formal educational and developmental intervention which can enhance the personal and social development of young people and can be a significant force in combating social exclusion. I am particularly pleased with the scale of these additional funds as they provide my Department with the means to progress a number of very important policy issues as well as the ongoing support of youth work provision by voluntary youth organisations and youth clubs locally.
51 Mr. S. Ryan asked the Minister for Education and Science if a recognised teaching qualification is a prerequisite to registration under section 31 of the Teaching Council Act 2001; and if she will make a statement on the matter. [13522/06]
Section 31 of the Teaching Council Act 2001 and 2006 provides for the registration of all those employed as a teacher, or those entitled to be employed as a teacher, on establishment day of the council, which, as the Deputy is aware, was on 28 March last. The legislation also provides that all of these people will be automatically registered for a period of one year after establishment day until their registration comes up for renewal on 28 March of 2007.
The Teaching Council Act 2001 and 2006 is not prescriptive on the issue of specific qualifications required for teaching. However, it should be noted that elsewhere in the legislation, the term "teacher" is defined as someone who "before the establishment day has achieved the qualifications required by the Minister for employment as a teacher in a recognised school".
It should also be noted that under the terms of the legislation, the council has the power to make regulations covering, inter alia, the conditions for admission to the register which may include qualifications and teaching experience, among other matters. I understand that, building on the work of the Registration Council and of the Department in regard to the registration of teachers, significant work has already been undertaken by the council on the regulations which should be completed shortly. The regulations will set out the requirements for registration as a teacher.
The regulations will initially cover applications from two groups: (i) newly qualified teachers who wish to commence teaching in the 2006-07 school year and who are currently in our colleges of education; and (ii) applications from persons qualified from outside Ireland. In addition, and most importantly, the regulations will cover the renewal of the registrations of all those who were deemed to have been registered on establishment day for the one-year period from 28 March 2006 to 28 March 2007.
In order to secure the registration of all teachers currently within the system, as envisaged by section 31, the council is currently examining information on individual teachers which has been provided to the council by my Department and, where relevant, VECs around the country. It is intended that the council will, in the near future, write to each teacher requesting confirmation of all data received from my Department and the VECs, including their qualifications. It is important to check the accuracy of this information as it will constitute part of the register which the council is charged with maintaining under the legislation.
I understand, however, that the council is mindful of those who, although not holding full qualifications, have in certain areas of the country provided services where no qualified teacher could be found. I am informed that the council will consider these small numbers of unqualified people having regard to its desire to maintain high standards in an all-graduate profession while also having regard to issues of natural justice and fairness. It is expected that the council will resolve this issue over the next 12 months in time for the renewal of registrations on 28 March of 2007.
52 Caoimhghín Ó Caoláin asked the Minister for Education and Science the measures she will introduce to allow students from low income backgrounds avail of the increased number of places in view of her announced reform of medical education and training; and if she will make a statement on the matter. [8467/06]
113 Dr. Twomey asked the Minister for Education and Science if the cap on undergraduate medical places could be increased by 50 places immediately and the proposed funding for 40 new undergraduate places used for the displaced non-EU medical students when she makes the funding available; and if she will make a statement on the matter. [8343/06]
I propose to take Questions Nos. 52 and 113 together.
On 1 February 2006 the Tánaiste and I published the report of the Fottrell Working Group on Undergraduate Medical Education and Training. In addition, the Tánaiste published the report of the Postgraduate Medical Education and Training Group. These reports represent the most significant review of medical education and training ever undertaken in Ireland and are aimed at responding to the needs of a changing health system and ensuring that medical education in Ireland is sufficiently resourced and developed to maintain our reputation for producing quality doctors into the future.
Specifically in relation to medical education, I am increasing the annual number of undergraduate places for Irish and EU students from 305 to 485. I am introducing a separate graduate entry stream which will provide 240 additional places per annum. These increases, which will be phased in over a five year period, will increase the annual number of medical places from 305 to 725. At undergraduate level an additional 70 places will be provided this autumn, with a further 40 places being provided in 2007 and a further 35 places in each of 2008 and 2009. The Higher Education Authority has begun consultations with the existing medical schools on the provision of the additional undergraduate places. This will be achieved by replacing existing non-EU places and making compensatory payments to the medical schools.
The provision of a graduate entry stream is an important development in reducing pressures on aspiring medical students who until now have effectively had one chance of entry, based on their leaving certificate performance. The high points pressures associated with this has had a negative knock-on impact on the senior cycle school experience for many of these. Graduate entry, which will be open to graduates of all disciplines, will allow students to make a decision to enter medicine at a more mature age and should result in a more diverse range of entrants into the profession.
The Higher Education Authority is establishing an expert group to develop a standardised test that, drawing on best international practice, will evaluate aptitude and suitability for entry to the graduate programme. This selection test will be in place for 2007.
In the interests of alleviating the enormous pressures of the high CAO points requirements, the Fottrell report recommended that leaving certificate results should no longer be the sole selection criterion for undergraduate entry. It proposes that all students with 450 leaving certificate points be considered for selection on the basis of a separate aptitude test. I am a keen supporter of the fairness and objectivity of the points system but I recognise that the pressures on students wishing to study medicine to achieve an almost perfect leaving certificate are excessive and unnecessary. For that reason, I am anxious to explore the detailed options around a dual selection process.
There is a need, however, to ensure that the revised system will adequately reward strong academic performance, provide an appropriate evaluation of aptitude and suitability for a career in medicine and retain public confidence in its objectivity and fairness.
The HEA expert group will be expected to bring forward more detailed proposals on the proposed new undergraduate selection system, devise an appropriate second selection test for use at undergraduate level and advise on the logistics of its administration. The expert group is to report to me by summer 2006 in order to allow a clear signal of any proposed changes to be given to the cohort of students entering the senior cycle in 2006. To allow adequate notice to students, the new entry procedures for undergraduate medical education will not be introduced any sooner than September 2008.
I have allocated an additional €4 million in 2006 to commence investment in curriculum improvements, clinical training and the provision of additional places this year.
In regard to the issue of student support, the Deputy will be aware that all students entering, through the traditional routes, the increased number of undergraduate places will be entitled to apply for funding for the existing student support schemes.
53 Mr. Kenny asked the Minister for Education and Science the number of behaviour support teams which will be established; the location of each team; the number of schools that each team will work with; the timescale for the establishment of each team; and if she will make a statement on the matter. [13318/06]
At the launch of the report School Matters, I announced that I would be establishing a national behaviour support team which would be based regionally. The team will be divided into four groups. A group will be assigned to different parts of the country. The exact locations where these groups or core teams will be based will be decided shortly.
The new behaviour support team's role will range from diagnosis of school problems to assistance with remediation. It is expected that this team will be in place in the next school year and will be working with up to 50 schools nationally. It is not possible to indicate at this stage the geographical distribution of these schools. The team will work with schools that are experiencing significant discipline problems.
The team will be staffed by experienced practitioners from across the education sector, including additional psychologists dedicated to this area. I want the best people, with real on-the-ground experience and the capacity to work collaboratively with those schools experiencing significant discipline problems, working in this area.
I also intend putting a procedure in place that will facilitate schools in getting access and support from the behaviour support team. The first step in this process is for a school itself to acknowledge the existence of a serious discipline problem. I should emphasis that this is not about labelling schools that may have a discipline problem but rather supporting them and the teachers in the school to identify and tackle the discipline issues they have to deal with on a daily basis.
The behaviour support team will become intensively involved in a school over a period of time to help that school bring about a real and sustained improvement in student behaviour.
Posts in the behaviour support team will be advertised for in the next few weeks and the team will begin its work as soon as the successful candidates are in a position to take up duty.
54 Mr. Gilmore asked the Minister for Education and Science if she intends to proceed with centralising the operation of the means test for third level grants to an appropriate Department; and if she will make a statement on the matter. [13496/06]
158 Mr. Gilmore asked the Minister for Education and Science her response to claims from the Irish Congress of Trade Unions that there is a lack of public trust in the existing student support grant schemes; when she intends to introduce the legislation to reform the scheme; and if she will make a statement on the matter. [13497/06]
I propose to take Questions Nos. 54 and 158 together.
The Deputy will be aware that in accordance with the commitment in An Agreed Programme for Government I plan to introduce a single unified scheme of maintenance grants for students in higher education. This will provide for a more coherent administration system which will facilitate consistency of application and improved client accessibility and ensure the timely delivery of grants to those who need them most.
As I mentioned previously, my Department has been engaged in substantial consultations with the key stakeholders in order to map the most logical and effective arrangements for the future structure and administration of the student support schemes. These discussions have substantially clarified the positions of the stakeholders in relation to the future administration possibilities for student support and their possible role therein. I expect to be in a position shortly to determine the best strategy, having regard to the many and complex issues involved, to give effect to the programme for Government commitment to the payment of the maintenance grants through a unified and flexible payment scheme. Whatever new arrangements are eventually decided upon will, as I have previously indicated, be provided for in new statutory arrangements through a student support Bill.
I expect to be in a position to seek Government approval in the near future for the drafting of the Bill.
55 Mr. Sherlock asked the Minister for Education and Science her views on concerns expressed by a number of survivors’ groups, including the Aislinn Centre, One in Four and Irish SOCA, regarding the operation of the Residential Institutions Redress Board in relation to the way in which survivors are treated in their contacts with the board; if she will ensure that these concerns are addressed; and if she will make a statement on the matter. [13524/06]
The Residential Institutions Redress Board was established under statute in 2002 to provide financial redress to victims of child abuse in residential institutions in order to assist them in their recovery and enhance the quality of the remainder of their lives. The board is independent in the performance of its functions.
The redress board provides an alternative to victims having to pursue traumatic civil court cases in order to obtain compensation for their injuries. The provisions of the Act allow the board to make awards based on a generally lower threshold of proof than is required in taking a case through the courts.
An applicant is expected to provide proof of identity, that he or she was resident in an institution, that he or she was injured while so resident and that the injury is consistent with any allegation of abuse that is alleged to have occurred while so resident. Awards are determined by the board having regard to the severity of the abuse and the severity of physical and psychological injury and loss of opportunity resulting from the abuse. An applicant may accept or reject an award or may submit the award for review to the review committee. In the event that the applicant is not satisfied with the outcome of this process, they can reject an offer and commence proceedings in the courts.
In as far as it can, the board conducts its business with as much informality as possible. In order to assess the appropriate level of award for each case the board must be in a position to examine the evidence before it and to ask questions where necessary. This can be distressing for some applicants. In order that persons may be supported through the redress process, an applicant may have either a friend or family member accompany him or her to the board's offices and, while it is not normally possible for them to attend the hearing itself, they may wait for the applicant at the board's offices and be immediately available to him or her following the hearing. The board will, if requested prior to the hearing, make a counsellor available to support the applicant. Applicants are entitled to legal representation at hearings, the costs of which are met by the board, and most applicants avail of this facility.
While the Deputy has referred to some survivor groups having expressed concerns regarding the operation of the board, I am aware that the board itself and officials in my Department have also been contacted by applicants who wanted to express their gratitude for the manner and sensitivity in which their cases were dealt with by the board. I am also aware that the board has taken account of views expressed in relation to its operations. Officials from the redress board have met with survivor groups on a number of occasions and, where possible, have accepted suggestions made in relation to administrative arrangements and procedures.
The vast majority of applicants have accepted the awards offered by the board and out of over 5,000 awards made to date, only five awards have been rejected. I believe the redress scheme is working effectively and sensitively in the interests of survivors and that the board is delivering on its mandate.
56 Ms O’Sullivan asked the Minister for Education and Science if funding will be provided for the introduction of driver education in schools through the transition year programme in view of recent research by the Irish Driver Education Association which showed that 98% of parents are in favour of such programmes. [13469/06]
The question of introducing a road safety and driver education syllabus into schools has been examined by the National Council for Curriculum and Assessment, NCCA, on foot of a report from a task group set up in 2000 and which included representatives of the Department of Education and Science, the Department of the Environment, Heritage and Local Government, the National Safety Council, the Garda Síochána, the Irish Insurance Federation, the Society of the Irish Motor Industry, Rosary College Crumlin, the CCEA Northern Ireland and the NCCA. The NCCA also commissioned a study on driver education in post-primary schools from Dr. Ray Fuller of Trinity College Dublin.
The NCCA, whose role is to advise the Minister for Education and Science on curriculum and assessment issues, recommended that road safety be addressed within the context of social, personal and health education, SPHE, and that driver education, and specifically learning to drive for pupils aged 17, should not become part of the school curriculum. The NCCA noted that this concurred with the practice in other jurisdictions.
At the start of the 2001-02 school year the National Safety Council, with assistance from my Department, distributed copies of Staying Alive — a road safety resource for transition year and the senior cycle — to all second level schools. This pack contained a wide range of learning opportunities and activities on topics such as personal responsibility and decision-making, environmental issues and risks and rules for road users. A CD-ROM with additional material downloaded from the Internet was included in the pack along with copies of the Rules of the Road. In the preparation of the Staying Alive resources material, views were sought from a range of organisations with interests in the promotion of road safety. Prior to its issue to second level schools, the material was piloted in 20 schools and the response from teachers in those schools was very positive.
A new high level Government road safety group of which I am a member has met and the role of education in addressing road safety will be discussed in this forum.
58 Ms Lynch asked the Minister for Education and Science if her attention has been drawn to the fact that in some cases the professional judgment of educational psychologists is being over-ruled in the determination of the support given to children with special learning needs in schools; if she will ensure that budgetary constraints on SENOs do not determine if a child is assigned appropriate support; and if she will make a statement on the matter. [13504/06]
I am pleased that the Deputy has given me the opportunity to confirm this Government's commitment to ensuring that children with special educational needs, SEN, will receive the supports they require to enable them to participate fully in the education system.
The Deputy will be aware that the National Council for Special Education, NCSE, through the local special educational needs organiser, SENO, is responsible for processing applications from schools for special needs supports such as resource teaching hours and special needs assistant, SNA, support for children with low-incidence SEN on the basis of applications in respect of individual pupils. The teaching and SNA support allocated are intended to enable schools to meet the needs of pupils as outlined in psychological and other reports.
In allocating additional teaching and SNA supports for individual pupils, the SENOs examine what teaching and other resources are available to these pupils within their school. The SENO also operates within the parameters of my Department's criteria for the allocation of such resources. This criteria is set out in my Department's circulars having regard to the recommendations of the Report of the Special Education Review Committee, 1993, also known as the SERC report.
Primary schools are also supported by means of a general allocation which provides additional teaching support to enable schools to cater for pupils with high incidence special educational needs, such as dyslexia, and those with low attainments. The system was constructed so that allocations would be based on certain pupil numbers, taking into account the differing needs of the most disadvantaged schools and the evidence that boys have greater difficulties than girls in this regard.
Second level schools continue to be supported by the allocation of additional teaching hours for each pupil enrolled who is assessed as having a special educational need. SNA support is allocated, as appropriate, to all schools where there are confirmed assessed care needs in respect of students.
Once a school has been advised of its general allocation and the SENO has allocated hours and SNA support, if appropriate, in respect of pupils with low-incidence SEN, it is a matter for the school authority to recruit the relevant staff.
59 Mr. McCormack asked the Minister for Education and Science the number of whole school evaluations completed at primary level to date in 2006; the projected number to be completed over the course of 2006; and if she will make a statement on the matter. [13330/06]
In the first three months of this year, the inspectorate of my Department has issued 62 whole school evaluation, WSE, reports on primary schools. The majority of these reports follow WSE inspections conducted towards the end of 2005.
In 2006 the inspectorate has planned to conduct a total of 273 whole school evaluations in primary and post-primary schools; 216 of these WSEs will be in primary schools.
As the Deputy will be aware, I have recently put in place arrangements for the publication of school inspection reports that arise from the general inspection programme for schools. The new provision in relation to public access to certain types of inspection reports, including WSE reports, applies to inspections commenced after 6 February 2006.
At primary level, 39 whole school evaluations from the 2006 programme of inspections were commenced before 6 February and will, therefore, be issued to the individual schools only. The new regulations will apply to 177 WSEs at primary level in 2006, and reports on all of these schools will be published on the Department's website. It is anticipated that up to 32 primary WSE reports will be published before the end of June this year.
The regulations on publication will apply to 48 post-primary WSEs in 2006 and six of these WSE reports are planned for publication before the end of June.
WSE contributes to school improvement through identifying, evaluating, affirming and supporting good practice in schools. Soon after the in-school evaluation activity of a WSE has been concluded the inspection team meets with the staff of the school and with the full board of management to present the findings and recommendations of the WSE. Approximately five weeks after the last day of inspection a written report is made available to the principal and chairperson of the school for factual verification. The finalised WSE report is issued to the school three weeks later and the school is invited to prepare a response to the report through the board of management.
The provision for a school response to the WSE report is new and I believe it provides an excellent opportunity for schools to reflect on their strengths and to identify the practical steps they will take in addressing any areas for improvement. I hope that schools will avail of this opportunity to have a school perspective included as an appendix to the published WSE report.
I am confident that the initiatives I have taken in consultation with the education partners on the publication of inspection reports will be beneficial to teachers and schools, welcomed by parents and the wider public and a valuable support in the quality assurance of our education system.
61 Mr. Deenihan asked the Minister for Education and Science when the revised syllabus for leaving certificate art will be introduced; and if she will make a statement on the matter. [13184/06]
The National Council for Curriculum and Assessment, NCCA, has prepared a revised syllabus for leaving certificate art.
Implementation of this syllabus will require very significant funding in terms of the resources and facilities required by schools to deliver the syllabus, and also in terms of the professional development needs of teachers, and is therefore being looked at in a well-considered way.
63 Mr. O’Shea asked the Minister for Education and Science her views on the cases made by a number of schools that have not been invited to participate in the DEIS scheme that they should be included due to the fact that they believe they fulfil the criteria; and if she will make a statement on the matter. [13475/06]
DEIS, delivering equality of opportunity in schools, the new action plan for educational inclusion, provides for a standardised system for identifying levels of disadvantage and a new integrated school support programme, SSP. The school support programme will bring together, and build upon, a number of existing interventions in schools with a concentrated level of disadvantage.
The process of identifying primary and second level schools for participation in the new school support programme under DEIS has been completed. This process was managed by the Educational Research Centre, ERC, on behalf of my Department and supported by quality assurance work co-ordinated through the Department's regional offices and the inspectorate.
As a result of the identification process, 840 schools have been invited to participate in the new school support programme. These comprise 640 primary schools — 320 urban-town schools and 320 rural schools — and 200 second level schools. Letters of invitation were issued to all 840 schools in late February with a request to complete and return an acceptance form by 10 March 2006. The finalised list of schools participating in SSP will be published on my Department's website shortly.
Schools not selected to participate in the school support programme but receiving additional resources under pre-existing schemes and programmes for addressing concentrated disadvantage will retain these supports for 2006-07. The efficacy of these supports will be kept under review. As well as the provision being made under the new school support programme for schools with a concentrated level of disadvantage, financial support will be provided for other primary schools where the level of disadvantage is more dispersed. This support will be based on the results of the new identification process and the arrangements which will apply in this regard will be notified to schools early in the autumn.
A review process has been put in place for primary and second level schools that did not qualify for participation in the school support programme and that regard themselves as having a level of disadvantage which is of a scale sufficient to warrant their inclusion in the programme. The closing date for receipt of review applications was Friday, 31 March 2006.
The review process will operate under the direction of an independent person, charged with ensuring that all relevant identification processes and procedures were properly followed in the case of schools applying for a review. The process of appointing this person is being finalised at present and I will be making an announcement on the matter shortly. It is intended that the review process will be completed by the end of the current school year.
64 Mr. Noonan asked the Minister for Education and Science when it is envisaged that the first whole school evaluation report will be published; and if she will make a statement on the matter. [13328/06]
During the summer of 2005 I announced that the Department of Education and Science would publish inspection reports arising from the general programme of school inspections. I believed that the publication of future school inspection reports would go a significant way to addressing the real needs of parents, students, teachers and others for better information on schools. I stated that inspectors' reports can identify when schools and teachers are working to optimum effect and where improvements are needed. The reports provide fair and penetrating analysis of the strengths and weaknesses of schools in a way that can provide a real indication of school quality. They provide valuable information for the schools' boards and teachers, and for current and prospective parents.
I requested that the inspectorate conduct oral and written consultations with the education partners in autumn 2005 on determining how best to make school inspection reports more generally available. Twenty-one organisations participated and the consultations were completed in January 2006. Written guidelines were subsequently produced on the publication of inspection reports. I laid the Education Act 1998 (Publication of Inspection Reports on Schools and Centres for Education) Regulations Act before the Houses of the Oireachtas on 31 January 2006.
All reports arising from WSE inspections commenced on or after 6 February 2006 will be subject to publication. Reports arising from inspections commenced prior to that date will not be published by the Department. The procedures provide that the school authorities will have an opportunity to verify the facts in the report — period of ten school days — and the school will have a right of response to the reports; 20 school days is allowed for this process. It is intended that both the inspection report and the school response, where this is provided by the school's board of management, will be published simultaneously.
A timeframe of 14 weeks in the case of a whole school evaluation report is allowed from the time when the in-school activity is completed and the report is placed on the Department's website. If a school appeals a report the process will take longer.
Reports on 99 whole school evaluations conducted in primary and post-primary schools in the first half of 2006 will be published. Given the 14-week timeframe for the publication of these reports it is expected that six WSE reports at post-primary level should be published by the end of June and up to 32 WSE reports at primary level by the same time. As the timeframe for the publication of subject inspections is two weeks shorter it is expected that a number of subject inspections will be the first reports published and this should occur earlier in June.
65 Mr. Bruton asked the Minister for Education and Science the number of primary schools with access to dedicated sporting facilities; and if she will make a statement on the matter. [13338/06]
146 Ms O. Mitchell asked the Minister for Education and Science the number of secondary schools with access to a dedicated sporting facility; and if she will make a statement on the matter. [13337/06]
I propose to take Questions Nos. 65 and 146 together.
The information is not readily available in the format requested by the Deputy. I assure the Deputy, however, that my Department fully recognises the crucial role of physical exercise within the school environment and continues to respond to the need to improve sporting facilities and in particular, indoor facilities. As a consequence of increased levels of funding for school accommodation, which this Government has provided since taking up office, major capital projects at both primary and second level schools require the provision of adequate sporting facilities, providing that the site is of sufficient size or where a new school on a greenfield site is being built. This extends to the provision of both PE halls-GP areas and the provision of hard play areas and where site conditions allow playing pitches.
A comprehensive equipment schedule is included in the funding package for such facilities, ranging from table tennis sets to netball and indoor soccer equipment.
Regarding specific sports equipment grants, my Department has provided in excess of €5.5 million in grant aid to primary schools specifically for this purpose to enable them to provide coaching or mentoring in connection with physical education or to purchase resource materials associated with the provision of physical education. In addition, all primary schools receive an annual minor works grant from my Department and it is open to these school management authorities to use this devolved grant for the purchase of physical education equipment provided it is not required for more urgent works. My Department also considers applications for additional grant aid for such equipment where schools can demonstrate that the minor works grant funding is insufficient for this purpose.
The position in relation to PE facilities in primary schools generally is that the PE curriculum has been designed on the basis that facilities in schools may vary. Many primary schools have a general purpose room and practically all schools have outdoor play areas which are used for teaching different aspects of the physical education programme. In addition, many schools use adjacent local facilities, including public parks, playing fields and swimming pools.
Applications for the provision of PE or sports facilities in existing schools are considered in the context of all other applications on hand for capital investment, for example, applications for new schools; refurbishment projects; extensions; new sites; remediation programmes and so on. This will be done in the context of available resources and the published criteria for prioritising school building projects.
67 Dr. Upton asked the Minister for Education and Science if she will report progress on commitments made to Educate Together; and if she will make a statement on the matter. [13521/06]
As I indicated in my statement on the publication of the Estimates for 2006, extra funding is being made available to the primary school management bodies. I am pleased to inform the Deputy that the funding being provided to Educate Together is being increased to €120,000. This represents an almost threefold increase over the level of the grant allocation for this body under the 2005 Estimates provision.
In making its case for funding to me, Educate Together also raised the issue for support for newly establishing schools. To support such schools I am introducing a new grant of €10,000 payable in two instalments of €5,000 for the boards of management of newly establishing schools in respect of training of the boards of management and staff in their initial years. Schools established in the 2004-05 school year and which are now in their second year of operation will receive €5,000 as a training grant for boards of management. Those established in the current school year will qualify for both instalments of the grant. The new grant is in addition to the existing start-up grant of €6,348.69 which has been available to all new primary schools which began operating from 1 September 2000.
As a further measure to assist new schools I will be authorising the earlier appointment of principal teachers in these schools to assist in the establishment phase. Discussions on the arrangements to apply for the implementation of this initiative are ongoing between my Department and the relevant interests.
As the Deputy is aware, I asked officials, in relation to Educate Together's ethical education programme, to establish a working group to explore with Educate Together and the colleges of education the best means of ensuring that training in this area can be provided to students studying to become primary school teachers.
I am pleased to inform the Deputy that my officials have contacted the Conference of Heads of Irish Colleges of Education, CHoICE, to progress the matter and a meeting has been arranged with them to, among other things, formally establish this working group. This meeting will take place over the coming weeks. The colleges are well aware of the issues surrounding Educate Together's ethical education programme and they have indicated their willingness to assist the work of the group. In addition, my officials are due to meet with the chief executive officer of Educate Together over the coming weeks to progress the matter.
My Department has supported the establishment of a significant number of new multi-denominational schools in recent years. Of the 24 new schools granted provisional recognition in the past three years alone, 12 are multi-denominational.
To underpin the establishment of new schools, my Department has made a number of changes in recent years which have assisted patron bodies in the provision of accommodation. One of these changes, which was strongly welcomed by the patron body for multi-denominational schools, was the abolition of the local contribution to the building costs for state-owned school buildings, which had cost up to €63,000 per school. Other innovations include the development of the design and build model to provide permanent accommodation much faster — such as in the case of the new multi-denominational school in Griffeen Valley, Lucan which was designed and built in less than 13 months.
Standard-generic designs have also been developed by the building unit of my Department for eight and 16-classroom schools. It is expected that use of these designs, wherever possible, will yield a substantial savings in terms of design team fees as well as reducing the time taken to bring new school projects to completion.
Many multi-denominational primary schools are established in areas of rapidly expanding population growth. School building projects in these areas are assigned a band 1 rating under the published prioritisation criteria for large scale building projects. This is the highest band rating possible which results in the delivery of permanent accommodation in the shortest timeframe achievable. Pending the delivery of new school buildings, my Department contributes 95% towards the cost of rental of temporary accommodation for schools with permanent recognition. The local contribution for a school in such circumstances is capped at €3,175 per annum.
I am satisfied that the range of measures now being introduced, including the almost threefold increase in their grant, provides a comprehensive response to the request made for additional support for Educate Together and its schools.
69 Ms B. Moynihan-Cronin asked the Minister for Education and Science if she will strengthen the capacity of schools to effectively use broadband and information technology by providing software appropriate to the syllabi taught in schools and training for teachers; and if she will make a statement on the matter. [13508/06]
The major focus for my Department under the ICT in schools programme at present is the roll-out of broadband connectivity to all recognised schools. This project is being undertaken in partnership with industry, following the establishment of a three year €18 million joint Government and IBEC-TIF, Telecommunications and Internet Federation fund to fund local connectivity at school level. The broadband connectivity is being provided via a schools national broadband network, supported by HEAnet, in order to provide managed Internet access, e-mail, security controls and content filtering. A broadband support service is being managed by the National Centre for Technology in Education, NCTE, to assist schools with advice and information relating to the roll-out and ongoing use of their broadband connectivity within the schools network. The overall costs of the schools broadband access programme, including the initial set-up and ongoing costs over the three years, are in the region of €30 million.
The schools broadband access programme builds on the investment by my Department in grant aiding schools to develop their internal networks. Since December 2004, over 3,700 schools have received grants to develop their networking facilities at a cost of some €20 million. The development of internal networking facilities in schools is critical to supporting schools' full exploitation of the potential offered by broadband connectivity and the efficient use of computer software.
A range of supports have been put in place by the NCTE including a comprehensive teacher professional development programme, the provision of on-line teaching resources, the support and dissemination of innovative practice and the provision of technical advice. An ICT advisory service, incorporating 21 ICT advisers operating from the full-time education centres, provides advise and assistance directly to school in their catchment areas.
Specifically, in relation to teacher professional development, the NCTE arranges for the provision of some 10,000 training places annually, in the main through the regional education centres. Courses are designed to meet the specific needs of teachers in their use of ICT. A range of courses, including technical courses, subject specific courses, and Internet, web design and digital media courses, are provided.
High quality digital content is essential to ensuring effective use of ICT in the classroom. In this context, the Scoilnet portal has been developed to provide a focal point of reference and a resource for teachers, students and parents. This portal site provides significant amounts of curriculum-relevant content linking to over 6,000 websites, the content of which is aligned directly to curricular and subject areas. Work is ongoing, in collaboration with teachers, in building relevant indigenous content on the site, much of it in partnership with other agencies such as RTE and subject teachers' associations. The following weblinks were launched during 2005: www.fis.ie, www.scoilnet.ie/lookathistory, www.iamanartist.ie and www.scoilnet.ie/french. These resources build on existing resources such as www.scoilnet.ie/geography, www.scispy.ie, www.scienceunleashed.ie, www.scoilnet.ie/hist and www.teachnet.ie. The NCTE is working with the European Schoolnet, EUN, to implement a technological infrastructure to allow Irish schools to share access to a wide range of on-line educational databases located around Europe. An important aspect of this process is the development of an application profile for Irish curricular content to facilitate meta-tagging of content to international standards. The NCTE is collaborating with the NCCA in this regard. The NCTE is also considering the acquisition of a range of on-line reference libraries.
The NCCA is currently developing an ICT framework to provide a structured approach to ICT in the curriculum and assessment for teachers of students during compulsory education. The framework will identify key learning experiences with ICT which all students should achieve by the end of the compulsory education. The Deputy will also be aware that the new leaving certificate syllabi in technology and design and graphics are coming on stream with effect from the 2007-08 school year.
My Department is currently examining the future priorities for the ICT in schools programme. This work is being complemented by a census of ICT infrastructure which was undertaken by the NCTE and is currently being finalised and by an evaluation of the impact of ICT on teaching and learning which my Department's inspectorate is currently conducting.
70 Mr. G. Mitchell asked the Minister for Education and Science the number of primary schools with broadband access; and if she will make a statement on the matter. [13335/06]
My Department is currently engaged in the roll-out of broadband Internet connectivity to all recognised primary and post-primary schools. This project is being undertaken in partnership with industry, following the establishment of a three year €18 million joint Government and IBEC-TIF, Telecommunications and Internet Federation, fund. Following a competitive public procurement process, contracts were finalised with a number of service providers for the provision of local broadband access to 3,925 schools at both primary and post-primary level. A further 75 schools' broadband connectivity was being advanced separately under two pilot projects. Of the overall total of 4,000 schools, some 3,272 are primary schools.
As of last Friday, 31 March, 2,855 primary schools had their basic connectivity service installed and 2,647 of these had their router installed, either separately or as part of the basic connectivity service. It is expected that vast majority of the difficulties encountered in theremaining 419 schools, either as a result of the failure of the initial technology selected or having regard to other local issues, will be addressed over the coming weeks.
71 Mr. Allen asked the Minister for Education and Science when the legislation to establish a register of persons considered unsafe to work with children will be published; and if she will make a statement on the matter. [13347/06]
The Departments of Health and Children and Education and Science are in discussion regarding the establishment of a pre-employment consultancy service, similar to that in operation in the UK. Work on the preparation of a general scheme of a Bill is dependent upon the outcome of these discussions, legal advice on the complex issues involved and the deliberations of the implementation group on vetting.
72 Mr. J. O’Keeffe asked the Minister for Education and Science the number of places available nationally on the Early Start programme; and if she will make a statement on the matter. [13341/06]
128 Mr. Connaughton asked the Minister for Education and Science the locations at which the Early Start programme is available; and if she will make a statement on the matter. [13333/06]
149 Mr. Coveney asked the Minister for Education and Science if there are planned expansions to the Early Start programme; and if she will make a statement on the matter. [13343/06]
I propose to take Questions Nos. 72, 128 and 149 together.
The Early Start pre-school project was established in 40 primary schools in designated areas of urban disadvantage in Dublin, Cork, Limerick, Waterford, Galway, Drogheda and Dundalk during 1994 and 1995. There are 1,680 places in these centres.
Targeted early childhood education provision is a key element of the school support programme, SSP, under the new action plan for educational inclusion DEIS, delivering equality of opportunity in schools, which provides for a standardised system for identifying levels of disadvantage and a new integrated school support programme, SSP. The process of identifying primary and second level schools for participation in the new school support programme has been completed.
As a result of the identification process, 840 schools have been invited to participate in thenew programme. These comprise 640 primary schools — 320 urban-town schools and 320 rural schools — and 200 second level schools. Letters of invitation were issued to all 840 schools in late February with a request to complete and return an acceptance form by 10 March 2006.
The objective in relation to early childhood education is to concentrate actions on those children aged from three up to school enrolment, who will subsequently attend the 180 urban-town primary schools serving the most disadvantaged communities. The extension of early education supports to other areas served by primary schools participating in the SSP will be considered after this objective has been achieved.
In December 2005, the Office of the Minister for Children was established to maximise the co-ordination of policies for children and young people and will have a range of functions previously under the Departments of Health and Children; Justice, Equality and Law Reform; and Education and Science. A new early years education policy unit has been established within my Department and will be co-located with the Office of the Minister for Children. This unit will oversee the preparation of plans for phased implementation of the early childhood education dimension of DEIS in the targeted school communities, starting in the next school year, and this will be pursued within an overall strategic policy framework developed by the Office of the Minister for Children.
73 Mr. Howlin asked the Minister for Education and Science the system which is in place to track the approximately 1,000 children who do not transfer from primary to post-primary school each year; the way in which she proposes to address the needs of these children; and if she will make a statement on the matter. [13502/06]
There is no up-to-date research on the number of children who do not transfer from primary to post-primary education on an annual basis.
My Department is currently planning the development of a primary pupils database, which will facilitate the collation of much more accurate and comprehensive data on transfer rates in the future. Together with the current post-primary pupil database, this will allow much improved tracking of where children go after primary school.
Measures designed to improve school completion include the establishment of the National Educational Welfare Board in 2002 with a remit to monitor school attendance and tackle the problems of absenteeism and early school leaving, which include the transfer of pupils from primary to post-primary.
Working with parents to promote school attendance is an important part of the work of the home-school-community liaison scheme, HSCL, and in addition to this, a key component of the school completion programme, SCP, is developing strong links between primary and post-primary schools in disadvantaged areas.
The school support programme under DEIS, delivering equality of opportunity in schools, the new action plan for educational inclusion, will bring together and build upon a number of existing interventions in schools with a concentrated level of disadvantage. The new action plan is being introduced on a phased basis, starting during the current school year. It will involve an additional annual investment of €40 million on full implementation.
The process of identifying primary and second level schools for participation in the new school support programme has been completed. As a result of the identification process, 840 schools have been invited to participate in the new programme. These comprise 640 primary schools — 320 urban-town schools and 320 rural schools — and 200 second level schools.
Schools receiving additional resources under pre-existing schemes and programmes for addressing concentrated disadvantage will retain these supports for 2006-07. The efficacy of these supports will be kept under review. As well as the provision being made under the new school support programme for schools with a concentrated level of disadvantage, financial support will be provided for other primary schools where the level of disadvantage is more dispersed. This support will be based on the results of the new identification process and the arrangements which will apply in this regard will be notified to schools early in the autumn.
The key principle of early intervention, to identify and help children at risk of leaving school early, is a major component of DEIS, with a continuing emphasis being placed on the development of effective transfer programmes for pupils making the transition to second level, by building on the existing work of the HSCL scheme and the school completion programme in this area. Initiatives such as familiarisation days and week-long transfer programmes for new entrants to second level have been shown to have very positive results in helping children to make a smooth transition to their new school and I am anxious that a strengthening of such programmes be prioritised under the new action plan. The additional guidance counselling provision, being made available for second level schools having the highest concentrations of disadvantage, will also assist in this regard.
74 Dr. Twomey asked the Minister for Education and Science when the PPP schools announced in 2005 will be offered to market; the number of bundles these schools will be offered in; when it is expected to award contracts in each case; and if she will make a statement on the matter. [13362/06]
Twenty-three new post-primary schools and four primary schools will be delivered under my Department's new public private partnership programme, PPP.
While the National Development Finance Agency, NDFA, has responsibility for the procurement of the projects, timing and the grouping of projects into bundles will be determined by my Department in consultation the NDFA.
The first project bundle consists of St. Mary's CBS and Scoil Chríost Rí, Portlaoise, St. Rynagh's Community College, Banagher and Gallen Community School, Ferbane. Work on this project bundle is ongoing in my Department and as I previously stated will be offered to the market in the middle of this year. I will be announcing further project bundles during the year.
75 Mr. Penrose asked the Minister for Education and Science the progress which is being made in changing the emphasis from the written to the spoken language in the teaching of Irish in schools here; and if she will make a statement on the matter. [13511/06]
Significant changes have taken place in the teaching of Irish in recent years. Following revisions, the curricula in Irish are all now based on internationally recognised language learning principles that have been identified and developed through research work under the auspices of the Council of Europe and other international bodies. In line with these principles, the curricula place a particular emphasis on oral language competency.
For primary schools, the distinguishing features of the curriculum which was launched in 1999 include its strong emphasis on the spoken language and its relevance to the everyday lives and interests of pupils. To support its introduction, all teachers have received in-service training which was delivered by the primary curriculum support programme, PCSP, over a four year period. Teachers in schools where Irish is the medium of instruction participated in two day-long seminars and those in all other schools attended three such seminars. A total of 3,500 seminars was delivered and approximately 21,000 teachers participated. To complement this work, regional curriculum support service advisers, cuiditheoirí, who are based in local education centres are available to visit schools and to provide advice on all aspects of the Irish curriculum, including the development of oracy. In addition, all primary teachers have engaged in school-based planning days which focused specifically on the implementation of the curriculum in Irish.
The syllabuses for Irish at post-primary level are also built on the communicative approach. They expect an integrated approach to the development of the four language skills — speaking, listening, reading and writing — and they include a range of topics recommended as means of practising the language in real communicative situations.
A revised literature course for leaving certificate Irish was introduced in September 2004 for first examination in 2006. This has been widely welcomed as it allows literature to be taught using modern communicative approaches that appeal to young people. The revised course is accompanied by comprehensive guidelines for teachers and the development of further materials in digital format to complement these guidelines is well advanced.
As the Deputy knows, a course on communicating in Irish, Gaeilge Chumarsáideach, is already part of the programme for leaving certificate applied students.
The NCCA is currently carrying out a review of the junior certificate Irish syllabuses to address issues relating to overlap and overload. It is also reviewing the leaving certificate syllabuses for Irish as a first step in advancing its proposals for senior cycle reform. In the context of carrying out this work, I have made a specific request to the NCCA to focus particularly on how students' oral fluency in Irish might be strengthened.
We need to continue working towards improvements in the area of spoken Irish and I support an increase in the 25% weighting currently given to the oral Irish component in the leaving certificate examinations as one way of achieving this.
76 Mr. Sargent asked the Minister for Education and Science if she will report on the implementation of the DEIS programme nationwide. [13451/06]
DEIS, delivering equality of opportunity in schools, the new action plan for educational inclusion, which I launched last May, provides for a standardised system for identifying levels of disadvantage and a new integrated school support programme, SSP. The school support programme will bring together, and build upon, a number of existing interventions in schools with a concentrated level of disadvantage. The new action plan is being introduced on a phased basis, starting during the current school year. It will involve an additional annual investment of €40 million on full implementation. In addition, supports will continue to be provided for schools where the level of disadvantage is more dispersed.
The process of identifying primary and second level schools for participation in the new school support programme under DEIS has now been completed. This process was managed by the Educational Research Centre, ERC, on behalf of my Department and supported by quality assurance work co-ordinated through the Department's regional offices and the inspectorate.
As a result of the identification process, 640 primary schools, comprising 320 urban-town and 320 rural schools, and 200 second level schools have been invited to participate in the new school support programme.
The new action plan represents a shift in emphasis away from individual initiatives, each addressing a particular aspect of the problem, with the new plan adopting a multi-faceted and more integrated approach. This is the first time that an integrated educational inclusion strategy has been developed for three to 18 year olds in this country.
The key principle of early intervention underpins both the early childhood education measure and many of the literacy and numeracy measures being adopted under the new action plan. The plan will place a renewed emphasis on the involvement of parents and families in children's education in schools.
Also central to the success of the action plan will be an increased emphasis on planning at school and school cluster level, target-setting and measurement of progress and outcomes to ensure that the increased investment is matched by an improvement in educational outcomes for the children and young people concerned.
The plan addresses all of the following key issues and needs: improving identification of disadvantage; increasing early childhood education provision in the most disadvantaged communities; improving supports for pupils with low attainment levels in literacy and numeracy; strengthening procedures for measuring the outcomes achieved from educational inclusion measures; enhancing integration and partnership working, both within the education sector itself and cross-sectorally; enhancing professional development supports for principals and school staff; and furthering research and evaluation.
The first phase of implementation of the action plan will include the following measures for schools participating in the new school support programme: an additional €2.5 million will be made available in financial support; the 180 urban-town primary schools with the highest concentrations of disadvantage will be targeted to benefit from maximum class sizes of 20:1 in junior classes and 24:1 in senior classes and the allocation of administrative principals on lower enrolment and staffing figures than apply in primary schools generally; the home school community liaison, HSCL, and school completion programme services will be extended to urban-town primary and second level schools in the SSP not in receipt of these services; the Reading Recovery programme and the First Steps pilot project will be further extended; rural primary schools with the highest concentrations of disadvantage will benefit from access to a teacher-co-ordinator serving a cluster of schools and the rural teacher-co-ordinator service will be integrated under the remit of a strengthened national home school community liaison team; additional funding will be made available to support the development and implementation of whole-school literacy and numeracy strategies under the junior certificate school programme, JCSP; additional whole-time equivalent posts will be provided for guidance counselling, targeted at supporting junior cycle students, in second level schools in the SSP; and the JCSP demonstration library project will be extended to a further ten schools.
Schools which have not qualified for the school support programme and which are receiving additional resources, both human and financial, under pre-existing schemes and programmes for addressing concentrated disadvantage will retain these supports for 2006-07. The efficacy of these supports will be kept under review.
The DEIS action plan states that, as well as the provision being made under the SSP for schools with a concentrated level of disadvantage, financial support will also continue to be provided for other primary schools where the level of disadvantage is more dispersed. This support will be based on the results of the new identification process and the arrangements which will apply in this regard will be notified to schools early in the autumn.
A review process has also been put in place for primary and second level schools that did not qualify for participation in the school support programme and that regard themselves as having a level of disadvantage which is of a scale sufficient to warrant their inclusion in the programme. The closing date for receipt of review applications was Friday, 31 March 2006.
77 Dr. Cowley asked the Minister for Education and Science the position regarding the progress being made with the building of the new school buildings for a school (details supplied) in County Mayo; the expected opening date for this school; and if she will make a statement on the matter. [13178/06]
The new school referred to by the Deputy is one of 62 major school building projects that I announced in January to commence architectural planning in 2006. This is a ten classroom school project and my Department intends to use an existing design that was previously used to ensure that the new school will be completed in the earliest possible timeframe. Work is now commencing on this process and preliminary discussions have already taken place with the local authority on this matter.
It is not possible at this early stage to be precise on when the new school will be completed. However, my Department is fully aware of the urgency involved in having the new school completed in sufficient time to deal with the temporary accommodation issues at this school.
78 Mr. Gormley asked the Minister for Education and Science if she will report on the roll-out of new buses and progress regarding the implementation of seat belts on school buses. [13447/06]
In addition to the vehicles hired in by Bus Éireann from the private sector to address the capacity shortfall arising from the phasing out of the three for two seating arrangement on school buses, a programme for Bus Éireann to acquire a number of new and modern second-hand buses, also to address this issue, is well advanced. Fifty-one modern second-hand buses have been purchased and contracts have been placed for a further 20 new school buses.
An assessment is currently being carried out to determine the number of additional vehicles that may be required to address any further capacity shortfalls in the system.
Work commenced in February 2006 on the retrofitting of the Bus Éireann school bus fleet with seat belts. It is expected that this work will be completed later in the year.
My Department recently met with the associations representing private bus owners, on contract to Bus Éireann, and briefed them on the procedures to be followed in retrofitting their buses with seat belts.
80 Mr. Stanton asked the Minister for Education and Science the areas of the country where primary schools do not have access to psychological assessments directly through the National Educational Psychological Service; the steps she is taking to provide such a service to these areas; the number of primary schools that have and have not access to a direct service from the National Educational Psychological Service; and if she will make a statement on the matter. [13206/06]
86 Mr. J. O’Keeffe asked the Minister for Education and Science the number of primary schools covered by the National Educational Psychological Service; and if she will make a statement on the matter. [13340/06]
137 Mr. Kehoe asked the Minister for Education and Science the number of post-primary schools covered by the National Educational Psychological Service; and if she will make a statement on the matter. [13359/06]
I propose to take Questions Nos. 80, 86 and 137 together.
All primary and post-primary schools have access to psychological assessments for their pupils, either directly through my Department's National Educational Psychological Service, NEPS, psychologists or through the scheme for commissioning psychological assessments, SCPA, that is administered by NEPS. Schools that do not currently have NEPS psychologists assigned to them may avail of the SCPA, whereby the school can have an assessment carried out by a member of the panel of private psychologists approved by NEPS and NEPS will pay the psychologist the fees for this assessment directly. Details of this process and the conditions that apply to the scheme are available on my Department's website. The prioritisation of urgent cases for assessment is a matter for the school principal in the first instance.
The most recent information indicates that 1,629 out of 3,284 primary schools — approximately 50% of schools and 60% of pupils — and 556 out of 750 post-primary schools — approximately 74% of schools and 75% of pupils — have a dedicated service from NEPS. In addition to the 556 post-primary schools serviced by NEPS, 46 Dublin vocational schools that have a separate educational psychological service from the City and County Dublin Vocational Educational Committees, VECs.
According to the most recent information, 1,655 primary schools spread across all areas of the country do not have a dedicated NEPS service at present.
The number of psychologists in NEPS has increased from 43 on establishment to 122 at present. The Public Appointments Service recently concluded a new recruitment competition for the appointment of educational psychologists to NEPS and regional panels have been established to allow my Department give greater priority in filling vacancies to areas with the greatest need. My Department is currently in the process of recruiting a further nine psychologists.
81 Mr. O’Shea asked the Minister for Education and Science if she supports the proposals of the IPPN in its document, New Horizons for Smaller Schools and Teaching Principalship in Ireland, on the clustering of small schools; if she will actively support this model as an alternative to amalgamation; and if she will make a statement on the matter. [13510/06]
I am aware of the document referred to by the Deputy. My Department supports the principle of co-operation between schools. This matter is specifically referred to in the circular on the ancillary services grant which states that schools may wish to cluster for the purposes of employing a person or persons who could undertake secretarial, caretaking or other ancillary work on behalf of all schools in the cluster.
There are already arrangements in place for the clustering of schools, for example, for learning support and resource teaching and for certain disadvantaged schemes. Teaching principals are allowed a number of days release time each year to enable them undertake administrative, leadership and management functions. The number of days allowed depends on the number of mainstream teachers in the school concerned. Following discussion with the relevant interests, my Department has decided to introduce, on a pilot basis, a system whereby a fully qualified primary school teacher may be employed to act as nominated substitute teacher for the principals in a cluster of schools taking release days. Twenty clusters have been established under the pilot scheme. The position will be monitored by my Department during the pilot.
While my Department will continue to explore other ways in which to enhance clustering in schools, there may be circumstances in which an amalgamation is desirable to provide an improved educational environment for pupils with an efficient supply of services. My Department will continue to facilitate this option.
82 Mr. Coveney asked the Minister for Education and Science the number of psychologists employed by the national education psychologist service; and if she will make a statement on the matter. [13342/06]
The number of National Educational Psychological Service psychologists has increased from 43 on establishment to 122 at the moment. The Public Appointments Service recently concluded a new recruitment competition for the appointment of educational psychologists to NEPS and regional panels have been established to allow my Department give greater priority in filling vacancies to areas with the greatest need. My Department is currently in the process of recruiting a further nine psychologists.
84 Mr. Penrose asked the Minister for Education and Science her response to an EU report that showed Ireland as having the worst record for proficiency in a second language in Europe; if she will develop a national language policy; and if she will make a statement on the matter. [13512/06]
The Deputy is referring to the report published in 2005 by Eurydice on key data relating to the teaching of modern foreign languages in schools in Europe. The data do not take account of the fact that Irish is compulsory for students up to the end of post-primary education. The learning of Irish represents a significant focus on the language learning for students in Ireland.
Countries such as Belgium, Luxembourg and Finland have a significant historic presence of other languages within their borders or in close proximity. This has created an imperative within those countries to learn those foreign languages. Since English is increasingly becoming a language of international communication, its popularity as a foreign language in European schools is high and growing.
Language development through the learning of English and Irish is a central element of the curriculum at primary level in Ireland. Some primary schools offer foreign languages under the modern language in primary schools initiative. The aims of this initiative include the development of communication skills in four target languages, namely, French, German, Spanish and Italian, the fostering of positive attitudes to language learning and the diversification of the languages taught in schools. There are currently over 390 schools participating in the initiative, each of which teaches one of the aforementioned languages to all pupils in fifth and sixth classes. Seven modern languages are available as recognised leaving certificate subjects at secondary level: French, German, Spanish, Italian, Russian, Arabic and Japanese. Most students take at least one foreign language in the junior cycle and approximately 60% tend to take at least one for the leaving certificate examination.
My Department is currently working closely with language experts from the Council of Europe in analysing language practice at primary and post-primary level, with a view to the formulation of coherent overarching policy for languages in education. This will complement the ongoing work of the National Council for Curriculum and Assessment in reviewing languages in the post-primary curriculum and in advising on the feasibility of expanding modern language provision at primary level. I expect that the report of the work with the Council of Europe will be available towards the end of 2006.
85 Mr. McEntee asked the Minister for Education and Science if she will amend the rules and programme for secondary schools in respect of the subject requirement for leaving certificate Irish; and if she will make a statement on the matter. [13363/06]
In accordance with the rules and programme for secondary schools, the approved course for the established leaving certificate must include not less than five approved examination subjects, of which one must be Irish. The exception to this is where a student has been granted an exemption from the study of Irish. I do not propose to make any change in respect of the Irish requirement for students following the established leaving certificate programme.
87 Mr. Gogarty asked the Minister for Education and Science the number of the Adamstown schools which are planned to be opened within the next two years; when the remainder are planned to be opened; and if she will make a statement on the matter. [13441/06]
The first primary school will commence operation in Adamstown in September 2007. This is in line with the phasing arrangement set out in the strategic development zone planning scheme. The remaining schools are due to be delivered at the end of phases four, six and eight of the scheme. The precise timing of these is dependent on the rate and pace of the delivery of the housing phases themselves.
88 Mr. Eamon Ryan asked the Minister for Education and Science if she will report on her plans regarding the pursuance of costs following the recent High Court decision on the O’Keeffe case. [13449/06]
95 Mr. Hogan asked the Minister for Education and Science the contact that her Department has had with the State Claims Agency with regard to a person (details supplied); and if she will make a statement on the matter. [13351/06]
I propose to take Questions Nos. 88 and 95 together.
The State Claims Agency has responsibility for deciding on the issue of costs in the case to which the Deputy refers. The SCA has stated that it deals with each case on an individual basis and that its approach here will be measured and sensitive. The SCA will consult my Department on the issue of costs. I agree with its opinion that the matter should be pursued in a measured and sensitive way and I have asked my Department to convey my view that the issue of costs should be dealt with sympathetically. My Department will inform the SCA of this and reflect points made by the plaintiff to me in the course of correspondence.
Before a final decision on this matter can be taken by the SCA, it will engage with the solicitors for the plaintiff so that it can take full account of her circumstances. Arrangements for that process are now being put into place.
89 Mr. O’Dowd asked the Minister for Education and Science the number of children in junior classes of more than 20; and if she will make a statement on the matter. [13323/06]
Information on the number of classes of over 20 pupils in the current school year is not yet available in my Department. This Government's commitment to improving the staffing in our primary schools has been unprecedented. We have put over 5,000 more primary teachers in our schools in the last few years. These have been targeted at pupils with special needs and those from disadvantaged areas to ensure that they are getting the extra help that they need to reach their potential. This has resulted in a major improvement in the pupil-teacher ratio, which counts all the teachers in a school, including special needs teachers, school principals and so on. In 1997, the pupil-teacher ratio was 22 to one. By 2004-05, we had reduced this to 17 to one.
The average class size nationally has also been reduced to 23.9, while significantly smaller class sizes have been introduced in disadvantaged schools with approximately 47,00 pupils in 243 schools participating in the Giving Children an Even Break-Breaking the Cycle programme and benefiting from reduced class sizes of either 15 or 20 pupils per class. Under the new action plan for tackling disadvantage published last May, more children in disadvantaged schools will be in smaller classes in the current school year. With more than 600 extra resource teachers put in place this school year, children with special needs are getting more support than ever before. Priority in school staffing is given in the first instance to children in disadvantaged schools and those with special needs. In line with this Government commitment, mainstream class sizes are also being reduced.
The system for allocating teachers to primary schools is based on ensuring an overall maximum class of 29 in each school. Where some classes in a school have class sizes of greater than 29, it is generally because a decision has been taken at local level to use their teaching resources to have smaller numbers in other classes. To ensure openness and transparency in the system, an independent appeal board is now in place to decide on any appeals on mainstream staffing. The criteria under which an appeal can be made are set out in Department primary circular 19/02 which is also available on my Department's website.
It is proposed that the first meeting of the appeal board will be held in May 2006. Further meetings will be held in July and October 2006. The closing dates for receipt of appeals are 12 May, 24 June and 18 October respectively. Appeals must be submitted to the primary payments section of the Department of Education and Science in Athlone, on the standard application form, clearly stating the criterion under which the appeal is being made. The standard application form is available from the primary payments section or on my Department's website. The appeal board operates independently of the Minister and my Department and its decision is final.
90 Ms C. Murphy asked the Minister for Education and Science the average age at which infants enter primary school for the first time in each county; the number of schools which operate age restrictive enrolment policies at present preventing children under five from being enrolled; and if she will make a statement on the matter. [13467/06]
The attachment which accompanies this response gives a detailed breakdown on a county by county basis of the average age at which infants entered primary school for the first time in the 2004-05 school year. The national average age at which infants entered primary school for the first time in that year was 4.6 years. The compulsory school starting age in a national school is six years of age and rule 64(1) of the rules for national schools provides that a child must be at least four years of age before she or he may be enrolled in a national school. Children of compulsory school-going age must have a place in a national school and there are more than enough places available overall.
Enrolment in individual schools is the responsibility of the managerial authority of those schools and my Department does not seek to intervene in decisions made by schools in such matters. My Department does not require individual schools to provide details of enrolment criterion and therefore it does not hold details of the number of schools which operate age-restrictive enrolment policies. My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking places. This may result, however, in some pupils not obtaining a place in the school of their first choice. It is the responsibility of the managerial authorities of schools that are not in a position to admit all pupils seeking entry to implement an enrolment policy in accordance with the Education Act 1998. A board of management may find it necessary to restrict enrolment to children from a particular area or a particular age group or, occasionally, on the basis of some other criterion. However, in formulating an admissions policy a school must ensure it is lawful. It must act in accordance with section 7 of the Equal Status Act 2000 which, subject to very limited exceptions, prohibits schools from discriminating against people on a number of matters including the admission or the terms or conditions of admission of a person as a student to the school.
Where a board of management refuses to enrol a student in a school, the parent of the student, following the conclusion of any appeal procedures at school level, has a statutory entitlement under section 29 of the Education Act 1998 to appeal that decision to the Secretary General of the Department of Education and Science. A committee is established to hear the appeal with hearings conducted with a minimum of formality. In most cases appeals must be dealt with in 30 days. Where appropriate, the Secretary General may give whatever directions to the board of management that are considered necessary to remedy the matter which is the subject of the complaint.
91 Mr. McGinley asked the Minister for Education and Science her plans to upgrade the school transport fleet; and if she will make a statement on the matter. [13180/06]
There are currently over 3,200 vehicles in use each day providing school transport services on behalf of my Department under the school transport scheme. This fleet is made up of Bus Éireann school buses and contractors' vehicles. The bulk of this fleet comprises of minibuses provided by contractors, while most large buses are provided by Bus Éireann.
Since 2000, Bus Éireann has spent €6.4 million purchasing vehicles as part of an on going school bus fleet replacement programme, in order to improve the age profile and condition of its school bus fleet. The Bus Éireann school bus fleet currently has around 350 large capacity buses that were transferred from the general service fleet into the dedicated school transport fleet. Over 300 of these buses, valued in the region of €6 million, were transferred in the period 2000-05 and they represent another valuable source of replacement buses over this period.
A programme for Bus Éireann to acquire a number of new and modern second-hand buses is well advanced. Forty six additional buses, valued at €6.8 million, have already been purchased as part of this exercise since 2005, and a commitment has been made to purchase five more buses bringing this total to €7.5 million. Bus Éireann has also placed an order for 20 new custom-built school buses, valued at €3.5 million, which are currently being manufactured and are due to be introduced into service at the start of the 2006-07 school year. This investment has produced a perceptible improvement in the condition of the fleet.
92 Mr. Deenihan asked the Minister for Education and Science the progress she is making to implement the findings of the steering group established under the auspices of the commission on school accommodation to establish criteria and procedures for establishing and maintaining provision through the medium of Irish in second level schools or clusters of schools; and if she will make a statement on the matter. [13183/06]
The report is currently being examined in my Department in conjunction with another of the commission's reports on the criteria and procedures for the recognition of new second level schools. Both reports are being considered together because many of the recommendations, particularly the suggested procedure for recognition, apply equally to schools offering education through the medium of English and the medium of Irish. I am anxious to replicate the structured process which is in place for the recognition of primary schools in the post-primary sector. In the coming months I will set out how the issues raised in the reports will be addressed, including the development of a formal recognition process.
93 Ms Burton asked the Minister for Education and Science the number of national education psychologists employed in each region; the number of vacant posts in each region; and if she will make a statement on the matter. [13473/06]
The information sought by the Deputy is in the table below. All schools have access to psychological assessments for their pupils, either directly through my Department's National Educational Psychological Service psychologists or through the scheme for commissioning psychological assessments that is administered by NEPS. Schools that do not currently have NEPS psychologists assigned to them may avail of the scheme for commissioning psychological assessments, whereby the school can have an assessment carried out by a member of the panel of private psychologists approved by NEPS, which will pay the psychologist directly for this assessment. Details of this process and the conditions that apply to the scheme are available on my Department's website. NEPS also provides assistance to all schools that suffer from critical incidents, regardless of whether or not they have a NEPS psychologist assigned to them. NEPS processes applications for reasonable accommodations in certificate examinations.
The number of NEPS psychologists has increased from 43 on establishment to 122 at present. The Public Appointments Service recently concluded a new recruitment competition for the appointment of educational psychologists to NEPS and regional panels have been established to allow my Department give greater priority in filling vacancies to areas with the greatest need. My Department is currently in the process of recruiting a further nine psychologists, four of whom are being recruited for the mid-west, two for the north-west, one for the south-east and two for regions yet to be determined.
|
Region |
NEPS Psychologists employed |
NEPS Development Plan (2000) Targets |
Posts Vacant April 2006 by reference to 2000 Targets |
|
Eastern Region East-coast area |
11 |
15 |
4 |
|
Eastern Region Northern area |
13 |
21 |
8 |
|
Eastern Region SWA |
16 |
26 |
10 |
|
Midlands Region |
9 |
11 |
2 |
|
Mid-Western Region |
5 |
16 |
11 |
|
North-Eastern Region |
11 |
17 |
6 |
|
North Western |
7 |
11 |
4 |
|
South Eastern Region |
14 |
21 |
7 |
|
Southern Region |
17 |
28 |
11 |
|
Western Region |
13 |
18 |
5 |
|
*National Disability Authority (NDA) serving with NEPS |
*3 |
— |
— |
|
*Serving with another Section |
*1 |
— |
— |
|
*Special Assignment |
*1 |
— |
|
|
Director (acting) |
1 |
1 |
— |
|
Totals |
122 |
185 |
*63 |
94 Dr. Upton asked the Minister for Education and Science her plans to fulfil the commitment in An Agreed Programme for Government on class size; and if she will make a statement on the matter. [13520/06]
Major improvements in school staffing have been made in recent years with the hiring of more than 5,000 additional primary teachers. This represents the largest increase in teacher numbers since the expansion of free education. There is currently one teacher for every 17 children, the lowest pupil-teacher ratio in the history of the State. The unprecedented increase in school staffing in recent years has greatly improved the services provided for children with special needs and those from disadvantaged areas. Under DEIS, or delivering equality of opportunity in schools, the action plan for educational inclusion launched in May 2005, there will be a reduction in class sizes to 24 to one at senior level and 20 to one at junior level in the 180 primary schools serving communities with the highest concentrations of disadvantage.
With more than 600 extra resource teachers put in place in this school year, children with special needs are getting more support than ever before. It should be acknowledged how much progress has been made in this area in recent years. I have recently secured sufficient funding to provide even smaller classes in our primary schools in the next school year, and the Minister for Finance has committed to a further reduction in class size the following year. Accordingly, over the next two years, my Department will put 500 extra teachers into primary schools to reduce class size and to tackle disadvantage.
The mainstream staffing of a primary school is determined by reference to the enrolment of the school on 30 September of the previous school year. The actual number of mainstream posts sanctioned is determined by reference to a staffing schedule which is issued annually to all primary schools. The general rule is that the schedule provides at least one classroom teacher for every 29 pupils in the school. Schools with only one or two teachers have much lower staffing ratios than those with two teachers for just 12 pupils in some cases and so on, but the general rule is that there is at least one classroom teacher for every 29 children in the school. This will be reduced next year to 28 children per classroom teacher and in 2007-08 it will be reduced to 27 children per classroom teacher. Circular 0023/2006, outlining the revised staffing schedule for the 2006-07 school year is available on my Department's website. Hard copies of the circular have been issued to all primary schools.
We have consistently stated that priority for staffing would be given in the first instance to children in disadvantaged schools and those with special needs. We have done this and in line with the Government commitment, mainstream class sizes are also being reduced.
96 Mr. Stanton asked the Minister for Education and Science the sections of the Youth Work Act 2001 that have yet to be commenced; the amount that has been made available each year towards the implementation of the National Youth Work Development Plan 2003-2007 since its launch; the amount she expects to make available up to the end of the plan in 2007; and if she will make a statement on the matter. [13205/06]
The Youth Work Act 2001 provides a legal framework for the provision of youth work programmes and services to be organised by the Minister for Education and Science, the vocational education committees and national and regional youth work organisations. Section 1 of the Act provides for sections to be commenced at different stages. Sections 2 to 7, inclusive, 17, 18 and 24 have been commenced to date.
A sub-committee of the National Youth Work Advisory Committee, representative of both statutory and voluntary sectors as well as my Department, has been steadily developing the groundwork, including the development of detailed guidelines and procedures, which are vital for the further roll-out of the Act in a planned and structured manner. The work of this sub-committee is continuing.
As a priority for 2005, I identified the capacity development of youth work organisations to assist them in preparing themselves organisationally for the implementation of the Act. I established a development fund for youth work organisations to help ensure that they can achieve the new standards for approval and engage effectively with the new structures arising from the Youth Work Act 2001. Around 30 national and major regional youth organisations received once-off grants in 2005, ranging up to €15,000, to help develop their ICT capacity. Over €300,000 was provided for this fund in 2005 and similar funding will be made available in 2006.
Another area receiving priority attention is the capacity development of VECs to carry out their responsibilities under the terms of the Act. Progress has been made in this respect. A structure for the resourcing of VECs to carry out the functions set out for them under the Act has now been agreed, in principle, between my Department and the Irish Vocational Education Association, and I propose to approve a number of additional youth officer posts to VECs as a result. An interview process has taken place for the appointment of an assessor of youth work and the Public Appointments Service is currently finalising various details and procedures relating to the appointment. The appointment of an assessor of youth work will be a most important and positive development for the youth work sector. Work on the progressive implementation of the Act will continue, with further sections being implemented as the necessary procedures are finalised and as resources permit, both human and financial.
Approximately €2.12 million has been spent on the national youth work development plan since its launch in 2003. To date a number of priority action areas have been addressed. In 2003, €80,000 was spent on the implementation of a child protection training programme for the sector. In 2004, €500,000 was made available for the roll out of the plan which was spent on the ongoing support of the child protection training programme, development of projects funded under the special projects for youth scheme and increased support to youth information centres and the youth information support partnership. Building on these initiatives, in 2005 a total of €1.54 million in 2005 was spent on the progressive roll out of the actions recommended in the plan including the following: the establishment of ten new special projects for disadvantaged youth, costing €460,000; the upgrade of 20 single worker special projects to two worker projects, costing €460,000; a review of youth work funding, costing €72,500; a review of youth information provision and additional youth information support, costing €72,000; continued support of the child protection training programme, costing €118,000; establishment of a development fund for youth work organisations, costing €300,000; North-South youth work training endorsement panel; and establishment of a national youth work development unit in NUI, Maynooth.
Further action areas for development in 2006 and 2007 are being determined by my Department with the advice of the National Youth Work Advisory Committee. Significant progress has been made, which will continue to be built upon in 2006 by my Department working closely with the various youth work interests.
97 Mr. P. Breen asked the Minister for Education and Science the number of whole school evaluations completed at post-primary level to date in 2006; the projected number to be completed over the course of 2006; and if she will make a statement on the matter. [13365/06]
In the first three months of this year, the inspectorate of my Department has issued 14 whole-school evaluation reports on post-primary schools. The majority of these reports follow whole-school evaluation inspections conducted towards the end of 2005. In 2006 the inspectorate has planned to conduct a total of 273 whole-school evaluations in primary and post-primary schools, 57 of which will be in post-primary schools. I have recently put in place arrangements for the publication of school inspection reports that arise from the general inspection programme for schools. The new provision for public access to certain types of inspection reports, including whole-school evaluation reports, applies to inspections commenced after 6 February 2006.
At post-primary level, nine whole-school evaluations from the 2006 programme of inspections were commenced before 6 February and will be issued to the individual schools only. In fact, five of these reports have already been issued to the schools. The new regulations will apply to 48 whole-school evaluations at post-primary level in 2006, and reports on all of these schools will be published on the Department's website. It is anticipated that up to six post-primary whole-school evaluation reports will be published before the end of June this year.
Whole-school evaluation contributes to school improvement through identifying, evaluating, affirming and supporting good practice in schools. Soon after the in-school evaluation activity of a whole-school evaluation has been concluded, the inspection team meets with the staff of the school and with the full board of management to present the findings and recommendations of the whole-school evaluation. Around five weeks after the last day of inspection a written report is made available to the principal and chairperson of the school for factual verification. The finalised whole-school evaluation report is issued to the school three weeks later and the school is invited to prepare a response to the report through the board of management. The provision for a school response to the whole-school evaluation report is new and I believe that it provides an excellent opportunity for schools to reflect on the school's strengths and to identify the practical steps the school will take in addressing any areas for improvement. I hope that schools will avail of this opportunity to have a school perspective included as an appendix to the published whole-school evaluation report.
I am confident that the initiatives I have taken, in consultation with the education partners, on the publication of inspection reports will be beneficial to teachers and schools, will be welcomed by parents and the wider public, and will be a valuable support in the quality assurance of our education system.
98 Mr. S. Ryan asked the Minister for Education and Science the progress which has been made by the working party on religious education comprised of Educate Together, her Department and the teacher education colleges; and if she will make a statement on the matter. [13523/06]
I asked officials to establish a working group on Educate Together's ethical education programme and to explore with Educate Together and the colleges of education the best means of ensuring that training in this area can be provided to students studying to become primary school teachers. My officials have contacted the Conference of Heads of Irish Colleges of Education to progress the matter and a meeting has been arranged with them to, among other things, formally establish this working group. This meeting will take place over the coming weeks. The colleges are well aware of the issues surrounding Educate Together's ethical education programme and they have indicated their willingness to assist the work of the group. My officials are due to meet with the chief executive officer of Educate Together over the coming weeks to progress the matter.
99 Mr. Stagg asked the Minister for Education and Science the arrangements that have been put in place to address the needs of the 100 children with autism who had their home tuition grants withdrawn in 2006; and if she will make a statement on the matter. [13499/06]
My Department considers that school-based education provision is the most appropriate intervention for all children, including those with special educational needs. Home tuition is only intended as an interim measure until a suitable school placement is secured. The cases in question relate to pupils with autism who are in full-time school placements with significant teaching and special needs assistant supports. The decision to withdraw home tuition was on the basis that the educational needs of these pupils can be best met in their individual schools. It is open to any parent who may have a concern about the educational supports being delivered in the school to discuss their concerns with the school.
100 Ms B. Moynihan-Cronin asked the Minister for Education and Science her views on the low number of teachers who apply for posts as school principal in comparison to the number who apply for ordinary teaching posts; and if she will make a statement on the matter. [13507/06]
The recruitment of a principal of a primary school is a matter for the board of management of the school concerned. Details of the number of applications for principalship received by boards of management are not available in my Department. I appreciate that the post of school principal is of critical importance in the management of primary education. In recent years many improvements have been made to assist principal teachers in the performance of their duties and to relieve their administrative burden.
Until the 1999-2000 school year, principals were released from teaching duties to become an administrative principal where the school had a staffing of eight or more mainstream class teachers. From the commencement of the 2000-01 school year, administrative principals were appointed to ordinary schools with seven mainstream class teachers. In addition, smaller schools with a principal plus 11 or more teachers when ex-quota posts were counted could appoint an additional teacher to facilitate the principal take on administrative duties. Further improvements were granted to this provision in the 2001-02 school year when the staffing requirement was reduced to principal plus ten or more teachers and in the 2002-03 school year to principal plus nine or more teachers.
The scheme of release time was introduced for the 2000-01 school year. This scheme enables teaching principals of primary schools to be released from their teaching duties for a specified number of days annually to undertake administrative leadership and management functions. The number of days release time allowed varies between 14 and 22 and is determined by the number of mainstream class teachers in the school. Paid substitution is provided by my Department for the days that principals are on release time.
Arising from the implementation of the PCW agreement, significant improvements were introduced to the management structure of primary schools by the allocation of additional posts of responsibility. These middle-management posts, namely, deputy principal, assistant principal and special duties teacher, are members of the management team of the school and are paid significant allowances in respect of their duties. It is a matter for the boards of management of schools to delegate functions to post of responsibility holders. The number of post holders ranges from two posts of responsibility in a two teacher school to, for example, 20 posts of responsibility in a 40 teacher school. Funding to primary schools for secretarial and caretaking services has increased from €102 per pupil in 2002 to €139 per pupil in the current school year.
My Department is currently engaged in the development of a computerised on-line system for the submission of claims for the payment of certain categories of teachers. The implementation of this project should help to further reduce the administrative burden on principal teachers.
101 D'fhiafraigh Mr. McGinley den Aire Oideachais agus Eolaíochta an bhfuil tuarascáil Harris ar an Ghaeilge scrúdaithe aici go fóill, cad iad na príomh-mholtaí atá sa tuarascáil, cén uair a bheas an tuarascáil á foilsiú; agus an ndéanfaidh sí ráiteas ina taobh. [13181/06]
Tagraíonn an Teachta don tuarascáil Irish in Primary Schools: National Trends in Achievement (1985-2002) atá curtha ar fáil ag an Dr. John Harris agus a mhaoinigh an Roinn Oideachais agus Eolaíochta. Ní mór leagan Gaeilge agus Béarla den tuarascáil a fhoilsiú go comhuaineach agus tá leagan Gaeilge á ullmhú faoi láthair. Ní fada go mbeidh sé seo ar fáil. Tá sé ar intinn agam an tuarascáil a fhoilsiú roimh dheireadh mhí na Bealtaine. Idir an dá linn tá deis agam príomhthorthaí agus moltaí na tuarascála a mheá agus beartanna a ullmhú mar thaca don Ghaeilge sa chóras oideachais.
102 Ms O’Sullivan asked the Minister for Education and Science the effect the new primary staffing schedule recently announced will have on class sizes for the forthcoming school year; and if she will make a statement on the matter. [13468/06]
Major improvements in school staffing have been made in recent years with the hiring of more than 5,000 additional primary teachers. This represents the largest increase in teacher numbers since the expansion of free education. There is one teacher for every 17 children, the lowest pupil-teacher ratio in the history of the State. Recently I announced that I have secured sufficient funding to provide even smaller classes in our primary schools in the next school year and the Minister for Finance has committed to a further reduction in class size in the following year. Accordingly, over the next two years, my Department will put 500 extra teachers into primary schools to reduce class size and to tackle disadvantage.
The mainstream staffing of a primary school is determined by reference to the enrolment of the school on 30 September of the previous school year. The number of mainstream posts sanctioned is determined by reference to a staffing schedule, which is issued annually to all primary schools. The general rule is that the schedule provides at least one classroom teacher for every 29 pupils in the school. Schools with only one or two teachers have much lower staffing ratios than that — with two teachers for just 12 pupils in some cases and so on — but the general rule is that there is at least one classroom teacher for every 29 children in the school. Next year this will be reduced to 28 children per classroom teacher and in 2007-08 it will be reduced to 27 children per classroom teacher. Circular 0023/2006 outlining the revised staffing schedule for the 2006-07 school year is available on my Department's website. Hard copies of the circular have been issued to all primary schools.
103 Mr. Naughten asked the Minister for Education and Science the number of primary school children in classes of more than 40; and if she will make a statement on the matter. [13325/06]
145 Mr. Noonan asked the Minister for Education and Science the number of primary school children in classes of more than 30; and if she will make a statement on the matter. [13329/06]
154 Mr. Neville asked the Minister for Education and Science the number of primary school children in classes of more than 35; and if she will make a statement on the matter. [13327/06]
I propose to take Questions Nos. 103, 145 and 154 together.
Information on the number of classes of over 30, 35 and 40 pupils in the current school year is not yet available in my Department. The Government's commitment to improving the staffing in our primary schools has been unprecedented. We have put more than 5,000 more primary teachers in our schools in the last few years. These have been targeted at pupils with special needs and those from disadvantaged areas to ensure that they are getting the extra help that they need to reach their potential. This has resulted in a major improvement in the pupil-teacher ratio, which counts all the teachers in a school, including special needs teachers, school principals etc. In 1997 the pupil-teacher ratio was 22:1, meaning that there was one teacher for every 22 primary school children in our schools. By 2004-05, we had reduced this to 17:1, or one teacher for every 17 pupils.
The average class size nationally has also been reduced to 23.9, while significantly smaller class sizes have been introduced in disadvantaged schools with approximately 47,00 pupils in 243 schools participating in the Giving Children an Even Break-Breaking the Cycle programme benefitting from reduced class sizes of either 15 or 20 pupils per class. Under the new action plan for tackling disadvantage published last May, more children in disadvantaged schools will be in smaller classes in the current school year and, with the more than 600 extra resource teachers put in place this school year, children with special needs are getting more support than ever before.
We have consistently said that priority would be given in the first instance to children in disadvantaged schools and those with special needs and we have done this. In line with the Government commitment, mainstream class sizes are also being reduced. The system for allocating teachers to primary schools is based on ensuring an overall maximum class of 29 in each school. Where some classes in a school have class sizes of greater than 29, it is generally because a decision has been taken at local level to use their teaching resources to have smaller numbers in other classes. To ensure openness and transparency in the system an independent appeal board is in place to decide on any appeals on mainstream staffing. The criteria under which an appeal can be made are set out in Department primary circular 19/02, which is also available on my Department's website.
It is proposed that the first meeting of the appeal board will be held in May 2006. Further meetings will be held in July and October 2006. The closing dates for receipt of appeals are 12 May, 24 June and 18 October, respectively. Appeals must be submitted to the primary payments section, Department of Education and Science, Athlone, on the standard application form, clearly stating the criterion under which the appeal is being made. The standard application form is available from primary payments section or on my Department's website. The appeal board operates independently of the Minister and the Department and its decision is final.
104 Mr. Neville asked the Minister for Education and Science the consultations which have taken place with the colleges of further education with regard to the implementation of the McIver report recommendations; and if she will make a statement on the matter. [13326/06]
Government commitment to the PLC sector, by reference to the resources applied in teachers' pay, non-pay running costs, student support and certification costs, is very significant. The Government's support for this hugely important sector is clear from the fact that we have increased the number of PLC places by 60% since 1996-97. The number of PLC places approved for 2005-06 is up by more than 1,600 on the 2004-05 level. The number of approved places in the sector stands at 30,188. We also extended the provision of maintenance grants to PLC students with effect from September 1998. The PLC maintenance grant scheme operates on the same basis as in higher education. There were almost 8,000 PLC grant holders in 2005 and they received €23 million in direct support. Tuition fees for PLC courses are waived. PLC students are included in the calculation of non-pay budgets issued to schools in respect of running costs. A supplementary non-pay grant towards running costs specifically for PLC schools is also payable. This amounted to €5.5 million in 2005. Other developments funded by my Department of direct benefit to the PLC sector include the provision of national certification under the Further Education and Training Awards Council and the development of progression links with higher education in the institutes of technology.
The McIver report contains 21 over-arching recommendations, incorporating 91 sub-recommendations. It has been estimated, in consultation with management and staff interests, that the recommendations for staffing would involve at a minimum the creation of at least 800 new posts at a cost of more than €48 million. This level of additional provision cannot be considered in isolation from other areas of education. In their consideration of the needs of the PLC sector into the future my officials have been examining, inter alia, the non-teaching educational tasks particular to PLC teachers, the demands on the management side and the challenges presented by the variation in size of the 200 plus PLC providers. I expect to receive proposals shortly from my officials about the nature and extent of our response to the McIver recommendations as well as about issues which we consider that the management and union sides must also address. When I have had the opportunity to consider my officials proposals, it will then be necessary to have further discussions with the management that represents the colleges of further education and the unions that represents the staff side.
105 Mr. P. Breen asked the Minister for Education and Science the position with regard to the circulation of books, dealing with drug-related issues, to primary schools; and if she will make a statement on the matter. [13465/06]
Private individuals or organisations frequently distribute materials to schools without approaching my Department in the first instance. It is a matter for individual school management authorities to determine if the material should be used in a classroom setting. Usually, decisions on these matters are taken by schools in the context of the appropriateness or otherwise of the material to the curriculum. Under action 43 of the national drugs strategy, guidelines for developing a substance abuse policy were drawn up by my Department in consultation with the Department of Health and Children and the former health boards. These guidelines issued to all schools in October 2002 to assist them in the development of appropriate substance abuse policies. My Department has a national curriculum for social, personal and health education supported by teacher guidelines and a full-time support service providing teacher training. Within this, the Walk Tall programme has been developed as the substance abuse prevention programme at primary level, in co-operation with the health sector. The programme was developed carefully to ensure it is sensitive and age appropriate.
106 Mr. Durkan asked the Minister for Education and Science if she is in a position to improve pupil-teacher ratios in line with best international practice; and if she will make a statement on the matter. [13458/06]
The pupil-teacher ratio at primary level on a national basis, which includes all the teachers including learning support-resource teachers, has fallen from 22.2:1 in the 1996-97 school year to 17.1:1 in 2004-05. Significant improvements have also been made in the pupil teacher ratio at post-primary level at national level in recent years. The ratio has fallen from 16:1 in the 1996-97 school year to 13.4:1 in the 2004-05 school year. Aside from decreasing average class size at primary level, the unprecedented increase in school staffing in recent years has also greatly improved the services provided for children with special needs and those from disadvantaged areas. Under DEIS, delivering equality of opportunity in schools, the new action plan for educational inclusion launched last May, there will be a reduction in class sizes of 24:1 at senior level and 20:1 at junior level in 180 primary schools serving communities with the highest concentrations of disadvantage. With more than 600 extra resource teachers put in place this year, children with special needs are getting more support than ever before. It should be acknowledged how much progress has been made in this area in recent years.
There is more to be done to reduce class sizes further. Recently, I announced that I have secured sufficient funding to provide even smaller classes in our primary schools in the next school year and the Minister for Finance has committed to a further reduction in class size in the following year. Accordingly, over the next two years, my Department will put 500 extra teachers into primary schools to reduce class size and to tackle disadvantage. This will be done by changing the staffing schedule. The mainstream staffing of a primary school is determined by applying the enrolment of the school on 30 September of the previous school year to a staffing schedule, which is issued annually to all primary schools. The general rule is that the schedule provides at least one classroom teacher for every 29 pupils in the school. Schools with only one or two teachers have much lower staffing ratios than that — with two teachers for just 12 pupils in some cases and so on — but the general rule is that there is at least one classroom teacher for every 29 children in the school. Next year this will be reduced to 28 children per classroom teacher and in 2007-08 it will be reduced to 27 children per classroom teacher. We have consistently said that priority would be given to children in disadvantaged schools and those with special needs and we have done this. In line with the Government commitment, mainstream class sizes are also being reduced.
107 Mr. G. Murphy asked the Minister for Education and Science the funding allocated to the National Educational Psychologist Service for 2006; and if she will make a statement on the matter. [13344/06]
Financial provision of €15.425million has been made for the National Educational Psychological Service in the 2006 Revised Estimates Volume provision for my Department. This represents an increase of 10% on the 2005 outturn for NEPS.
108 Mr. Rabbitte asked the Minister for Education and Science if the difficulty vocational education committees are having in accessing the central Garda vetting unit has been resolved; and if she will make a statement on the matter. [13515/06]
It is assumed that the Deputy is referring to vetting applications in respect of special needs assistants, SNAs, employed by vocational education committees. Under current arrangements, vetting applications in respect of SNAs are submitted to my Department for onward transmission to the Garda central vetting unit. It is proposed that, in future, apart from applications in respect of teachers, VECs will be responsible for submitting vetting applications in respect of their employees, including SNAs, direct to the central Garda vetting unit. Guidelines for school authorities are being prepared and will be issued shortly. Pending the issue of the guidelines, VEC applications in respect of SNAs may be submitted through my Department.
109 Mr. Ring asked the Minister for Education and Science the legislative response that she will take in response to school discipline problems; and if she will make a statement on the matter. [13320/06]
157 Mr. O’Dowd asked the Minister for Education and Science the amendments that her Department will bring forward to section 29 of the Education Act 1998; and if she will make a statement on the matter. [13322/06]
I propose to take Questions Nos. 109 and 157 together.
The balancing of rights in section 29 of the Education Act 1998 has been acknowledged by the task force on student behaviour in second level schools as one of those areas which prompted very many submissions. In its final report, the task force recommended that the legislation be amended to stress the rights of the compliant majority to learn while at the same time protecting the rights of the persistently disruptive student to an education. It also recommends that the timeframe involved in these appeals be looked at. In addition, the task force has recommended that my Department revisit the legislation, in particular sections 6 and 7 of the Education Act 1998 with a view to amendment. In launching the report on 14 March, I indicated a package of measures to tackle student behaviour issues, including a review of existing legislation to take account of the task force recommendations. I am committed to bringing forward amending legislation in this area as soon as this review is complete.
110 Ms McManus asked the Minister for Education and Science if she will change the rule whereby a principal teacher in a national school who resigns as principal reverts to the status of the newest teacher in the school; and if she will make a statement on the matter. [13506/06]
Claims for improvements in the conditions of service of teachers are processed through the teachers conciliation council in accordance with the terms of the revised conciliation and arbitration scheme for teachers. Under current arrangements, a principal teacher can only relinquish his or her post as principal provided that there is a permanent vacancy in the school where he or she is employed. Where a principal teacher relinquishes the post, he or she becomes the most junior teacher in the school. Previous service given as a principal in the school does not count for seniority purposes. This information is available in primary circular 02/04, which is published on my Department's website www.education.ie. There are no proposals to change the current arrangements.
112 Mr. Connolly asked the Minister for Education and Science if she proposes to implement in full the recommendations of the Martin task force on student behaviour; and if she will make a statement on the matter. [13182/06]
In launching School Matters, the final report of the task force on student behaviour in second level schools on 14 March, I outlined a package of measures to tackle student behaviour issues. Implementation of the report must be approached in a prioritised and carefully structured way. These measures I have announced included a review of existing legislation, the putting in place of a behaviour support team, the establishment of up to 30 behaviour support classrooms on a trial basis; appropriate and focussed expansion of the junior certificate schools programme; and a review of existing alternative provision, from which a comprehensive plan for out of school provision will be prepared. The report's recommendations require action and engagement from a wide range of participants in our education system. For my part, as Minister, I have given a clear statement of my commitment to sustained and considered action in dealing with the issue of student behaviour.
114 Ms Burton asked the Minister for Education and Science the action she will take to ensure children in west Dublin who have no places for September in national school will be accommodated; if she will address the crisis in the area due to the fact that there are not enough school places for the population of young families; and if she will make a statement on the matter. [13495/06]
I am conscious that the Dublin 15 area as a whole is one of the most rapidly developing areas in the country and, as a result, there has been a marked increase in the demand for primary school places. My Department is taking a number of measures to increase the capacity of existing schools in the area concerned along with the development of new schools to meet this increasing demand. All building projects arising from these interventions are awarded a band 1 priority rating under my Departments prioritisation criteria for large scale building projects to ensure they are delivered as expeditiously as possible.
In the Littlelepace-Castaheaney area a new school building has recently been completed at Mary Mother of Hope national school, with an additional project underway with a target delivery date of September 2007. In addition, a 32 classroom campus is planned for a school site in Ongar. This project will provide a permanent accommodation solution for Castaheaney Educate Together national school. It also has a target completion date of September 2007. This area is also served by the Scared Heart national school, Huntstown, where an extension project to provide a 32 classroom school is nearing completion. In the Diswellstown area, St. Patrick's national school has recently moved into a new 24 classroom school. This will facilitate an annual three stream intake. However, as an exceptional matter the board of management will consider taking a fourth stream of junior infants this year. In addition to this, my Department is in discussions with St. Mochta's national school regarding the possibility of it expanding to cater for an annual four stream intake. The school has an intake of three junior infant classes. An extension to cater for this development will also attract a band 1 priority rating. Other developments in the Dublin 15 area include the planned expansion of St. Brigid's national school in Castleknock and extensions to St. Brigid's boys and girls national schools, Blanchardstown.
I am confident that a combination of the measures outlined will assist in alleviating the immediate demand for pupil places in the area. However, due to the current level of demand emanating from the Dublin 15 area, the need to provide even further school accommodation is under consideration and my Department is engaging with the key school patron authorities that are active in the area.
115 Mr. G. Mitchell asked the Minister for Education and Science the statistics available for adult literacy; the way in which Ireland compares in an international context; and if she will make a statement on the matter. [13334/06]
No international comparative surveys of adult literacy levels have been carried out in the last ten years. However, a major priority has been given by the Government to improving adult literacy rates nationally. The White Paper on Adult Education, Learning for Life, published in 2000, identifies adult literacy as the top priority in adult education. Since 1997, funding from my Department for adult literacy has incrementally increased from €1 million then to €23 million in 2006. As a consequence, the numbers of clients catered for annually have increased from 5,000 to 35,000 over the same period. The National Development Plan 2000-2006 anticipated that 110,000 people would participate in the adult literacy programme. This target has been exceeded. Literacy tuition has been made available through television and radio; a national referral directory of adult literacy services has been published; specially targeted literacy programmes, such as family learning programmes, literacy and language for non-nationals, programmes for special needs and for Travellers and for Gaeltacht people, have been provided; a workplace literacy programme has been introduced in all local authority areas for outdoor workers; professionalisation of the literacy service has been increased through provision of staff development programmes for literacy organisers and tutors; an intensive adult literacy tuition programme for people with severe literacy needs has been introduced on a pilot basis; and a quality framework for the adult literacy service has been developed and an assessment framework has been introduced.
116 Mr. Wall asked the Minister for Education and Science if she will provide the most recent information on the socioeconomic background of persons in receipt of third level grants; and if she will make a statement on the matter. [13498/06]
Limited indicative data on the socioeconomic background of grantholders have been collected in the past on the higher education grants scheme only. My Department's student support unit is in the process of collating information on students who were awarded grants under the higher education grants scheme for the academic year 2004-05 from the returns which have been submitted to date by the local authorities. Unfortunately, a number of returns are outstanding for 2002-03 and 2003-04, which the Department is pursuing with the local authorities and the County and City Managers' Association. Despite this, and to avoid further delay, I am arranging to have the available data provided to the Deputy directly. It is the intention that this information will issue to the Deputy in the coming days in respect of the 2002-03 and 2003-04. This indicative data is subject to considerable qualification in regard to its reliability due to, inter alia, the level of undeclared status among the returns from the local authorities. Following consultations with the Irish Vocational Education Association, new arrangements were introduced in 2005 to compile a more comprehensive statistical breakdown of grantholders under the schemes administered by the VECs. This complements arrangements in place in respect of the higher education grants scheme. When the complete returns for the academic years 2002-03, 2003-04 and 2004-05 are available, the information will be made available to the Deputy.
117 Ms Enright asked the Minister for Education and Science the number of individual subject inspections undertaken to date in 2006; the projected number to be undertaken over the course of 2006; and if she will make a statement on the matter. [13312/06]
A total of 660 subject inspection is planned for 2006, 428 stand-alone subject inspections and 232 subject inspections as part of 57 planned whole school evaluations in post-primary schools. This is an increase on the figure of 641 given in response to a parliamentary question on Wednesday, 15 February and arises from the finalisation of the inspectorate's business plan shortly thereafter. I have recently put in place arrangements for the publication of school inspection reports that arise from the general inspection programme for schools. The new provision on public access to certain types of inspection reports, including subject inspection reports, applies to inspections commenced after 6 February 2006. At post-primary level, 15 stand-alone subject inspections from the 2006 programme of inspections, were commenced before 6 February and will, therefore, be issued to the individual schools only. Ten of these stand-alone subject inspection reports have issued to the appropriate schools. In addition, 20 subject inspection reports have been prepared as part of five whole school evaluations have also been issued to the appropriate schools. The new regulations on publication will apply to 413 stand-alone subject inspections at post-primary level in 2006, and reports from all of these inspections will be published on the Department's website. It is anticipated that up to 45 post-primary subject inspection reports will be ready for publication on the Department's website during June 2006.
118 Mr. Deasy asked the Minister for Education and Science the time allocated to sport and physical activity each week at primary level; and if she will make a statement on the matter. [13355/06]
Physical education and sport, although closely linked, are not synonymous. Sport begins with play and develops through games, competition and challenges. The focus in the physical education curriculum in our schools is on the learner's holistic development, with an emphasis on personal and social development, physical growth, and motor development. Goal setting within the curriculum focuses on individual improvement rather than on winning or being the best. The creation of a positive attitude to sport and physical activity, with the overall aim of promoting long-term involvement, is of paramount importance. Competition in sport contributes to the holistic development of the student, provided that the opportunities presented are such that he or she is progressing towards the achievement of his or her potential. It is Government policy to encourage and promote sport for all in schools. The policy of my Department is to facilitate this by means of a broad and balanced physical education curriculum for schools.
The primary school curriculum was revised in 1999 and is being implemented on a phased basis. Physical education is one of the seven curriculum areas and it will be implemented in all schools from September 2006. A minimum of one hour of physical education per week is recommended for all primary school pupils. Games, which is one of the six strands of the curriculum, encompasses elements of sport. In addition to implementing the prescribed curriculum, schools are also encouraged to devote one day every year to Sport for All, whereby an entire day is given over to sporting activities that emphasise participation and co-operation, rather than winning or losing. To promote sport, many primary schools provide further opportunities for pupils through extracurricular programmes. These may include organising and preparing for inter-school competitions. Schools are often in a position to avail of the services of coaching personnel offered to schools by sporting organisations such as Cumann Lúthchleas Gael, the Football Association of Ireland and the Irish Rugby Football Union. Teachers and parents make an extremely valuable contribution to children's social and physical development through their contribution of time and expertise to extracurricular sporting activities, a fact acknowledged by the ESRI report on school children and sport in Ireland published last year.
119 Mr. Costello asked the Minister for Education and Science the action she will take to ensure second level schools do not shirk their responsibility to admit students who have special needs; and if she will make a statement on the matter. [13494/06]
I am aware some second level schools do not appear to be doing as much as they could to ensure students with special needs are as welcome in those schools as students without special needs. The Education Act 1998 requires all schools to have in place an admissions policy, detailing admission to and participation by students with disabilities or who have other special educational needs. The Act also requires schools to ensure that as regards that policy the principles of equality and the right of parents to send their children to a school of the parents choice are respected.
My Department provides a range of supports to all schools to enable them to welcome students with special educational needs. My Department allocates additional teacher support and special needs assistant support to second level schools and VECs to cater for students with special educational needs. The nature and level of support provided in each case is based on the professionally assessed needs of the individual student. However, this requires a willingness on the part of schools to be proactive in this area and also a willingness on the part of parents to more actively assert their rights in terms of their choice of school.
The level of resources being made available to support students with special educational needs in the second level system has grown significantly in recent years. In the current school year, my Department has allocated approximately 1,653 whole-time equivalent teachers and 1,102 special needs assistants to second level schools to cater for pupils with special educational needs. This represents an increase of approximately 264 teaching posts and 470 special needs assistant posts on the previous school year. Under section 29 of the Education Act 1998, parents of a student who has been refused enrolment in a school may appeal that decision to the Secretary General of my Department. Such appeals are dealt with within 30 days of their receipt and where an appeal is upheld the Secretary General is empowered to direct the school to enrol the student. With effect from 1 January 2005, the National Council for Special Education took over key functions from my Department in regard to special educational provision. I am confident the advent of the NCSE will prove of major benefit in ensuring all children with special educational needs receive the support they require, when and where they require it.
120 Mr. English asked the Minister for Education and Science the number of schools in which behaviour support classrooms will be trialled; and if she will make a statement on the matter. [13316/06]
139 Mr. Perry asked the Minister for Education and Science the arrangements that will be made with schools with behaviour support classrooms to provide for supervision of such classrooms; and if she will make a statement on the matter. [13315/06]
I propose to take Questions Nos. 120 and 139 together.
When I launched School Matters, the report of the task force on student behaviour in second level schools, on 14 March last, I referred to the establishment of behaviour support classrooms in schools. The report recommends the establishment of behaviour support classrooms in those schools experiencing severe behavioural difficulties with students. There is an obvious benefit in schools being in a position to remove particularly problematic students from the mainstream classroom setting for a limited period of time, once this removal results in intensive work with those students and results in their reintegration into the mainstream system. Much of this work, by its nature, will be of a behavioural management form. This will be a time limited intervention designed to facilitate early reintegration into the mainstream system. The putting in place of behaviour support classrooms will be a very significant step and one which we simply have to get right. For instance, we will have to examine different models of such classrooms and to see which approach brings about real improvement in student behaviour. For this reason, I intend to trial up to 30 behaviour support classrooms initially and to evaluate their effectiveness in their first year of operation.
Selecting schools for inclusion in the pilot phase of this new development will be based on recommendations from the behaviour support team, which I will establish in the coming months. I would like the team to report within a few months after it commences its work. Schools chosen to trial a behaviour support classroom will be expected to demonstrate a real commitment to dealing with all causes of the discipline problem in their school. A behaviour support classroom must be seen as part of a wide ranging plan to improve discipline in the school and not just a dumping ground. The supervision of behaviour support classrooms will be a matter for the schools themselves. However, my Department will allocate additional staffing resources to the schools selected for inclusion in this trial.
121 Mr. Boyle asked the Minister for Education and Science the funding being provided towards language support for non-nationals; if there are plans to increase this figure; and if she will make a statement on the matter. [13442/06]
The needs of children whose first language is not English is met through a programme of language support provided by additional teachers at primary and second level who help children to improve their English language skills. Language support takes the form of financial assistance, additional temporary teacher posts or portions of teacher posts. The level of support provided to any school is determined by the numbers of non-English speaking students enrolled. Each school management can decide on the structure of the support to be provided in its own school. An allocation of two year's language support for each pupil is provided by my Department. Schools with 14 or more qualifying pupils get an additional full-time temporary teacher. Those with 28 or more get two teachers. A third post may be allocated in certain exceptional circumstances, following consideration by the Department's inspectorate.
Primary schools with between three and 13, inclusive, non-English speaking pupils receive grant assistance of €6,348.69 while schools with between nine and 13 such pupils receive grant assistance of €9,523.04. In the current school year grant assistance will be provided to approximately 425 primary schools with 13 or less non-English speaking, non-national pupils. In the case of post-primary schools which have fewer than 14 non-national pupils with significant English language difficulties enrolled, additional teaching hours, ranging from three hours per week in respect of one such pupil to 19.5 hours per week in respect of 13 pupils, are sanctioned.
In the current school year, the Department has provided 541 language support teachers at primary level and 261 whole-time equivalent teachers at second level to support such pupils, representing an investment of €46.5 million. Schools granted full language support teacher posts receive additional financial support to enable the purchase of resource materials suitable for use within the language support class or mainstream class.
Teachers are provided with in-service training through Integrate Ireland Language and Training Limited, IILT. IILT provides training seminars for language support teachers, part-time or whole time, along with classroom materials, including the European language portfolio, to assist them in meeting the English language needs of their pupils-students. It also develops classroom materials in partnership with practising classroom teachers. Grant support to IILT to provide training and resources for teachers and language tuition for refugees is currently of the order of €1.4 million. My Department is currently reviewing provision in this whole area with a view to determining the appropriate educational response to the needs of newcomer children, with particular reference to their language needs.
122 Mr. P. McGrath asked the Minister for Education and Science if her Department’s inspectorate has completed whole school evaluations and issued same to schools for comment, prior to these being made public; and if she will make a statement on the matter. [13357/06]
In accordance with the regulations on publication of inspection reports that I placed before the Houses of the Oireachtas on 31 January 2006, inspections commenced on or after 6 February 2006 will be published. The new regulations on publication will apply to 177 WSEs at primary level and 48 post-primary WSEs in 2006.
Since the regulations in relation to publication only apply to inspections commenced on or after 6 February 2006 and since there is a 14 week timeframe between the end of the in-school evaluation activity of WSE and the final publication of the report on the Department's website, no WSE reports have gone to schools for response as yet. In line with the timeframe, it is expected that up to 32 WSE reports at primary level and up to six WSE reports at post-primary level will be published by the end of June 2006. Some of these WSE reports will be sent to schools for factual verification in the next week.
The provision for a school response to the WSE report is new and I believe that it provides an excellent opportunity for the board of management of the school to respond to, and make observations on, the contents of the inspection report. More importantly, the response procedure will allow the board of management to set out how it will use the report in the context of the school's ongoing programme of self-evaluation, planning, and improvement. A school will be able to demonstrate how it is engaged in self-improvement and development in response to the school inspection report. I hope that all schools will avail of the opportunity to prepare a school response and to have the school's perspective on its own future development included as an appendix to the published WSE report.
123 Mr. Hayes asked the Minister for Education and Science if she will be updating the recommendations that issue to all schools with regard to student behaviour and discipline; and if she will make a statement on the matter. [13352/06]
The National Educational Welfare Board, NEWB, has commenced work on developing guidelines for schools on codes of behaviour, as provided for under section 23 of the Education (Welfare) Act 2000. The process involves the drawing up of a draft framework discussion document for the guidelines, which will be used as a basis for consultations with the key stakeholders including school management, teachers, parents, and children.
The board has established an expert working group for this purpose and the group is working to develop the draft framework discussion document for the guidelines; review the feedback from the national consultation process and finalise the proposals for code of behaviour guidelines. Regard will also be had to the work of task force on student behaviour in post-primary schools.
Following the consultation process, guidelines will be finalised and issued to schools. It is expected that this work will be completed this year. An implementation process, aimed at supporting the schools in putting the guidelines into action will also be developed in parallel with work on the guidelines.
124 Mr. Durkan asked the Minister for Education and Science the extent to which she expects to be in a position to provide the required level of psychological assessment, speech therapy, remedial, resource or various special needs teaching requirements in all schools here in the current year; if she has put in place the necessary resources to meet the requirements as set out by the various school management authorities; and if she will make a statement on the matter. [13459/06]
My Department's policy is to ensure the maximum possible integration of children with special educational needs, SEN, into ordinary mainstream schools. Where mainstream provision is not appropriate children can be catered for in special schools which are dedicated to particular disability groups. There are 106 special schools in the country at present. These schools cater for children from four to 18 years of age and each school enjoys a significantly reduced pupil-teacher ratio and other staffing supports. Additional special needs assistant, SNA, support is provided if deemed necessary. Special schools also receive increased rates of capitation funding.
Children with SEN can also attend special classes attached to certain ordinary mainstream schools. All special classes enjoy the same increased levels of staffing and funding as are made available to the special schools. Children with SEN attending special classes attached to ordinary schools may also, where appropriate, be integrated into ordinary classes for periods of the school day.
A general allocation scheme has been introduced under which mainstream primary schools have been provided with resource teaching hours, based on enrolment figures, to cater for children with high incidence SEN such as dyslexia and those with learning support needs. All schools were notified of their general allocation for the 2005-06 school year last May. The Deputy will be aware that the National Council for Special Education, NCSE, through the local special educational needs organiser, SENO, is responsible for processing applications from schools for special needs supports such as resource teaching hours and SNA support for children with low-incidence SEN, on the basis of applications in respect of individual pupils. Once a school has been advised of its general allocation and the SENO has allocated hours and SNA support if appropriate in respect of pupils with low-incidence SEN, it is a matter for the school authority to recruit the relevant staff.
There has been enormous progress made over the past number of years on increasing the number of teachers in our schools who are specifically dedicated to providing education for children with SEN. At primary level there are now approximately 5,000 teachers in our primary schools working directly with children with special needs, including those requiring learning support. This compares to under 1,500 in 1998. Indeed, one out of every five primary school teachers is now working specifically with children with special needs.
In the area of second level provision, my Department provides a range of supports to second level schools to enable them to cater for students with special educational needs transferring from primary level. The supports in question include learning support and resource teaching support, special needs assistant support and funding for the purchase of specialised equipment.
At second level approximately 1,647 whole time equivalent additional teachers are in place to support pupils with special educational needs. This compares to approximately 200 teachers that were in place in 1998 for such pupils. In addition, there are 532 whole time equivalent learning support teachers.
The precise model of provision made available at second level will depend on the assessed needs of the pupils involved. Some pupils are capable of attending ordinary classes on an integrated basis with additional teacher and-or SNA support. In other cases, placement in special dedicated classes or units attached to the school may be the more appropriate response. Such special classes operate at significantly reduced pupil-teacher ratios. Pupils attached to these special classes may be facilitated in attending ordinary subject classes on an integrated basis wherever possible.
Enormous progress has also been made in relation to increasing the number of SNAs in our schools who specifically cater for the care needs of children with special educational needs. There are over 7,300 whole time equivalent SNAs in primary and second level schools supporting children with special needs.
All primary and post-primary schools have access to psychological assessments for their pupils, either directly through my Department's National Educational Psychological Service, NEPS, psychologists or through the scheme for commissioning psychological assessments, SCPA, that is administered by NEPS. Schools that do not currently have NEPS psychologists assigned to them may avail of the SCPA, whereby the school can have an assessment carried out by a member of the panel of private psychologists approved by NEPS and NEPS will pay the psychologist the fees for this assessment directly. Details of this process and the conditions that apply to the scheme are available on my Department's website.
I can confirm that I will continue to prioritise the issue of special needs education and, in co-operation with the National Council for Special Education and the education partners, ensure that all children with special educational needs are adequately resourced to enable them to meet their full potential. Responsibility for the provision of therapy services rests with the Health Service Executive.
125 Ms Enright asked the Minister for Education and Science the level of grant aid available to primary schools to assist in their provision of physical education programmes; and if she will make a statement on the matter. [13313/06]
In October 2000, my Department introduced a physical education grant for all primary schools. Since the introduction of the scheme, my Department provided in excess of €5.5 million in grant aid to primary schools under this scheme to enable schools provide coaching or mentoring in connection with physical education or to purchase resource materials associated with the provision of physical education. Materials and equipment purchased by schools in previous years will generally be available to them for subsequent years.
I would also point out, however, that schools may use their general capitation funding to support the implementation of curricula including physical education. Since 1997 the standard rate of capitation grant has been increased from £45, €57.14, per pupil to €145.58 with effect from 1 January 2006, an increase of almost 155%.
126 Mr. Broughan asked the Minister for Education and Science when she intends to introduce statutory recognition of a group (details supplied); and if she will make a statement on the matter. [13471/06]
As the Deputy will be aware early school leaving is a complex problem, and so my Department has a multifaceted strategy in place both to improve participation rates and outcomes in schools in the first instance and to provide second chance education and training to young people who have left school early.
The Youthreach programme involves a mix of general education, vocational training and work experience. The provision is full-time, of 35 hours duration per week, and is available on a year round basis. It operates under the control of vocational education committees which have the statutory responsibility for delivering the programme in out of school centres.
In 2004 my predecessor designated the group as centres of education under the Education Act 1998, section 10(4). This designation is noted in circular F49/04. Such designation enables, for example, parents of young people in the programme to become involved in elections to vocational education committees. It also regularises the position of the group vis-à-vis supports, monitoring and evaluation by my inspectorate.
I am currently considering issues relating to the prescription of this group under the Education (Welfare) Act, 2000, Section 14(19)b. I am strongly supportive of the Youthreach programme and the excellent work that Youthreach centres do in providing training for your people who have left school. I will continue to prioritise support for this sector.
127 Ms O. Mitchell asked the Minister for Education and Science the position with regard to the National Adult Learning Council; and if she will make a statement on the matter. [13336/06]
140 Mr. Boyle asked the Minister for Education and Science when the National Adult Learning Council will be reinstated; the reason for the delay; and if she will make a statement on the matter. [13443/06]
151 Mr. Kenny asked the Minister for Education and Science when the results of the review of the National Adult Learning Council will be made available to the council members; what those results were; and if she will make a statement on the matter. [13466/06]
I propose to take Questions Nos. 127, 140 and 151 together.
The National Adult Learning Council was formed in March 2002 on an ad hoc basis with the intention that it would be established as a statutory body under section 54 of the Education Act 1998. Following the formation of the ad hoc council, concerns emerged that the functions envisaged for the council were too wide-ranging and were not sufficiently focused. Additionally, a number of developments had occurred which would impact on the work of the council, including the establishment of the National Qualifications Authority of Ireland and the further and higher education and training awards councils.
My Department undertook a strategic review of the role and functions of the council to address these concerns. The results of this review are being considered and I am awaiting proposals from my Department as to the role and functions of the council in the light of the review. I expect to be in a position to take a decision in this matter in the near future.
129 Mr. Broughan asked the Minister for Education and Science when she expects to put in place a comprehensive database of primary school pupils based on PPS numbers; and if she will make a statement on the matter. [13470/06]
My Department is developing a primary pupil database which will monitor the progression of individuals through the education system. The database will be a very useful tool for the Department in evaluating the effectiveness of educational initiatives and I am anxious that it be developed as soon as is practicable. However, the project must be developed carefully to ensure that the final product meets the needs both of schools and of the Department.
130 Mr. Ring asked the Minister for Education and Science the number of second level schools itemised by type offering music to leaving certificate level; and if she will make a statement on the matter. [13321/06]
There are 442 second level schools which provide music as a subject in the leaving certificate programme. Of these 249 are mixed sex schools and 193 are single-sex schools.
131 Dr. Cowley asked the Minister for Education and Science if her Department will review the urgent need for a sports hall for a school (details supplied) in County Mayo; if her Department’s attention has been drawn to the need for this facility in this large school, situated in Castlebar town; and if she will make a statement on the matter. [13179/06]
My Department is committed to funding the provision of physical education, general purpose and outdoor play areas in schools as part of the school building and modernization programme. This is being addressed in the context of available resources and the published criteria for prioritising school building projects.
The provision of physical education halls at post-primary level is considered an integral part of the design stage for any major refurbishment programme of existing school buildings, providing that the site is of sufficient size, or where a new school on a greenfield site is being built.
The physical education hall project at the school referred to by the Deputy has been assessed in accordance with the published prioritisation criteria. The project is being considered in the context of the school building and modernisation programme 2006-10.
132 Mr. Cuffe asked the Minister for Education and Science if there are plans to integrate the green schools programme into the whole school evaluation process; and if she will make a statement on the matter. [13445/06]
Green-Schools is an international environmental education programme, designed to promote and acknowledge whole-school action to care for the environment. It is both a programme and an award scheme. The programme offers schools a well-defined, practical approach to environmental education. It complements the formal curricula in social, environmental and scientific education, SESE, at primary level and the science and geography curricula at post-primary level by demonstrating the application of an eco-friendly approach to environmental issues in the school context. This process increases students' awareness of the importance of environmental issues so that it is more likely that they will become environmentally aware in their personal and home lives.
The whole-school action approach promoted by the green school programme is highly compatible with the whole-school evaluation process at both primary and post-primary levels and the present design of WSE includes evaluation of programmes such as the green schools programme. Therefore, no adjustment to the current WSE process is necessary to accommodate whole-school evaluation of green schools. During a WSE, inspectors observe learning and teaching in classrooms and interact with students in classrooms and learning areas. In classes where students are engaged in practical tasks or in group work the inspector may also engage with groups or individuals and discuss their learning with them. These interactions provide the inspector with first-hand insight into the level of students' learning and achievement, the extent to which they are assimilating knowledge and developing appropriate attitudes and skills.
The WSE process is sufficiently broad and flexible to assess the contribution that the green school programme is making to develop students' awareness of the importance of a sustainable approach to the environment. It can also provide inspectors with opportunities to discuss the concepts and issues that are central to the aims of the green school programme with school management and teachers.
133 Ms Shortall asked the Minister for Education and Science the progress made in the implementation of the national youth work development plan; and if she will make a statement on the matter. [13517/06]
The national youth work development plan identifies four main goals and proposes some 50 action points to achieve these goals over a five-year period. Some €2.12 million has been spent on the plan since its launch in 2003. To date a number of priority action areas have been addressed.
In 2003, €80,000 was spent on the implementation of a child protection training programme for the sector. In 2004, €500,000 was made available for the roll out of the plan which was spent on the ongoing support of the child protection training programme, development of projects funded under the special projects for youth scheme and increased support to youth information centres and the youth information support partnership.
Building on these initiatives, in 2005 a total of €1.54 million in 2005 was spent on the progressive roll out of the actions recommended in the plan including the following: the establishment of ten new special projects for disadvantaged youth, €460,000; the upgrade of 20 single worker special projects to two worker projects, €460,000; review of youth work funding, €72,500; review of youth information provision and additional youth information support, €52,000 and €20,000 respectively; continued support of the child protection training programme, €118,000; establishment of a development fund for youth work organisations, €300,000; North-South youth work training endorsement panel; and establishment of the national youth work development unit in NUI, Maynooth.
Further action areas for development in 2006 and 2007 are being determined by my Department with the advice of the national youth work advisory committee.
134 Mr. Stagg asked the Minister for Education and Science if the transfer of properties and money from the religious congregations has been completed in the context of the indemnity agreement; and if she will make a statement on the matter. [13519/06]
Under the terms of the indemnity agreement reached with the religious congregations on 5 June 2002 the congregations agreed to make a contribution of €128 million towards the redress scheme. This was broken down as follows: cash contribution €41.14 million; provision of counselling services €10 million; and property transfers €76.86 million.
The congregations paid the cash contribution to the State by way of an initial payment of €12,654,000 on 5 June 2002. The balance was paid in four instalments of €7,121,500 in September 2002, December 2002, February 2003 and May 2003 in accordance with the terms of section 7 of the agreement. A further sum of €10 million has been provided for expenditure by the congregations on counselling services for former residents of institutions for children.
The property contribution of the congregations is divided into two separate and distinct schedules of properties as follows: (a) properties to be transferred from the congregations to the State, State agencies or local authorities after the date of the signing of the indemnity agreement on 5 June 2002. The total value of these property transfers for the purposes of the indemnity agreement was set at €36.54 million. I can confirm that agreement in principle has been reached with the religious congregations on the transfer of 35 properties under this schedule to the amount of €38.24 million. This figure of €38.24 million includes €4.98 million in cash that was provided by the congregations in lieu of property; and (b) properties transferring from the congregations to the State, State agencies, local authorities or voluntary organisations from 11 May 1999, the date of the Taoiseach's apology to victims of child abuse. The total value of these property transfers for the purposes of the indemnity agreement was set at €40.32 million. I can confirm that transfers of 29 properties to the value of approximately €38.71 million have been agreed in principle under this schedule. This includes cash payments of €5.75 million made by the congregations in lieu of property.
The total value of properties accepted under the agreement, including cash payments made in lieu of property, amounts to approximately €76.95 million. One further site included in schedule A has been referred to an independent valuation expert in accordance with section 9 of the indemnity agreement. The final valuation of this property may require a minor adjustment in the net amount transferring under the property aspect of the agreement.
While arrangements for the legal transfer of properties are the responsibility of the individual transferees, my Department will continue to liaise with the various transferees to ensure that all properties on which agreement in principle has been reached are legally transferred.
135 Mr. Quinn asked the Minister for Education and Science her proposals to expand the existing youth encounter projects and a group (details supplied) in accordance with a recommendation of the task force on student behaviour; and if she will make a statement on the matter. [13513/06]
The report of the task force on student behaviour in second-level schools published recently made a number of recommendations one of which was the expansion of the existing youth encounter projects and the group referred to in the Deputy's question. This expansion of existing services was recommended instead of putting in place a new service of out of school provision.
My Department currently funds five youth encounter projects, three in Dublin, one in Cork and one in Limerick. These projects cater for children between ten and 15 years of age who have either become involved in minor delinquency or are at risk of becoming involved in delinquency and have become alienated from the mainstream school system.
The other group in question provides a programme which is the national response to the needs of unqualified early school leavers in the 15 to 20 age group. This national response consists of ninety centres located nationwide. The programme provided is designed to offer courses of integrated general education, vocational training and work experience.
I have arranged for my regional offices network to compile a comprehensive list of existing alternative educational provision nationwide which the behaviour support team will analyse. Such an analysis will provide a capacity to augment existing provision where gaps exist. When this analysis is completed I will review the position regarding the need for an expansion of current provision.
136 Mr. Eamon Ryan asked the Minister for Education and Science when the next review of the Commission to Inquire into Child Abuse will take place; the submissions which will be sought from survivor groups; and if she will make a statement on the matter. [13448/06]
The Commission to Inquire into Child Abuse was established under statute to investigate child abuse in institutions in the State, to enable persons who have suffered such abuse to give evidence to committees of the commission and to prepare and publish a report of findings and recommendations considered appropriate for the alleviation of the effects of past child abuse and for the protection of children. The commission is independent in the performance of its functions under legislation.
The chairman of the commission, Judge Sean Ryan, has recently published a progress report and plan for 2006 together with a provisional timetable for phase III of the inquiry by the commission's investigation committee, which is the next round of hearings to be held by the commission. The chairman has indicated that the programme of interviews under phase II is expected to be completed by the 30 May 2006, when everyone wishing to participate in the inquiry will have testified at a committee hearing or have been interviewed.
Phase III of the inquiry by the investigation committee is scheduled for May and June 2006 and will be held in public. Religious orders that testified at the phase I public sessions will return for further examination on issues of relevance to the inquiry. The role of my Department as well as other Departments will also be examined and there will in addition be some expert evidence on specific issues.
Concerning submissions from survivor groups, the commission has invited solicitors for complainants to participate in the phase III process and a number of solicitor firms have been nominated for this purpose. The solicitors who acted for complainants in the phase II hearings are being invited to suggest to the nominated solicitor firms or to counsel for the investigation committee topics, issues or questions to be discussed at the phase III hearings.
138 Mr. Gogarty asked the Minister for Education and Science the position in relation to plans to find a suitable site for a school (details supplied) in County Dublin; if discussions have been held with the Office of Public Works in relation to its study on the Liffey Valley Park and the possibility of a school site on the periphery; the length of time it is envisaged that the two additional temporary units will be in place for; and if she will make a statement on the matter. [13440/06]
My Department has acknowledged the need for a replacement building to meet the future needs of the school referred to by the Deputy. It has also been established that the present site is unsuitable for further development. Therefore, prior to any progress being made on a building project for the school, a suitable site must be identified.
The board of management had previously indicated to my Department that it would be making proposals regarding an alternative site for the school. However, these proposals did not materialise. The property management section of the Office of Public Works, which acts on behalf of my Department in relation to site acquisitions generally, will be asked to explore the possibility of acquiring an alternative site for the school in the context of the band rating applicable to the schools project under the prioritisation criteria for large scale building projects.
In the meantime, approval has been given to the school for the rental of temporary accommodation to meet its immediate accommodation needs. This is a short-term rental agreement which will only remain in place until such time as the permanent accommodation needs of the school are met.
141 Mr. Quinn asked the Minister for Education and Science when she will begin recruiting staff for the regional behaviour support teams announced following the publication of the task force on student behaviour; the way in which she expects these teams to work with schools; and if she will make a statement on the matter. [13514/06]
153 Mr. Hayes asked the Minister for Education and Science the number of persons who will be placed on each behaviour support team; the way in which the membership of each team will be decided upon; and if she will make a statement on the matter. [13353/06]
I propose to take Questions Nos. 141 and 153 together.
At the launch of the report, School Matters, I announced that I would be establishing a national behaviour support team which would be based regionally. The team will be divided into four groups. A group will be assigned to different parts of the country. The exact locations where these groups or core teams will be based will be decided shortly. The new behaviour support team's role will range from diagnosis of school problems to assistance with remediation. It is expected that this team will be in place in the next school year and will be working with up to 50 schools nationally. It is not possible to say at this stage the geographical distribution of these schools. The team will work with schools that are experiencing significant discipline problems. The team will be staffed by experienced practitioners from across the education sector, including additional psychologists dedicated to this area. I want the best people, with real, on-the-ground experience and the capacity to work collaboratively with those schools experiencing significant discipline problems, working in this area.
I also intend putting a procedure in place that will facilitate schools in getting access and support from the behaviour support team. The first step in this process is for a school itself to acknowledge the existence of a serious discipline problem. I should emphasis that this is not about labelling schools that may have a discipline problem but rather supporting them and the teachers in the school to identify and tackle the discipline issues that they have to deal with on a daily basis. The behaviour support team will become intensively involved in a school over a period of time in order to help that school bring about a real and sustained improvement in student behaviour. Posts in the behaviour support team will be advertised in the next few weeks and the team will begin its work as soon as the successful candidates are in a position to take up duty.
142 Mr. Timmins asked the Minister for Education and Science the number of schools offering the junior certificate schools programme; and if she will make a statement on the matter. [13361/06]
The number of schools and other centres of education offering the junior certificate schools programme is 176. The breakdown of this figure is as follows: 139 post-primary schools; 12 special schools; nine traveller education centres; six youth encounter projects; three schools for the deaf; four schools for the physically handicapped; and three remand centres.
143 Mr. Perry asked the Minister for Education and Science if the provision of vending machines will be part of the next round of PPP contracts; and if she will make a statement on the matter. [13314/06]
Vending machines may be placed in schools at the discretion of the schools' management authorities and are currently installed in many post-primary schools. It is my intention that under my Department's new PPP programme the contract will provide that the school management authorities will have the final say on the location, content and availability of vending machines.
144 Mr. McEntee asked the Minister for Education and Science the progress made to date with regard to the implementation of the national youth work development plan; and if she will make a statement on the matter. [13364/06]
The national youth work development plan identifies four main goals and proposes some 50 action points to achieve these goals over a five year period. Some €2.12 million has been spent on the plan since its launch in 2003. To date a number of priority action areas have been addressed. In 2003, €80,000 was spent on the implementation of a child protection training programme for the sector. In 2004, €500,000 was made available for the roll out of the plan which was spent on the ongoing support of the child protection training programme, development of projects funded under the special projects for youth scheme and increased support to youth information centres and the youth information support partnership.
Building on these initiatives, in 2005 a total of €1.54 million in 2005 was spent on the progressive roll out of the actions recommended in the plan including: the establishment of ten new special projects for disadvantaged youth —€460,000; the upgrade of 20 single worker special projects to two worker projects —€460,000; the review of youth work funding —€72,500; the review of youth information provision and additional youth information support —€52,000 and €20,000 respectively; the continued support of the child protection training programme —€118,000; the establishment of a development fund for youth work organisations —€300,000; the North-South youth work training endorsement panel; and the establishment of a national youth work development unit in NUI, Maynooth.
Further action areas for development in 2006 and 2007 are being determined by my Department with the advice of the national youth work advisory committee.
148 Mr. Cuffe asked the Minister for Education and Science further to this Deputy’s recent written question in relation to schools in Wicklow, if she will carry out a survey on the impact of water charges on schools. [13444/06]
As outlined in my previous response to the Deputy, the position regarding water charges for schools is that charges payable to the various local authorities do not come within the remit of my Department. It would be a matter for the local authorities to decide whether schools are liable to pay such charges. Where it is decided that schools are liable for such charges, the cost would form part of the normal running costs of schools and would fall to be met from the capitation funding which schools have received from my Department. Since 1997 the standard rate of capitation grant has been increased from IR£45, €57.14, per pupil to €145.58 with effect from 1 January 2006, an increase of almost 155% in the period.
152 Mr. Sherlock asked the Minister for Education and Science if her campaign to attract more men into teaching is successful; and if she will make a statement on the matter. [13525/06]
I am aware of the decreasing number of males entering the teaching profession, and the issue is of concern to me. That is important to attract more men into teaching for a number of reasons, not least of which is the positive role models that teachers provide in children's lives and the desirability of having both male and female role models in our schools. I genuinely believe that teaching is an attractive profession for both men and women. Teaching is fulfilling work which makes a huge social contribution. With the increases in teachers' salaries under partnership agreements and benchmarking in recent years, it is also now a well-paid job.
This Government wants to attract and reward the best teachers. In addition to increasing teachers' salaries, we have also undertaken other initiatives to enhance the status of the profession. Not least of these is the establishment of the Teaching Council as a professional regulatory body. In November 2005 I launched the report of the primary education committee, Males into Primary Teaching. The primary education committee was established to examine a range of issues on males entering primary teaching, and to make recommendations on short-term and long-term strategies to increase the numbers in this regard. One of the key recommendations in the committee's report is that a co-ordinated promotion campaign, which would encourage boys as well as girls to enter primary teaching, should be undertaken. This promotion campaign commenced on 24 January, and is currently ongoing. The campaign focuses on a number of key target audiences, including students, parents, teachers and guidance counsellors. It is too early to evaluate the promotion campaign. However, the ongoing campaign and the levels of males entering primary teaching will continue to be closely monitored by officials in my Department.
155 Mr. Costello asked the Minister for Education and Science if she has restored resource hours as needed to schools in disadvantaged areas who lost teachers and teaching hours due to the implementation of the weighted model; the way in which she proposes to address the future needs of schools whose needs are greater than the norms of the model; and if she will make a statement on the matter. [13505/06]
The general allocation of learning support-resource teachers, also known as LS-RTs, to schools is intended to cater for children with learning support and high incidence special educational needs. LS-RT allocations are based on pupil numbers, taking into account the differing needs of the most disadvantaged schools and the evidence that boys have greater difficulties than girls do in this regard. Disadvantaged schools eligible for additional staffing under the giving children an even break scheme have a preferential pupil-teacher allocation ratio of 80:1 under the general allocation. Small schools have also been given preferential pupil-teacher ratios under the general allocation compared to larger schools. The new system has a number of benefits associated with it, among which are that it facilitates early intervention as the resource is in place when the child enrols and it puts resources in place on a more systematic basis, thereby giving schools more certainty about their resource levels. It is also the case that it reduces the need for individual applications and supporting psychological assessments and allows flexibility to school management in the deployment of resources. It is intended that a review of the general allocation model will be undertaken within three years of operation.
While I am satisfied that the general allocation system has been welcomed by the great majority of schools, officials from my Department have discussed the concerns of a small number of disadvantaged schools with the Irish National Teachers Organisation. The Deputy will also be aware of DEIS, delivering equality of opportunity in schools, the new action plan for educational inclusion, which provides for a standardised system for identifying levels of disadvantage and a new integrated school support programme, SSP. Following a process of identifying primary and second-level schools for participation in the new school support programme 640 primary schools, comprising 320 urban-town schools and 320 rural schools, have been selected. Letters of invitation were issued to all 640 schools in late February with a request to complete and return an acceptance form by 10 March 2006. As well as the provision being made under the new school support programme for schools with a concentrated level of disadvantage, financial support will be provided for other primary schools where the level of disadvantage is more dispersed. This support will be based on the results of the new identification process and the arrangements which will apply in this regard will be notified to schools early in the autumn.
A review mechanism has been put in place to address the concerns of schools that did not qualify for inclusion in the school support programme but regard themselves as having a level of disadvantage which is of a scale sufficient to warrant their inclusion in the programme. This mechanism will operate under the direction of an independent person, charged with ensuring that all relevant identification processes and procedures were properly followed in the case of schools applying for a review. The closing date for receipt of review applications was Friday, 31 March 2006.
156 Mr. Connaughton asked the Minister for Education and Science the level of interaction between her Department and the Department of Enterprise, Trade and Employment with regard to work-based learning initiatives; and if she will make a statement on the matter. [13332/06]
There is regular contact and co-ordination between my Department and the Department of Enterprise, Trade and Employment with regard to work-based learning initiatives, the identification of skills needs and the formulation of appropriate responses to these needs. This co-ordination is achieved through regular interaction between officials in a number of fora and on a day-to-day basis. The following examples represent the position.
In terms of policy development, officials of both Departments serve as advisers to the expert group on future skills needs. This is one of the principal fora dedicated to addressing skills issues at the nexus of the education and training strands of policy. In that context, there is ongoing discussion, involving both Department officials and representatives from their respective agencies — Forfás, FÁS and the HEA — leading to agreed policy advice to me and the Minister for Enterprise, Trade and Employment on a range of skills-related issues.
Officials from both Departments are also participating on an interdepartmental group on lifelong learning to further the lifelong learning agenda. Both Departments also participate in the ongoing work in supporting the implementation of national workplace of the future strategy. An official from each Department is designated as a Director General for vocational training and together they attend European Union meetings on vocational training. Both Departments, or their respective agencies, have representatives appointed either by me or the Minister for Enterprise, Trade and Employment on a number of boards, councils or other bodies. For instance, the Department of Education and Science and-or its agencies are represented on the FÁS board, FÁS committees at local and national level, ESF committees and CEB structures. The Department Enterprise, Trade and Employment and-or its agencies are represented on the HEA, the NQAI, HETAC and FETAC.
In addition, there is significant ongoing interaction on skills-related topics between the respective Departments and agencies under their aegis. For example, the Council of Directors of the Institutes of Technology is currently preparing a proposal in the context of the FÁS one step up programme and this will be submitted to and discussed with the Department of Enterprise Trade and Employment shortly. In 2005, and again in 2006, FÁS was allocated €2 million for workplace literacy by the Department of Enterprise Trade and Employment. The education sector is represented on the working group that oversees its expenditure.
These examples give some sense of the degree to which there exists a regular flow of information and joint participation in policy development processes involving the two Departments. Such interaction ensures that the needs of learners involved in work-based learning initiatives are dealt with in a coherent fashion.
159 Mr. Neville asked the Tánaiste and Minister for Health and Children her views on the funding of construction of a new child care centre in County Limerick. [13660/06]
As the Deputy will be aware, I have responsibility for the National Childcare Investment Programme 2006-2010, which is being implemented by the newly established Office of the Minister for Children. With regard to the application for capital grant assistance under the Equal Opportunities Childcare Programme 2000-2006 referred to by the Deputy, I understand that the community based group in question, was approved indicative capital funding of €1.4 million in November 2005. I understand from inquiries I have made that Pobal, formerly known as Area Development Management Limited, which administers the programme, is in dialogue with the group and is awaiting further information from them in order to progress the revision of their application to reflect the level of capital funding approved.
160 Mr. F. McGrath asked the Tánaiste and Minister for Health and Children if she will introduce a hearing screen service for all newborn babies; and if she will support the National Association for Deaf People on this issue. [13915/06]
161 Mr. J. Higgins asked the Tánaiste and Minister for Health and Children if she will introduce a national hearing screening programme for all newborn babies in view of the fact that the failure to introduce this screening is causing serious lifelong disadvantage to deaf children arising from late diagnosis of deafness and consequent delay in receiving essential support services and in further view of the fact that universal newborn hearing screening is the accepted standard in all developed countries. [13948/06]
162 Dr. Cowley asked the Tánaiste and Minister for Health and Children her views on the introduction of hearing screening for all newborn babies; and if she will make a statement on the matter. [13984/06]
173 Mr. S. Ryan asked the Tánaiste and Minister for Health and Children her plans to introduce hearing screening for all newborn babies; and if her attention has been drawn to the fact that the delay in introducing this screening is causing lifelong disadvantage to deaf children. [13659/06]
174 Mr. Howlin asked the Tánaiste and Minister for Health and Children if she will introduce a hearing screening programme for all newborn babies in accordance with the accepted standard of care in all developed countries; and if she will make a statement on the matter. [13672/06]
176 Mr. Wall asked the Tánaiste and Minister for Health and Children her views on correspondence (details supplied); her plans to deal with the proposal; the cost to the Exchequer if such a proposal was agreed; the number of hospitals that the proposal would apply to; and if she will make a statement on the matter. [13715/06]
177 Mr. Naughten asked the Tánaiste and Minister for Health and Children the reason her Department has not introduced hearing screening for all newborn babies; the plans she has to introduce such a programme; and if she will make a statement on the matter. [13721/06]
180 Dr. Upton asked the Tánaiste and Minister for Health and Children her views on putting arrangements in place to introduce hearing screening for all newborn babies; and if she will make a statement on the matter. [13726/06]
181 Mr. Carey asked the Tánaiste and Minister for Health and Children if consideration has been given by her Department to the introduction of hearing screening for a newborn babies, either hospital based or community bases, as this is the accepted standard of care in all developed countries and as it is stated that such a screening programme pays for itself in less than four years by reducing future costs of deafness to the State (details supplied); and if she will make a statement on the matter. [13727/06]
183 Mr. O’Shea asked the Tánaiste and Minister for Health and Children her proposals to introduce hearing screening for all newborn babies (details supplied); and if she will make a statement on the matter. [13739/06]
191 Mr. Curran asked the Tánaiste and Minister for Health and Children her plans to introduce a hearing screening for newborn babies as proposed by the National Association for Deaf People and as is normal in many other countries; if she intends to introduce such a national screening programme; and the timeframe for implementation. [13781/06]
I propose to take Questions Nos. 160 to 162, inclusive, 173, 174, 176, 177, 180, 181, 183 and 191 together.
The Deputies' questions relate to the management and delivery of health and personal social services, which are the responsibility of the Health Service Executive under the Health Act 2004. Accordingly, my Department has requested the parliamentary affairs division of the executive to arrange to have this matter investigated and to have a reply issued directly to the Deputies.
163 Mr. P. Breen asked the Tánaiste and Minister for Health and Children if the Ennis General Hospital capital development project, including phase 1A and subsequent phases, due to commence late in 2006 or 2007, is contingent on a review of acute hospital services in the mid-west being completed; and if she will make a statement on the matter. [13583/06]
The Deputy's question relates to the management and delivery of health and personal social services, which are the responsibility of the Health Service Executive under the Health Act 2004. This includes responsibility for considering new capital proposals or progressing those in the health capital programme.
Accordingly, my Department is requesting the parliamentary affairs division of the executive to arrange to have this matter investigated and to have a reply issued directly to the Deputy.
164 Mr. P. Breen asked the Tánaiste and Minister for Health and Children if a recent letter from the national hospitals office stating that 24-hour casualty services would continue to operate at Ennis General Hospital is correct; if this remains Health Service Executive policy; if this will remain the policy following implementation of other proposals contained in the report of the national task force on medical staffing; and if she will make a statement on the matter. [13584/06]
Under the Health Act 2004, responsibility for the management and delivery of health and personal social services rests with the Health Service Executive. This includes responsibility for Ennis General Hospital.
An independent external review of all acute hospital services in the mid west and how they can be developed in accordance with best practice has been approved by the Health Service Executive. The review is to be completed by the end of the year following which the findings will be published.
The HSE has said the consultants who will carry out this review will be asked to consider and make recommendations on the options for reconfiguring and redesigning services and, in particular, to identify the elements of health care that can be most effectively delivered at each site and set out what needs to be done to achieve this objective.
Concerns raised by individuals and groups, particularly in regard to the smaller hospitals, and the work already undertaken by groups such as the Ennis General Hospital Development Committee, the Independent Reconfiguration Panel in the United Kingdom and the Nenagh General Hospital Action Group, will be taken into account as a key component of the review process. The HSE also advises that there have been enhancements to the accident and emergency service at Ennis General Hospital, including the appointment of dedicated doctors to the unit on a 24-hour basis and the involvement of an accident and emergency consultant on a sessional basis.
165 Dr. Cowley asked the Tánaiste and Minister for Health and Children if she intends to include certain ointments and creams (details supplied) to the list of medication which is currently available to medical card holders; and if she will make a statement on the matter. [13585/06]
The common list of reimbursable medicines for the general medical services and drug payment schemes is reviewed and amended monthly, as new products become available and deletions are notified. For an item to be included on the list, it must comply with published criteria, including authorisation status as appropriate, price and, in certain cases, the intended use of the product. In addition, the product should ordinarily be supplied to the public only by medical prescription and should not be advertised or promoted to the public.
As the products referred to by the Deputy are available without prescription, they cannot be considered for inclusion on the common list of reimbursable drugs and medicines. People with a medical card who are experiencing financial difficulty in obtaining the products concerned should contact the local office of the Health Service Executive.
166 Dr. Cowley asked the Tánaiste and Minister for Health and Children if and when she will make provision for the patients from the south east of the country who need radiotherapy services to receive these services in their own areas; if she will ensure that this takes place; the expected commencement date of radiotherapy services to the south east; and if she will make a statement on the matter. [13597/06]
The Deputy's question relates to the management and delivery of health and personal, social services, which are the responsibility of the Health Service Executive under the Health Act 2004. Accordingly, my Department has requested the parliamentary affairs division of the executive to respond directly to the Deputy in relation to the matter raised.
167 Mr. O’Dowd asked the Tánaiste and Minister for Health and Children if, in view of the changes in the nursing home subvention scheme, she intends to change the format of the application form; and if she will make a statement on the matter. [13598/06]
The Deputy's question relates to the management and delivery of health and personal social services, which are the responsibility of the Health Service Executive under the Health Act 2004. Accordingly, the Department has requested the parliamentary affairs division of the executive to arrange to have this matter investigated and to have a reply issued directly to the Deputy.
168 Mr. Ring asked the Tánaiste and Minister for Health and Children if the status of community welfare officers is being changed; if Department of Social and Family Affairs are taking over the functions of community welfare officers; and if she will make a statement on the matter. [13599/06]
The community welfare service of the Health Service Executive administers the supplementary welfare scheme on behalf of the Department of Social and Family Affairs. The commission on financial management and control systems in the health service, the Brennan report, noted that over the years the health system had been assigned responsibility for a number of what might be regarded as non-core health activities. It recommended that the Government consider assigning non-core activities currently undertaken by agencies within the health service to other bodies.
The Government subsequently decided to ask an interdepartmental group to examine this issue. The report of the interdepartmental group — core functions of the health service report — was submitted to, and accepted by, the Government recently. The report recommends, among other things, that income support and maintenance schemes, together with associated resources, should be transferred to the Department of Social and Family Affairs. This would include community welfare officers and superintendent community welfare officers. This decision means that the staff concerned will transfer from the Health Service Executive to the Department of Social and Family Affairs.
This particular initiative has been mooted several times in the past — by the report of the commission on social welfare in 1986 and by the review of supplementary welfare allowances by the Combat Poverty Agency in 1991. I welcome the Government's decision as it provides an opportunity to streamline the activities of the HSE while bringing about positive change for social welfare customers. An interdepartmental working group will be established to progress implementation of the transfer. There are administrative and industrial relations issues to be resolved as part of the implementation of the Government's decision and I understand that the HSE has already been in touch with the health service unions in this regard.
I am confident, along with my colleague, the Minister for Social and Family Affairs, that this transfer process can be carried out without any negative effect on the standard of service currently provided by community welfare officers, or on the important role that they play in addressing issues of disadvantage in the community.
169 Mr. Naughten asked the Tánaiste and Minister for Health and Children when a person (details supplied) will receive audiology services; the reason for the delay in same; and if she will make a statement on the matter. [13653/06]
The Deputy's question relates to the management and delivery of health and personal social services, which are the responsibility of the Health Service Executive under the Health Act 2004. Accordingly, my Department has requested the parliamentary affairs division of the executive to have this matter investigated and reply directly to the Deputy.
170 Mr. Stagg asked the Tánaiste and Minister for Health and Children if people availing of the services of a company (details supplied) are able to avail of the home care grant for same. [13654/06]
The Deputy's question relates to the management and delivery of health and personal social services, which are the responsibility of the Health Service Executive under the Health Act 2004. Accordingly, my Department has requested the parliamentary affairs division of the executive to have this matter investigated and reply directly to the Deputy.
171 Mr. Stagg asked the Tánaiste and Minister for Health and Children the number of home helps employed in County Mayo at present; the hourly rate of pay they receive; and if they have received their benchmarking increase. [13655/06]
The Deputy's question relates to human resource management issues within the Health Service Executive. As this is a matter for the executive under the Health Act 2004, my Department has requested the parliamentary affairs division of the executive to arrange to have this matter investigated and reply directly to the Deputy. I am aware however that my Department approved the payment of the increases due to all eligible grades under the final phase of parallel benchmarking, which included home helps, on 3 June 2005. The current annual salary scale for home helps range from €25,590 to €28,451, paypath, and €25,943 to €27,098, non-paypath.
172 Ms McManus asked the Tánaiste and Minister for Health and Children if a consultancy company (details supplied) has been brought in to look at the organisation of acute services in Dublin including accident and emergency services; if this company is a sister company of another company in the UK which runs private clinics such as VHI swiftcare clinics; if she has commissioned a report from a company; and if she will make a statement on the matter. [13658/06]
The national hospitals office of the Health Service Executive commissioned a company to undertake a process mapping exercise across ten acute hospitals. The project focused on the maximum utilisation of existing acute capacity and in particular, the blockages, causes and potential solutions in the patient's journey from the decision to admit to discharge. The ten hospitals examined included the major Dublin academic teaching hospitals. My Department has requested the parliamentary affairs division of the Health Service Executive to respond to the Deputy directly in relation to the company which carried out the work.
175 Mr. Perry asked the Tánaiste and Minister for Health and Children if she will ensure that a person (details supplied) in County Sligo is called for their operation in the Mater Hospital as their operation has been cancelled on two occasions; and if she will make a statement on the matter. [13700/06]
The Deputy's question relates to the management and delivery of health and personal social services, which are the responsibility of the Health Service Executive under the Health Act 2004. Accordingly, my Department has requested the parliamentary affairs division of the executive to have this case investigated and reply directly to the Deputy.
178 Mr. Naughten asked the Tánaiste and Minister for Health and Children if she will furnish a reply to Parliamentary Question No. 389 of 25 January 2006; the reason for the delay; and if she will make a statement on the matter. [13724/06]
My Department is completing the collation of the information requested by the Deputy with a view to furnishing a reply as soon as possible.
179 Mr. Naughten asked the Tánaiste and Minister for Health and Children when her Department received the report from the former western health board on the development of three additional ambulance bases in the west of Ireland; the evaluation process conducted by her Department at that time; the subsequent discussions with the old board; and if she will make a statement on the matter. [13725/06]
The former western health board advised my Department in September 2001 of the need for the provision of an additional three ambulance bases in the western region. However, it was a matter for the former health board to prioritise these proposals under the National Development Plan 2000-2006 to allow the projects to progress.
Under the Health Act 2004, the Health Service Executive has responsibility for considering new capital proposals or progressing those included in the health capital programme.
182 Mr. Carey asked the Tánaiste and Minister for Health and Children the reason a person (details supplied) in Dublin 11 still attending school is not eligible for free dental treatment; and if she will make a statement on the matter. [13728/06]
The Deputy's question relates to the management and delivery of health and personal social services, which are the responsibility of the Health Service Executive under the Health Act 2004. Accordingly, my Department has requested the parliamentary affairs division of the executive to arrange to have this matter investigated and to have a reply issued directly to the Deputy.
184 Mr. Timmins asked the Tánaiste and Minister for Health and Children the position in relation to the payment of supplementary welfare allowance by community welfare officers to assist people to pay for travel to hospital for appointments where there is no ambulance service; if this payment will be reinstated; and if she will make a statement on the matter. [13762/06]
The Deputy's question relates to the management and delivery of health and personal social services, which are the responsibility of the Health Service Executive under the Health Act 2004. Accordingly, my Department has requested the parliamentary affairs division of the executive to arrange to have this matter investigated and to have a reply issued directly to the Deputy.
185 Mr. Naughten asked the Tánaiste and Minister for Health and Children if the Health Service Executive has an Alzheimer’s unit in County Roscommon; and if she will make a statement on the matter. [13770/06]
The Deputy's question relates to the management and delivery of health and personal social services, which are the responsibility of the Health Service Executive under the Health Act 2004. Accordingly, the Department has requested the parliamentary affairs division of the executive to arrange to have this matter investigated and a reply issued directly to the Deputy.
186 Mr. Naughten asked the Tánaiste and Minister for Health and Children if the Health Service Executive has a dementia unit in County Roscommon; and if she will make a statement on the matter. [13771/06]
The Deputy's question relates to the management and delivery of health and personal social services, which are the responsibility of the Health Service Executive under the Health Act 2004. Accordingly, the Department has requested the parliamentary affairs division of the executive to arrange to have this matter investigated and a reply issued directly to the Deputy.
187 Mr. P. McGrath asked the Tánaiste and Minister for Health and Children the legislation, statutory instrument or regulations which facilitated the establishment of the National Rehabilitation Board; the year of establishment; and the sponsoring Department. [13772/06]
189 Mr. P. McGrath asked the Tánaiste and Minister for Health and Children the number of employees of the National Rehabilitation Board at dissolution date. [13774/06]
190 Mr. P. McGrath asked the Tánaiste and Minister for Health and Children if her Department had responsibility for the dissolution of the National Rehabilitation Board. [13775/06]
I propose to take Questions Nos. 187, 189 and 190 together.
The National Rehabilitation Board, NRB, was established by the then Minister for Health as per the National Rehabilitation Board (Establishment) Order, 1967, SI 30 of 1967. The NRB was dissolved by the Minister for Health and Children on 12 June 2000 and the total number of posts in the board was 184.
188 Mr. P. McGrath asked the Tánaiste and Minister for Health and Children the subvention awarded by her Department to the National Rehabilitation Board each year from establishment to dissolution. [13773/06]
The figures the Deputy requested are not immediately available but I am making arrangements to provide the Deputy with the information requested as a matter of urgency.
192 Mr. Gregory asked the Tánaiste and Minister for Health and Children the position regarding the promised provision of a modern children’s hospital on the Mater Hospital site to replace Temple Street Hospital; and if she will make a statement on the matter. [13790/06]
The Mater and Children's Hospital development project was planned some years ago with a view to significantly improving the facilities for patients and staff at both hospitals. It was envisaged at that time that paediatric secondary and tertiary services could appropriately be provided at more than one location. However, it is clear from the recent McKinsey report, which was produced on foot of my request that the Health Service Executive undertake a review of tertiary, highly specialised paediatric services, that best outcomes for children demand one national tertiary paediatric centre, which would also provide all secondary paediatric services for the greater Dublin area. The report recommended that these secondary services be supported by strategically located accident and emergency facilities.
The report also recommended that ideally the new facility should be located on the site of, or adjacent to, a major adult teaching hospital in order to achieve the maximum service benefit for children. Arising from the report's recommendations, a joint HSE-Department of Health and Children task group was established to progress matters and to advise on the optimal location for the new facility. The group has received proposals from all of the major Dublin teaching hospitals to accommodate the new children's hospital. The group has also received proposals from a number of private sector interest groups. Its report is expected shortly.
The work and recommendations of the task group clearly have implications for all three Dublin children's hospitals, including the Children's University Hospital, Temple Street. My primary concern is to ensure the solution arrived at is in the best interests of the children of this country.
193 Ms Shortall asked the Minister for Finance if a new mast has been erected on the grounds of Clontarf Garda station, Dublin 3; the number of masts that are currently positioned at this Garda station; and when planning permission was sought and approved in each case. [13656/06]
A replacement mast has been erected at Clontarf Garda station. There are currently two masts at the station. However, the original mast will be removed within the next two weeks, when the relocation of the telecommunications equipment to the replacement mast is complete. The replacement mast has been erected under the exempted development provisions contained in Class 31, Part 1 of Schedule 2 of the Planning and Development Regulations 2001.
194 Mr. Wall asked the Minister for Finance if there are tax incentives available to a person or persons seeking to commence a tourist related industry in a RAPID designated area; and if he will make a statement on the matter. [13713/06]
There are no specific tax incentives for tourist related industries in a RAPID area. Tourist industries in a RAPID area may avail of the range of incentives available to businesses, including start up businesses. These may include, for example, various capital allowances, as well as the tax incentives available for investment in certain tourist-traffic undertakings, under the business expansion scheme, BES. In certain cases, special accelerated incentives relating to hotels, holiday camps and holiday cottages are being phased out but may still be availed of where various transitional preconditions are met, for example, where planning permission has been applied for by 31 December 2004.
195 Mr. O’Dowd asked the Minister for Communications, Marine and Natural Resources if a fishing licence will be granted to a person (details supplied) in County Louth in view of the delay in receipt of notification of renewal of application; and if he will make a statement on the matter. [13579/06]
The issue of commercial salmon fishing licences is an operational matter for the regional fisheries boards, in accordance with the provisions of the Control of Fishing for Salmon Order 2005, SI 72 of 2005. I have no function in the matter.
196 Mr. Naughten asked the Minister for Communications, Marine and Natural Resources if he will furnish a reply to Question No. 589 of 25 January 2006; the reason for the delay; and if he will make a statement on the matter. [13723/06]
In the time available, it has not been possible to identify and assemble all the information requested. My Department is compiling the significant volume of data sought by the Deputy in this regard and I shall forward it to him as soon as possible.
197 Mr. McGinley asked the Minister for Arts, Sport and Tourism the organisations in County Donegal that have applied to his Department for lottery funding towards the development of sports, community and other facilities in their areas. [13657/06]
The national lottery funded sports capital programme, which is administered by my Department, allocates funding to sporting and community organisations at local, regional and national level throughout the country. Applications for funding under the 2006 programme were invited through advertisements in the press on 27 and 28 November last. The closing date for receipt of applications was Friday, 20 January. In excess of 1,300 applications were received before the closing date, including 62 applications from County Donegal.
All applications received before the deadline are currently being evaluated against the programme's assessment criteria, which are outlined in the guidelines, terms and conditions of the programme. I intend to announce the grant allocations for the programme as soon as possible after the assessment process has been completed. I do not propose to provide details of individual applicants until the assessment process has been completed and the allocations have been made.
198 Mr. Howlin asked the Minister for Enterprise, Trade and Employment if an application for redundancy rebate has been received in his Department in respect of former Irish Ferries workers; the policy of the Government in respect of this matter; if he intends to legally resist such State subsidy for worker displacement; the implications any decision might have for employment generally; and if he will make a statement on the matter. [13594/06]
An application for a statutory redundancy rebate payment from Irish Ferries under the Redundancy Payments Acts 1967 to 2003 was received by my Department on 17 February 2006. It was submitted by means of the new redundancy on-line application system. The matter has been referred to the Attorney General as a matter of some urgency for advice on whether a genuine redundancy situation exists in this case and whether the rebate can therefore be paid from the social insurance fund. On receipt of this advice from the Attorney General, a decision will be made on the issue.
The purpose of the statutory redundancy payments scheme is to compensate workers whose jobs no longer exist. It would certainly be the policy of the Government to pay a rebate only in situations where the strict criteria stipulating genuine grounds for redundancy under section 7 of the Redundancy Payments Act 1967, as amended by section 4 of the Redundancy Payments Act 1971 and section 5 of the Redundancy Payments Act 2003, are applicable.
199 Mr. McHugh asked the Minister for Enterprise, Trade and Employment the number of visits to a town (details supplied) in County Galway arranged by the IDA for potential foreign direct investors, industrial developers or potential locating multinationals in each year since 2000; the level of priority for investment purposes given to the town by comparison with other towns in Galway; and if he will make a statement on the matter. [13673/06]
200 Mr. McHugh asked the Minister for Enterprise, Trade and Employment the number of visits to a town (details supplied) in County Galway arranged by the IDA for potential foreign direct investors, industrial developers or potential locating multinationals in each year since 2000; the level of priority for investment purposes given to the town by comparison with other towns in Galway; and if he will make a statement on the matter. [13674/06]
201 Mr. McHugh asked the Minister for Enterprise, Trade and Employment the number of visits to a town (details supplied) in County Galway arranged by the IDA for potential foreign direct investors, industrial developers or potential locating multinationals in each year since 2000; the level of priority for investment purposes given to the town by comparison with other towns in Galway; and if he will make a statement on the matter. [13675/06]
202 Mr. McHugh asked the Minister for Enterprise, Trade and Employment the number of visits to a town (details supplied) in County Galway arranged by the IDA for potential foreign direct investors, industrial developers or potential locating multinationals in each year since 2000; the level of priority for investment purposes given to the town by comparison with other towns in Galway; and if he will make a statement on the matter. [13676/06]
203 Mr. McHugh asked the Minister for Enterprise, Trade and Employment the number of visits to a town (details supplied) in County Galway arranged by the IDA for potential foreign direct investors, industrial developers or potential locating multinationals in each year since 2000; the level of priority for investment purposes given to the town by comparison with other towns in Galway; and if he will make a statement on the matter. [13677/06]
204 Mr. McHugh asked the Minister for Enterprise, Trade and Employment the number of visits to a town (details supplied) in County Galway arranged by the IDA for potential foreign direct investors, industrial developers or potential locating multinationals in each year since 2000; the level of priority for investment purposes given to the town by comparison with other towns in Galway; and if he will make a statement on the matter. [13678/06]
205 Mr. McHugh asked the Minister for Enterprise, Trade and Employment the number of visits to a town (details supplied) in County Galway arranged by the IDA for potential foreign direct investors, industrial developers or potential locating multinationals in each year since 2000; the level of priority for investment purposes given to the town by comparison with other towns in Galway; and if he will make a statement on the matter. [13679/06]
206 Mr. McHugh asked the Minister for Enterprise, Trade and Employment the number of visits to a town (details supplied) in County Galway arranged by the IDA for potential foreign direct investors, industrial developers or potential locating multinationals in each year since 2000; the level of priority for investment purposes given to the town by comparison with other towns in Galway; and if he will make a statement on the matter. [13680/06]
I propose to take Questions Nos. 199 to 206, inclusive, together.
IDA Ireland is the agency with statutory responsibility for the attraction of foreign direct investment to Ireland and its regions. The marketing of individual areas for new or expansion FDI investments and jobs is a day-to-day operational matter for the agency. While I may give general policy directives to the agency, I am precluded under the Acts from giving directives regarding individual undertakings or from giving preference to one area over others.
I have been informed by IDA Ireland that in the period 2000 to 2005 there have been a total of 113 site visits by prospective investors to the Galway area. According to the agency, there were 35 five site visits to Ballinasloe in the period and two site visits to Gort, one of which was in 2003 and one in 2005. The number of visits paid in each of those years to these locations is set out in the table. No visits took place to the towns of Portumna, Mountbellew, Kinvara, Headford, Glenamaddy and Athenry during this period.
A central goal for IDA Ireland is the achievement of balanced regional development. The national spatial strategy provides a framework for achievement of this goal through the prioritisation of development and investment in the gateway and hub locations. On this basis, IDA Ireland strategy in the west seeks to attract foreign direct investment into the gateway city of Galway, the hub town of Tuam, the linked hubs of Ballina and Castlebar, as well as other locations throughout the west such as Ballinasloe, Westport and Gort.
IDA supported companies are showing very strong employment numbers in County Galway, now accounting for almost 10,000 permanent jobs. IDA Ireland continues to work actively with the existing base of overseas companies across the county to encourage them to grow and expand. The agency's sectoral emphasis is on attracting new knowledge intensive projects in medical technologies, life sciences, information communications and technology and international services. The agency is committed to securing knowledge based, value added, FDI for the county and is actively marketing it to potential investors.
I am confident that the strategies and policies being pursued by IDA Ireland in County Galway in general, together with the ongoing commitment by Government to regional development, will continue to bear fruit in terms of overseas investment and jobs for the people of the county as a whole.
|
Year |
2000 |
2001 |
2002 |
2003 |
2004 |
2005 |
Total |
|
Total Co. Galway |
25 |
23 |
15 |
24 |
13 |
13 |
113 |
|
of which |
|||||||
|
Ballinasloe |
11 |
4 |
1 |
8 |
5 |
6 |
35 |
|
Gort |
1 |
1 |
2 |
207 Mr. Wall asked the Minister for Enterprise, Trade and Employment further to Parliamentary Question No. 199 of 29 March 2006 the mechanism available to a group to accompany such trades missions as that recently led to China by the Taoiseach. [13709/06]
Any trade missions led by myself or the Minister, Deputy Martin, are generally organised by Enterprise Ireland. In such cases, that agency contacts its client companies in selected sectors to invite attendance, the type of companies being determined by the focus of the event in question. Enterprise Ireland then arranges a schedule of events for those companies who have decided to participate.
In the case of more extensive missions, such as that led by the Taoiseach to India in January last, in addition to involvement by a Minister from this Department and by client companies of Enterprise Ireland, these events also generally include participation by several Ministers from other Departments. In such instances, a wider group of stakeholders are consulted by the Department of Foreign Affairs and by the other relevant Departments to ensure participation by interested companies and organisations across a wider range of activities, in view of the broader focus of such visits.
208 Mr. Sargent asked the Minister for Enterprise, Trade and Employment if progress has been made in relation to implementing the new mandate for Shannon Development announced in July 2005. [13720/06]
As I have indicated in response to previous Dáil questions, following detailed consultations with the board of Shannon Development, other stakeholders and regional interests, on 28 July last I announced my decision on a future mandate for the company. Under the terms of the new mandate, Shannon Development is being given a more focused regional economic remit that will complement the roles of the national agencies, IDA Ireland and Enterprise Ireland in attracting foreign direct investment and developing the indigenous enterprise base in the region. The company will also continue to be responsible for providing appropriate property solutions for both indigenous and overseas enterprises throughout the Shannon region and for the management and development of the Shannon free zone industrial estate.
Talks are ongoing between Shannon Development trade unions and officials from my Department to clarify the terms of my decision and I expect this process to be brought to a conclusion shortly. At my request, the company is preparing a new corporate plan to reflect the new mandate. I expect to receive the new plan in the near future.
209 Mr. Timmins asked the Minister for Enterprise, Trade and Employment the position relating to market town status; if towns which have this status and do not hold a market before 1 May 2006 will lose it; the relevant EU directive this comes under; if there is a distinction between country markets and farmers markets; and if he will make a statement on the matter. [13760/06]
I assume the Deputy is referring to the position of markets under the Casual Trading Act 1995. That Act regulates trading in public places and is operated by local authorities which use their powers to make by-laws under the Act to regulate such activity. Under the Act, a "market right" is defined as "a right conferred by franchise or statute to hold a fair or market, that is, a concourse of buyers and sellers to dispose of commodities". Such a right usually originates in royal charters or statutes from the pre-1921 era. People who sell in a public place are subject to the Act, including those who trade by virtue of a market right.
Section 7 (4) of the Act states that if a market right remains unexercised for a period of ten years from the commencement of that section, the market right shall be extinguished. Section 7 of the Act was commenced on 1 May 1996 which means that section 7(4) will become operative on 1 May 2006.
The Casual Trading Act, 1995 is domestic legislation and is not based on any EU legislation. There is no distinction between farmers and other markets. The distinction is between trading in a public or a private place. Trading in a place where the public has a right of access is covered by the Casual Trading Act 1995 and is therefore controlled by way of by-laws issued by the relevant local authority.
A trader in Munster is taking legal action against a number of local authorities questioning their legal competence to regulate market rights under the casual trading legislation. The decision of the High Court in these cases may affect the status of markets under the Act.
210 Mr. Ring asked the Minister for Social and Family Affairs if the status of community welfare officers is being changed; if his Department is taking over the functions of community welfare officers; and if he will make a statement on the matter. [13601/06]
The supplementary welfare scheme is administered by the community welfare service of the Health Service Executive on my behalf. The commission on financial management and control systems in the health service, which reported in 2003, noted that over the years the health system had been assigned responsibility for a number of services which might be regarded as non-core activities. It recommended that the Government consider assigning non-core activities currently undertaken by agencies within the health service to other bodies.
The Government subsequently set up an interdepartmental group to examine this issue. The report of the interdepartmental group was accepted by the Government recently. The report recommends, among other things, that income support and maintenance schemes, together with associated resources, should be transferred to my Department. This would include community welfare officers and superintendent community welfare officers, senior managers and support staff. This particular initiative has been mooted several times in the past, by the report of the commission on social welfare in 1986 and by the review of supplementary welfare allowances by the Combat Poverty Agency in 1991, and is a logical approach to the provision of these services.
The changes arising from the decision will have major implications for my Department's existing services and for the future delivery of the supplementary welfare allowance. A departmental working group will be established to progress implementation of the transfer. I am confident these changes will be embraced successfully and will ultimately enhance the delivery of services to customers.
I am also confident that this transfer process can be carried out without any negative effect on the standard of service currently provided by community welfare officers, or in the important role that they play in addressing issues of disadvantage in the community.
211 Mr. Gregory asked the Minister for Transport, further to Parliamentary Question No. 296 of 28 March 2006, if he will clarify the position with regard to public parks which local authorities understand are excluded from the definition of a public place; his views on a redefinition of public place to include public parks; and if he will make a statement on the matter. [13786/06]
As indicated in the reply given on 28 March 2006, a "public place"for the purposes of the Road Traffic Acts means any public road and any street, road or other place to which the public has access with vehicles, whether as of right or by permission and whether subject to, or free of, charge.
I have no proposals to extend the definition of a public place for the purposes of the Road Traffic Acts 1961 to 2005 to include places to which the public does not have access with vehicles.
Public parks come under the management and control of either the Office of Public Works or the local authority in the area concerned and are covered by separate statutory provisions. If the parks are places where the public does not have vehicular access, it is a matter for the management body concerned to enforce the relevant governing legislation or by-laws, as the case may be, to ensure that all persons comply with the permitted use of the public park.
212 Mr. Naughten asked the Minister for Transport the number of applicants awaiting a driving test in each test centre; the corresponding waiting time and pass rates; and if he will make a statement on the matter. [13722/06]
The table below sets out the number of applicants waiting each test centre, and the corresponding average waiting time for each test centre, at 27th March 2006. Included in the table is the pass rate for each centre at 31st December 2005.
|
Centre |
Number Waiting |
Average Weeks Waiting |
Pass Rate % |
|
North Leinster |
|||
|
Finglas |
11,740 |
33 |
45.9 |
|
Dundalk |
3,942 |
29 |
51.1 |
|
Mullingar |
1,939 |
32 |
58.7 |
|
Navan |
5,244 |
36 |
54.3 |
|
Raheny |
8,069 |
38 |
52.9 |
|
South Leinster |
|||
|
Churchtown/Rathgar |
12,302 |
42 |
48.4 |
|
Gorey |
2,465 |
40 |
48.5 |
|
Naas |
6,501 |
24 |
51.7 |
|
Tullamore |
2,158 |
44 |
52.1 |
|
Wicklow |
2,852 |
38 |
45.5 |
|
Tallaght |
10,113 |
48 |
47.1 |
|
West |
|||
|
Athlone |
1,318 |
24 |
58.7 |
|
Birr |
1,403 |
39 |
65.2 |
|
Castlebar |
2,126 |
23 |
62.4 |
|
Clifden |
393 |
21 |
63.3 |
|
Ennis |
1,550 |
28 |
64.9 |
|
Galway |
3,592 |
37 |
63 |
|
Loughrea |
1,228 |
29 |
63.1 |
|
Roscommon |
1,114 |
30 |
61.3 |
|
Tuam |
1,233 |
27 |
65.5 |
|
North West |
|||
|
Ballina |
1,081 |
24 |
56.6 |
|
Buncrana |
730 |
28 |
65.2 |
|
Carrick-on-Shannon |
1,016 |
23 |
59.7 |
|
Cavan |
1,832 |
25 |
45.9 |
|
Donegal |
1,238 |
33 |
57.5 |
|
Letterkenny |
2,401 |
40 |
59.4 |
|
Longford |
1,046 |
32 |
55.6 |
|
Monaghan |
1,226 |
28 |
49.9 |
|
Sligo |
1,851 |
27 |
60.3 |
|
South East |
|||
|
Carlow |
2,379 |
33 |
46.2 |
|
Clonmel |
2,091 |
45 |
51.1 |
|
Dungarvan |
1,549 |
39 |
59.4 |
|
Kilkenny |
1,832 |
22 |
51.6 |
|
Nenagh |
781 |
27 |
50.4 |
|
Portlaoise |
1,752 |
36 |
54.3 |
|
Thurles |
1,094 |
33 |
53.3 |
|
Tipperary |
1,066 |
45 |
43.4 |
|
Waterford |
2,865 |
31 |
53.8 |
|
Wexford |
2,272 |
28 |
52.7 |
|
South West |
|||
|
Cork |
7,956 |
30 |
53.6 |
|
Killarney |
1,754 |
32 |
59.0 |
|
Kilrush |
560 |
32 |
60.9 |
|
Limerick |
4,572 |
35 |
60.3 |
|
Mallow |
2,331 |
36 |
57.6 |
|
Newcastle West |
1,755 |
31 |
60.2 |
|
Shannon |
1,003 |
46 |
68.2 |
|
Skibbereen |
1,862 |
36 |
59.8 |
|
Tralee |
1,593 |
22 |
55.8 |
|
Region Totals |
|||
|
North Leinster |
30,934 |
34 |
— |
|
South Leinster |
36,391 |
39 |
— |
|
West |
13,959 |
29 |
— |
|
North West |
12,420 |
29 |
— |
|
South East |
17,682 |
34 |
— |
|
South West |
23,385 |
33 |
— |
|
Total |
134,770 |
32.5 |
53.6 |
213 Ms O. Mitchell asked the Minister for Transport if his attention has been drawn to the initiatives Irish Rail has taken to expand and increase the level of rail freight business it operates in view of the company’s commitment to develop its rail freight business; and if he will make a statement on the matter. [13759/06]
Iarnród Éireann has undertaken extensive engagement with industry and transporters around the country to try to identify long-term, sustainable rail freight business opportunities. Despite recent setbacks, the company has made progress in growing the rail freight business in areas where it holds a competitive advantage over road haulage, including mineral ore and pulpwood. Iarnród Éireann has increased the train load pulpwood business by modifying surplus wagons and providing additional services for Coillte between the west and the south east. It has recently altered rail schedules to provide three additional trains per week for Tara Mines, with a potential to carry an extra 85,000 tonnes per annum of lead and zinc between Navan and Dublin Port. The company has also modified surplus platform wagons to provide a train load service for containers between Ballina and Waterford Port. This new service, initially with two trains per week, is due to commence on 21 April next.
However, it is clear that the company has genuine difficulty in identifying business opportunities which offer reasonable volumes of business on a regular basis to make up complete train loads. It is not feasible to run trains with only one or two containers. Most Irish industry is focussed on "just in time" transport and as our road network continues to expand and improve across the country, the role of rail freight becomes more problematic as all rail journeys involve road movements at each end of the logistics chain. Furthermore, in Ireland distances are short. The experience across Europe is no different. Rail freight activities are most economic where distances are long, where there are large volumes to be transported and where the freight to be carried is not time sensitive.
214 Mr. Morgan asked the Minister for Agriculture and Food if this State sought a derogation from the biocides directive; and if so, the grounds on which such a derogation was sought. [13702/06]
To date the Department of Agriculture and Food has not sought, nor has it been requested to seek, a derogation from any of the provisions of the biocides Directive 98/8/EC.
215 Mr. Kehoe asked the Minister for Agriculture and Food the grants available to produce wood pelleter for pellet-fuelled burners; and if she will make a statement on the matter. [13664/06]
Support for the establishment of small local enterprises is mainly achieved through the county and city enterprise development boards. My Department does not operate a grant scheme for enterprise establishment in this area, or for production of wood pellets. I am examining ideas for a scheme to assist with the purchase of biomass harvesting and processing equipment. The end product would be wood-chip, which is cheaper and easier to produce at a local level and which makes an excellent fuel for wood-fired boilers.
216 Mr. Kehoe asked the Minister for Agriculture and Food if a company (details supplied) presented a copy of a report to her Department on the production of ethanol in 2001; if so, if she will furnish this Deputy with a copy of the report; and if she will make a statement on the matter. [13667/06]
In 2000 the company in question submitted a feasibility study it had commissioned on bioethanol production to the then Department of Public Enterprise, which had responsibility for energy matters at that time. My Department also received a copy of the study on a private and confidential basis. The question of obtaining a copy of the study is a matter for the Deputy to pursue with the company.
217 Mr. Kehoe asked the Minister for Agriculture and Food the grants available for the growing of miscanthus grass; and if she will make a statement on the matter. [13668/06]
Under the energy crops scheme, introduced by Council Regulation No. 1782/2003, crops such as miscanthus may qualify for aid of €45 per hectare provided they are intended primarily for use in the production of biofuels and electric and thermal energy produced from biomass. The aid, payable in addition to the single payment, is granted in respect of areas where production is covered by a contract between the farmer and a processor, except in the case of processing undertaken by the farmer on his-her holding. In addition, miscanthus is among the non-food crops that may be grown on set-aside land to activate set-aside entitlements under the single payment scheme.
As part of the EU strategy for biofuels, it is intended to review the operation of the energy crops scheme during the coming year. In that context I will be seeking to have the scheme made more attractive to farmers. Teagasc is conducting research into the potential use of miscanthus and other arable crops and residues as heating fuels.
218 Dr. Upton asked the Minister for Agriculture and Food, further to Parliamentary Question No. 108 of 29 March 2006, if she will provide the Deputy with copies of presentations made by the European Commission on 15 February 2006 under item No. 3 of the agenda and on 7 March 2006 under item No. 4 on the agenda to the animal health and animal welfare section of the EU Standing Committee on the Food Chain and Animal Health. [13737/06]
The agenda items in question relate to discussions at the EU Standing Committee on the Food Chain and Animal Health on the updated information on the foot and mouth disease situation, particularly in South America, provided by the representatives of DG SANCO.
At the meetings formal presentations were not made by the representatives on the agenda items. However, they did give an oral briefing updating the committee in respect of the foot and mouth disease situation in South America and circulated information received from Argentina in this regard. I am making arrangements to have this information sent to the Deputy.
219 Mr. Kenny asked the Minister for Agriculture and Food if she intends to pay back moneys to early retirement from farming scheme participants who were inadvertently or wrongly offset from their pension over the years; and if she will make a statement on the matter. [13755/06]
The Department of Agriculture and Food makes deductions from the early retirement pension where a national retirement pension is being paid to the applicant, their spouse in some cases, or where penalties have been imposed for non-compliance with the conditions of the scheme. Every effort is made to ensure the correct amounts are deducted in all cases. In the small number of cases where the incorrect amount has been offset, the Department will reimburse the amount due to the applicant without delay.
220 Mr. Kenny asked the Minister for Agriculture and Food if she intends to put in place payments which will compensate early retirement from farming scheme participants who have lost rental income from lease quotas, as a result of decoupling; and if she will make a statement on the matter. [13756/06]
There is no provision for additional payments to participants in the early retirement schemes concerning leased quotas. However, the Department of Agriculture and Food was aware from an early stage in the negotiations leading to the introduction of the single payment scheme of the possible implications for retired farmers who had leased their holdings. In so far as it proved possible in the context of the EU regulations governing the single payment scheme, and following lengthy discussions with the European Commission, provision was made under the rules of the single payment scheme to address some of the concerns of retired farmers.
As participants in the 1994 scheme of early retirement from farming had retired before the start of the reference period in 2000, they are not in a position to claim entitlements under the single payment scheme.
However, following agreement with the European Commission, a special category has been included in the national reserve for farmers who inherit or otherwise receive land free of charge or for a nominal sum from a farmer who retired or died before 16 May 2005, where the land in question was leased to a third party during the reference period. This will benefit the family members of retired farmers who decide to take up farming. Only landholders actively engaged in farming can receive entitlements from the national reserve. A separate category, category A, was included in the 2005 national reserve application form to cater for this group. Similar arrangements will apply under the 2006 and subsequent years' national reserve.
It was open to participants in the current early retirement scheme, who would have farmed during part or all of the reference period, to activate entitlements in 2005 and lease them to their existing transferee. If the transferee did not want the entitlements, a transferor, retired farmer, who activated the entitlements in 2005 has until 2007 either to lease the entitlements or transfer them, with land, to another farmer.
221 Mr. Kenny asked the Minister for Agriculture and Food if she will increase the pension payable under the early retirement scheme to the maximum where applicable as permitted under the terms of CAP reform; if such increase will be given to all participants in the scheme; and if she will make a statement on the matter. [13757/06]
The rate of pension payable under the 1994 scheme of early retirement from farming is the maximum amount of €12,075 per annum provided for by the EU council regulation under which the scheme was introduced. The maximum payable under the regulation governing the 2000 scheme of early retirement from farming is €15,000 per annum. At the time the scheme was introduced the Department of Agriculture and Food had sought approval to have scaled payments, but this was rejected by the European Commission and a set rate of €13,515 per annum was agreed upon. Any change to this rate would require an amendment to the CAP rural development plan 2000-2006.
222 Mr. Kenny asked the Minister for Agriculture and Food the number of early retirement from farming scheme participants to date who have drawn down the full €127,000; the percentage of the early retirement from farming scheme participants to which this would apply; and if she will make a statement on the matter. [13758/06]
Under the 1994 scheme of early retirement from farming a total of 10,664 applications were approved for payment; of these 6,294 cases, or 59.02% of the total, received the maximum rate of pension of €12,075 per annum. Under the early retirement, ERS2, 2000 scheme 2,741 applications have been approved for payment to date; of these 1,650, or 60.19%, qualified for the maximum rate of pension of €13,515 per annum. The maximum duration of an early retirement pension is ten years, subject to age limits.
223 Mr. Walsh asked the Minister for Agriculture and Food if payment of single farm payment scheme will be made to a person (details supplied) in County Cork. [13778/06]
An application under the 2005 single payment scheme was received from the person named on 16 May 2005. The person named had established special condition entitlements during the reference period. Special condition entitlements were established where applicants under the livestock premium schemes during the reference period were not obliged to submit an area aid application. As advised in the terms and conditions of the scheme, farmers who were allocated special condition entitlements could convert these to standard entitlements by farming and declaring a sufficient number of hectares in 2005. However the person named did not declare any land on his 2005 application form. I have asked my officials to make contact with him to establish his situation on eligibility for the 2005 scheme and to advise him as regards his 2006 application.
224 Mr. Walsh asked the Minister for Agriculture and Food if full payment of single farm payment scheme will be made to a person (details supplied) in County Cork. [13791/06]
The person named submitted an application under the single payment scheme on 13 May 2005. He also benefited from the transfer of entitlements by way of private contract clause. Payment amounting to €6,813.23 issued to the applicant on 29 December 2005.
An application for the consolidation of entitlements under the single payment scheme was received on 2 March 2006. Officials from the Department of Agriculture and Food have explained the current position in detail to the applicant's agricultural consultant and are awaiting instructions from the person in question as to whether he wishes to proceed with his consolidation application.
225 Ms Fox asked the Minister for Justice, Equality and Law Reform if his attention has been drawn to the financial and health difficulties being experienced by persons (details supplied) due to delays in processing an application in the name of a person for residency on the basis of marriage to an Irish national. [13592/06]
I am not aware of any specific financial and health difficulties being experienced by the person in question. However, an application for permission to remain in the State, based on marriage to an Irish national, was received from the person concerned in April 2005. Applications of this type, in fairness to all other such applicants, are dealt with in strict chronological order and currently take approximately 16 months to process. It should be noted that marriage to an Irish national does not confer an automatic right of residence in the State.
226 Mr. J. O’Keeffe asked the Minister for Justice, Equality and Law Reform the number involved in dealing with human resources within the Garda Síochána; and the number of these are who are gardaí and civilians. [13661/06]
I have been informed by the Garda authorities, who are responsible for the detailed allocation of resources, including personnel, that the personnel strength of the human resource management and internal affairs divisions at Garda headquarters, as at 4 April 2006, was 88 members of the Garda Síochána, all ranks, and 30 civilian staff.
I wish to point out to the Deputy that significant progress has been made on the implementation of the civilianisation programme approved by Government in 2001. Some 113 civilian finance officers have been appointed and are carrying out the district finance officer duties which were hitherto performed by gardaí. Moreover, the recent establishment of the Garda information service centre, GISC, in Castlebar, which is manned by civilian staff, and the pending transfer of civilian staff from the Department of Justice, Equality and Law Reform to the Garda Síochána as civil servants of the State, are significant developments in the context of greater Garda civilianisation.
The establishment of the GISC alone will, when fully operational, allow for the equivalent of up to 300 gardaí to be freed up for frontline outdoor policing duties on a daily basis. A further review of civilianisation possibilities in the Garda Síochána is now under way with a view to securing many more redeployments of desk-bound gardaí to frontline operational duties over the next four years.
227 Mr. J. O’Keeffe asked the Minister for Justice, Equality and Law Reform the details of the recent adult caution scheme; the guidelines for its implementation; the reason for its introduction; and if there is a statutory basis. [13662/06]
I am informed by the Garda authorities that the background to the introduction of the adult cautioning scheme was the report of the public prosecution system study group, which was published in 1999. In order to reduce the volume of cases being brought before the courts, the report recommended the introduction of a system whereby offenders would be issued with warnings by the Garda Síochána, instead of being prosecuted.
Offences deemed appropriate for inclusion in the scheme were arrived at through consultations between the Office of the Director of Public Prosecutions and the Garda Síochána. Summary offences, with the exception of serious Road Traffic Act offences and offences arising from conduct which had a clear potential to cause serious injury to person or property, were deemed appropriate for consideration.
Indictable charges of a comparatively minor nature such as theft of small amounts of food, drink or household products, and assaults which were not intended to cause significant harm, were also included.
Consideration is always given as to whether or not a caution of the person in question is in the public interest. The scheme operates on a non-statutory basis and under the common law powers of the Garda Síochána. Details of the scheme and the guidelines for its implementation are outlined in an explanatory document, which will shortly be available on the Garda website, www.garda.ie. It will also be available to other interested parties, including members of the legal profession and the Judiciary.
228 Mr. Deenihan asked the Minister for Justice, Equality and Law Reform if his Department has received the brief of requirements for the new Garda station at Castleisland, County Kerry; the expected time scale for the completion of the project; and if he will make a statement on the matter. [13681/06]
The brief of requirements prepared by the Garda authorities for the proposed new station at Castleisland, has just been sent to the Office of Public Works. When the sketch scheme has been received from that office it will be forwarded to the Garda authorities for urgent consideration.
229 Mr. Ellis asked the Minister for Justice, Equality and Law Reform the position of a dealing for a person (details supplied). [13682/06]
I wish to inform the Deputy that I have requested the Land Registry to contact him directly concerning the current position of the application in question.
231 Mr. Gregory asked the Minister for Justice, Equality and Law Reform the number of persons each of whom has been prosecuted on more than one occasion for public drinking or drunkenness in the Smithfield area of Dublin 7 to date in 2006. [13695/06]
232 Mr. Gregory asked the Minister for Justice, Equality and Law Reform the number of persons who are regularly arrested or charged with public drinking or drunkenness in the Smithfield area of Dublin 7; and the strategy the Garda Síochána have for dealing with this problem. [13696/06]
I propose to take Questions Nos. 231 and 232 together.
I am informed by the Garda authorities that in 2005 eight persons were arrested and charged on more than one occasion for drunkenness offences under the Criminal Justice (Public Order) Act 1994 in the Bridewell Garda district, which includes Smithfield.
In 2006, up to 3 April, three persons have been arrested and charged on more than one occasion for similar offences.
I have also been informed by the Garda authorities that the Bridewell Garda district has recorded two persons for committing public drinking offences contrary to the local authority by-laws on more than one occasion. The local authority has been advised of their personal details to allow on-the-spot fine notices to be issued by it. If these fines are not paid, it is a matter for the local authority to commence proceedings.
The figures provided are provisional, operational and liable to change.
233 Mr. Wall asked the Minister for Justice, Equality and Law Reform the position regarding an application for a holiday visa for a person (details supplied); and if he will make a statement on the matter. [13697/06]
The application referred to by the Deputy was received in the visa office on 24 February 2006 and was approved on 3 April 2006.
234 Mr. Wall asked the Minister for Justice, Equality and Law Reform the position regarding an application for a holiday visa for a person (details supplied); and if he will make a statement on the matter. [13698/06]
The application referred to by the Deputy was received in the visa office on 22 March 2006 and was approved on 3 April 2006.
235 Mr. McHugh asked the Minister for Justice, Equality and Law Reform the geographical area comprising a Garda division (details supplied); and if he will make a statement on the matter. [13699/06]
For policing purposes the country is divided into six regions, each of which is commanded by a regional assistant commissioner. The duties of the regional assistant commissioners are mainly operational. They are responsible for ensuring the operational efficiency of their respective region and, in particular, the quality of operational management exercised by their respective divisional and district officers. Each region is divided into divisions commanded by a chief superintendent, and each division is then divided into districts commanded by a superintendent, assisted by a number of inspectors. Garda divisions do not necessarily correspond to county boundaries. Galway west Garda division comprises the Garda districts of Galway, Clifden, Loughrea, Salthill, and Gort. The Garda stations within these districts are as follows:
|
Galway District |
Clifden District |
Loughrea District |
Salthill District |
Gort District |
|
Galway |
Clifden |
Loughrea |
Uachtarard |
Gort |
|
Oranmore |
Recess |
Tynagh |
Moycullen |
Ardrahan |
|
Carndolla |
Letterfrack |
Killimor |
Carraroe |
Craughwell |
|
Lough George |
Leenaun |
Woodford |
Ros Muc |
Kinvara |
|
Headford |
Carna |
New Inn |
Inverin |
Kilchreest |
|
Athenry |
Maam |
Eyrecourt |
Spiddal |
Peterswell |
|
Minivea |
Roundstone |
Portumna |
Leitir Mór |
Kilcolgan |
|
Kiltullagh |
Kilrickle |
Salthill |
Shanaglish |
Cill Rónáin |
236 Mr. Wall asked the Minister for Justice, Equality and Law Reform the position regarding correspondence (details supplied); his plans to hold an independent inquiry; and if he will make a statement on the matter. [13710/06]
The position remains unchanged from my response to Question No. 409 of 6 July 2004.
237 Mr. Noonan asked the Minister for Justice, Equality and Law Reform the headline offences for Garda districts (details supplied) for the years 2004 and 2005 in County Limerick. [13711/06]
I am informed by the Garda authorities that the following tables provide the total number of headline offences, by group, recorded and detected in the Garda districts of Bruff, Newcastle West and Askeaton for the years 2004 and 2005. The introduction of the PULSE computer system by the Garda Síochána in 1999 has led to more complete and comprehensive recording of crimes reported than was previously the case.
Any interpretation of the crime figures should factor in the increase in our population in the past ten years. In 1995, with a population of approximately 3.6 million people, there were 29 crimes per 1,000 of the population. In 2005, with a population of approximately 4.1 million, there were 24.6 crimes per 1,000 of the population, a reduction of 4.4 crimes per 1,000 of the population. To put this in context, during the two full years of the rainbow coalition Government, with a population of 600,000 less than at present, the headline crime figures were as follows; 102,484 in 1995 and 100,785 in 1996.
The headline offence of homicide includes not only murder and manslaughter but the other homicide offences of infanticide, abortion, attempted murder and threat to murder. During the two year period shown in the tables no case of murder or manslaughter was recorded in the Garda districts concerned. Figures provided for 2005 are provisional, operational and liable to change.
|
2005 |
2004 |
|||
|
Askeaton |
Recorded |
Detected |
Recorded |
Detected |
|
Homicide |
0 |
0 |
0 |
0 |
|
Assault |
4 |
2 |
12 |
10 |
|
Sexual Offences |
3 |
1 |
2 |
2 |
|
Arson |
1 |
0 |
3 |
2 |
|
Drugs |
1 |
1 |
2 |
2 |
|
Theft |
94 |
18 |
89 |
26 |
|
Burglary |
129 |
17 |
99 |
18 |
|
Robbery |
2 |
1 |
0 |
0 |
|
Fraud |
8 |
6 |
7 |
5 |
|
Other |
7 |
4 |
9 |
9 |
|
Total |
249 |
50 |
223 |
74 |
|
2005 |
2004 |
|||
|
Bruff |
Recorded |
Detected |
Recorded |
Detected |
|
Homicide |
1 |
1 |
0 |
0 |
|
Assault |
19 |
16 |
10 |
8 |
|
Sexual Offences |
6 |
4 |
6 |
2 |
|
Arson |
0 |
0 |
2 |
1 |
|
Drugs |
7 |
7 |
2 |
2 |
|
Theft |
117 |
24 |
75 |
17 |
|
Burglary |
77 |
9 |
68 |
11 |
|
Robbery |
3 |
1 |
0 |
0 |
|
Fraud |
18 |
14 |
12 |
10 |
|
Other |
5 |
4 |
3 |
2 |
|
Total |
253 |
80 |
178 |
53 |
|
2005 |
2004 |
|||
|
Newcastle West |
Recorded |
Detected |
Recorded |
Detected |
|
Homicide |
0 |
0 |
0 |
0 |
|
Assault |
28 |
23 |
12 |
10 |
|
Sexual Offences |
5 |
3 |
6 |
4 |
|
Arson |
5 |
1 |
2 |
0 |
|
Drugs |
4 |
3 |
5 |
5 |
|
Theft |
132 |
47 |
125 |
54 |
|
Burglary |
108 |
8 |
90 |
8 |
|
Robbery |
2 |
0 |
1 |
0 |
|
Fraud |
11 |
8 |
21 |
17 |
|
Other |
5 |
3 |
2 |
3 |
|
Total |
300 |
96 |
265 |
101 |
238 Mr. Noonan asked the Minister for Justice, Equality and Law Reform the number of gardaí stationed in Garda districts (details supplied) in County Limerick for the years 1997, 2000, 2001, 2002, 2003, 2004 and 2005. [13712/06]
The Garda authorities are responsible for the detailed allocation of resources, including personnel. They inform me the personnel strength of all ranks of the Garda Síochána as at 31 December 1997 and 20 March 2006 was 10,702 and 12,445, respectively. This represents an increase of 1,743 or 16.3% in the personnel strength of the Garda Síochána during that period. The number of gardaí of all ranks stationed in the Bruff, Newcastle West and Askeaton Garda districts of the Limerick division as at 31 December 1997, 2000, and 2002 to 2005, inclusively, was as set out in the following table:
|
District |
1997 |
2000 |
2002 |
2003 |
2004 |
2005 |
|
Bruff |
40 |
40 |
39 |
40 |
39 |
41 |
|
Newcastle West |
42 |
46 |
43 |
44 |
45 |
46 |
|
Askeaton |
41 |
40 |
43 |
40 |
42 |
41 |
The personnel strength of all ranks of the Limerick division as at 31 December 1997 and 3 April 2006 was 423 and 482, respectively. This represents an increase of 59, or 14%, in the number of gardaí stationed in the Limerick division during that period. In addition, the division's resources are further augmented by a number of Garda national units such as the Garda National Immigration Bureau, GNIB, the Criminal Assets Bureau, CAB, and other specialised units.
It is the responsibility of Garda management to allocate personnel throughout and within divisions on a priority basis in accordance with the requirements of different areas. The allocation of such resources is determined by a number of factors including demographics, administrative functions, crime trends and other operational policing needs.
The timescale for achieving the target strength of 14,000 members of the Garda Síochána in line with the commitment in An Agreed Programme for Government remains as when I announced Government approval in October 2004 for my proposals to achieve this objective. The phased increase in the strength of the Garda Síochána to 14,000 will lead to a combined strength of both attested gardaí and recruits in training of 14,000 by the end of this year. This project is fully on target and will be achieved.
As part of the accelerated recruitment campaign to facilitate this record expansion, 1,125 Garda recruits were inducted to the Garda College during 2005. The college will induct a further 1,100 recruits this year and again in 2007, by way of intakes to the Garda College of approximately 275 recruits every quarter. The first incremental increase of newly attested gardaí under the programme of accelerated recruitment took place on 15 March 2006.
The Garda Commissioner will now draw up plans on how best to distribute and manage these additional resources, and in this context the needs of the districts referred to by the Deputy will be fully considered within the overall context of the needs of Garda districts throughout the country.
239 Mr. Sargent asked the Minister for Justice, Equality and Law Reform the statistics on headline crime figures in County Clare over the past five years; and the detection rates for the different crimes. [13718/06]
I refer the Deputy to my reply to Question No. 245 of 29 March 2006.
240 Ms Enright asked the Minister for Justice, Equality and Law Reform the number of gardaí stationed in the Laois-Offaly Garda division during 1997, 2000, 2002, 2003, 2004 and 2005; and if he will make a statement on the matter. [13731/06]
The Garda authorities, who are responsible for the detailed allocation of resources including personnel, informed me the personnel strength of all ranks of the Garda Síochána as at 31 December, 1997 and 20 March, 2006 was 10,702 and 12,445, respectively. This represents an increase of 1,743, or 16.3%, in the personnel strength of the Garda Síochána during that period. The number of gardaí of all ranks stationed in the Laois-Offaly Garda division as at 31 December, 1997, 2000, and 2002 to 2005, inclusively, was as set out in the following table. The division's resources are further augmented by a number of Garda national units such as the Garda National Immigration Bureau, GNIB, the Criminal Assets Bureau, CAB, and other specialised units.
|
Division |
1997 |
2000 |
2002 |
2003 |
2004 |
2005 |
|
Laois/Offaly |
274 |
274 |
276 |
272 |
276 |
279 |
It is the responsibility of Garda management to allocate personnel throughout and within divisions on a priority basis in accordance with the requirements of different areas. The allocation of such resources is determined by a number of factors including demographics, administrative functions, crime trends and other operational policing needs.
The timescale for achieving the target strength of 14,000 members of the Garda Síochána in line with the commitment in An Agreed Programme for Government remains as when I announced Government approval in October 2004 for my proposals to achieve this objective. The phased increase in the strength of the Garda Síochána to 14,000 will lead to a combined strength, of both attested gardaí and recruits in training, of 14,000 by the end of this year. This project is fully on target and will be achieved.
As part of the accelerated recruitment campaign to facilitate this record expansion, 1,125 Garda recruits were inducted to the Garda College during 2005. The college will induct a further 1,100 recruits this year and again in 2007, by way of intakes to the Garda College of approximately 275 recruits every quarter. The first incremental increase of newly attested gardaí under the programme of accelerated recruitment took place on 15 March 2006.
The Garda Commissioner will now draw up plans on how best to distribute and manage these additional resources, and in this context the needs of the Laois Offaly division will be fully considered within the overall context of the needs of Garda divisions throughout the country.
241 Mr. P. McGrath asked the Minister for Justice, Equality and Law Reform the number of crimes recorded and detected across all headings in the Longford-Westmeath Garda division during 1997, 2000, 2001, 2002, 2003, 2004 and 2005; and if he will make a statement on the matter [13732/06]
I am informed by the Garda authorities that the following table provides the total number of headline offences, by group, recorded and detected in the Garda division of Longford-Westmeath for the years 2000 to 2005, inclusive.
The introduction of the PULSE computer system by the Garda Síochána in 1999 has led to more complete and comprehensive recording of crimes reported than was previously the case. Consequently, the statistics provided for 1997 are not comparable with statistics provided for 2000 and subsequent years.
The figures provided for 2000 and 2001 are incomplete due to the phased implementation of PULSE. The first full year captured is 2002 and is a more accurate base year to use.
Any interpretation of the crime figures should factor in the increase in our population in the past ten years. In 1995, with a population of almost 3.6 million people, there were 29 crimes per 1,000 of the population. In 2005, with a population of over 4.1 million, there were 24.6 crimes per 1,000 of the population, a reduction of 4.4 crimes per 1,000 of the population. To put this in context, during the two full years of the rainbow coalition Government, with a population of 600,000 fewer than at present, the headline crime figures were as follows: 1995, 102,484; 1996, 100,785.
The headline offence of homicide includes not only murder and manslaughter but the other homicide offences of infanticide, abortion, attempted murder and threat to murder. Over the six year period shown in the table there were six murders recorded with six detected, and three manslaughters recorded with three detected.
|
2005* |
2004 |
2003 |
2002 |
2001 |
2000 |
|||||||
|
Rec |
Det |
Rec |
Det |
Rec |
Det |
Rec |
Det |
Rec |
Det |
Rec |
Det |
|
|
Homicide |
3 |
3 |
0 |
0 |
1 |
1 |
2 |
2 |
4 |
4 |
2 |
2 |
|
Assault |
115 |
71 |
113 |
87 |
129 |
100 |
189 |
158 |
92 |
77 |
41 |
36 |
|
Sexual Offences |
55 |
20 |
61 |
32 |
62 |
38 |
65 |
33 |
40 |
21 |
30 |
22 |
|
Arson |
33 |
11 |
44 |
5 |
33 |
11 |
26 |
12 |
17 |
4 |
8 |
5 |
|
Drugs |
65 |
64 |
53 |
53 |
55 |
55 |
60 |
60 |
21 |
21 |
9 |
9 |
|
Theft |
1,456 |
483 |
1,443 |
425 |
1,473 |
489 |
1,403 |
492 |
999 |
449 |
869 |
471 |
|
Burglary |
835 |
192 |
737 |
97 |
815 |
145 |
717 |
151 |
563 |
162 |
585 |
186 |
|
Robbery |
45 |
13 |
38 |
13 |
41 |
18 |
48 |
21 |
36 |
20 |
22 |
16 |
|
Fraud |
75 |
35 |
98 |
68 |
84 |
60 |
128 |
67 |
124 |
106 |
109 |
91 |
|
Other |
29 |
22 |
27 |
15 |
33 |
25 |
63 |
30 |
20 |
11 |
7 |
6 |
|
Total |
2,711 |
914 |
2,614 |
795 |
2,726 |
942 |
2,701 |
1,026 |
1,916 |
875 |
1,682 |
844 |
* Figures provided are provisional, operational and liable to change.
242 Mr. Hayes asked the Minister for Justice, Equality and Law Reform the number of gardaí stationed in Tipperary Garda division during 1997, 2000, 2002, 2003, 2004 and 2005; and if he will make a statement on the matter. [13733/06]
I have been informed by the Garda authorities, who are responsible for the detailed allocation of resources, including personnel, that the personnel strength, all ranks, of the Garda Síochána as at 31 December 1997 and 20 March 2006 was 10,702 and 12,445, respectively. This represents an increase of 1,743, or 16.3%, in the personnel strength of the Garda Síochána during that period.
I have been further informed that the number of gardaí, all ranks, stationed in the Tipperary Garda division as at 31 December 1997, 2000, 2000-05, inclusively, and as at 4 April 2006 was as set out in the following table:
|
Division |
1997 |
2000 |
2002 |
2003 |
2004 |
2005 |
04/04/2006 |
|
Tipperary |
297 |
313 |
314 |
313 |
307 |
314 |
317 |
This represents an increase of 20, or 7%, in the number of gardaí stationed in the Tipperary Garda division during that period. In addition, the division's resources are further augmented by a number of Garda national units such as the Garda National Immigration Bureau, GNIB, the Criminal Assets Bureau, CAB, and other specialised units.
It is the responsibility of Garda management to allocate personnel throughout and within divisions on a priority basis in accordance with the requirements of different areas. The allocation of such resources is determined by several factors including demographics, administrative functions, crime trends and other operational policing needs.
The timescale for achieving the target strength of 14,000 members of the Garda Síochána in line with the commitment in An Agreed Programme for Government remains as when I announced the Government approval in October 2004 for my proposals to achieve this objective. The phased increase in the strength of the Garda Síochána to 14,000 will lead to a combined strength, of both attested gardaí and recruits in training, of 14,000 by the end of this year. This project is fully on target and will be achieved.
As part of the accelerated recruitment campaign to facilitate this record expansion, 1,125 Garda recruits were inducted to the Garda College during 2005. The college will induct a further 1,100 recruits this year and again in 2007, by way of intakes to the Garda College of approximately 275 recruits every quarter. The first incremental increase of newly attested gardaí under the programme of accelerated recruitment took place on 15 March 2006.
The Garda Commissioner will draw up plans on how best to distribute and manage these additional resources, and in this context the needs of the Tipperary division will be fully considered within the overall context of the needs of Garda divisions throughout the country.
243 Mr. Deasy asked the Minister for Justice, Equality and Law Reform the number of crimes recorded and detected across all headings in Waterford-Kilkenny Garda division during 1997, 2000, 2001, 2002, 2003, 2004 and 2005; and if he will make a statement on the matter. [13734/06]
I am informed by the Garda authorities that the following table provides the total number of headline offences, by group, recorded and detected in the Garda division of Waterford-Kilkenny for the years 2000-05, inclusive.
The introduction of the PULSE computer system by the Garda Síochána in 1999 has led to more complete and comprehensive recording of crimes reported than was previously the case. Consequently, the statistics provided for 1997 are not comparable with statistics provided for 2000 and subsequent years.
The figures provided for 2000 and 2001 are incomplete due to the phased implementation of PULSE. The first full year captured is 2002 and is a more accurate base year to use.
Any interpretation of the crime figures should factor in the increase in our population in the past ten years. In 1995, with a population of almost 3.6 million people, there were 29 crimes per 1,000 of the population. In 2005, with a population of over 4.1 million, there were 24.6 crimes per 1,000 of the population, a reduction of 4.4 crimes per 1,000 of the population. To put this in context, during the two full years of the rainbow coalition Government, with a population of 600,000 fewer than at present, the headline crime figures were: 1995, 102,484; 1996, 100,785.
It should also be noted that the headline offence of homicide includes not only murder and manslaughter but the other homicide offences of infanticide, abortion, attempted murder and threat to murder. Over the six year period shown in the table there were 17 murders recorded with 17 detected, and two manslaughters recorded with two detected.
|
2005* |
2004 |
2003 |
2002 |
2001 |
2000 |
|||||||
|
Rec |
Det |
Rec |
Det |
Rec |
Det |
Rec |
Det |
Rec |
Det |
Rec |
Det |
|
|
Homicide |
10 |
9 |
3 |
3 |
3 |
2 |
6 |
6 |
3 |
3 |
3 |
3 |
|
Assault |
201 |
151 |
227 |
181 |
239 |
205 |
285 |
247 |
176 |
136 |
105 |
93 |
|
Sexual Offences |
105 |
64 |
74 |
46 |
137 |
109 |
134 |
110 |
172 |
160 |
54 |
50 |
|
Arson |
80 |
24 |
36 |
6 |
48 |
24 |
67 |
28 |
57 |
21 |
41 |
27 |
|
Drugs |
169 |
169 |
141 |
141 |
210 |
209 |
246 |
246 |
191 |
191 |
129 |
129 |
|
Theft |
2,316 |
1,167 |
2,168 |
1,201 |
2,207 |
1,316 |
1,848 |
1,001 |
1,710 |
993 |
1,422 |
854 |
|
Burglary |
1,236 |
240 |
1,013 |
217 |
1,192 |
307 |
1,096 |
298 |
1,058 |
368 |
1,181 |
440 |
|
Robbery |
49 |
28 |
39 |
22 |
65 |
36 |
54 |
28 |
67 |
38 |
63 |
47 |
|
Fraud |
142 |
96 |
273 |
252 |
300 |
268 |
222 |
188 |
261 |
243 |
203 |
192 |
|
Other |
44 |
35 |
57 |
44 |
90 |
87 |
57 |
48 |
34 |
33 |
10 |
10 |
|
Total |
4,352 |
1,983 |
4,031 |
2,113 |
4,491 |
2,563 |
4,015 |
2,200 |
3,729 |
2,186 |
3,211 |
1,845 |
* Figures provided are provisional, operational and liable to change.
244 Mr. Kehoe asked the Minister for Justice, Equality and Law Reform the number of gardaí stationed in Wicklow-Wexford Garda division during 1997, 2000, 2002, 2003, 2004 and 2005; and if he will make a statement on the matter. [13735/06]
I have been informed by the Garda authorities, who are responsible for the detailed allocation of resources, including personnel, that the personnel strength, all ranks, of the Garda Síochána as at 31 December 1997 and 20 March 2006 was 10,702 and 12,445, respectively. This represents an increase of 1,743, or 16.3% in the personnel strength of the Garda Síochána during that period.
The number of gardaí, all ranks, stationed in the Wicklow-Wexford Garda division as at 31 December 1997, 2000, 2002-2005, inclusively, and as at 4 April 2006 was as set out in the following table:
|
Division |
1997 |
2000 |
2002 |
2003 |
2004 |
2005 |
2006 |
|
Wicklow/Wexford |
269 |
288 |
310 |
312 |
304 |
312 |
321 |
This represents an increase of 52, or 19%, in the number of gardaí, all ranks, stationed in the Wexford-Wicklow division during that period.
In addition, the division's resources are further augmented by several Garda national units such as the Garda National Immigration Bureau, GNIB, the Criminal Assets Bureau, CAB, and other specialised units. It is the responsibility of Garda management to allocate personnel throughout and within divisions on a priority basis in accordance with the requirements of different areas. The allocation of such resources is determined by a number of factors including demographics, administrative functions, crime trends and other operational policing needs.
The timescale for achieving the target strength of 14,000 members of the Garda Síochána in line with the commitment in An Agreed Programme for Government remains as when I announced the Government approval in October 2004 for my proposals to achieve this objective. The phased increase in the strength of the Garda Síochána to 14,000 will lead to a combined strength, of both attested gardaí and recruits in training, of 14,000 by the end of this year. This project is fully on target and will be achieved.
As part of the accelerated recruitment campaign to facilitate this record expansion, 1,125 Garda recruits were inducted to the Garda College during 2005. The college will induct a further 1,100 recruits this year and again in 2007, by way of intakes to the Garda College of approximately 275 recruits every quarter. The first incremental increase of newly attested gardaí under the programme of accelerated recruitment took place on 15 March 2006.
The Garda Commissioner will draw up plans on how best to distribute and manage these additional resources, and in this context the needs of the Wicklow-Wexford division will be fully considered within the overall context of the needs of Garda divisions throughout the country.
245 Mr. Timmins asked the Minister for Justice, Equality and Law Reform the number of crimes recorded and detected across all headings in Wicklow-Wexford Garda division during 1997, 2000, 2001, 2002, 2003, 2004 and 2005; and if he will make a statement on the matter. [13736/06]
I am informed by the Garda authorities that the following table provides the total number of headline offences, by group, recorded and detected in the Garda division of Wicklow-Wexford for the years 2000-05 inclusive.
The introduction of the PULSE computer system by the Garda Síochána in 1999 has led to more complete and comprehensive recording of crimes reported than was previously the case. Consequently the statistics provided for 1997 are not comparable to statistics provided for 2000 and subsequent years.
The figures provided for 2000 and 2001 are incomplete due to the phased implementation of PULSE. The first full year captured is 2002 and is a more accurate base year to use.
Any interpretation of the crime figures should factor in the increase in our population in the past ten years. In 1995, with a population of almost 3.6 million people, there were 29 crimes per 1,000 of the population. In 2005, with a population of over 4.1 million, there were 24.6 crimes per 1,000 of the population, a reduction of 4.4 crimes per 1,000 of the population. To put this in context, during the two full years of the rainbow coalition Government, with a population of 600,000 fewer than at present, the headline crime figures were as follows: 1995, 102,484; 1996, 100,785.
It should also be noted that the headline offence of homicide includes not only murder and manslaughter but the other homicide offences of infanticide, abortion, attempted murder and threat to murder. Over the six year period shown in the table there were five murders recorded with four detected, and five manslaughters recorded with five detected.
|
2005* |
2004 |
2003 |
2002 |
2001 |
2000 |
|||||||
|
Rec |
Det |
Rec |
Det |
Rec |
Det |
Rec |
Det |
Rec |
Det |
Rec |
Det |
|
|
Homicide |
4 |
3 |
2 |
2 |
0 |
0 |
1 |
1 |
1 |
1 |
5 |
5 |
|
Assault |
128 |
94 |
154 |
118 |
144 |
118 |
185 |
152 |
106 |
90 |
58 |
53 |
|
Sexual Offences |
98 |
52 |
76 |
41 |
80 |
50 |
105 |
64 |
86 |
67 |
43 |
33 |
|
Arson |
28 |
9 |
22 |
6 |
24 |
6 |
37 |
15 |
25 |
7 |
30 |
12 |
|
Drugs |
114 |
114 |
66 |
66 |
61 |
60 |
59 |
58 |
53 |
53 |
55 |
55 |
|
Theft |
1,758 |
757 |
1,715 |
616 |
1,765 |
577 |
1,825 |
597 |
1,276 |
516 |
1,014 |
397 |
|
Burglary |
1,336 |
239 |
1,197 |
159 |
1,165 |
234 |
1,144 |
194 |
1,010 |
248 |
999 |
298 |
|
Robbery |
33 |
12 |
40 |
19 |
31 |
16 |
39 |
10 |
38 |
21 |
27 |
17 |
|
Fraud |
211 |
172 |
133 |
90 |
167 |
108 |
133 |
90 |
131 |
114 |
173 |
158 |
|
Other |
62 |
49 |
71 |
57 |
47 |
34 |
64 |
49 |
27 |
23 |
9 |
9 |
|
Total |
3,772 |
1,501 |
3,476 |
1,174 |
3,484 |
1,203 |
3,592 |
1,230 |
2,753 |
1,140 |
2,413 |
1,037 |
246 Mr. Curran asked the Minister for Justice, Equality and Law Reform when a decision will be made regarding an application for naturalisation made by a person (details supplied) in County Dublin. [13777/06]
An application for a certificate of naturalisation from the person referred to in the Deputy's question was received in the citizenship section of my Department on 17 February 2006.
The average processing time for such applications is 24 months. It is likely, therefore, that the application of the person concerned will be finalised in or around February 2008. I will advise both the Deputy and the person concerned as soon as I have made a decision in the matter.
247 Mr. Gregory asked the Minister for Justice, Equality and Law Reform the number of community gardaí in Cabra Garda station; and if in view of the imminent increase in population from new areas (details supplied); when the community Garda section will be brought to full strength of one sergeant and eight gardaí. [13785/06]
I have been informed by the Garda authorities, who are responsible for the detailed allocation of resources, including personnel, that the personnel strength of the community Garda unit at Cabra Garda station as at 4 April 2006 was one sergeant and four gardaí.
It is the responsibility of Garda management to allocate personnel throughout and within divisions on a priority basis in accordance with the requirements of different areas. The allocation of such resources is determined by several factors including demographics, administrative functions, crime trends and other operational policing needs.
Garda management states that it will continue to appraise the policing and administrative strategy employed in the Cabra sub-district with a view to ensuring that an effective Garda service is maintained.
The timescale for achieving the target strength of 14,000 members of the Garda Síochána in line with the commitment in An Agreed Programme for Government remains as when I announced the Government approval in October 2004 for my proposals to achieve this objective. The phased increase in the strength of the Garda Síochána to 14,000 will lead to a combined strength, of both attested gardaí and recruits in training, of 14,000 by the end of this year. This project is fully on target and will be achieved.
As part of the accelerated recruitment campaign to facilitate this record expansion, 1,125 Garda recruits were inducted to the Garda College during 2005. The college will induct a further 1,100 recruits this year and again in 2007, by way of intakes to the Garda College of approximately 275 recruits every quarter. The first incremental increase of newly attested gardaí under the programme of accelerated recruitment took place on 15 March 2006.
The Garda Commissioner will draw up plans on how best to distribute and manage these additional resources, and in this context the needs of the Cabra Garda station will be fully considered within the overall context of the needs of Garda stations throughout the country.
248 Aengus Ó Snodaigh asked the Minister for Justice, Equality and Law Reform if he will report on the status of and progress toward official recognition of Irish sign language; the official recognition of the status of Irish sign language users and of their related rights to public services; and if he will make a statement on the matter. [13787/06]
249 Aengus Ó Snodaigh asked the Minister for Justice, Equality and Law Reform if there are plans to incorporate into legislation measures to give Irish sign language a status equal to that of spoken languages, as has been done in New Zealand and the UK, among others, and in line with resolutions passed by the European Parliament. [13788/06]
I propose to take Questions Nos. 248 and 249 together.
I have no role in the recognition of official languages in Ireland.
250 Aengus Ó Snodaigh asked the Minister for Justice, Equality and Law Reform if his attention has been drawn to a proposal submitted to his Department in April 2005 by the Irish Deaf Society, National Association of the Deaf regarding official recognition of Irish sign language; when they can expect a response; and if he will make a statement on the matter. [13789/06]
While I received and acknowledged a copy of the proposal in question, as submitted to the All-Party Committee on the Constitution, I can inform the Deputy that I have no role in respect of the recognition of official languages in Ireland.
251 Mr. G. Murphy asked the Minister for Education and Science if she will clarify what she said in Dáil Éireann on 28 March 2006 with reference to legal costs being sought by the Department of Education and Science from a person, details supplied, as a result of recent court action. [13689/06]
The State Claims Agency, SCA, has responsibility for deciding on the issue of costs in the case to which the Deputy refers. The SCA has said that it deals with each case on an individual basis and that its approach here will be measured and sensitive.
The SCA will be consulting my Department on the issue of costs. I agree with its opinion that the matter should be pursued in a measured and sensitive way and I have asked my Department to convey my view that the issue of costs should be dealt with sympathetically. My Department will inform the SCA of this and reflect points made by the plaintiff to me in the course of correspondence. Before a final decision on this matter can be taken by the SCA, it will have to engage with the solicitors for the plaintiff so that it can take full account of her circumstances. I understand that arrangements for that process are now being put into place.
252 Ms Enright asked the Minister for Education and Science the number of places available on the Early Start programmes; the locations where Early Start is available; and if she will make a statement on the matter. [13754/06]
The Early Start pre-school project was established in 40 primary schools in designated areas of urban disadvantage in Dublin, Cork, Limerick, Waterford, Galway, Drogheda and Dundalk during 1994 and 1995. There are 1,680 places in these centres. Targeted early childhood education provision is a key element of the school support programme under the new action plan for educational inclusion, delivering equality of opportunity in schools, DEIS, which provides for a standardised system for identifying levels of disadvantage and a new integrated school support programme. The process of identifying primary and second-level schools for participation in the new school support programme has been completed.
As a result of the identification process, 840 schools have been invited to participate in the new programme. These comprise 640 primary schools — 320 urban-town schools and 320 rural schools — and 200 second level schools. Letters of invitation were issued to all 840 schools in late February with a request to complete and return an acceptance form by 10 March 2006.
The objective in respect of early childhood education is to concentrate actions on those children aged from three up to school enrolment, who will subsequently attend the 180 urban-town primary schools serving the most disadvantaged communities. The extension of early education supports to other areas served by primary schools participating in the school support programme will be considered after this objective has been achieved.
In December 2005, the Office of the Minister for Children under the Minister of State with responsibility for children was established to maximise the co-ordination of policies for children and young people and will have a range of functions previously under the Departments of Health and Children; Justice, Equality and Law Reform; and Education and Science. A new early years education policy unit has been established within my Department and will be co-located with the Office of the Minister for Children under the Minister of State with responsibility for children. This unit will oversee the preparation of plans for phased implementation of the early childhood education dimension of DEIS in the targeted school communities, starting in the next school year, and this will be pursued within an overall strategic policy framework developed by the Office of the Minister for Children under the Minister of State with responsibility for children.
253 Mr. Crowe asked the Minister for Education and Science if she will report on the recommendations from the task force on lifelong learning of 2002 which have not been acted upon. [13780/06]
The task force on lifelong learning was established by the Department of Enterprise, Trade and Employment, in collaboration with the Department of Education and Science, and reported in 2002. A total of eight Departments with responsibilities for education, sectoral training, welfare and social and community development policies were represented on the task force, as well as education, training, social partner, community and voluntary interests and industrial development agencies.
The report of the task force on lifelong learning complemented the policies and recommendations of the White Paper on adult education, Learning for Life, which was published in 2000. The White Paper reflected on the role of adult education in society and set out principles, policies and strategies for future development.
The implementation of the recommendations of the report of the task force were significantly advanced by the establishment in 2001 of the National Qualifications Authority and the two awards councils, the Further Education and Training Awards Council and the Higher Education and Training Awards Council under the Qualifications (Education and Training) Act 1999.
In 2003, the national qualifications framework was published. This framework establishes a single, coherent, easily understood award system for all levels of education and training in the State. The framework comprises ten levels. It will benefit all involved in education. It will allow the learner to access, transfer and progress up the ten levels of the framework. It will benefit employers as it provides a way of measuring and relating learning achievements and of comparing education and training awards.
The priority target group of further education programmes generally is those who are educationally disadvantaged and who lack basic skills. This was a key priority in the report of the task force. My Department continues to support a suite of adult, further and higher education initiatives from basic adult literacy through to expansion of scale and provision in further education. In fact, expenditure on adult literacy has risen from €10.6 million in 2000 to over €23 million in 2006. There are approximately 34,000 adult literacy learners in 2006.
The National Development Plan 2000-2006 anticipated that 110,000 people would participate in the adult literacy programme. This target has already been surpassed. In addition there are, in 2005-06, approximately 3,200 students in Youthreach; 1,000 students in senior Traveller training centres; 5,500 in vocational training opportunities scheme; and over 30,000 following the post-leaving certificate programme. All of these students are following full-time programmes. In addition, there are 7,000 places available in the part-time back to education initiative, which was initiated in 2002.
To provide support for these adult students, my Department has played a key role in the development of education guidance services for adults. Adults returning to education need advice, information and guidance. To this end, 35 adult education guidance initiatives have been established throughout the country. These initiatives provide advice and guidance to potential learners and to existing learners in adult literacy, the vocational training opportunities scheme and community education. Financial provision is available for a further three initiatives which will be made available subject to the approval of the additional staff required. In addition, my Department funds the development of Qualifax. Qualifax is an on-line database of some 12,000 educational courses currently operating in second level, third level and in further education.
Child care support is also provided to further education learners in Youthreach, senior Traveller training centres and for those following vocational training opportunities programmes. Financial support is also available to learners who are eligible for social welfare benefits or maintenance grants. Higher education also seeks to maximise access and the establishment of the national office for equity of access to higher education in 2003 highlights the importance of providing educational opportunity for groups who are under-represented in higher education.
254 Ms C. Murphy asked the Minister for Education and Science if the school year will be extended through July 2006 for a special class, details supplied, and the reason for this decision; and if she will make a statement on the matter. [13580/06]
My Department has received a proposal from the school in question for the provision of a July programme for pupils attending the school's special unit for pupils with autism. This proposal is currently under consideration in my Department and the school authority will be notified of the outcome as soon as possible.
255 Mr. D. Moynihan asked the Minister for Education and Science if she will sanction the establishment of an all-Irish education centre at Baile Mhuirne, County Cork; and if she will make a statement on the matter. [13581/06]
Further deliberation and discussions with the relevant interests are needed before a definitive decision on the project can be made. It is intended that these discussions will be completed as quickly as possible.
256 Mr. Stanton asked the Minister for Education and Science the appeal procedures in operation in cases of refusal by vocational education committees and local authority higher education grant sections with respect to third level grants; if applicants who are refused in such cases are made aware as a matter of course of their right to appeal; the number of such appeals received by her Department in respect of schemes in operation in each year from 2000 to 2005; the outcome of such appeals; and if she will make a statement on the matter. [13582/06]
My Department funds three means-tested maintenance grant schemes for third level education students in respect of attendance on approved courses in approved third level institutions and one maintenance grant scheme in respect of students attending approved post-leaving certificate courses in approved post-leaving certificate centres. These are the higher education grants scheme, the vocational education committees' scholarship scheme, the third level maintenance grants scheme for trainees and the maintenance grant scheme for students attending post-leaving certificate courses.
The three third level student support schemes, administered by the local authorities and the vocational education committees on behalf of the Department of Education and Science, offer financial assistance to eligible students attending approved third level courses. Students entering approved courses for the first time are, generally speaking, eligible for grants where they satisfy the relevant conditions as to age, residence, means, nationality and previous academic attainment.
The statutory framework for the higher education grants scheme, as set out in the Local Authorities (Higher Education Grants) Acts 1968 to 1992, provides for means-tested higher education grants in order to assist students to attend full-time third level education. Section 7 of the Local Authorities (Higher Education Grants) Act 1968 provides that:
Every question or dispute which shall arise in relation to the interpretation or construction of a scheme under this Act shall be determined by the Minister whose decision thereon shall be final.
The decision on eligibility for third level grants is a matter for the relevant local authority or vocational educational committee. These bodies do not refer individual applications to my Department except, in exceptional cases, where, for example, advice or instruction regarding a particular clause in the relevant scheme is desired.
Clause 14 of the higher education grant scheme, the vocational educational committees' scholarship scheme 2005, and the third level maintenance grant scheme for trainees 2005, together with clause 12 of the maintenance grants scheme for students attending post-leaving certificate courses 2005 provides that where an individual applicant considers that she or he has been unjustly refused a maintenance grant or that the rate of grant awarded is not the correct one, he or she may appeal to the relevant awarding body.
Where an individual applicant has had an appeal turned down in writing by the relevant awarding body and remains of the view that the body has not interpreted the schemes correctly in his or her case, an appeal may be made to the Minister outlining the basis for such appeal. As already indicated, the awarding body may, itself, in exceptional circumstances, seek clarification on issues from my Department. While the information on the number of appeals or their outcome is not available, the right of appeal is clearly published in the schemes.
257 Ms Shortall asked the Minister for Education and Science the number and percentage of secondary school students who took transition year in the last year for which figures are available. [13593/06]
In the school year 2004-05, a total of 24,798 post-primary students took transition year. This figure reflects 7.4% of the overall enrolment of students at post-primary level and 18.4% of students at senior cycle level in that school year.
258 Mr. G. Murphy asked the Minister for Education and Science if she will make a statement on the conditions in a school (details supplied) in County Cork; and when she will make funds available for refurbishment and extension. [13687/06]
An application for capital funding towards the provision of an extension to provide ancillary accommodation has been received from the school referred to by the Deputy. The project has been assessed in accordance with the prioritisation criteria for large scale building projects. The project is being considered in the context of the School Building and Modernisation Programme 2006-10.
259 Mr. G. Murphy asked the Minister for Education and Science the position with regard to providing funding for a new national school at Cullen, Mallow, County Cork. [13688/06]
I am pleased to inform the Deputy that the school in question has accepted the grant to build a new three-teacher school under the 2006 small schools scheme that I announced recently. The initiative operates on a devolved basis and allows boards of management to address their accommodation and building priorities with a guaranteed amount of funding and allows them control over the pace at which building works proceed.
260 Mr. Wall asked the Minister for Education and Science the position regarding an application for an extra teacher by a board of management of a school where 75% of the classes exceed 31 pupils in number and where three senior classes have 35 pupils in number (details supplied); and if she will make a statement on the matter. [13708/06]
The mainstream staffing of a primary school is determined by reference to the enrolment of the school on 30 September of the previous school year. The actual number of mainstream posts sanctioned is determined by reference to a staffing schedule, which is issued to all primary schools each year.
According to data submitted to my Department by the board of management of the school referred to by the Deputy, the enrolment in the school on 30 September 2005 was 232 pupils. In accordance with the staffing schedule circular 0023/2006, which has issued to all primary schools and is also available on my Department's website at www.education.ie, the mainstream staffing in the school for the 2006-07 school year will be a principal and eight mainstream class teachers.
Within the terms of the current staffing arrangements for primary schools, there is provision for additional posts, referred to as developing school posts, to be assigned to schools on the basis of projected enrolments for the next school year. Under these arrangements, a developing school post may be sanctioned provisionally where the projected enrolment at 30 September of the school year in question equals or exceeds a specified figure. If the specified figure is not achieved on 30 September, sanction for the post is withdrawn.
It is open to the board of management to submit an appeal under certain criteria to an independent appeal board, which was established to adjudicate on appeals on mainstream staffing allocations in primary schools. Details of the criteria and application dates for appeal are contained in the staffing schedule. They are also available in circular 0024/2006, Appeal Board for Mainstream Staffing in Primary Schools, which is available on my Department's website. Hard copies of this circular have been issued to all primary schools.
It is proposed that the first meeting of the appeal board will be held in May 2006. Further meetings will be held in July and October 2006. The closing dates for receipt of appeals are 12 May, 24 June and 18 October respectively. Appeals must be submitted to the primary payments section, Department of Education and Science, Athlone on the standard application form, clearly stating the criterion under which the appeal is being made. The standard application form is available from the primary payments section or on my Department's website. The appeal board operates independently of my Department and its decision is final. I am sure the Deputy will appreciate that it would not be appropriate for me to intervene in the operation of the independent appeal board.
261 Mr. Carey asked the Minister for Education and Science if she will clarify if the allocation of hearing support resources is part of the DEIS initiative; if not, the way in which a school (details supplied), which is in band two of DEIS can expect to retain its existing level of hearing support; if schools in band two can retain all the resources they currently have; and if she will make a statement on the matter. [13729/06]
The allocation of learning support teaching resources does not fall under the DEIS initiative. Delivering equality of opportunity in schools, DEIS, the new action plan for educational inclusion, provides for a standardised system for identifying levels of disadvantage and a new integrated school support programme, SSP. The process of identifying primary and second level schools for participation in the new school support programme has been completed. As a result of the identification process, 840 schools have been invited to participate in the new programme. These comprise 640 primary schools — 320 urban-town schools and 320 rural schools — and 200 second level schools.
Schools that have not qualified for the new school support programme and are receiving additional resources, both human and financial, under pre-existing schemes and programmes for addressing concentrated disadvantage will retain these supports for 2006-07. The efficacy of these supports will be kept under review. The DEIS action plan states that, as well as the provision being made under the new school support programme for schools with a concentrated level of disadvantage, financial support will continue to be provided for other primary schools where the level of disadvantage is more dispersed. This support will be based on the results of the new identification process and the arrangements that will apply in this regard will be notified to schools early in the autumn.
In May 2005, a general allocation of learning support-resource teachers, LS-RTs, to primary schools to cater for children with high incidence special educational needs, SEN, such as dyslexia and those with learning support needs was announced and has been operational since September 2005. LS-RT allocations are based on certain pupil numbers and took into account the differing needs of the most disadvantaged schools and the evidence that boys have greater difficulties than girls do in this regard.
The schools considered as most disadvantaged when the model was introduced were those eligible for additional staffing under the urban dimension of the Giving Children an Even Break scheme. Those schools have a preferential pupil-teacher allocation ratio of 80:1 for their general allocation. That remains the case. Accordingly, the school in question will not have its general allocation of 1.4 teachers altered for the 2006-07 school year. The school will, however, lose 15 hours resource teaching support that it was allowed retain on a transitional basis for the 2005-06 year only and the principal of the school is aware of this. It is intended that a review of the general allocation model will be undertaken within three years of operation.
262 Mr. Carey asked the Minister for Education and Science the status of the urban dimension of Giving Children an Even Break, that is, where resources are allocated to a school on the basis of 80:1; the way in which this programme relates to DEIS; and if she will make a statement on the matter. [13730/06]
Giving Children an Even Break, GCEB, was a programme introduced in 2001 to ensure that participating primary schools were provided with a range of additional supports including teacher posts and other non-teaching supports to be targeted at disadvantaged pupils. Under the GCEB scheme, my Department provided support commensurate with the levels of concentration in schools of pupils with characteristics that are associated with educational disadvantage and early school leaving.
Delivering equality of opportunity in schools, DEIS, the new action plan for educational inclusion, provides for a standardised system for identifying levels of disadvantage and a new integrated school support programme, SSP. This standardised system will replace all of the existing arrangements for targeting schools for participation in initiatives to address disadvantage. Schools that have not qualified for the new school support programme and are receiving additional resources, both human and financial, under pre-existing schemes and programmes for addressing concentrated disadvantage will retain these supports for 2006-07. The efficacy of these supports will be kept under review.
The DEIS action plan states that, as well as the provision being made under the new school support programme for schools with a concentrated level of disadvantage, financial support will also continue to be provided for other primary schools where the level of disadvantage is more dispersed. This support will be based on the results of the new identification process and the arrangements that will apply in this regard will be notified to schools early in the autumn.
In May 2005, I announced a general allocation of learning support-resource teachers, LS-RTs, to primary schools to cater for children with high incidence special educational needs, SEN, such as dyslexia and those with learning support needs, which has been operational since September 2005. LS-RT allocations are based on certain pupil numbers and takes into account the differing needs of the most disadvantaged schools and the evidence that boys have greater difficulties than girls do in this regard.
The schools considered as most disadvantaged when the model was introduced were those eligible for additional staffing under the urban dimension of Giving Children an Even Break. Those schools have a preferential pupil-teacher ratio of 80:1 for their general allocation. It is intended that a review of the general allocation model will be undertaken within three years of operation.
263 Mr. Naughten asked the Minister for Education and Science if she will furnish a reply to Parliamentary Question No. 1292 of 25 January 2006; the reason for the delay; and if she will make a statement on the matter. [13738/06]
The information requested by the Deputy in Parliamentary Question No. 1292 covers the period 1997 to date. Due to the scope and detailed nature of the information sought, it was not readily available in the format requested. A trawl of all units of my Department to collect the details has taken place and a co-ordinated return is being finalised. I hope to be in a position to forward this return to the Deputy very shortly. I apologise for the delay.
264 Mr. O’Shea asked the Minister for Defence his proposals to reduce the 5 ft. 4 in. height restriction for female Defence Forces recruits; and if he will make a statement on the matter. [13691/06]
Last July, while visiting Mellows barracks in Galway, I spoke of my desire to see more women applying to join the Defence Forces. I indicated then that, while much was already being done to encourage more women to apply, I intended to review the measures in place with a view to maximising the number of women applicants to the Defence Forces. At that time, I pointed out that the number of females enlisting each year is almost in direct proportion to the number applying, approximately 9%. An increase in the numbers applying should, therefore, be reflected in the numbers subsequently enlisted.
As I have already indicated to the House a number of times, I commenced that review process on 5 August, 2005 by writing to both the Departments of Education and Science and Justice, Equality and Law Reform, along with a number of outside organisations, seeking their views and recommendations on how more women might be encouraged to apply to enlist in the Defence Forces. All the replies have now been received, the last on 17 January 2006, and are currently being examined.
Officials, both civil and military, of the Department of Defence will shortly meet with representatives of each of the organisations that made submissions along with the Representative Association of Commissioned Officers, RACO, and the Permanent Defence Force Other Ranks Representative Association, PDFORRA. These meetings will consider the ideas and suggestions to see what, if any, improvements or changes can be made to the programme of recruitment so as to encourage more females to join the Defence Forces. I anticipate these meetings will take place over the coming weeks.
Since I raised this matter last July, there has been considerable focus on the minimum height requirement. Indeed, one of the submissions received in response to my letter of 5 August specifically called on me to abolish the height requirement. The current minimum height requirement for entry to both the Permanent Defence Force and the Reserve Defence Force is 162.5 cm., 5 ft. 4 in., for both men and women. It was set in April 2002 and is based on the professional advice of the medical corps and the actual experience of training units. The advice at that time was that, having regard to the nature of the job and of the duties of military service and the training exercises undertaken by members of the Defence Forces, persons of shorter stature are more likely to incur back and lower limb injuries. A key element in military life is the need for personnel to maintain a level of fitness for combat readiness. Inherent in this physical requirement is the ability to carry heavy loads and execute physically demanding tasks in training and on operations. The personal load carrying equipment and personal weapon place considerable weight on the musculosketal system.
As I indicated to the House on 29 September 2005, I have asked the military authorities to report to me on the height requirement and I will consider all aspects of the issue in the light of that report. I would point out to the House that the height requirement is only one element of the overall matter of how more women might be encouraged to enlist in the Defence Forces. In this context, I believe it is important that we examine the range of possible contributing factors. To that end, I intend to soon commission research into women's attitudes to military life and a career in the Defence Forces. I would envisage such research including interviews with currently serving female members of both the Permanent Defence Force and the Reserve Defence Force.
The Government is committed to a policy of equal opportunity for men and women in the Defence Forces — Army, Air Corps and Naval Service — including the Reserve Defence Force, and to the full participation by women in all aspects of Defence Forces activities. In effect, this means that women are eligible on the same basis as men for participation in operational and ceremonial activities, assignment to all military appointments and educational and training courses and promotion. All female personnel undergo the same training and receive the same military education as their male counterparts. When considering how to encourage more female personnel to the Defence Forces, it is vital to bear this in mind and to ensure that it is fully taken into consideration.
265 Mr. Stagg asked the Minister for the Environment, Heritage and Local Government his views on allocating further funding under the home improvement scheme for the elderly and central heating grants to the Health Service Executive in County Kildare, in view of the fact that its budget for 2006 is exhausted. [13596/06]
The special housing aid for the elderly scheme is administered by a task force under the aegis of my Department and operated at local level by the Health Service Executive, HSE.
An initial allocation of €2.2 million for the scheme was notified to the Dublin and mid-Leinster region, which includes County Kildare, in February 2006 and it is a matter for the HSE directorate of services for older people, which has responsibility for the administration of the scheme, to apportion funding to a particular area. A further allocation of funding will be notified to the regions, following receipt of the mid-year returns, later in the year.
266 Mr. G. Murphy asked the Minister for the Environment, Heritage and Local Government when his Department will give final approval for developments (details supplied) in County Cork. [13690/06]
Applications for approval of funding under the voluntary housing capital loan and subsidy scheme in respect of both projects were recently received from Cork County Council, which is responsible for the detailed administration of the scheme in its area. The applications are being considered and the council will be advised of the outcome as soon as possible.
267 Mr. McHugh asked the Minister for the Environment, Heritage and Local Government further to Parliamentary Question No. 532 of 28 March 2006 if a person wishing to cut turf for his or her own use on bogs not designated for conservation must communicate with any agency or Department by way of application for consent, licence or otherwise before so doing, or if such person can operate as heretofore; and if he will make a statement on the matter. [13703/06]
As stated in reply to Question No. 532 of 28 March 2006, peat extraction below ten hectares in area is exempted development except where it could have significant effects on the environment. The threshold has been set at a level that ensures that the vast majority of sub-threshold peat extractions will not have a significant effect on the environment.
If a person proposing to carry out peat extraction requires guidance as to whether the extraction in question would have significant effects on the environment he or she should consult the appropriate planning authority. If desired, a person may seek a declaration under section 5 of the Planning and Development Act 2000 from the planning authority on the question of whether a development is, or is not, exempted development. The declaration must be issued within four weeks and may be referred to An Bord Pleanála for review.
268 Mr. McHugh asked the Minister for the Environment, Heritage and Local Government the bogs in Galway east which are designated for conservation under the European Communities (Natural Habitats) Regulations 1997; and if he will make a statement on the matter. [13704/06]
I will arrange to have details of all candidate special areas of conservation in Galway which are proposed for designation under the European Communities (Natural Habitats) Regulations 1997 to 2005 sent to the Deputy.
269 Mr. Gilmore asked the Minister for the Environment, Heritage and Local Government the parts of the Aarhus Convention Agreement and its associated EU directives, in which 2003/4/EC and 2003/35/EC have been ratified or transposed into Irish law to date; if he will set out for each part of the Aarhus Convention Agreement and its associated EU directives, if 2003/4/EC and 2003/35/EC have been ratified or transposed into Irish law, the date on which this occurred and the legislative instrument used to do same; and if he will make a statement on the matter. [13705/06]
Ireland signed the Aarhus Convention on Access to Information, Public Participation in Decision-Making and Access to Justice in Environmental Matters on 25 June 1998. Progress towards ratification of the convention is closely aligned with work at European Union level. To date, the European Union has adopted two directives as part of the ratification process for the convention. These deal with public access to environmental information, 2003/4/EC, and public participation in certain environmental decision-making procedures, 2003/35/EC. Ratification of the convention will take place after these directives have been transposed into Irish law.
Work continues in my Department with regard to the transposition of these two directives and will be completed as soon as possible.
270 Mr. Noonan asked the Minister for the Environment, Heritage and Local Government if he has received documentation from Limerick County Council for sewerage schemes (details supplied) in County Limerick; and when approval will be given to proceed to planning stage budget status. [13717/06]
The Dromcollogher, Hospital, Pallasgreen and Bruff sewerage schemes, which are being advanced as a grouped project, have been approved to advance through planning in my Department's water services investment programme, 2005 to 2007.
In June 2005, I approved Limerick County Council's brief for the appointment of consultants to prepare a preliminary report for the grouped project. The council's proposals in respect of the consultants' fees and planning stage budget for the scheme were received in my Department last month and are being dealt with as quickly as possible.
271 Mr. Sargent asked the Minister for the Environment, Heritage and Local Government when he will make a decision on the boundary extension application by Limerick City Council. [13719/06]
I have written today to Limerick City Council regarding its proposal for an extension of the city boundary with a view to building a strong consensus on a viable way forward. I considered that it was premature to pursue the proposal in its current format. However, I have stressed the need to develop the Limerick to Shannon gateway to its full potential, in line with the national spatial strategy, and I have therefore requested the three managers from Limerick City Council, Limerick County Council and Clare County Council to meet me to discuss how this might be achieved. There are a number of options which can be explored by the three councils and I strongly believe that the maximum consensus should be arrived at locally in advance of any direction from central government.
272 Mr. Naughten asked the Minister for the Environment, Heritage and Local Government further to Parliamentary Question No. 191 of 26 January 2006 the status of these regional water schemes; when he will approve funding for the projects; and if he will make a statement on the matter. [13776/06]
Roscommon County Council's design review and water services pricing policy reports and implementation strategy for these water supply schemes are now being further examined in my Department following receipt, last week, of additional information requested from the council in September 2005. Following approval by the Department, the council will be in a position to prepare contract documents for the schemes.
