Michael Moynihan
Ceist:6 Deputy Michael Moynihan asked the Minister for Education and Skills his intended approach to advanced research in higher education institutions; and if he will make a statement on the matter. [5539/11]
Other Questions
Research Funding
A National Strategy for Higher Education to 2030, otherwise known as the Hunt report, was published in January which set out a vision for the future development and direction of higher education in Ireland over the next two decades. I support the broad analysis of the strategy in recognising the central role higher education plays in economic development and the need for continuing State investment in research activities. As Minister of State with responsibility for research and innovation I will be working closely with the Minister for Enterprise, Trade and Innovation, the Minister for Education and Skills and other colleagues in co-ordinating delivery on the Government's strategic research priorities and in seeking to enhance and support the further development of our research system.
There has been significant investment in research in Ireland over the past decade and we must continue to build on this investment. We need to invest across the full range of disciplines, including the humanities and social sciences, to maintain a broad base of knowledge and capacity, coupled with targeted investment in specific strategic areas of national opportunity. We must continue to encourage our institutions to work together and build critical mass around areas of key strength, and also support better and deeper working relationships with industry.
While our institutions have developed a strong base of research activity, the focus of the next stage in our system's development must be on our ability to maximise the impact of our research results in terms of the commercialisation of that research and its conversion to real sustainable jobs. In this regard, our programme for Government pledges to introduce a number of measures to support innovation and technology development in our institutions, including the establishment of a network of technology research centres which will focus on applied technological research in specific areas.
It is also important to recognise the role research investment plays more generally across higher education. The knowledge created through research and the skills associated with research activities has a direct bearing on the quality of teaching and learning in our institutions and on the formation of our students, both at postgraduate and undergraduate level. All students should have some exposure to the latest research developments, and the connection between the teaching and research missions of institutions must remain.
I congratulate the new Minister, Deputy Quinn, and the Ministers of State, Deputy Cannon and Deputy Sherlock, on their appointment and wish them well. They will be looking after an important Department and sector over the forthcoming term. Given their capacity and experience, I have no doubt that they are well equipped to deal with it.
Many of the good aspects of our economy at present are the result of investment in education. At 14%, our level of unemployment is at its highest for a long time, but there is also a very high number of people at work compared with ten years ago. The number of people who are working is a positive feature although we must try to ensure we start creating jobs again. Many of the people who are at work in the economy at present are in jobs which were created as a result of investment in third level education——-
The Deputy should ask a question.
——particularly over recent years. I welcome the fact that the Minister will continue some of the work and investment that has been put into this sector. Will he elaborate on the measures he will take to ensure that the research investment is, in so far as possible, tied in with the companies that will be investing in particular areas to ensure that it generates employment in towns, cities and regions?
Not only is research covered under the education and skills remit but there is also an important function under the enterprise, jobs and innovation remit. Within that substrata there is a specific remit vis-à-vis Science Foundation Ireland, Enterprise Ireland and the programme for research in third level institutions, PRTLI. Science Foundation Ireland, SFI, alone has a budget of €160 million for 2011. There is a clear priority. If we are to get people back to work, we must ensure that we maintain the current level of spending within that area in so far as possible so that investment can be maintained. It will thus be possible through SFI, Enterprise Ireland and the research programme to build the synergies with the companies. That is already happening; the model is well established. However, I strongly believe that the Government’s job must be to try to grow and deepen that remit and commercialise the research. If we can commercialise the research and continue that model, it will be possible to create more jobs from the third level sector.
Programme for Government
Brendan Smith
Ceist:7 Deputy Brendan Smith asked the Minister for Education and Skills his priorities for the next three months; and if he will make a statement on the matter. [5536/11]
The programme for Government outlines the Government's priorities over the next five years. It has a strong focus on education and skills and sets an ambitious work programme for me and my Department. My core fundamental priority across all areas of education, from early childhood education to training and higher education, is to improve the education outcomes for all our students. This will have to be delivered while recognising the economic reality that the last Government effectively placed this country into receivership, and that we are not in full control of our economic affairs as a nation. It is essential for us as a country, for our economic future and for the life choices of individuals that we change what we do to get radically better quality outcomes for the resources deployed. This is the challenge facing the education sector and me as Minister.
While it is my intention to make progress across the range of Government programme commitments there are a number of specific issues that I wish to see advanced in the short term. Addressing effectively the issues affecting key skills of literacy and numeracy is an essential core of delivering higher quality outcomes and is a major element of our Government programme. It will be a priority in the coming three months.
As part of our overall Government approach to jobs and the prioritising of this in the coming three months, I will have a significant input regarding training and education places and in considering schools capital investment. I also envisage initiating the preparation of a five year plan for educational infrastructure at primary and second level having regard to demographic demands and the need to upgrade existing stock. As part of this work, progress will be made on the inventory of school accommodation. I have already publicly stated my commitment to setting up a forum on patronage and pluralism which will report before the end of the year.
Another key area where I expect progress to be made is in the rationalisation of the vocational education committees, and specifically to determine in the coming months the headquarters locations where there are mergers, the titles of the new entities and the changes needed regarding the composition of each VEC. I will also proceed with the amalgamation of the qualifications bodies — the NQAI, HETAC and FETAC.
I thank the Minister for his reply in which he spoke about school accommodation and infrastructure in general. Considerable progress has been made in upgrading and providing new accommodation at primary and second level, as well as at third level in institutes of technology, PLC colleges and universities. The Minister's predecessor, the former Tánaiste and Minister for Education and Skills, Mary Coughlan, published the schools building programme. Will the Minister confirm that this substantial and ambitious programme will be implemented?
The Minister referred to the rationalisation of vocational education committees, VECs. I fully support such rationalisation because there are too many committees. Is it his intention to proceed with this necessary and long overdue measure? If so, does he propose to have the same number of merged entities as outlined by his predecessor?
We need greater transparency in regard to the schools building programme. Some 75% of all representations to the Department of Education and Skills, under various Ministers, have been from school boards, school committees, worried parents and others as to where they are in the queue. It is my intention to provide more transparency and clarity so people know what is happening. The current situation is not satisfactory. We are now in a position to build more with less because tender prices have dropped significantly, by some 40%. In other words, with a smaller capital programme we can get good outturns in terms of new buildings and essential repairs. The tragedy is that we still have 50,000 young people in prefabricated buildings, with some schools consisting entirely of such buildings. Too many children go through their entire primary school experience in that environment at a time when there are empty housing estates throughout the State, a legacy of a wasted past. That issue will have to be reviewed.
In regard to the vocational education committees, I will build on the work of my predecessors. The rationalisation of 33 VECs down to 16 is the starting point, and I do not propose to make any significant changes in this regard. Of the 33 VECs, some are very large and some very small, overseeing perhaps one or two post-primary schools and an adult education service. Some of these could be combined in an effective way, and there will be consultations on that before I take action. I have met with the Irish Vocational Education Association and have requested that it indicate whether it has an alternative variation which nevertheless has regard to the necessity to obtain annual savings on a recurring basis of €3 million within the framework of 16 or so VECs.
Does the Minister agree that the devolved programme, summer works programme and contingency programme have been very successful? I have seen schools in my constituency transformed by small amounts of grant aid. I urge the Minister to ensure these programmes are continued because they have given good value for money.
I agree with the Deputy and we will try to do that this year.
Déanaim comhghairdeas don bheirt Aire, is mór an onóir é dóibh ach is mór an dúshlán é freisin. There has been a serious lack of investment by the State in education in recent years. Out of 31 OECD countries, Ireland is fifth from the bottom, with a below average investment. We cannot build a knowledge economy if we rip funds out of the education system. It is ominous and disheartening that the buzzword during the election was "change", yet ministerial statements seem often to be prefaced with an indication that decisions by the last Government will not be revisited. That is an incongruous position.
There is a large number of schools in Meath, both primary and secondary, that are operating in premises that were built at the start of the last century. Children are trying to learn in cramped conditions with poor heating. There are four secondary schools in Navan——
Does the Deputy have a question?
Yes, I am getting to it. All four secondary schools in Navan are currently full and children are being sent to towns 15 and 20 miles away. Is it a priority for the Government to resolve these immediate issues this year?
Yes, it is, and we will have to be innovative in how we do it. Taking Navan as an example, we will have to undertake some type of inventory to ascertain the education infrastructure in the whole of Navan, irrespective of which school has what, and devise an holistic overview so we can maximise the utilisation of those resources for the 21st century rather than the 18th or 19th century when there were different teaching orders and different social hierarchies which are no longer relevant. We will have to think in a radical way that was not seen before, and I intend to lead that review.
Special Educational Needs
Mary Lou McDonald
Ceist:8 Deputy Mary Lou McDonald asked the Minister for Education and Skills when he will publish the plan for the implementation of the Education for Persons with Special Educational Needs Act; and if he will make a statement on the matter. [5506/11]
The programme for Government sets out that education will be a priority for this Government and that we will endeavour to protect and enhance the educational experience of children, young people and students. To that end, we are committing, during the tenure of this Government, to the publication of a plan for the implementation of the Education for Persons with Special Educational Needs Act 2004 in order to prioritise access for children with special needs to an individual education plan. The priority will be to move to a system where necessary supports follow a child from primary to second level and to achieve greater integration of special needs-related services.
Several sections of the Education for Persons with Special Educational Needs Act have already been commenced, principally those establishing the National Council for Special Education, NCSE, and those promoting an inclusive approach to the education of children with special educational needs. As required under the Act, the NCSE provided a report making recommendations regarding the implementation of the legislation which suggested additional investment over a period of years of up to €235 million per annum across the education and health sectors. My Department's opinion is that the level of investment required would be greater than that envisaged in the NCSE report. In the light of the very difficult economic situation, and these significant costs, the previous Government deferred the full implementation of the Education for Persons with Special Educational Needs Act.
However, it is my intention to examine the legislation in order to prepare a plan to implement the Act in line with the programme for Government, subject to the serious financial constraints we have inherited from the previous Fianna Fáil-Green Party Government. All parts of the legislation that have not been commenced to date will be considered during this process. Commencement of individual aspects of the legislation in isolation is difficult because of linkages across the various sections. Given the extent of the considerations required as well as requirements to consider a number of other priority policy areas in regard to the education of children with special educational needs, it is not possible at this point to advise a date for the publication of this plan.
This issue was put on the long finger by the last Government and the Minister's reply, instead of offering succour, merely refers to resources. The delay in implementation may save money but it will affect the livelihood and prospects of children who will not be assessed and must go without resources. The last Government was subject to severe criticism on this matter. I ask the Minister to look at this again. The delay is saving money but it is also affecting the most vulnerable in society.
I appreciate the Deputy's remarks, and I should have congratulated him on his return to the House earlier. We must find ways to do more with less, that is where we are. If the Deputy has any suggestions in that regard, I would happily entertain them. We are in a new place and I would be misleading Deputy Crowe and every other Member of the House if I suggested otherwise.
We will not get into a debate on default and the debt we face. I remember discussing the EPSEN Act in this House and the major worry expressed by all the groups that appeared before the then Committee on Education and Science was the resourcing of the system. The Minister at the time promised resources would be in place but we know that families are coming forward having faced the reality of the situation. The hope that existed for many families has disappeared because help still appears to be out of reach.
I also congratulate Deputy Quinn on his new role. Having observed politics for 35 years, I have noticed that when a person gets the Minister for Education and Skills post, he was often looking for a better job. I believe, however, it is the most vital post in the Government. I am optimistic Deputy Quinn will recognise that and treat the job the way it should be treated.
I was asked to visit a national school in Clonroche in County Wexford on Monday and I was shocked by the story I was told. The school has only 110 children but 28 of them needed a learning support teacher and a further 23 children were members of the Travelling community. Support teaching posts for these are now being amalgamated. Previously the school had two and a half teachers, meaning it shared a teacher with another school, but this number has now been reduced to one teacher. Not only does this mean learning support will be confined to the children from the Travelling community, because they are the lowest achievers in the school, many children will suffer, not just those getting learning support but every child in the school.
I realise the Minister has been dealt a poor hand but does he agree that research shows every euro spent on a child before he is seven, saves the State €7 before he is an adult? It makes so much sense to invest in children and of all the areas that are being this must be the last. It will be detrimental to society if we ignore these children and any cuts in the area will come back to haunt us.
I thank the Deputy for his question, his comments and his good wishes. I recognise in the presence of Deputies Smith and McConalogue that the previous Government ring-fenced the education spend but we have a growing population, with 500,000 in the primary school sector at present and that figure could increase to 560,000 within a few years. We are running to stand still in terms of resources. I will look at individual cases but I do not want to mislead anyone about the current position.
Literacy Levels
Sandra McLellan
Ceist:9 Deputy Sandra McLellan asked the Minister for Education and Skills when the national literacy strategy for children and young persons will be developed; when it is expected to be rolled out; when will every school be required to have a literacy action plan; the supports that will be made available to schools; and if he will make a statement on the matter. [5508/11]
A key commitment of the programme for Government is the development and implementation of a national literacy strategy which includes the production of literacy action plans by schools, with school level targets linked to national targets.
The Department is currently undertaking a public consultation process on a draft national strategy on literacy and numeracy covering the period up to 2020. There was a very strong response to the request for submissions up to the deadline of the end of February. In excess of 460 written submissions were received and these are being examined in detail. In parallel, focused consultation meetings are being held with groups of key stakeholders. Implementation will require a sustained commitment from schools and other stakeholders and I want to ensure that their input is considered in finalising the strategy.
Targets and timescales for the implementation of various aspects of the literacy strategy will be set out in the finalised strategy, following consideration of the submissions and meetings with key stakeholders. Consultation meetings will conclude in early May and the strategy will be finalised without delay. In parallel with the preparation of the strategy, preparatory work for implementation is taking place in the Department and its partner agencies.
We must ensure that all our young people have levels of literacy and numeracy that equip them to avail of further education and to engage fully as adults in society and in the economy. The very disappointing and worrying declines in the performance of Irish 15 year olds on PISA literacy and mathematics tests between 2000 and 2009 point to the urgent need for us to improve the literacy and numeracy standards of our students. It is my intention that the literacy and numeracy skills of our students will be improved very significantly so that the declines of recent years can be reversed and Irish students will again be among the best performing groups internationally.
Many schools are worried this is another plan that will lead to more tinkering with the system. The role model system, however, has worked, particularly if it involves a parent and the necessary resources are put in place. A family with a literacy problem will not have any books or magazines in the House so if a parent goes back to education and we support him or her, that will bring the standard of the children's literacy up.
Is there a timescale? Many schools are worried about tinkering with the system but the Minister is right about numeracy and mathematics. The OECD figures state we are doing well with literacy levels but we have so many young people leaving school unable to read and write. How can we resolve that situation?
I welcome the Deputy's comments and his clear knowledge of the scale and extent of the problem. Literacy starts at home. By the time a four year old arrives in junior infants, outcomes in literacy have already been significantly determined by the commitment of parents, no matter what class or socioeconomic group. A child who is not read to when going to bed at night is an abused child. If a home does not cherish literacy, it is a form of abuse. I was the first Deputy to raise concerns that our so called "wonderful" education system was not delivering.
Everyone has a role to play. Deputy Aodhán Ó Riordáin, as a principal of a primary school in the inner city in Dublin was the first to highlight the need for a right to read programme. I will be looking at that not to scapegoat teachers or schools, because we are all failing, as parents, society and families, and we must find a way collectively to deal with the issue. We also need within the fixed timeframe of the school curriculum, at primary level in particular, a return to the basics. We must empower teachers to give time, with parents, who play a key role in this, to this area. A middle class child from a committed family arrives in school at four years of age with a vocabulary that is twice that of a child from a disadvantaged family. The electronic media has reduced the necessity for reading as a form of entertainment so we must get out of this. A working class boy who leaves school at 15 unable to read or write is destined to a future of intermittent employment and possibly crime, and we are all aware of the consequences of that.
The Minister may have pre-empted me when he said a revision of the curriculum is necessary to ensure literacy and numeracy skills are adequate for primary school going children.
It is my intention to devolve back to principals more autonomy and independence to do what they consider to be best. It is wrong that we have 3,200 primary schools stretching from the Aran Islands to the inner city of Dublin, or disadvantaged rural areas in Border counties with a one size fits all curriculum, with little discretion for the principal. In the context of resources and in terms of emphasis within the constraints of the primary school curriculum — which is a good model — we will provide greater autonomy to principals and their teachers and assistant teachers to try to obtain the outcomes we require. We need to focus on literacy in a way we have not done heretofore.
We were given a wake-up call in the form of the results from the PISA tests. We do not have the best education system in the world, far from it. We are currently in the third division but we want to return to the first division.
Pupil-Teacher Ratio
Pearse Doherty
Ceist:10 Deputy Pearse Doherty asked the Minister for Education and Skills his plans to halt the proposals to increase the pupil-teacher ratio in Gaelscoileanna to that of English-medium schools; and if he will make a statement on the matter. [5512/11]
The standardisation of the staffing schedule for gaelscoileanna so that it is the same as that which applies to primary schools in general is one of a number of measures in Budget 2011 to control and reduce teacher numbers. These changes will take effect from September next. Given the legacy of economic mismanagement on the part of the outgoing Fianna Fáil-Green Party Government and the financial constraints that currently apply, it is not possible to reverse these changes.
The changes to which I refer will result in a reduction of the order of 50 posts in gaelscoileanna. There are currently more than 1,500 teaching posts in these schools. The impact at individual school level is determined as part of the allocation process for the 2011-2012 school year and schools are being notified in the normal manner.
The Government will endeavour to protect frontline education services as best as possible. However, this must be done within the context of bringing overall public expenditure back into line with what we can afford as a country. All areas of government, including that which relates to gaelscoileanna, will be obliged to manage on a reduced level of resources. The challenge will be to ensure that the resources that are being provided will be used to maximum effect.
Is mór an trua é go bhfuil an chóimheas á athrú. Tá dúshlán uafásach deacair ag múinteoirí gaelscoile agus an teanga á múineadh acu. Tuigim go ligfí 24 múinteoir as a bpoist. Ceapann muintir na Gaeilge timpeall na tíre go bhfuil stádas na Gaeilge ag laghdú. Roimh an toghchán, dúirt Fine Gael go rabhadar chun stádas na Gaeilge a íslú ón áit lárnach atá aici san ardteist faoi láthair. Cad iad tuairimí an Aire i dtaobh an Ghaeilge san ardteist? Ceapann Sinn Féin gur chóir go mbeadh an Ghaeilge riachtanach san ardteist.
Chuir an sean-Rialtas bac ar ghaelscoileanna nua timpeall na tíre. Tá Gaelscoil Ráth Tó i mo dháilcheantar ag feidhmiú gan aitheantas ón Rialtas. Tá an gluaiseacht gaelscolaíochta mar cheann de bheagán tionscnaimh iontacha rathúla ó thaobh athbheochan na teanga de. Caithfimid níos mó tacaíochta a thabhairt do ghaelscoileanna. An bhfuil an Rialtas sásta aitheantas a thabhairt do ghaelscoileanna nua? An bhfuil an Rialtas sásta áit lárnach agus riachtanach a thabhairt don Ghaeilge san ardteist?
Gabh mo leithscéal, ach níl Gaeilge mhaith agam. In that context, I am not sure if I understood everything the Deputy said. It is a reflection on the education system, in which I spent 14 years, that I can speak a number of languages other than English but that Irish is not one of these. My father was a fervent Gaelgóir and I was not, therefore, raised in a home that was hostile to the language.
The status of Irish as a compulsory examination subject — as set out in the programme for Government — will remain. We must face up to the fact that many children who commence school with a positive attitude toward Irish do not, for reasons I do not fully understand, retain that attitude. We must examine why that is the case. We must consider, for example, the amount of time teachers spend teaching Irish relative to and in the context of the outcomes achieved and the ability of young people to speak the language in an enthusiastic fashion. We must approach this issue honestly.
Bringing the pupil-teacher ratio at gaelscoileanna into line with that which obtains in other schools is a consequence of the necessity to spread the reduction in resources as equitably as possible across the system. It would be intolerable that a gaelscoil might, by virtue of its status, have a different pupil-teacher ratio to that which obtains in an ordinary school.
We refer to gaelscoileanna separately because they face different challenges. That is why, historically, the pupil-teacher ratio at these schools has been different. Gaelscoileanna teach a language which often is not the native language spoken by individual pupils. I am sure the Minister will agree that the gaelscoileanna movement has been one of the most successful mechanisms utilised in the effort to keep the Irish language alive and to develop it. Unfortunately, the previous Government put a stop on recognition of new gaelscoileanna. If it means business with regard to the Irish language — and I hope it does — will the new Government remove this?
I am conscious of the commitment and enthusiasm of parents, teachers and support groups for the gaelscoileanna movement. However, that movement really caught hold at a time when we believed we had one of the best education systems in the world and when our English language schools were ranked fifth in terms of literacy and numeracy. We have slipped down drastically when it comes to that league table and this is a matter which must be addressed.
I have an open mind on recognition of An Foras Pátrúnachta and new gaelscoileanna. I am particularly conscious that, for reasons of educational politics at ground level rather than attitudes in Marlborough Street, Coláiste Chill Dara, which has five or six feeder schools at primary level, was denied official and proper recognition. Where a demand for a gaelscoil can be shown and proven and where there is a consistency of supply, then the equality of recognition at second level is something to which I am well disposed. I believe in pluralism within our education system and in providing choice, where possible, within the constraints relating to resources.
School Size
Robert Troy
Ceist:11 Deputy Robert Troy asked the Minister for Education and Skills his policy in relation to small rural schools; and if he is committed to retaining same. [5544/11]
Ireland has a high proportion of primary schools relative to its population. It also has a high proportion of small primary schools. The majority of small primary schools are situated in rural locations. A review was initiated in October 2010 by the then Fianna Fáil-Green Party Government to establish the value for money being achieved from State funding of small primary schools. This value-for-money review is part of the normal review processes undertaken by Departments on an annual basis on selected areas of expenditure. The current review is particularly focused on the smallest category of schools, namely, those with fewer than 50 pupils. The terms of reference for the review are published on my Department's website. Among other things, the review seeks to examine the scope for alternative policy or organisational approaches to improve efficiency and effectiveness of provision in terms of school size, identify potential implications of such alternative arrangements and make recommendations as appropriate.
I do not have a predetermined view on the outcome of the review. Educational quality for the pupils must be one of the main criteria in any consideration of primary school size and organisation taking into account the needs of local communities and wider social and cultural factors. Decisions on school provision and reorganisation must be widely perceived to be cost-effective, equitable and reasonable. These decisions need to be based on a rigorous evaluation of requirements and needs, not just at local level but at regional and national levels.
The review should be completed by the end of this year and I plan to consider its outcomes when they are finalised. My consideration will take place in the context of the resources available to the Department and the other factors I have already outlined.
I thank the Minister for his reply. I am a past pupil of a one-teacher rural school in County Meath. I had the same teacher from junior infants up to sixth class. As a result, I am well aware that the level of education provided at the type of schools to which I refer is of a high quality. I left primary school in 1996. The school I attended has now become a two-teacher mainstream school and has a resource education special needs assistant and secretarial support. A large amount of money has been invested in this state-of-the-art school. I merely use this school as an example. Many schools in my constituency and others could tell the same story.
There is great anxiety and worry among parents and staff about the current review process. I acknowledge that the process began prior to Deputy Quinn's time in the Department but that does not diminish the worry and anxiety felt. When will the Minister come back to the House, and to the parents and staff of the schools? Can we have a commitment that no two-teacher school will be closed in the future? These schools are important for the education of children and the fabric of rural society. Will the Minister promise that no two-teacher school will be closed and give a timeframe for his report to the House?
The timeframe is the end of this year when we get the result of the value for money review. It is, literally, a value for money review and nothing else. There is no prejudice on my part. I am open to all suggestions. The famous Stanley letter of 1831 laid the foundations of primary education in Ireland. At that time there were no cars, transport was by foot and the rural population was enormous. Very few, if any, young people would now be allowed by a responsible parent to walk to school in rural Ireland, for fear of being run over by a boy racer or by an articulated truck. We must look at what we have.
I regard the school buildings as educational infrastructure which could, perhaps, be used in a different way. I will be guided by community leadership at local level. Marlborough Street does not have all the answers. We will depend on and listen to constructive and positive responses when we see the value for money review.
I endorse the words of my colleague, Deputy Robert Troy, regarding the great development of many small rural schools. The Minister for Education and Skills is familiar with my own county, stretching from Mount Nugent in east Cavan to Blacklion in west Cavan. In the past number of years, I have seen a huge transformation in small rural schools. They are a focal point in our communities.
The Minister mentioned the need for flexibility in applying the curriculum. When I visit these schools I see the extra-curricular activities and the flexibility that is applied within the curriculum process by the teachers and their support staff. We should tread very carefully if we are to remove small schools from Irish society.
I want to comment on the importance of one and two-teacher schools, particularly in rural areas, and endorse what my colleagues, Deputies Robert Troy and Brendan Smith, have said on this issue. I am concerned by the Minister's comments about using school buildings for other purposes. That might indicate that the Minister is considering closing some of those schools.
The Minister said the value for money review is being undertaken in the normal course of events. I have no objection to seeking to get the best value for money. However, we cannot consider the closing of one and two-teacher schools. I ask for a commitment from the Minister that no school will be closed during his tenure as Minister for Education and Skills.
The Minister said the review process will include the input of boards of management and local people. In that case, why did boards of management and school staffs not receive notification of the review? No school was written to or asked for input. They learned of the review through the Department's website. I know of one school that would have missed the deadline for its submission were it not for the involvement of a teacher in the Irish National Teachers Organisation. Why did the Department not write to each school that was concerned in the review process? This should have happened.
I do not know the answer to that question. The decision to initiate the process was made in October of last year. The deadline for submissions was in February. I do not know what was the form of communication. I presume it was the website, but I will find out for the Deputy.
I have no preconceived ideas about rural schools. We want to see what the value for money is. In other parts of the country, specifically in parts of County Cork, there is clustering of schools where all the school buildings are used for educational purposes but they, perhaps, share a secretary, have a single board of management or combine existing resources to maximise educational outcomes. Some of these school buildings originated in 1910 or 1920, when rural Ireland was a different place from what it is now.
I have no bias against rural schools whatsoever. We have a growing population. However, I cannot give Deputy McConalogue a commitment that there will be no such decision until we see the outcome of the value for money review.
Written Answers follow Adjournment Debate.