Written Answers Nos. 245-263
245. Deputy Michelle Mulherin asked the Minister for Education and Skills the reason for the lack of supports available to small schools attempting to amalgamate; and if he will make a statement on the matter. [2725/13]
Amharc ar fhreagraAs the Deputy may be aware, the initiative for an amalgamation may come from a variety of sources, such as parents, staff, Board of Management and in particular, the Patron. The decision making authority for any amalgamation belongs to the Patron of a school, subject to the approval of the Minister for Education and Skills.
The Deputy will also be aware that the staffing arrangements in small primary schools are considerably more favourable that other medium to larger schools, consequently, it is important to retain a sense of perspective and balance when discussing this matter. For example, a two teacher school with 32 pupils has an average class size of 1 teacher for sixteen pupils. In contrast, a typical ten teacher school with 272 pupils has an average class size of 27.2 pupils.
The numbers of pupils in these schools is relatively small, so it is not necessarily the case that capital investment would be needed to support amalgamation. However, each case is assessed on an individual basis to determine the extent and type of accommodation required taking into account the condition of buildings, site capacity etc. My Department would discuss any issues arising with the boards of management of the schools and would aim to provide an appropriate accommodation solution subject to available resources.
246. Deputy Dara Calleary asked the Minister for Education and Skills the way he is tackling the skills shortages in the workforce; and if he will make a statement on the matter. [51844/12]
Amharc ar fhreagraThe policy basis which informs the Department of Education and Skills education and training provision and aids the development of relevant workforce skills includes the National Skills Strategy, the Strategy for Science Technology and Innovation, the Report of the Task Force on Innovation, the National Strategy for Higher Education to 2030, the Action Plan for Jobs and Pathways to Work.
In addition to the wide range of cross-cutting policy structures and forums for engagement on enterprise skills needs, such as the National Competitiveness Council, and the Innovation Task Force Implementation Group; direct advice and input from enterprise informs the development of education and training policy on an ongoing basis, for example through participation in the Higher Education Strategy Group and the Project Maths Implementation Group.
The Expert Group on Future Skills Needs, which is funded by my Department, also plays a key role in advising on future enterprise skills needs and emerging gaps. The work of the expert group informs the selection of new targeted programmes designed to provide interventions to tackle the skills shortages in particular elements of the economy, e.g. Springboard, Momentum and the ICT skills conversion initiative, which was introduced as part of the ICT Action Plan.
In 2013, there will be continued targeted investment in over 430,000 part-time and full-time places across the further and higher education and training sectors, all of which are open to unemployed people including young people and the long-term unemployed.
This investment includes the provision of the Skillnets Training Networks Programme, which is enterprise-led by nature, where the development of training is led by representatives of industry to ensure that training provision meets the identified needs of the network stakeholders and companies. Furthermore, the establishment of SOLAS, will facilitate a coherent integrated strategic national response across the further education and training sectors and will ensure a greater focus on the evolving skill requirements of the unemployed and of industry. Under SOLAS, training and further education courses will be constantly reviewed to ensure that they are fully aligned to meet the skills needs of enterprise.
The establishment of SOLAS is part of a complex range of related reforms including the transformation of the 33 VECs into 16 Education and Training Boards.
247. Deputy Robert Troy asked the Minister for Education and Skills if he will implement a national implementation programme for Síolta, Aistear and the National Literacy and Numeracy Strategy; and if he will make a statement on the matter. [56712/12]
Amharc ar fhreagraAs the Deputy may be aware, the majority of support for pre-school provision is funded by the Department of Children and Youth Affairs. My Department's role is to work in partnership with the Department of Children and Youth Affairs to improve the quality of pre-school provision.
My Department has funded two sets of national practice guidelines that have been developed to support the development of high quality in early childhood education; Aistear, the early childhood curriculum framework and Síolta, the national quality framework for early childhood education. Síolta has been implemented on a trial basis by working with the Voluntary Childcare Organisations and other structures funded by the Department of Children and Youth Affairs. Aistear is being implemented through existing structures funded by the Department of Children and Youth Affairs working in partnership with the National Council for Curriculum and Assessment. To bring a national focus to the implementation of these practice guidelines, all training courses at Levels 4, 5 and 6 in early Childhood Care and Education developed in accordance with the new Common Award Standards, must reference Síolta and Aistear. Any new graduates from Levels 4, 5 and 6 should be able to incorporate Síolta and Aistear into their childcare practice.
There is a national implementation programme for the Literacy and Numeracy Strategy and this is being overseen by a High Level implementation group led by my Department.
248. Deputy Gerry Adams asked the Minister for Education and Skills if an assessment has been carried out in relation to the number of school places required in Collon, County Louth; if his attention has been drawn to the issues related to Collon National School; and the steps that will be taken to address this issue. [2768/13]
Amharc ar fhreagraMy Department is not aware of any issues relating to Collon National School. Following receipt of the Deputy's question, my officials contacted the school directly to clarify the position and the school confirmed this to be the case.
249. Deputy Gerry Adams asked the Minister for Education and Skills if there are legal limits or guidelines regarding the number of students that may be taught in a classroom. [2769/13]
Amharc ar fhreagraSchool authorities are advised in the staffing schedule, which is published annually on my Department's website, to ensure that the number of pupils in any class is kept as low as possible, taking all relevant contextual factors into account (e.g. classroom accommodation, fluctuating enrolment etc.). In particular, they should ensure, as far as possible, that there is an equitable distribution of pupils in mainstream classes and the differential between the largest and the smallest classes is kept to a minimum. With over 20,000 individual classes spread across all schools throughout the country there will always be differences in individual class sizes. Class size data for all primary schools is compiled by my Department on an annual basis and is available on the Department's website. The most recently published data relates to the 2011/12 school year. The staffing schedule is the mechanism used for allocating mainstream teaching posts to all schools. It currently operates on the basis of a general average of 1 classroom teacher for every 28 pupils with lower thresholds for DEIS Band 1 schools. Schools have autonomy on how these posts are deployed to individual classes.
250. Deputy Dara Calleary asked the Minister for Education and Skills the reason his Department is not furnishing the Department of Social Protection with details of pension entitlements for a widow of a employee of his Department. (details supplied) [2774/13]
Amharc ar fhreagraMy Department is investigating the case referred to by the Deputy and will forward any relevant information available to the Department of Social Protection as soon as possible.
251. Deputy Pat Breen asked the Minister for Education and Skills the position regarding an application for assistive technology in respect of a person (details supplied) in County Clare; and if he will make a statement on the matter. [2791/13]
Amharc ar fhreagraThe National Council for Special Education (NCSE) is responsible, through its network of local Special Educational Needs Organisers (SENOs) for allocating Resource Teachers and Special Needs Assistants to schools to support children with special educational needs. SENOs also make recommendations to my Department where assistive technology support is required. The NCSE operates within my Department's criteria in recommending such support.
I can confirm that an application for assistive technology support for the child referred to by the Deputy has been received in my Department. The child's school have been asked to provide outstanding information in relation to this application and a decision will then issue to the school upon receipt of this outstanding information.
252. Deputy Patrick Nulty asked the Minister for Education and Skills if he will ensure that the necessary and appropriate education supports will be provided to a child with disabilities (details supplied) in Dublin 15; and if he will make a statement on the matter. [2797/13]
Amharc ar fhreagraThe Deputy will be aware that the National Council for Special Education (NCSE) is responsible for the provision of a range of educational services at local and national level for students with special educational needs. In particular, its network of Special Education Needs Organisers (SENOs) co-ordinates special needs education provision at local level and arranges for the delivery of special educational services. The SENOs act as single points of contact for parents of students with special educational needs. Another specific function of the SENO is to identify appropriate educational placements for children with special educational needs. SENOs are a valuable source of support to parents who are actively sourcing a placement for their children. Furthermore the National Educational Welfare Board (NEWB) is the statutory agency which assists parents who are experiencing difficulty in securing a school place for their child.
The Deputy will also be aware that the Health Service Executive is responsible for the provision of health supports, including therapies, to children with special educational needs.
The NCSE has confirmed to my Department that a placement in a special school is available for the child in question. The local SENO and Educational Welfare Officer continue to be available to liaise with the school, parents and other parties as appropriate in order to assist with the matter.
256. Deputy Eric Byrne asked the Minister for Education and Skills the position regarding newly qualified teachers pay scales in respect of a person (details supplied) in Dublin 8; and if he will make a statement on the matter. [2865/13]
Amharc ar fhreagraThe most significant adjustment to teacher pay arising from the recent Government decision on allowances is that new entrant teachers will not receive qualification allowances but will start on a new salary scale, the first point of which is equivalent to the fourth point of the existing scale. This new salary scale will apply in the case of all teachers who are new appointees to teaching on or after 1 February 2012.
The introduction of this new salary scale has been a complex task which has required a detailed implementation process. A circular on implementation of the Government decision as it applies to teachers is due to issue shortly from my Department.
257. Deputy Seán Ó Fearghaíl asked the Minister for Education and Skills if, in relation to the delivery of post primary schools through PPP bundles, he considered it necessary and appropriate for assembly halls/multi purpose areas to be equipped with a stage, sound and lighting systems; and if he will make a statement on the matter. [2871/13]
Amharc ar fhreagraMy Department has in place detailed design guidelines for primary and post-primary schools. These guidelines, which are available on my Department's web-site, currently provide for a standard range of accommodation and equipment to be provided in all new schools irrespective of delivery method.
258. Deputy Seán Ó Fearghaíl asked the Minister for Education and Skills if he will clarify the position in relation to the delivery of a new primary school at a location (details supplied) in County Kildare; if the school to be delivered is currently under the patronage of Educate Together; if the premises currently occupied by this school is to be vacated; if a site for a new build has been identified or acquired; and if he will make a statement on the matter. [2886/13]
Amharc ar fhreagraI wish to advise the Deputy that in September 2012, a new school, under the patronage of Educate Together was established to meet the demographic needs of the area. The school currently operates in a former school property. It is the Department's intention to provide a permanent school building for the school and the procurement of a site for this purpose is currently in train. A decision on the future use of the premises currently occupied by the school will be taken in due course.
259. Deputy Billy Kelleher asked the Minister for Education and Skills the number of immediate or extended family members employed by his Department; the names and remuneration in each case; and if he will make a statement on the matter. [2897/13]
Amharc ar fhreagraIn accordance with the terms for Ministerial Appointments as published by the Department of Finance on the 24th, March 2011 I appointed 2 special advisers, a personal secretary, a personal assistant and 2 civilian drivers. None of those concerned are members of my family. I trust the Deputy will appreciate that it is not open to me to request or compel those concerned to give me details of their party affiliations.
Mr. Ruairí Quinn, T.D.
Minister for Education & Skills
|
Appointee |
Position |
Current Salary |
|
John Walshe |
Special Adviser |
€92,672 |
|
Deirdre Grant |
Special Adviser |
€86,604 |
|
Ian O’Mara |
Personal Assistant |
€49,790 |
|
Neil Ward |
Personal Secretary |
€45,940 |
The salary of the civilian drivers is €32,851 each per annum.
260. Deputy Michael Lowry asked the Minister for Education and Skills the reason an application to Student Universal Support Ireland was rejected in respect of a student (details supplied) in County Tipperary; if his attention has been drawn to the discrepancy created in this case; if his further attention has been drawn to the hardship caused by this discrepancy; if he will review this decision; and if he will make a statement on the matter. [2910/13]
Amharc ar fhreagraOfficials in my Department have confirmed with Student Universal Support Ireland that the student referred to by the Deputy has had her application reviewed and she has been awarded a grant. An award letter issued on 22nd January 2013.
261. Deputy James Bannon asked the Minister for Education and Skills if he will revisit the qualifying criteria introduced in Budget 2011 for higher education grant scheme, under which the measurement is based on an as the crow flies principle; and if he will make a statement on the matter. [2954/13]
Amharc ar fhreagraThe measurement of the distances relating to the award of adjacent or non-adjacent rates of student grant is a matter for the relevant grant awarding authority. The distance measurement for student grant rates is governed by Article 27(3)(a) and (b) of the Student Grant Scheme 2012. This provides that the relevant distance will be measured in line with agreed guidelines. The guidelines require that the shortest most direct route between the applicant's normal residence and the institution being attended should apply and that, in determining the shortest most direct route, the relevant awarding authority shall establish:
- the method for measuring a route;
- the factors to be taken into account in establishing and measuring a route.
The awarding authority's criteria for measuring a route must be accessible, particularly to the applicant, the appeals officer and the Student Grants Appeals Board. I have no plans to change this position.
If the distance is disputed, the matter should be taken up by the student with the grant awarding body concerned. Alternatively, the decision may be appealed to the grant awarding body's appeals officer. Where an individual applicant has had an appeal turned down in writing by an appeals officer and remains of the view that the scheme has not been interpreted correctly in his/her case, an appeal form outlining the position may be submitted by the applicant to the independent Student Grants Appeals Board.
262. Deputy James Bannon asked the Minister for Education and Skills if he will provide an update on funding for necessary repairs and restoration works to a school (details supplied) in County Westmeath; and if he will make a statement on the matter. [2961/13]
Amharc ar fhreagraThe management authority of the school referred to by the Deputy submitted an application in April 2012 for funding under my Department's Emergency Works Scheme to replace high level windows and for dry-lining wall works at their school. As the scope of works for which funding is sought is outside the terms of the scheme they cannot be considered for funding. The management authority of the school has been informed of this decision.
This decision has been the subject of two appeals and the school authority have been informed that the project remained outside the scope of the scheme.
263. Deputy Charlie McConalogue asked the Minister for Education and Skills when changes to maternity and adoptive leave for teachers and special needs assistants will come into effect; if this will apply only to teachers taking maternity leave after a specified date or will it apply to teachers currently out on maternity leave; the number of teachers that will be affected by these changes; and if he will make a statement on the matter. [2965/13]
Amharc ar fhreagraUnder previous arrangements teachers and SNAs who had been absent on maternity leave could avail of a maximum of 30 additional paid absence days in lieu of any school closures which overlapped with the 26 week period of maternity leave to which they were entitled. Teachers and SNAs who had been absent on statutory unpaid maternity leave could also avail of leave in lieu for public holidays which occurred during that period. These additional days, which were taken during a period when the school was open, required the school to employ a substitute teacher or SNA to cover the absence.
Statistics are normally provided by my Department on a school year basis and, for the 2011/12 school year, 2378 teachers and 294 Special Needs Assistants availed of maternity leave in lieu. The Government has decided it is no longer justifiable to provide additional paid days off for those on maternity leave and this arrangement has been ended. This will not affect a teacher or SNA's entitlements to 26 weeks' paid leave and an optional 16 weeks' unpaid maternity leave. A similar change has been made to adoptive leave in lieu.
I am conscious that teachers may be already planning their maternity leave arrangements and I have given the sector as much notice as possible before implementing this change. It will take effect from 1 May 2013, and will deliver savings of up to €20m in a full year. Days in lieu of maternity leave will not be accrued on and from 1 May 2013 but any remaining leave in lieu on that date may be taken after it.
My alternative choice in this Budget was to increase the pupil-teacher ratio for all mainstream schools and I decided to retain the existing ratio in order to avoid having larger class sizes for our children.
