Written Answers Nos. 106 - 116
106. Deputy Finian McGrath asked the Minister for Education and Skills his views regarding the proposed changes to the substitution cover under the Croke Park II agreement; and if he will make a statement on the matter. [14467/13]
Amharc ar fhreagraThe proposals put forward by the Labour Relations Commission on an extension to the Croke Park Agreement arise from an intensive and difficult set of negotiations between the Public Services Committee of ICTU and the Government. These negotiations took place against a backdrop of continuing significant difficulties in the finances of the State.
The public service trade unions are currently considering the outcome of these negotiations. Their members now have an important decision to make and in my view, it is better for us all to allow them the time and space to reflect and come to that decision without any perceived pressure from any side. In light of that, I do not think that it would be helpful to this ongoing process for me to comment or elaborate upon proposals which were carefully constructed by the LRC.
107. Deputy Sean Fleming asked the Minister for Education and Skills the progress made within his Department on phasing out the use of locall 1890 numbers that can be extremely expensive when dialled from mobile telephones and introducing 076 numbers, which are generally included in tariff bundles provided by most mobile network operators and are charged at the same rate as national calls, in view of the fact that the number of mobile telephones exceed the number of landlines; and if he will make a statement on the matter. [14482/13]
Amharc ar fhreagraI can confirm to the Deputy that my Department does not operate LoCall 1890 numbers.
Last year, my Department replaced an ageing telephone system, with a Voice over Internet Protocol (VOIP) telephony system, in its three main offices in Dublin, Athlone and Tullamore. It is planned to rollout VoIP to all regional and local offices later this year. Once this is fully implemented, consideration will then be given to the introduction of 0761 numbers, in an effort to reduce call charges for members of the public.
108. Deputy Sean Fleming asked the Minister for Education and Skills if he has considered the use of, or implemented, integrated voice response systems in his Department's telephone systems or in the phone systems of agencies within his remit; if the staff and salary cost savings which might arise have been assessed; and if he will make a statement on the matter. [14498/13]
Amharc ar fhreagra109. Deputy Sean Fleming asked the Minister for Education and Skills if his Department has given any consideration to the use of telephony switchboard services that are shared with another Department or public body in order to reduce costs and increase call handling capacity; and if he will make a statement on the matter. [14513/13]
Amharc ar fhreagraI propose to take Questions Nos. 108 and 109 together.
For the Deputy's information, a new VoIP (Voice over Internet Protocol) telephony system was procured for my Department in 2012. The project involved the roll out of the new system across the three main locations of the Department (ie Athlone, Dublin and Tullamore offices) and has greatly reduced telephony expenditure. During 2013, further work will be undertaken with regard to the deployment of VoIP to my Department's local offices. Further enhancements are being considered in this context, including the piloting of an Interactive Voice Response System in a selected number of units within my Department during 2013/2014.
As part of implementation of the Government's Public Service Reform Plan, my Department will develop a Shared Services Plan for the Education and Training sector and a range of issues may be considered including the potential to share telephony switchboard services with Government Departments or other public bodies.
110. Deputy Andrew Doyle asked the Minister for Education and Skills if he received a copy of the Being Young and Irish – Take Charge of Change report from the Office of the President, Áras an Uachtaráin as part of President Higgins series of seminars with young persons here which took place in Dublin, Galway, Monaghan and Cork in 2012; if he has noted the Take Charge of Change declaration made by the participants; the steps he has taken arising out of the report’s findings in order to achieve young person’s vision for Ireland; and if he will make a statement on the matter. [14528/13]
Amharc ar fhreagraI have received a copy of the "Being Young and Irish – Take Charge of Change" report. I share the concerns of the young people in relation to the creation of jobs. Last year, the Government published "Pathways to Work". This will involve radical reform and restructuring of the Further Education and Training Sector and the establishment of SOLAS which is currently underway.
In 2011, the Literacy and Numeracy Strategy was published. The recommendations in the Strategy are currently being implemented. Last October, I published the Framework for the Junior Cycle. When the Framework is implemented it should address many of the concerns of the young people about their junior cycle education and it should become more "fit for purpose". In the new Framework, literacy and numeracy skills are again highlighted but so too are six other skills: Managing myself; staying well; communicating; being creative; working with others and also managing information and thinking. This approach to the learning experience of students in junior cycle should get away from the current focus on a narrow set of skills which the report criticises and it should influence practices in senior cycle.
The Framework is underpinned by 8 Principles – including Wellbeing; Quality; Creativity and Innovation; Choice and Flexibility: Engagement and Participation; Inclusive Education; Continuity and Development and also Learning to Learn. These principles should be the enablers for the delivery of a broader education.
The learning at the core of the junior cycle is described through 24 statements of learning. These, when implemented, will respond directly to many of the comments of the young people including the need for the students to experience and value "what it means to be an active citizen, with rights and responsibilities in local and wider contexts" and to value "local, national and international heritage, understand the importance of the relationship between past and current events and the forces that drive change".
I am, over the next 7 years, phasing out the State Junior Certificate examination and replacing it with a school based approach to assessment. The Junior Certificate is no longer, for the vast majority of students, a high stakes examination. Instead, at the end of junior cycle, there will be a school report. It will include a School Certificate which will provide information on a student's achievement in subjects and short courses but, in addition, the School Certificate will be accompanied by an achievement profile which will provide a formal opportunity to acknowledge important achievements by students e.g in volunteering, in sport, debating.
Irish is a very important part of my remit and I am particularly aware of the recommendations in the 20 Year Strategy for Irish. I am committed to implementing the recommendations in the Strategy in accordance with the resources available.
My Department along with the NCCA, SEC and HEA are examining issues relating to the transition from second level to higher education. This is as a follow up to the recommendations of a joint conference organised by the NCCA and HEA in September 2011 and the report which emanated from their conference.
To address issues relating to access to third level education, which were highlighted by the young people, I would like to refer to the HEA publication of January 2010 "Hidden Disadvantage? A study on the Low Participation in Higher Education by the Non- Manual Group". The research for the report was carried out by the ESRI and its recommendations continue to inform policy.
A mid-term review of Ireland's National Plan for Equity of Access to Higher Education 2008-2013 has been carried out and identifies that, despite difficult circumstances, progress has been made in this area. Work has now commenced on the development of the next national access plan for 2014 onwards. A key component of the new plan will be consideration of what targets and actions are needed so that the focus will continue on increasing the participation of under-represented and disadvantaged groups in higher education.
As the Deputy will be aware, under the terms of my Department's Free Fee Initiative, the Exchequer meets the cost of tuition fees in respect of eligible students who are pursuing full-time undergraduate courses of study which are a minimum of two years duration in an approved higher education institution. The main conditions of the scheme are that students must be first-time undergraduates, hold inter alia EU/EEA/Swiss nationality in their own right, and have been ordinarily resident in an EU/EEA/Swiss state for at least three of the five years preceding their entry to an approved third level course. The Higher Education Authority (HEA) is undertaking a study on the sustainability of the current funding system for higher education. This study was initiated at my request and an initial report has been published. This report makes it clear that immediate work is required to prepare for a longer term approach to a system that can be maintained through a sustainable funding base which will be able to address the continual expansion of the sector while protecting quality of education. The HEA is continuing its work in this area and I will be advised further as this work progresses. The report will help inform the decision-making as to the future funding of the sector.
The voice and views of the partners are very important as I consider policy and the young person's voice is particularly important. I welcome the views of students when there are school evaluations along with, for example, the views of the Irish Second-Level Students' Union. The "Being Young and Irish" report provides another very important and rich perspective not only for my continued consideration but also for a wider audience. My overall aim is to support the quality of our students' learning and to improve their educational outcomes.
111. Deputy Jerry Buttimer asked the Minister for Education and Skills if he will consider designating Ballyfermot College of Further Education, Dublin, an approved third level institution for the purposes of the student grant where it is delivering an honours bachelor degree which is accredited by a university which offers courses which qualify for student grants; and if he will make a statement on the matter. [14540/13]
Amharc ar fhreagraI wish to advise the Deputy that Ballyfermot College of Further Education (BCFE) is an approved Post Leaving Certificate (PLC) centre which is managed and funded by City of Dublin Vocational Educational Committee (CDVEC) from funding provided by my Department. Post Leaving Certificate Centres provide further education courses up to Level 6 on the National Framework of Qualifications (NFQ). However, my Department has facilitated the provision by BCFE of a media production course accredited by a third level institution at Level 8 on the NFQ for a number of years and continues to do so as an exceptional measure.
Section 7 of the Student Support Act, 2011 outlines the position with regard to approved institutions for the purposes of student grants. BCFE is comprehended within Section 7(1)(d) of the Act as an education institution in the State in receipt of grants out of moneys provided by the Oireachtas for the provision of post-leaving certificate courses. I have no plans to designate further education centres as approved third level institutions for the purposes of the student grant scheme.
112. Deputy Thomas P. Broughan asked the Minister for Education and Skills if he will publish in full his autism policy; and if he will make a statement on the matter. [14551/13]
Amharc ar fhreagraThe Deputy will be aware that policy can be expressed and manifested through a variety of forms. Explicitly, it is communicated via legislation, regulations, rulings, orders, plans, strategies, policy statements, and other forms – or through a combination of these. Therefore the Deputy will appreciate that specific policies and objectives are not always articulated in just one document.
However my Department is mindful that greater clarity would be useful for schools and parents and accordingly my Department is currently in the process of preparing a comprehensive statement of existing policy within the boundaries of one document. Naturally the new policy statement will not be exclusive. Policies are subject of necessity to change from time to time. Also, the new statement will neither alter nor add to existing policy. It will reflect the current policy in a coherent and articulate manner for the benefit of schools and parents.
My Department strives to ensure that a continuum of special education provision is available as required for children with special educational needs. In line with this approach the policy is to promote a child-centred approach to education of all children with special educational needs including those with autism. As each child with autism is unique they should have access to a range of different approaches to meet their individual needs.
Children with autism present with a wide range of needs. Some children are capable of being fully integrated into mainstream schools without additional teaching or care supports. Others are able to attend mainstream schools but need additional teaching and/or care assistance. Many are best enrolled in autism-specific classes where more intensive and supportive interventions are required. Some may move from one setting to another as they get older and differing needs/strengths/abilities emerge.
The preferred policy of my Department is that children with autism are educated in school settings where children may have access to individualised education programmes (IEPs), fully-qualified professional teachers, special needs assistants, the appropriate school curriculum with the option, where possible and appropriate, of full or partial integration and interaction with other pupils.
Autism classes are established with a staffing ratio of 1 teacher and a minimum of 2 Special Needs Assistants (SNAs) for every 6 children. Other SNAs may be allocated if required to meet the care needs of the children. Start-up grants are provided to the schools to enable special equipment to be purchased. Enhanced capitation is paid in respect of each child and assistive technology is funded where this is recommended.
This approach promotes the maximum level of inclusion which accords with the intent of the EPSEN Act. While some children may be able to attend a mainstream class, for others the most appropriate provision may be in a special class or unit in the school or in a special school. My Department supports provision in mainstream schools, some 540 special classes for autism attached to mainstream and special schools and 18 special schools for children with autism throughout the State which cater for the educational needs of some 5,000 children with autism, all of which operate within the policy parameters.
This policy is based on advice received from international experts on autism, NEPS, the Inspectorate and the report of the Irish Task Force on Autism. My Department has satisfied itself that research does not support the exclusive usage of any one approach as a basis for national educational provision for children with autism. It is for this reason that my Department's preferred policy is for a child centred approach where the approach to be taken is based on the individual child's needs. My Department continues to develop policy and programmes for children with special educational needs, including those with autism, and will continue to take relevant professional advice into account in this regard.
113. Deputy Eric Byrne asked the Minister for Education and Skills when the design team will be appointed for the construction of a permanent school building (details supplied); and if he will make a statement on the matter. [14556/13]
Amharc ar fhreagraThe school project referred to by the Deputy is included in the 5 year capital programme and is scheduled to progress to construction in 2014/15.
The OPW had agreed to deliver a number of schools including the school referred to by the Deputy and the process of consultation with the relevant stakeholders on the timeframe for the delivery of these schools will commence shortly.
114. Deputy Willie O'Dea asked the Minister for Education and Skills the measures he is taking to ensure that incidents such as those that occurred on Facebook, affecting a member of teaching staff in a school (details supplied), in County Limerick do not recur; if he will financially support schools in this type of situation in the future; and if he will make a statement on the matter. [14557/13]
Amharc ar fhreagraIn general, incidents of the type referred to by the Deputy, are best dealt with in accordance with a school's code of behaviour and it is therefore important that a school's code of behaviour makes very clear the standards expected of pupils, including those relating to respecting school staff, and the actions that will be taken in the event of any breaches of the code.
The Education Welfare Act 2000 requires all schools to have in place a Code of Behaviour. The Act also requires that a school Code of Behaviour shall specify the standards of behaviour that shall be observed by each student attending the school, the measures that may be taken when a student fails or refuses to observe those standards and the procedures to be followed before a student may be suspended or expelled from the school concerned.
A school's code of behaviour must be drawn up in accordance with the guidelines of the National Educational Welfare Board (NEWB). The NEWB guidelines make it clear that each school must have policies to prevent or address bullying and harassment and schools must make clear in their code of behaviour that bullying is unacceptable.
The Deputy will also be aware that on 29th of January last, Minister Fitzgerald and I published the Action Plan on Bullying which sets out twelve actions to help prevent and tackle bullying in primary and second level schools. I have ring-fenced €500,000 to support implementation of these actions this year. The Action Plan on Bullying states that children and young people who engage in bullying behaviour do not always intend to bully or recognise the potential negative impact of their words and actions on others. Therefore, central to promoting safer and appropriate use of the internet by young people is a strong commitment to changing behaviour and raising the knowledge, skills and attitudes around preventing, responding to and reporting cyber bullying incidents. Several actions in the Action Plan on Bullying will increase capacity in these areas.
Work will continue on implementing the Action Plan on Bullying in the coming months.
115. Deputy Kevin Humphreys asked the Minister for Education and Skills when the design team will be appointed for a school (details supplied) in view of the fact that the new school build is scheduled to start by 2014-15; the reasons for the delay and the action being taken to resolve it; and if he will make a statement on the matter. [14558/13]
Amharc ar fhreagraThe school project referred to by the Deputy is included in the 5 year capital programme and is scheduled to progress to construction in 2014/15.
The OPW had agreed to deliver a number of schools including the school referred to by the Deputy and the process of consultation with the relevant stakeholders on the timeframe for the delivery of these schools will commence shortly.
116. Deputy Robert Troy asked the Minister for Public Expenditure and Reform if he will grant national lottery sale agency status to persons (details supplied) in County Westmeath; and if he will make a statement on the matter. [14376/13]
Amharc ar fhreagraWhile I, as Minister for Public Expenditure and Reform, have overall responsibility for the National Lottery, the appointment of Lottery agents is a matter for the National Lottery Company. I have no role in day-to-day commercial decisions of this nature which are a matter between the individual retailer and the National Lottery Company.
