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Wednesday, 17 Apr 2013

Priority Questions

School Closures

Ceisteanna (1, 5)

Charlie McConalogue

Ceist:

1. Deputy Charlie McConalogue asked the Minister for Education and Skills his plans regarding smaller schools at primary level; and if he will make a statement on the matter. [17792/13]

Amharc ar fhreagra

Tom Fleming

Ceist:

5. Deputy Tom Fleming asked the Minister for Education and Skills if he will ensure that irrespective of the new value for money report on education, in making his decision on the recommendations of the report he does not authorise anything that will have a detrimental effect on the existence of small schools in rural Ireland. [17827/13]

Amharc ar fhreagra

Freagraí ó Béal (8 píosaí cainte)

Minister of State at the Department of Education and Skills

I propose to take Questions Nos. 1 and 5 together.

The report of the value for money review of small primary schools is being finalised and it is expected that it will be submitted formally to the Minister for Education and Skills shortly. I understand the Minister intends to bring the report to Cabinet for discussion and consideration prior to its publication. The Government's response to its recommendations will be considered in that context. No policy decisions have, therefore, been taken on to the report's findings or recommendations at this stage. It is expected that the report of the review process will provide a valuable evidence base, which will help inform future policy direction in the area of small primary schools. Decisions on school provision and any reorganisation must be based on a rigorous evaluation of requirements and needs not just at a local level, but also at both regional and national levels. The terms of reference of the review acknowledge the important role that primary schools play in their local communities and Government is conscious of this. Following Government consideration, the Minister intends to publish the report in due course in line with the normal procedures under the value for money review process.

I thank the Minister of State for his reply. What are the Government's thoughts on small schools? He indicated that the value for money report is due to go to Cabinet in the coming weeks. However, its recommendations and findings need to be used to support small rural schools and not as a rationale for closing them. I would like an assurance from the Minister of State that he does not wish to close any school and that he will not introduce a policy similar to those the Government has introduced previously such as increasing the pupil-teacher ratio in small schools, as this will lead to the forced amalgamation of schools. A few weeks ago, the Minister for Education and Skills indicated in Sunday newspaper reports that the value for money report was likely to opt for 80 pupils as the optimum minimum for a school to operate, which is worrying and concerning, as was the tone of the Minister's conversation around this, which did not indicate any sense of opposition from him to anything that might jeopardise small schools. Almost one third of our primary schools or 1,000 schools are in the category with an enrolment of less than 80 pupils. I would like the Minister of State to assure these schools that they will continue to be supported and that the Government does not have an underhand agenda to close them.

I note the issues raised by the Deputy. The review commenced in October 2010 under the Fianna Fáil-Green Party Government and such value for money reviews are part and parcel of governance within the State. It is important that we try to ensure as we best we can that the ethos of rural schools is maintained in the context of the positive impact they have on their communities.

Due to the serious leaks about the value for money report, which appear to be credible and valid, there are fears in many rural communities that they will be faced with the abandonment and closure of their local schools. They provide a wonderful, high quality education, which in many cases, is as good, if not superior, to that provided by larger schools. I cannot see the logic to this. These schools fear for their existence, particularly due to the fact that the Minister announced prior to the 2011 general election that he would not enforce the amalgamation of rural schools. One irrational aspect to this matter is these schools have been refurbished and extended to add classrooms to a good standard over the past number of years. It would be worrying if amalgamations and closures were pursued and it would be another blow to rural Ireland. These communities take great pride in their local schools. The teachers, parents, pupils and the wider community are involved in fund-raising, maintenance and, sometimes, security.

I acknowledge the Minister is missing because he has to attend to other duties but I am sure the Minister of State can give us comfort. He comes from a rural area near my own part of the country and he must also face the genuine people who could be affected by this issue. He will acknowledge the wonderful standard of education provided by these schools. We need to put this issue to bed rather than causing bother and worry in rural communities. We have endured enough with the closure of several schools.

I again acknowledge the Deputy's concerns in this regard and I reiterate that the report is being finalised. It has, therefore, not been completed and the concerns raised by both Deputies should form part of the policy outcome. However, no final policy decision has been made.

The Minister of State's reply does not assure me or the one third of primary schools with an enrolment of less than 80 pupils about the Government's plans for their future. We are aware the report has not been published yet. We are asking for an assurance from him that he has no intention of closing schools but we have been unable to get that, which is concerning. I refer to the Department of Justice and Equality, which has closed rural Garda stations. It would not be difficult for the Minister of State to give an assurance that small rural schools are safe.

The Government's policy of cutting the minor works and capitation grants, particularly the former which is worth upwards of €5,000 to every small school, depending on size, is crippling small schools and making it very difficult for them to survive. The Minister of State has not provided any assurance that it is Government policy to support rather than close small rural schools.

I ask the Government to reconsider any plans it may have to pursue this matter. The factors involved here include the need to preserve the social fabric of rural communities and quality education provided to children in rural areas and the issue of transport. Where schools amalgamate, children must travel longer distances to larger schools, which gives rise to significant transport costs for parents and taxpayers. The Government must provide immediate assurances on this matter to public representatives and put the minds of members of the public at ease. People are faced with enough problems.

It is not right for Deputies to up the rhetoric on this issue when a final decision has not yet been made. In the case of rural schools with only a small number of pupils, it is eminently reasonable and sensible to proceed with amalgamations when they can be achieved through a process of consensus. The annual savings to be achieved are available for everyone to see. The budget measures set out a target of saving 250 posts over a three year period. Deputy McConalogue is a member of the party which instigated the review in question. Let us be honest about how we approach this issue. It is appropriate to have a value for money report on small schools. It is not proposed to compromise the ethos that exists in rural communities. I do not propose to mouth platitudes about representing either a rural or urban community because most Deputies are familiar with the importance of rural schools and their positive impact on local communities. From a policy point of view, the decision must have regard to this fact.

State Examinations

Ceisteanna (2)

Jonathan O'Brien

Ceist:

2. Deputy Jonathan O'Brien asked the Minister for Education and Skills if he will provide in tabular form the number of students who in 2012-13 were refused a waiver by the State Examinations Commission for the assessment of spelling, grammar and punctuation in language subjects when sitting their leaving certificate examination; the number of these children who were granted a waiver to assist them when sitting their junior certificate examination; and if he has the authority to intervene directly and overrule a decision of the State Examinations Commission when disputed cases are appealed. [17828/13]

Amharc ar fhreagra

Freagraí ó Béal (9 píosaí cainte)

The State Examinations Commission, SEC, has statutory responsibility for the certificate examinations. A waiver from spelling and grammar can be provided to candidates with special educational needs under the scheme of reasonable accommodations in the certificate examinations, RACE. A devolved system is in place for the junior certificate examinations. Schools can recommend the granting of accommodations which are then granted by the State Examinations Commission. However, accommodations which are granted for the junior certificate will not automatically be carried on to the leaving certificate. Instead, all applications for accommodations in the leaving certificate are referred by schools to the National Educational Psychological Service for a decision.

Applications for the year 2012-13 are not yet complete. In the 2012 leaving certificate examinations, a total of 3,940 candidates applied for a waiver from the spelling and grammar element of language subjects. Of these, 2,587 or 66% were granted and 1,353 or 34% were refused. The State Examinations Commission cannot provide statistics on candidates refused such a waiver at leaving certificate who had a waiver at junior certificate. This information would require a manual examination of each file. Appeals against any State Examinations Commission decisions on RACE can be made to an independent appeals committee.

Statistics for the leaving certificate 2012 on the spelling and grammar waiver

Year

No. of applications for spelling and grammar waiver

Number granted

Number refused

2012

3,940

2,587

1,353

I am concerned by the figures cited by the Minister of State, which indicate that only 66% of applications for a waiver from the spelling and grammar element of language subjects are being granted. It is not possible to ascertain whether the children in the remaining 34% of cases received the relevant supports at junior certificate level.

I have received correspondence from a number of parents of children who been refused supports for the leaving certificate examination, having previously received them at junior certificate level. Applications have been refused despite letters of support being provided both by the schools in question and clinical psychologists who assessed the children. In one psychological report submitted as part of the appeal against a refusal, the psychologist states that the State Examinations Commission had "completely misunderstood and misinterpreted" her report into the learning capacity of the student in question. She points out that the waiver would have been granted if the student had been assessed on a purely human level and expresses dismay at the process by which the decision was made.

The problem the psychologist raises is being compounded by the letters sent by the State Examinations Commission to students who are being denied supports previously provided to them at junior certificate level. These letters indicate that the application for access to a reader has not been granted, without providing any explanation. It is then stated that an appeals process is available. However, failed appellants are subsequently issued with a further letter, which states the appeal has been denied and again does not provide any explanation. This matter needs to be examined. While we do not know if all of those who apply for supports at leaving certificate level received such supports at junior certificate level, it appears a significant number of students - 34% - are being denied supports they received previously. The Department should address this issue.

Perhaps the Deputy will submit a parliamentary question on the case to which he referred or raise it directly with the Minister to have it examined. In cases where a parent or student is dissatisfied with any aspect of a decision by the State Examinations Commission, he or she may appeal to an independent appeals committee whose members are drawn from outside the commission. The remit of the appeals committee covers appeals against all elements of a decision taken by the State Examinations Commission. Appeals must be lodged in writing and all appeals are considered in light of the framework of principles established by an expert advisory group. The Department and Minister do not have a role in reviewing decisions made by the State Examinations Commission or independent appeals committee in respect of the scheme of reasonable accommodations in the certificate examinations.

Of the unsuccessful applicants for reasonable accommodations in 2012, 513 made an appeal to the independent appeals committee. Of these appeals, 32 were successful while the original decision made by the commission was upheld in the remaining cases. The Minister is satisfied that the scheme's application and appeal processes operate in an open and transparent manner. Notwithstanding this, I am willing to examine the specific critique of the system made by an eminent and qualified person who has done an assessment of a student. I ask the Deputy to provide me with the details of the case.

I will pass on the details, which I have already sent to the Minister. The case I cited is only one of a number of cases where psychologists have issued reports on behalf of different students. I wrote to the independent appeals committee at the start of March questioning one of its decisions and seeking further information.

The reply I received states that the appeal had been disallowed. It does not indicate why or on what basis it was disallowed. I have yet to hear anything further in respect of this matter. That is unacceptable, particularly in view of the fact that principals, members of the health care profession and elected representatives are writing to the independent appeals committee to inquire why appeals have been disallowed. Students need to know the basis on which their appeals are not being upheld. The Minister of State indicated that 513 appeals were made and that only 32 were granted. This means that 481 students do not know why their appeals were denied. The letters written by school principals and psychologists which I have in my possession indicate that unless these students receive support, either in the form of a reader or a waiver, they will not pass their examinations. The stance being taken in this regard is extremely harsh.

The Deputy raises an issue in the context of the transition from junior to leaving certificate in terms of one being a devolved system while the other is independent. There seems to be a question regarding the need for further clarification on that transition in the context of how the two-----

It relates to the criteria used.

-----systems operate. The Deputy indicated that he has referred the particular case involved to the Minister, Deputy Quinn. If he could refer it again-----

I will pass on the relevant information once more.

-----I will revert to him on the matter.

University Sector

Ceisteanna (3)

Stephen Donnelly

Ceist:

3. Deputy Stephen S. Donnelly asked the Minister for Education and Skills the work that has been done to assess, analyse and improve teaching outcomes in universities here; the tangible actions that have been planned for the next 12 months as a result; and if he will make a statement on the matter. [17794/13]

Amharc ar fhreagra

Freagraí ó Béal (7 píosaí cainte)

The national strategy for higher education outlines a range of actions aimed at enhancing teaching and the learning experience of all students. Last November the Minister announced the establishment of the national forum for the enhancement of teaching and learning, which will provide a platform for progressing key actions such as the development of innovative pedagogies, better supports for first year students and promoting academic professional development. Listening and responding to feedback from students and other stakeholders is also crucial in ensuring high quality provision. The first national survey of employers was completed in December 2012 and a national student survey is currently being established, a pilot of which is now under way. Measures are also being taken to ensure a robust and effective quality assurance system. The Qualifications and Quality Assurance (Education and Training) Act 2012 established Quality and Qualifications Ireland, QQI, which has taken on responsibility for externally reviewing the quality assurance arrangements of universities. Learner involvement will be an important feature of future quality assurance processes.

I thank the Minister of State for his reply. I accept that some good things are happening. Universities have two roles and these relate to the areas of research and training. There has been a great deal of healthy focus, including on the part of the Minister of State, on research. In that context, the Industrial Development (Science Foundation Ireland) (Amendment) Bill 2012 is currently before the Houses. The same level of funding and focus is not being devoted to teaching. There have been some very welcome developments on the research side, which focus on outcomes, links to commercial interests etc. The developments on the teaching side when compared to those in the area of research are quite small in nature.

There are some promising initiatives in place but some of the major challenges seem to arise on foot of working practices. I accept that pedagogy can improve matters. However, it is fairly well recognised in many - perhaps not all - of the universities that being an excellent teacher does not lead to one being promoted. It is writing and publishing papers which gets one promoted. I understand UCD has introduced a dual-track system in this regard. An important step along this path is that which involves measuring outcomes and arriving at an agreed and rigorous dataset in that regard. Such a dataset will allow one to identify the universities, departments thereof, individual professors etc., that are doing well. Are there plans to create such a dataset in order that universities and other third level institutions might begin to learn from each other? I refer to the adoption of a systematic approach across the third level sector.

With respect, I hope I understand the Deputy's question. If he is expressing concerns in respect of the focus on teaching, I am not quite clear from where his underlying assumption that there are issues around teaching within the third level sector comes. Perhaps I missed something in that regard. There is a national strategy in respect of teaching in the higher education sector. The national forum for the enhancement of teaching and learning was launched in November 2012 and is chaired by Professor Sarah Moore of the University of Limerick. The national forum will consolidate and build upon the strengths of existing individual institutions and their teaching and learning frameworks. The work of the national forum is under way and I hope this provides an answer to one part of the Deputy's question. The national forum will provide a key system-level infrastructure for the support of the national strategy and serve as a platform for academic-led enhancement of teaching. Its focus will be on adding value by providing a structure through which these institutional and network initiatives can be synergised and leveraged. The nascent forum held its first meeting in March.

It is important to state that each academic institution has its own degree of autonomy. The Deputy will appreciate the higher education block grant of over €1 billion. I am of the view that the aims behind the national strategy will complement the goal of our making a greater economic impact through the creation of further jobs and enhance people's learning experience. As already stated, in the context of the teaching experience the national forum is examining the development of innovative pedagogies and the technologies which support these. In itself, this is quite innovative. It is also considering whether it might be necessary to broaden students' first year experience or whether prescribed courses should be retained.

The context of the question is that I welcome what is happening. It is great that there is a renewed focus. However, I do not believe there has been as much focus on teaching as there has been on areas for which the Minister of State has responsibility, namely, research, in respect of which substantive legislation has been forthcoming. I welcome the moves that have been made to date but I am deeply concerned about teaching in our universities. In the period from 2008 to 2015, the overall reduction in Government funding per student will be 50%. Universities are, therefore, being obliged to pull back in respect of many teaching supports. Teaching within our universities is under threat. While I welcome what is taking place, I remain extremely concerned. I want to ensure that what is happening takes place in as rigorous a manner as possible. In that context, will there be hard data available to educational experts, the HEA and Members of the Oireachtas which will enable them to identify the fact that Trinity's English department is phenomenal while a particular department at the University of Limerick is struggling? The danger of not having such data is that we will end up with some very well-meaning sentiments and projects and avoid answering some of the difficult questions or shining a light on the more problematic areas.

The straight answer to the Deputy's question on mining data is that such data is already available.

Not in the context of teaching outcomes.

I was just about to say that measuring teaching outcomes from either a quantitative or qualitative point of view is quite challenging, particularly in view of the different academic ethos which obtains within the various higher education institutions. One way to try to ensure more efficient outcomes from a teaching point of view is to consider professional academic development and the research which underpins it. The system at post-primary level is highly evolved.

There should also be a system that is promoted at tertiary level. If there is greater academic professional development, there are better teachers, more specialties are created and better outcomes are driven. This issue is being considered as part of the national forum.

The straight answer to the Deputy's question is that I am unsure as to whether we have those data. We can check for him. However, there is a focus on his points regarding the need for metrics and indices.

School Curriculum

Ceisteanna (4)

Charlie McConalogue

Ceist:

4. Deputy Charlie McConalogue asked the Minister for Education and Skills his response to the recent ASTI survey of second level teachers on the proposed reforms of the junior certificate; and if he will make a statement on the matter. [17793/13]

Amharc ar fhreagra

Freagraí ó Béal (5 píosaí cainte)

The "Teachers' Voice" is a report based on the Association of Secondary Teachers, Ireland, ASTI's consultation with teachers on the new framework for junior cycle. It is valuable to have access to these findings, which are being considered within the Department.

At the ASTI conference, the Minister, Deputy Quinn, made a point of commending the ASTI for the content of the report and the process that led to its publication. He has read the report and is listening carefully to the concerns of teachers. The Department has established an education partners consultation group to provide the partners, including the ASTI, with a formal medium for assisting in the planning of the phased implementation of the junior cycle. The group meets every four to six weeks, providing an opportunity to highlight opportunities and challenges. In addition, the ASTI is represented on the key National Council for Curriculum and Assessment, NCCA, structures responsible for the development of the curriculum, including the council and its substructures.

Teachers will be provided with a comprehensive continuing professional development, CPD, programme from autumn 2013 that will address many of the concerns highlighted in the ASTI report.

I thank the Minister of State for his response. My party agrees that reform of the junior certificate can improve it. To this end, we undertook a wide-ranging consultation when last in government. It was designed to make proposals on reforming the junior certificate. When the NCCA put them before the Minister, Deputy Quinn, he changed them significantly. Since then, he has failed to engage with and consult teachers properly, a key flaw in his approach to the issue.

At the recent ASTI conference, which I attended, its president, Mr. Gerry Breslin, stated: "What has most shocked teachers is not the content of the Minister's Framework, nor the imminent implementation deadlines, but the fact that teachers' views were not sought on key aspects of the Framework". The teaching profession is concerned by the Minister's decision to do away with oversight of national examination, as this ensures consistency in how examinations are conducted at the end of the junior cycle. According to international experience, this approach has led to an erosion of quality.

Why has the Minister not consulted adequately or significantly? Does the teaching profession not deserve to be consulted and included, given the fact that its members will be the key actors in delivering this change?

The teachers' representative organisations are part of the educational partners consultation group and provide partners, including the ASTI, with a formal medium for assisting in the planning of the phased introduction of the junior cycle. This is proof of their involvement in a consultative process. Meetings are held approximately every month. At these, the partners have an opportunity to highlight their key concerns. In addition, the ASTI is represented on the NCCA's council and subject development groups. At these meetings, the future shape of the curriculum is considered and findings are presented to the Minister.

I take the point made by the president of the ASTI. It conducted a survey of teachers, the response of whom was clear and has been acknowledged by the Minister, but Mr. Breslin stated that, while it was clear from teachers' responses that some aspects of the Minister's framework had the potential to improve the educational experience of young people in junior cycle, teachers were resoundingly stating that this potential was contingent upon assessment and certification procedures that were fair, transparent and, critically, did not undermine educational standards. There is cross-party agreement on this point, given the fact that the House has passed a motion supporting the junior cycle reforms. The Member opposite voted in favour of those reforms. There is a process of consultation.

Unfortunately, the Minister, Deputy Quinn, has refused to engage in a meaningful way in advance of publishing his framework for the junior cycle. At the Teachers Union of Ireland, TUI, conference in Galway, the Minister mentioned that this was a personal political project. That is the wrong type of language. He should engage with teachers. According to the evidence, reforms work better when implemented together. There must be a serious level of engagement, as it has been disappointing to date.

There is pageantry and choreography to these setpiece events in the Chamber. As an Opposition spokesperson, there is a little jousting and political point scoring. That is fair enough, but every Deputy acknowledges the need for junior cycle reform and wants it to go the right way and to be based on consensus and consultation. There should be proper continuing professional development for teachers if they are to embrace a new way of teaching.

The assessment aspect will be concerned with improving learning outcomes and not just proving them, if the Deputy knows what I mean. The role of the ASTI and teachers in this will be paramount. It is the most important role. We want to ensure that there is ongoing consultation with teachers and their representative organisations. There is a mechanism to this end as the junior cycle is rolled out. I do not know whether I can elaborate further.

Question No. 5 answered with Question No. 1.
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