Written Answers Nos. 119-129
119. Deputy Tom Fleming asked the Minister for Education and Skills if he will expedite a student grant application in respect of a person (details supplied) in County Kerry; and if he will make a statement on the matter. [23380/13]
Amharc ar fhreagraOfficials in my Department have confirmed with Student Universal Support Ireland that requested documentation was not furnished within the timeframe set out in a communication with the applicant. The applicant referred to by the Deputy was issued with a decision on the 11/4/2013 advising him that he was deemed ineligible to receive a grant. If an individual applicant considers that she/he has been unjustly refused a student grant, she/he may appeal, in the first instance, to the appeals officer in SUSI. Where an individual applicant has had an appeal turned down in writing by SUSI 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 Grant Appeals Board. The relevant appeal form will be available on request from SUSI.
120. Deputy Michael Lowry asked the Minister for Education and Skills if he will review the decision made by Student Universal Support Ireland to refuse grant aid to a person (details supplied) in County Tipperary; if he will clarify the position where a person has commenced but not completed a level 6/7 FETAC course and is now returning to undertake a level 8 course; and if he will make a statement on the matter. [23382/13]
Amharc ar fhreagraOfficials in my Department have confirmed with Student Universal Support Ireland that the grant application of the student referred to by the Deputy for the 2012/13 academic year was refused. SUSI has confirmed that it issued a letter 30th April 2013 indicating that under the scheme, students who have previously attended, but not completed a course of study are required to complete an equivalent period of study on an approved course before being eligible to be considered for a grant. Where an individual applicant has had an appeal turned down in writing by SUSI 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 Grant Appeals Board. The relevant appeal form will be available on request from SUSI.
121. Deputy Joe McHugh asked the Minister for Education and Skills if he will address the concerns of a parent (details supplied) whose child is a student at a school in County Donegal that will undergo staffing changes in the 2013-14 academic year and if he will write to the parent regarding the matter. [23385/13]
Amharc ar fhreagraAs part of the Budget 2012 decisions, the number of pupils required to gain and retain a classroom teaching post in small primary schools is being gradually increased between September 2012 and September 2014. During this period the pupil threshold for a 2-classroom school is being increased to 20 pupils. In these extremely challenging times, all public servants are being asked to deliver our public services on a reduced level of resources and teachers in small schools cannot be immune from this requirement. The phasing of these measures can provide the schools concerned with time to consider the potential for amalgamation with other schools where this is feasible. If amalgamations do take place, they will be voluntary and follow decisions taken by local communities and not by the Department.
The Government recognises that small schools are an important part of the social fabric of rural communities and my Department has expanded the existing appeals process so that it is accessible to the small schools that are affected by the budget measure. In this regard small schools will not lose their classroom post if they are projecting sustainable increased enrolments in September 2013 that would be sufficient to allow them to retain their existing classroom posts over the longer term.
The detailed arrangements in relation to the appeals process are set in the Department's Staffing Circular 0013/2013. The Appeals Board operates independently of the Department and its decision is final. The responsibility for day to day management of schools is at local school level. Schools are required to take all reasonable precautions to ensure the safety of pupils and to participate in supervising pupils when the pupils are on the school premises, during school time and/or on school activities.
In accordance with the Safety, Health and Welfare at Work Act 1989, it is the responsibility of individual school management authorities to have a safety statement in place in their schools. The Statement should identify potential hazards, assess the risks to health and safety and put appropriate provision in place to safeguard the safety and health of employees and pupils. The Safety Statement should be reviewed on a regular basis.
In 2002, my Department agreed arrangements for the provision of funding for supervision in respect of mid-morning and lunch-time breaks which are set out in Circular 21/02. Specific arrangements apply in the case of small schools, i.e. 1, 2 and 3 teacher schools. In such schools, each teacher may claim payment for up to 37 hours per school year for the provision of supervision services. Payment for further hours of supervision, up to a maximum of 122 hours per school year, is made by grant to the Board of Management of the school. Some or all of the 122 hours may be undertaken by an external supervisor appointed by the school. For example, if the teacher(s) in the school opt out of the supervision scheme, all 122 hours can be undertaken by an external supervisor.
In Ireland, given the number of relatively small schools that have four teachers or fewer, multi-grade classes are the norm in the majority of our primary schools. This is reflected in the centrally-devised Primary School Curriculum (1999) which articulates a progressive and developmental learning experience for our pupils. General guidance and advice for teachers are provided in National Council for Curriculum and Assessment (NCCA) curriculum documents, and assessment guidelines etc. that are applicable to all primary schools.
The Primary School Curriculum (1999), which is child-centred rather than subject-centred, also allows for flexibility in timetabling and teaching methods. It emphasises that children should experience a variety of classroom organisational frameworks. While these include individual learning and whole-class teaching, the curriculum particularly encourages collaborative learning through pair work and group work as appropriate to the specific learning contexts and goals. Within multi-grade classes, teachers may use a range of models for grouping pupils, including mixed-ability grouping. Integration and differentiation are also key approaches in the primary curriculum. The organisation of teaching and learning through integrated themes can be highly motivating and satisfying for children and are particularly useful in multi-class situations.
122. Deputy Joe McHugh asked the Minister for Education and Skills if he will address concerns that are set out in a submission (details supplied) which relates to the Further Education and Training Boards Bill [23395/13]
Amharc ar fhreagra126. Deputy Eoghan Murphy asked the Minister for Education and Skills if he is considering broadening the definition of the Further Education and Training Boards Bill to include community education. [23459/13]
Amharc ar fhreagraI propose to take Questions Nos. 122 and 126 together.
I recognise that further education and training as it is currently delivered covers a broad spectrum that ranges from basic adult literacy and numeracy courses to courses that are certified at level 6 and above on the National Framework of Qualifications. It also spans the generations of learners from adult learners to early school leavers. It is delivered in formal classroom settings and in less formal settings based in the community. It is essentially a flexible form of education that can meet the diverse needs of learners in the most appropriate setting. Since the publication of the Bill a number of concerns have been raised regarding the definition of further education and training and the matter is being dealt with in the context of the passage of the Bill.
123. Deputy Tom Hayes asked the Minister for Education and Skills the reason a school (details supplied) in County Tipperary has not received sanction to operate a PLC course for the 2013/2014 academic year; and if he will make a statement on the matter. [23398/13]
Amharc ar fhreagraApproval to participate in the Post Leaving Certificate (PLC) programme is granted on an annual basis following an application process. Each application is examined by my Department on its own merits, taking into account current and previous allocations, current and previous demand and uptake and the overall number of places available. There are currently 32,688 approved PLC places available nationwide. Providers are required to inform the Further Education Section of my Department of any PLC places that have not been taken up by the middle of September each year in order that these unused places can be reallocated given the high demand for places.
The school referred to by the deputy has been operating PLC courses over a number of years and had sanction for 24 PLC places. While approval was given to run a PLC course in each of the years 2011/2012 and 2012/2013 the school did not enrol any PLC learners in either of these years and did not inform my Department that it was not using these places. The application process for the 2013/2014 academic year has recently concluded and places have been allocated for the next academic year. This school has not received sanction for any PLC places. However, a range of PLC courses are available in the area which may be accessed by school leavers from this school.
124. Deputy Dan Neville asked the Minister for Education and Skills the position regarding the leaving certificate in respect of a person (details supplied) in County Limerick; and if he will make a statement on the matter. [23402/13]
Amharc ar fhreagraThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations. In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
125. Deputy Charlie McConalogue asked the Minister for Education and Skills if a course (details supplied) will be eligible for funding under the student grant scheme; and if he will make a statement on the matter. [23445/13]
Amharc ar fhreagraUnder the terms of the student grant scheme, grant assistance is awarded to students who meet the prescribed conditions of funding including those which relate to nationality, residency, approved course, previous academic attainment and means. Under my Department's student grant scheme, eligible candidates may receive funding provided they are attending an approved course at an approved institution. An approved course is defined as a full-time undergraduate course of at least two years duration, or a full-time postgraduate course of not less than one year duration pursued in an approved institution. Students who are attending undergraduate courses in an EU Member State, can apply for a maintenance grant in respect of an approved course which is being pursued in an approved institution. I understand that the duration of the course referred to by the Deputy is a one year undergraduate course, which means it does not meet the definition of an approved course for student grant purposes as defined in the scheme.
127. Deputy Charlie McConalogue asked the Minister for Education and Skills when the National Council for Special Education was first asked by him to provide policy advice with particular reference to children with Down's syndrome who have a mild intellectual disability; when he expects to be in receipt of the this report; and if he will make a statement on the matter. [23473/13]
Amharc ar fhreagra130. Deputy Michael Healy-Rae asked the Minister for Education and Skills his views on whether children with Downs syndrome should be provided with a maximum number of individual resource teaching hours per week - currently four hours 15 minutes; and if he will make a statement on the matter. [23529/13]
Amharc ar fhreagraI propose to take Questions Nos. 127 and 130 together.
The Deputy will be aware of this Government's ongoing commitment to ensuring that all children with special educational needs, including children with Down's syndrome, can have access to an education appropriate to their needs. The policy of my Department is to secure the maximum possible level of inclusion of students with special educational needs in mainstream primary and post-primary schools, or where a special school or special class placement may be required to ensure such placements are provided for.
Pupils with Down's syndrome attending mainstream schools may receive additional teaching support in primary schools, either under the terms of the General Allocation Model (GAM) of teaching supports, if the pupil's educational psychological assessment places the pupil in the mild general learning disability/high incidence disability category, or through an allocation of individual additional resource teaching hours which are allocated by the National Council for Special Education (NCSE), if the child is assessed as being within the low incidence category of special need, as defined by my Department's Circular Sp Ed 02/05.
Pupils with Down's syndrome may be allocated resources under the category of mild general learning disability, or under the categories of moderate general learning difficulty or Assessed Syndrome, in conjunction with another Low Incidence disability. There is not presently a distinct disability category of Down's syndrome for resource allocation purposes. I wish to advise the Deputy that the National Council for Special Education (NCSE) has a formal role under the Education for Persons with Special Educational Needs (EPSEN) Act, 2004 in advising me in relation to any matter relating to the education of children and others with disabilities.
My Department initially asked the NCSE in November 2011 to consider the issue of whether Down's syndrome should be reclassified as a low incidence disability in all instances, regardless of assessed cognitive ability. In 2012 the NCSE were asked to provide comprehensive advice on how the educational system currently places and supports children with special educational needs in schools. As part of this process it was agreed that the NCSE would include the advice on the Down's syndrome. The NCSE's comprehensive policy advice on how the education system can best support children with special educational needs is currently in preparation and is expected shortly. It is my intention that the significant resources to support children with Special Educational Needs are deployed to ensure the best possible outcomes for students. The advice will be a key input into achieving this goal.
128. Deputy Martin Ferris asked the Minister for Education and Skills his views on whether it is appropriate and in the best interests of the Institute of Technology of Tralee, County Kerry in respect of a person (details supplied) to remain in their position; and if he will make a statement on the matter. [23486/13]
Amharc ar fhreagraI understand that the outcome of the investigation into an allegation of plagiarism against the person in question was that following an appeal, the Examination Assessments and Appeals Committee (EAAC) of the Institute found that the degree was not obtained in an unjustified or fraudulent manner and that the graduate was not guilty of plagiarism, as defined in the Institute's regulations. The EAAC further concluded that in light of the deficiencies in the thesis which had been identified, it is appropriate that corrections be made to the thesis by way of the insertion of a corrigenda notification in the official copy of the thesis. The management of academic affairs are a matter for the Institute concerned and I understand that this allegation was investigated according to the appropriate procedures governing such matters.
129. Deputy Martin Heydon asked the Minister for Education and Skills if he will provide an update on an application for funding from a special needs unit at a school (details supplied) in County Kildare; if he will expedite a decision on same as the end of the school year approaches and plans are being made for next year; and if he will make a statement on the matter. [23525/13]
Amharc ar fhreagraThe Special Education Unit (SNU) at the school referred to by the Deputy was not equipped at the time of its construction as the type of Unit to be established at the school was not known at that time. The school in question, which was delivered through the Public Private Partnership process, has since been allocated funding of €6,500 for one special class and €7,000 to purchase equipment for the school's Multi Sensory Room. This level of funding accords with my Department's current guidelines for funding SNUs and is provided to all primary and post-primary schools irrespective of the method used to deliver the school.
In addition, grant aid is available to all schools to fund the purchase of special items of furniture for special needs pupils. The scheme applies for all special needs pupils. Schools must apply directly to my Department for support and applications must be supported with a report from a professional who assessed the pupil in question. Only furniture approved by my Department can be funded. My Department does not currently have an application for furniture or equipment for the Special Needs Unit at the school to which the Deputy refers.
