Tuesday, 21 Jan 2014

Written Answers Nos. 1-146

Education Welfare Service Provision

Ceisteanna (134)

Thomas P. Broughan

Ceist:

134. Deputy Thomas P. Broughan asked the Minister for Education and Skills the actions being taken by his Department to address the findings and recommendations contained in the recently published investigation by the Ombudsman for Children’s office entitled, A statement based on an investigation into provision by the Department of Education and Skills and the HSE for a child in care, particularly the recommendations contained therein in relation to enrolment policies and the importance of ensuring school placements for children in care. [2276/14]

Freagraí scríofa

Minister for Education and Skills

At the outset, I wish to say that I agree with the Ombudsman for Children that the difficulties encountered in relation to this child were unacceptable.

The functions of the former NEWB and services previously provided by the NEWB are now part of the Child and Family Agency which was established by law on the 1st January 2014. That change should ensure a joined up approach to the needs of children in care.

It is also because of cases such as this one that I, in the draft Admissions to Schools Bill 2013 currently under consideration by the Joint Committee on Education and Social Protection, am providing a power for the Child and Family Agency to designate a school place, and that schools must comply with that designation. This new power if enacted, can clearly provide a remedy for any child out of school, including children in care.

Special Educational Needs Service Provision

Ceisteanna (135)

Richard Boyd Barrett

Ceist:

135. Deputy Richard Boyd Barrett asked the Minister for Education and Skills if he will provide reassurances to parents and teachers that there will be no cuts or reductions in services to the visiting teacher service; and if he will make a statement on the matter. [2349/14]

Freagraí scríofa

Minister for Education and Skills

The Visiting Teacher Service for children with Visual and Hearing Impairment provides assistance for children who are deaf or hard of hearing and children who are blind or visually impaired.

In May 2013 the National Council for Special Education brought forward policy advice which recommended that the service should be reviewed. Accordingly, an independent review of this service is currently being conducted line with the NCSE recommendations.

The review is being conducted by two independent reviewers who are tasked with reviewing the role and function of the Visiting Teacher Service in accordance with the Terms of Reference of the Review which are available on my Department's website, with a view to the making recommendations for consideration to my Department.

I am not in a position to anticipate the outcome of this review which is still underway and which is expected to be concluded by the middle of March 2014.

Question No. 136 answered orally.

Question No. 137 answered with Question No. 131.

School Patronage

Ceisteanna (138)

Mattie McGrath

Ceist:

138. Deputy Mattie McGrath asked the Minister for Education and Skills his views on whether the forum for patronage report was far too narrow in scope and centred much more around the religious education curriculum rather than any meaningful understanding of whole school ethos; his views on whether the forum report's philosophy will impose restrictions on Roman Catholic schools in respect of the way religious education is taught in Roman Catholic schools, on the way the religious artefacts are displayed, on the way prayer-life is conducted and the way the Christian ethos is lived; and if he will make a statement on the matter. [2313/14]

Freagraí scríofa

Minister for Education and Skills

The Report of the Advisory Group to the Forum on Patronage contains a wide range of recommendations aimed at ensuring that Irish schools cater for the diversity within society. These recommendations were drawn up following a public consultation process and widespread engagement with interested parties.

As part of my Action Plan in response to the Report, I recently conducted a further consultation process to give parents, in particular, an opportunity to give their views on the Group's recommendations on how schools can become more inclusive.

The process to date has given ample opportunity for the views of all interested parties to be taken on board. In accordance with the Programme for Government commitment, the submissions received, together with the Forum Report findings and recommendations, are now being considered with a view to developing a White Paper outlining Government policy in this area.

Education and Training Provision

Ceisteanna (139, 141, 153)

Clare Daly

Ceist:

139. Deputy Clare Daly asked the Minister for Education and Skills if he will re-examine his decision to require apprentices to fund the part of their apprenticeship when they attend college as this will have a serious impact on participation rates in apprenticeships. [2321/14]

Jonathan O'Brien

Ceist:

141. Deputy Jonathan O'Brien asked the Minister for Education and Skills his plans to reverse the fees imposed on apprentices for off-the-job training. [2338/14]

Charlie McConalogue

Ceist:

153. Deputy Charlie McConalogue asked the Minister for Education and Skills if he will reverse the budget 2014 decision to impose a new training fee on apprentices; and if he will make a statement on the matter. [2343/14]

Freagraí scríofa

Minister of State at the Department of Education and Skills

I propose to take Questions Nos. 139, 141 and 153 together.

This contribution has been levied by Institutes of Technology in respect of apprentices since 2004, with FÁS/SOLAS paying 70% of the contribution and apprentices themselves paying the remainder. As part of Budget 2014, SOLAS will cease making this payment to the Institutes of Technology and apprentices themselves will pay the full pro rata Annual Student Contribution.

The charge is €833 for the vast majority of apprentices scheduled on an off the job phase in an Institute of Technology in the academic year 2013/14, but is more than this for a small number of apprentices attending phases that are longer than the typical 10-11 weeks.

Apprentices will pay the same contribution as students, apportioned for the time they spend in the Institutes. Unlike students, apprentices are paid a training allowances by SOLAS for phases of their training spent in Institutes of Technology. This allowance is equivalent to the wages they receive from their employers for on the job phases and is unaffected by the budgetary changes. Although apprentices are not eligible to receive student grants, the value of their training allowance would be greater than the maintenance available under the student grant scheme.

This decision was taken against a difficult budgetary background and there is no scope to re-visit it.

School Patronage

Ceisteanna (140)

Richard Boyd Barrett

Ceist:

140. Deputy Richard Boyd Barrett asked the Minister for Education and Skills if he will instruct his Department to engage and consult directly and openly with the board of management of a school (details supplied) with the aim of briefing the board and parents on his Department's efforts to find a location for the school; if he will meet with them within the next two weeks; and if he will make a statement on the matter. [2348/14]

Freagraí scríofa

Minister for Education and Skills

My Department is in on-going communication with the Patron of the school in question in relation to its start-up accommodation for September 2014. This is the appropriate channel of communication. It is a matter for the Patron to keep the Board of Management informed. My Department will be meeting with the school Patron again shortly in relation to this matter.

Question No. 141 answered with Question No. 139.

Education Policy

Ceisteanna (142)

Charlie McConalogue

Ceist:

142. Deputy Charlie McConalogue asked the Minister for Education and Skills if a review of teaching time in second level schools is to be carried out; and if he will make a statement on the matter. [2347/14]

Freagraí scríofa

Minister for Education and Skills

The vast majority of schools meet the minimum requirement of 28 hours instruction time per week to second level students. In fact more than one third of schools provide more than that. However, I am aware that inspections have shown that a minority of schools are not meeting the minimum requirement.My Department is planning a detailed analysis of the instruction time at schools. This will involve specific assessment of practice across schools of different types and sizes. The analysis will look at the needs of students and objectives that schools are trying to meet when they deviate from the standard 28 hours or identify the factors that give rise to deviation from the standard. The research work will relate to the decisions schools make when deciding how to use the aggregate teaching hours available from the schools allocation.

The outcome of this work will help determine future policy.

Question No. 143 answered with Question No. 129.

Teacher Education Programmes

Ceisteanna (144)

Charlie McConalogue

Ceist:

144. Deputy Charlie McConalogue asked the Minister for Education and Skills the measures he is putting in place to facilitate persons who hope to pursue teaching as a career; and if he will make a statement on the matter. [2346/14]

Freagraí scríofa

Minister for Education and Skills

There are a number of options open to those wishing to pursue a career in primary and post-primary teaching. These are, mainly, via Bachelor of Education Degree programmes or postgraduate initial teacher education programmes which are undertaken following the completion of an initial degree. There are a large number of higher education institutes across the State providing such programmes. In addition, Hibernia College which is privately owned, offers postgraduate programmes on a part-time blended learning basis.

Teaching Council of Ireland

Ceisteanna (145)

Jonathan O'Brien

Ceist:

145. Deputy Jonathan O'Brien asked the Minister for Education and Skills his plans for new laws that will monitor teacher performance. [2340/14]

Freagraí scríofa

Minister for Education and Skills

The Teaching Council is the body with statutory authority, under the Teaching Council Act 2001, for the professional regulation of teachers.

Part 5 of the Teaching Council Act 2001 makes provision for the Council to conduct inquiries into a teacher's Fitness to Teach. I intend to commence Part 5 later this year. Government approval was given on 10th December for drafting The Teaching Council (Amendment) Bill to provide for a wider range of sanctions such as advice, admonishment and censure, which may be applied by the Council following an inquiry.

The Deputy may also be aware that procedures were introduced in 2009 under the Education Act (Section 24) for schools and Education and Training Boards (then VECs), as employers, to address teacher competence issues. Generally speaking it will be necessary for these procedures to be exhausted before investigation by the Teaching Council under Part 5.

Student Grant Scheme Eligibility

Ceisteanna (146)

Thomas P. Broughan

Ceist:

146. Deputy Thomas P. Broughan asked the Minister for Education and Skills further to Parliamentary Question No. 131 of 19 December 2013, if a specific mechanism can be built into the online application system for Student Universal Support Ireland in order that students making an application for a student maintenance grant will be automatically prompted by the system of the third level institutions which are not approved institutions for the grant and therefore eliminate the problem whereby some students enrolled in courses with private colleges had their grant applications processed online but were informed many months later that they were ineligible for the student maintenance grant. [2277/14]

Freagraí scríofa

Minister for Education and Skills

The SUSI application system facilitates students in applying for a grant before they have accepted a place in college or know the institution and course they will actually be attending. Therefore, it is not possible to give a specific indication at application stage as to course approval.

As part of its communications strategy SUSI draws attention to the requirement that a student needs to be entering an approved full-time course in an approved institution. In addition, the SUSI website provides details in relation to approved colleges.

I understand that for 2014 SUSI, in consultation with stakeholders, will continue to enhance communications and promote awareness among grants applicants regarding approved institutions and courses.