Written Answers Nos. 216-233
216. Deputy Patrick O'Donovan asked the Minister for Education and Skills if he will provide in tabular form the total number of routes, the total number of children carried and the cost per child carried for primary and post-primary schools; the total revenue of Bus Éireann and the percentage increase or decrease year on year from 2004 to date under the school transport scheme; and if he will make a statement on the matter. [22327/14]
Amharc ar fhreagraThe information sought by the Deputy is set out in the following table.
|
Year |
Some 6,000 routes annually; Number of Vehicles (The majority of mainstream vehicles and some SEN vehicles operate 2 or more routes) |
Total number of children transported (including concessionary) |
*Primary: Cost per child week (based on eligible only including SEN pupils) € |
*Post Primary: Cost per child week (based on eligible only) € |
Revenue; Total net chargeable by BE to DES €m |
Revenue: Parental Charges €m |
Total combined net amount chargeable and parental charges €m |
% increase/ decrease |
|
2004 |
2922 |
136,000 |
29.44 6.26 |
17.26 11.93 |
94,558 |
6,317 |
100,875 |
|
|
2005 |
3164 |
136,000 |
33.14 6.41 |
19.27 12.11 |
105,983 |
6,611 |
112,594 |
11.6% |
|
2006 |
3474 |
134,000 |
39.32 6.15 |
23.59 12.68 |
128,084 |
6,634 |
134,718 |
19.6% |
|
2007 |
3741 |
136,000 |
44.22 7.13 |
26.04 12.83 |
146,152 |
6,626 |
152,778 |
13.4% |
|
2008 |
3820 |
135,000 |
49.33 7.42 |
28.78 13.88 |
162,024 |
8,751 |
170,775 |
11.8% |
|
2009 |
3830 |
125,000 |
49.92 7.74 |
31.3 15.73 |
159,369 |
11,628 |
170,997 |
0.1% |
|
2010 |
3874 |
121,000 |
48.35 7.71 |
29.15 16.42 |
154,026 |
11,651 |
165,677 |
-3.1% |
|
2011 |
3806 |
123,000 |
52.28 9.51 |
29.15 16.55 |
151,804 |
11,486 |
163,290 |
-1.4% |
|
2012 |
3854 |
113,000 |
56.87 17.36 |
30.71 16.78 |
149,477 |
12,570 |
162,047 |
-0.8% |
|
2013 |
3888 |
115,000 |
58.86 14.80 |
31.85 18.53 |
149,825 |
12,772 |
162,597 |
0.3% |
217. Deputy Patrick O'Donovan asked the Minister for Education and Skills in view of the fact that Bus Éireann made an internal calculation that it saved his Department €30 million due to efficiencies of Bus Éireann in the provision of the service and Bus Éireann claimed the majority of this €30 million was spent on new services provided by Bus Éireann over the period specified, if he will provide in a year-on-year tabular form the alleged savings made in each category of charge as set out in the format as in the annual statement of account for direct costs and also the categories for indirect costs charges as tabulated in FGS report 2009, page 9, table 1.4, for each year that Bus Éireann claimed the total savings of €30 million over the said years as claimed by Bus Éireann to the Joint Committee on Transport and Communications on 7 May 2014 in respect of school transport; if he will provide in tabular form the €30 million in extra services provided over the same said period; and if he will make a statement on the matter. [22329/14]
Amharc ar fhreagraBus Éireann undertook to provide the Oireachtas Transport and Communications Committee, of which the Deputy is a member, with details of the breakdown of the savings due to efficiencies and details of the new "demand led" services provided, as outlined to the Committee in general terms on 7th May. This information is currently being compiled by Bus Éireann under three main headings namely the savings from the reorganisation of services each school year since 2008/2009 due to a combination of factors, the new "demand led" services and the amount of the rebate to the Department on the Transport Management Charge each year since 2008. Bus Éireann has advised that this will be provided to the Committee and the Deputy shortly.
The level of detailed information in the format sought by the Deputy is not readily available.
218. Deputy Patrick O'Donovan asked the Minister for Education and Skills if he will provide a year-on-year in tabular form the categories for indirect costs charges to his Department by Bus Éireann as tabulated in FGS Report 2009, page 9, table 1.4, for each year from 1997, being ten years prior to the EU Commission's opening statement in state aid investigation C31/07, as published in the Official Journal on 15 September 2007; if he will ask Bus Éireann to prepare a balance sheet for each of these years; and if he will make a statement on the matter. [22330/14]
Amharc ar fhreagraThe agreed accounting arrangements are as set out in the 1975 Summary of Accounting Arrangements. This includes an agreed 13% charge, or transport management charge, to cover all other direct costs and indirect costs attributable to the work carried out for the Department. In recent years an element of the 13% charge has been rebated to the Department by mutual consent. The FGS report provided information in respect of indirect costs for 2007 and 2008 in the tabular form referred to by the Deputy. This information is available in a similar format from 2006 to 2014 only and I will arrange for Bus Éireann to forward this information to the Deputy. I have no plans to ask Bus Éireann to provide a balance sheet for the School Transport Scheme as this is not a requirement of the 1975 Summary of Accounting Arrangements.
219. Deputy Dara Calleary asked the Minister for Education and Skills if his attention has been drawn to the fact that FETAC course operators must run their courses in FETAC-accredited centres; his views on whether this is a restrictive rule; his views on whether local community centres and civic centres would be ideal locations for the hosting of such courses; and if he will make a statement on the matter. [22395/14]
Amharc ar fhreagraQQI/FETAC awards are provided by education and training providers that have agreed their overall arrangements for Quality Assurance with FETAC/QQI. The location of courses offered by these recognised providers is then a matter for the provider themselves. Providers do use community and civic centres and also use hotels, purpose built facilities and work based locations which are health and safety approved. Location very much depends on the type of course that the provider is offering.
220. Deputy Seán Ó Fearghaíl asked the Minister for Education and Skills if the resources needed for a child (details supplied) in County Kildare will be processed as a matter of urgency; and if he will make a statement on the matter. [22403/14]
Amharc ar fhreagraI wish to advise the Deputy that the 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 (SNAs) to schools to support children with special educational needs. The NCSE operates within my Department's criteria in allocating such support. The NCSE invited schools to make applications for SNA and resource teaching support for children who have assessed care needs for the coming 2014/15 school year by 26th March 2014, for their consideration.
The NCSE are currently considering all of the applications for support which have been received and will advise schools of the outcome of their applications ahead of the new school year.
221. Deputy Charlie McConalogue asked the Minister for Education and Skills the reason Bus Éireann requires buses operated by its contractors to be tested by a private company at the expense of Bus Éireann even though these buses have already passed the test in the commercial vehicle test centre; and if he will make a statement on the matter. [22407/14]
Amharc ar fhreagraI am advised by Bus Éireann that the inspections conducted by Freight Transport Association on behalf of the Company complement the annual statutory vehicle examinations as an additional measure designed to ensure that vehicles and maintenance records are maintained to appropriate standards, consistent with RSA guidelines, in the period between annual statutory tests taking place. These vehicle inspections assess vehicle condition, safety, and maintenance standards of both Bus Éireann buses and buses owned by private operators employed as Contractors to provide services under the School Transport Scheme.
222. Deputy Clare Daly asked the Minister for Education and Skills further to Parliamentary Question No. 184 of 30 April 2014, if he will confirm that he received a letter (details supplied) from the Psychological Society of Ireland division of behaviour analysis; if his Department has received the earlier communications Professor Leslie refers to; the reason he denied having received these communications in his earlier response; and now that this has been brought to his personal attention, if he will make contact with the Psychological Society of Ireland division of behaviour analysis to accept its invitation and address its concerns. [22413/14]
Amharc ar fhreagraMy office received 2 letters from Professor Julian Leslie, Head of Research Graduate School and Faculty of Life and Health Sciences, University of Ulster and Chair, Division of Behaviour Analysis, Psychological Society of Ireland, dated 14th December 2011 and 18th May 2012. The first of these letters included no request for a meeting. In his second letter, Professor Leslie concluded by stating that 'Members of the division of Behaviour Analysis of the Psychological Society of Ireland remain available to discuss all and any of these issues'. While this may not constitute a formal request for a meeting, I regret that this was overlooked in the response to question 184 of 30th April 2014.
As I have already advised, the NCSE are currently preparing policy advice on the education of children with autism/autism spectrum disorder. Professor Leslie has acknowledged the appropriateness of this approach to the development of policy. I am advised by the NCSE that Professor Leslie was invited to present to a meeting of the National Council for Special Education on September 13th 2013. Professor Mickey Keenan, Professor of Behaviour Analysis, University of Ulster and Dr. Neil Martin, PhD, BCBA-D, Independent Education Consultant were also invited to present on the same date. These presentations formed part of the NCSE formal consultation process on the development of its policy advice on the education of children with autism/autism spectrum disorder.
Professor Julian Leslie was regrettably unable to attend on the day as he was out of the country. As none of his colleagues from the Division of Behaviour Analysis, PSI were available on that date, he indicated that he was happy for Dr Martin and Professor Keenan to put the case. Professor Leslie sent a note which he asked to be circulated to members for the meeting. Professors Keenan and Martin made the presentation on the day and Professor Leslie's note was circulated, as he requested.
The NCSE has also advised that it is their intention to formally invite the Psychological Society of Ireland to a meeting to hear any views it may wish to put forward. I am of the view that the approach being adopted by the NCSE in ensuring that it has heard the view of all stakeholders is the correct approach and that this will ensure that all views will receive a fair and balanced consideration. I look forward to receiving their report which I expect in the Spring of 2015.
223. Deputy Clare Daly asked the Minister for Education and Skills further to Parliamentary Questions Nos. 186 and 216 of 30 April 2014, if he was aware when he made his reply of the recent ESRI-NCSE report which raised concerns over the extent to which teachers have the appropriate skills and qualifications to meet the needs of children with ASD and if he will share the documents he received from the Teaching Council that address the concerns raised by the ESRI-NCSE report with regard to the skills and qualifications. [22414/14]
Amharc ar fhreagraThe report to which the Deputy refers is a major report on special classes in Irish schools 'Understanding Special Class Provision in Ireland' and was published on-line by the NCSE and the ESRI on May 8th last. The report is based on a national survey of schools undertaken by researchers at the ESRI and Trinity College Dublin for the National Council for Special Education (NCSE). The report is the first output from a two-part research study on special classes. Part two involves a more in-depth look at special classes in a number of case study schools and, among other things, will collect information about the skills and qualifications of special class teachers in case study schools. Part two of the study will be completed in 2015. The NCSE will then consider the findings from this study as part of its role in providing policy advice to my Department.
The issue of teacher skills and qualifications in relation to supporting students with special educational needs in mainstream schools was also addressed in the NCSE policy advice to my Department, 'Supporting Students with Special Educational Needs in Schools', published in May 2013. Recommendations relating to teacher education and training have been referred to the Teaching Council for consideration. My reply to PQs 186 and 216 of 30 April 2014 refers to the general responsibility of the Teaching Council for the registration of teachers and accreditation of teacher education programmes and not to any specific documents. I am satisfied that the Teaching Council takes relevant research, reports and policies into account in making its decisions.
224. Deputy Clare Daly asked the Minister for Education and Skills the reason he has stated that the SESS contemporary applied behaviour analysis course trains teachers to design, implement and evaluate ABA interventions when he has been informed by the Psychology Society of Ireland's division of behaviour analysis that to give this impression was dangerous; and if he will confirm that he is aware that the SESS has previously offered advice stating that teachers offering ABA to students with ASD should receive on-site and off-site supervision from a professionally qualified behaviour analyst. [22415/14]
Amharc ar fhreagraPolicy on the programmes, interventions and supports for children in education is a matter for my Department. Decisions in this regard are informed by evidence based research and advices received covering a range of matters including pedagogy, school curriculum, special educational needs and child development. The role of the SESS is to attend to the training needs of teachers on foot of these decisions. In selecting and developing suitable programmes, the service is guided by advices from my Department, aegis bodies of the Department where appropriate, relevant research and best practice. SESS is a support service for teachers and is not involved in the supervision or the implementation of ABA and does not advise teachers or my Department in this regard.
225. Deputy Patrick O'Donovan asked the Minister for Education and Skills the obligations for primary and secondary schools to compile accounts on a yearly basis; and the person who signed off. [22429/14]
Amharc ar fhreagraIn accordance with section 18 of the Education Act 1998, schools (other than those established or maintained by a vocational education committee) are required to keep all proper and usual accounts and records of all monies received by it or expenditure of such monies incurred by it and must ensure that in each year all such accounts are properly audited or certified in accordance with best accounting practice. The Act further requires that such accounts shall be made available by the school for inspection by the Minister and by parents of students in the school, in so far as those accounts relate to monies provided by the Oireachtas. Furthermore, the Board must satisfy itself that proper internal controls are in place for all financial transactions.
In respect of primary schools, a total account of the Board's income and expenditure shall be prepared at the end of each school year and shall be properly audited or certified in accord with best accounting practice. This account shall be made available for inspection to the school community including parents, the Patron, Trustees and the Minister. In addition, copies of this account shall be presented to the Board and a copy retained as part of the minutes of the Board of Management. The school accounts shall also be available for audit by officers of the Department and officials of the Comptroller and Auditor General's Office if requested.
In the case of Voluntary Secondary Schools the school must submit annual accounts in respect of each financial year ending 31 August. The annual accounts must be formally approved by the Management Authority of the school and must be forwarded to the Financial Services Support Unit (FSSU) of the Joint Managerial Body (JMB) by 1 December following the end of the financial year. The accounts must be accompanied by such other information as the FSSU may require from time to time. This requirement applies to all voluntary secondary schools, including fee charging schools.
In the case of Community and Comprehensive schools the Board of Management must prepare a financial report in respect of each financial year ending on 31 December. This report, formally approved by the Board must be forwarded to the Department by mid-February following the end of the financial year. The completed accounts must be accompanied by such other information as the Minister may require from time to time. The accounts of schools established and maintained by an Education and Training Board (formerly known as Vocational Education Committees) form part of the accounts of the relevant ETB. In respect of ETBs, annual accounts must be submitted no later than the 1st April in the year following the end of the accounting period to which they relate, to the Office of the Comptroller and Auditor General for audit.
226. Deputy Micheál Martin asked the Minister for Education and Skills the avenues of redress parents or pupils have, in the event that a dispute arises between a person and the board of management of a school that cannot be resolved and remains an outstanding grievance; and if he will make a statement on the matter. [22430/14]
Amharc ar fhreagra227. Deputy Micheál Martin asked the Minister for Education and Skills the person to whom the board of management is answerable to in the event that a person is not satisfied with the outcome of a grievance; and if he will make a statement on the matter. [22431/14]
Amharc ar fhreagraI propose to take Questions Nos. 226 and 227 together.
The Deputy will be aware that under the Education Act 1998, legally, all schools are managed by school Boards of Management, on behalf of the school patrons or trustees. Accordingly, whereas I provide funding and policy direction for schools, neither I nor the Department have legal powers to instruct schools to follow a particular course of direction with regards to individual complaint cases, or to investigate individual complaints except where the complaint involves a refused enrolment, expulsion or suspension, in accordance with Section 29 of the 1998 Education Act. In dealing with parental complaints, my Department's role is to clarify for parents how their grievances and complaints against schools can be progressed. Where a parent feels that the school's board of management has failed to investigate or adequately investigate their complaint, they should contact the Ombudsman for Children.
The Office of the Ombudsman for Children may independently investigate complaints about schools recognised with the Department of Education and Skills, provided the parent has firstly and fully followed the school's complaints procedures. The key criterion for any intervention by the Ombudsman for Children is that the action of the school has had a negative affect on a child. The office can be contacted at Ombudsman for Children's Office, Millennium House, 52-56 Great Strand Street, Dublin1, (Ph) 1800 20 20 40 or (01) 8656800, E-mail oco@oco.ie.
Section 28 of the Education Act 1998 provides for grievance and appeal procedures in schools. It expresses a desirability of determining appeals and resolving grievances in the school concerned. Section 29 of the Act sets out a limited set of circumstances a parent can appeal administrative decisions of a school. These are confined to expulsions, suspensions or refusal to enroll. The Government has approved the drafting of the Admissions to School Bill 2014 in which the extent to which refusal to enroll will or will not be subject to a Section 29 appeal will be addressed.
I am not satisfied with the current provisions of Section 28. I plan to revise it in order to provide in law for a Parent and Student Charter. Changing how schools engage with, listen and respond to parent concerns will be an important part of a Charter. Providing parents with the rationale for any decision is important. If schools help parents to understand the basis for a decision parents are more likely to accept the fairness of decisions.
228. Deputy John Paul Phelan asked the Minister for Education and Skills the position with regard to progress concerning the merger of two schools (details provided) in County Kilkenny; when he expects this amalgamation to be completed; when he believes that a new amalgamated school building will be provided; and if he will make a statement on the matter. [22436/14]
Amharc ar fhreagraI can confirm for the Deputy that my Department has approved the amalgamation of the schools to which he refers with effect from September 2014. This follows on from a request and decision made by the Patron. The amalgamation was approved following confirmation from the Patron that the existing school buildings will host the amalgamated schools and that no capital consequences would arise.
229. Deputy Michael Healy-Rae asked the Minister for Education and Skills the position regarding a grant in respect of a school (details supplied). [22445/14]
Amharc ar fhreagraI can confirm for the Deputy that the school in question submitted an application for grant aid under the 2014 Summer Works Scheme. However, the application was not successful. Since the announcement of the successful applicants, the school has advised my Department that it will be submitting an appeal relating to its application. This appeal, when received, will be considered and the school will be advised of the outcome of its appeal in due course.
230. Deputy Michael Healy-Rae asked the Minister for Education and Skills the position regarding a grant in respect of a person (details supplied) in County Kerry; and if he will make a statement on the matter. [22446/14]
Amharc ar fhreagraOfficials in my Department have confirmed with Student Universal Support Ireland SUSI) that the student referred to by the Deputy was originally awarded a full maintenance grant, including Student Contribution fee of €2,500. It subsequently came to light from documentation that the student submitted that he had previously attended, but not completed an undergraduate Level 7 course from September 2008-January 2009 i.e. 5 months and therefore he is required under Section 15(7)(b)(i) to complete an equivalent period of study on his current course before being eligible to receive funding under the Student Grant Scheme. Accordingly the student is entitled to 44% of the student contribution fee - amounting to €1,100 and this amount has been paid by SUSI.
231. Deputy Dan Neville asked the Minister for Education and Skills his views on correspondence regarding a permanent school building (details supplied) in County Limerick; and if he will make a statement on the matter. [22476/14]
Amharc ar fhreagraThe delivery of the school building referred to by the Deputy has been devolved to Limerick and Clare Education and Training Board and is at an advanced stage of architectural planning. The planning permission is currently under appeal to An Bord Pleanála. When all of the relevant statutory approvals have been obtained the project will be allowed to proceed to tender and construction.
232. Deputy Billy Kelleher asked the Minister for Education and Skills if the qualifications of a dental hygienist are regarded as the same as those of a dental nurse; and if he will make a statement on the matter. [22485/14]
Amharc ar fhreagraCourses for Dental Nursing and Dental Hygiene are offered at levels 5 to 7 on the National Framework of Qualifications (NFQ) either through the CAO or through direct application to the Institution in question. The National Framework of Qualifications is maintained by Quality and Qualifications Ireland (QQI) as a system of levels of awards. A wide range of awarding bodies, including the universities and QQI, have awards which are aligned with the Framework and they are responsible for setting out the standards associated with their own awards. However, in doing so they are required to ensure that those standards are in line with the overall standards associated which the particular level of the Framework to which an individual award is aligned. Learners must then achieve those standards before an award can be made. Therefore, all awards aligned with a level of the Framework, no matter the awarding body or educational institution concerned, should be broadly comparable in terms of the learning outcomes achieved by learners.
The following table sets out a list of institutions delivering courses in Dental Nursing and Dental Hygiene and their level on the NFQ. Further information on the content of these courses is available from the relevant institution or on Qualifax.ie.
Courses in Dental Hygiene and Dental Nursing
|
Course |
Code |
Institution |
NFQ Level |
|
Dental Hygiene |
TR802 |
Trinity College Dublin |
Level 7 |
|
Dental Hygiene |
DipDH |
University College Cork |
Level 7 |
|
Dental Nursing |
5M4468 |
Drogheda Institute of further Education |
Level 5 |
|
Dental Nursing |
AL631 |
Athlone Institute of Technology |
Level 6 |
|
Dental Nursing |
LY816 |
Letterkenny Institute of Technology |
Level 6 |
|
Dental Nursing |
362 |
Marino College of Further Education |
Level 6 |
|
Dental Nursing |
29379 |
Marino College of Further Education (Part Time) |
N/A |
|
Dental Nursing |
TR801 |
Trinity College Dublin |
Level 7 |
|
Dental Nursing |
DipDN |
University College Cork (Part time) |
Level 7 |
233. Deputy Paudie Coffey asked the Minister for Education and Skills if a speech and language class will be provided for a school (details supplied); and if he will make a statement on the matter. [22507/14]
Amharc ar fhreagraMy Department provides an extensive range of supports for pupils with Specific Speech and Language Disorder (SSLD). This includes provision for the establishment of special classes for pupils with SSLD in primary schools. Applications to establish such classes are considered by the school's assigned Special Educational Needs Organiser (SENO) and those meeting the criteria for establishment are approved by the National Council for Special Education (NCSE). Special classes may also be discontinued by the NCSE where the need no longer exists.
The criteria for enrolment in a Special Class for pupils with SSLD is set out in my Department's Circular 0038/2007. A full-time teacher is assigned to each class, and classes operate with a reduced pupil-teacher ratio of 7:1. In addition, an enhanced capitation grant is provided to schools operating special classes for pupils with SSLD. Speech and Language Therapy services are provided to these classes by the Health Service Executive (HSE). A minimum number of five eligible pupils is required for a school to retain a SSLD class. Eligible pupils may spend up to two years in such classes.
The school to which the Deputy refers has applied to open a speech and language class. While there are 2 language classes in Waterford already, the NCSE has confirmed that they would be willing to set up such a class. The provision of health supports, including Speech and Language Therapy services, is the responsibility of the Health Service Executive and requests in relation to this particular issue should be directed to that body.
