Written Answers Nos. 298-324
298. Deputy Brendan Griffin asked the Minister for Education and Skills if automatic panel rights will be provided to teachers who are on the seventh point of the salary pay scale; and if she will make a statement on the matter. [31277/14]
Amharc ar fhreagraThe core function of the redeployment arrangements is to facilitate the redeployment of all surplus permanent/CID holding teachers to schools that have vacancies. Thereafter, schools are required under the panel arrangements to fill permanent vacancies from supplementary panels comprised of eligible fixed-term (temporary/substitute) and part-time teachers. The eligibility criteria for access for fixed-term (temporary), substitute and part-time teachers to the Supplementary Redeployment Panel for the 2014/15 school year, including the appropriate salary scale points, are set out in Circular 0057/2013 which is available on the Department website. The redeployment arrangements are reviewed annually with the relevant education partners to determine what adjustment, if any, is required for subsequent school years. Arrangements for the 2015/16 school year will be determined later in the year and will be published on the Department website.
299. Deputy Jonathan O'Brien asked the Minister for Education and Skills further to Parliamentary Question No. 257 of 8 July 2014 the legal basis for excluding the actions of the independent appeals officer of Caranua. [31349/14]
Amharc ar fhreagraSection 22 of the Residential Institutions Statutory Fund, Act 2012 provides that a person affected by a decision of a decision maker of the Residential Institutions Statutory Fund (Caranua) may appeal to an independent Appeals Officer. As I explained in response to the Deputy's question of 8 July a person affected by a decision of the Appeals Officer can appeal to the High Court on a point of law within 28 days of receipt of the Appeals Officer's decision. I am satisfied that these arrangements provide an appropriate framework for dealing with appeals of decisions of Caranua. I wish to confirm that Caranua comes under the scope of the Ombudsman Acts 1980 to 2012 and that its administrative actions are thus subject to review by the Ombudsman.
300. Deputy Jonathan O'Brien asked the Minister for Education and Skills further to Parliamentary Question No. 258 of 8 July 2014, the reason the information requested is not available; if Caranua know the number of persons who applied for payments from the old Education Finance Board who subsequently applied for payments from Caranua; the reason providing the numbers alone would breach their data protection obligations, in view of the fact that Parliamentary Question No. 259 demonstrates that Caranua has contacted recipients of payments from the Education Finance Board. [31350/14]
Amharc ar fhreagraAs explained to the Deputy in response to his question of 8 July, Caranua is a separate body from the now dissolved Education Finance Board. While Caranua performs certain functions associated with the Education Finance Board these are limited to matters relating to the finalisation of latter organisation's affairs consequential on its dissolution. Caranua does not collect the information in question, therefore it is not available and the issue of data protection does not thus arise. In the case of the category of persons referred to in the Deputy's question, the position is that it was necessary for Caranua to contact the persons concerned to clarify the position in regard to a funding commitment given to them by the Education Finance Board.
301. Deputy David Stanton asked the Minister for Education and Skills if she has completed his consideration of correspondence from a person (details supplied) in County Cork regarding recognition of home tutor qualifications and registration with the Teaching Council; her views on same; and if she will make a statement on the matter. [31351/14]
Amharc ar fhreagraThe Teaching Council, the professional regulatory body for teachers, is the body with statutory responsibility since 2006 for the registration of teachers. Applicants for registration should pursue their application with the Teaching Council in the first instance. The Minister for Education and Skills has no direct function in relation to the registration of individual teachers. If an applicant for registration is dissatisfied with the Council's decision(s), he or she may appeal the decision(s) to the High Court in accordance with the provisions of the Teaching Council Act.
302. Deputy Pat Deering asked the Minister for Education and Skills if for current B. Ed students completing their four-year degree course in 2016-17 whether their diploma will be included in their degree; and if not the reason for same in view of the number of weeks they spend teaching as part of the current course. [31354/14]
Amharc ar fhreagraThe school placement experience is part of a teacher's training. It is integral to all Initial Teacher Education (ITE) programmes. The recently extended duration of the placement in the reconfigured Bachelor of Education programmes allows for the development of a more reflective, enquiry-oriented approach to the school placement and facilitates the development of the teacher as reflective practitioner. The induction/probation period, formerly known as the Dip year, between graduation and full independent practice as a teacher is a vital stage of the newly qualified teacher's career. During this phase the newly qualified teacher's development as a practising professional is facilitated by coherent and supportive induction and probation processes specified by the Teaching Council, which all teachers must successfully complete to achieve full registration. The Teaching Council works closely with my Department to ensure appropriate supports for newly qualified teachers are in place and the Department funds the national induction programme for teachers, NIPT. The Teaching Council has statutory responsibility in relation to both initial teacher education and for procedures for induction and probation. I support the Teaching Council's approach to these areas, and the arrangements in place.
303. Deputy Niall Collins asked the Minister for Education and Skills when work will commence on a project (details supplied) in County Cork; and if she will make a statement on the matter. [31356/14]
Amharc ar fhreagraThe delivery of the new school referred to by the Deputy has been devolved to Cork Education and Training Board (ETB). I am pleased to inform the Deputy that this project is due to go on site in the coming weeks.
304. Deputy Brendan Griffin asked the Minister for Education and Skills if she will review the qualifying criteria for the supplementary teaching panel in view of the difficulties applicants are facing satisfying the income requirements; and if she will make a statement on the matter. [31357/14]
Amharc ar fhreagraThe core function of the redeployment arrangements is to facilitate the redeployment of all surplus permanent/CID holding teachers to schools that have vacancies. Thereafter, schools are required under the panel arrangements to fill permanent vacancies from supplementary panels comprised of eligible fixed-term (temporary/substitute) and part-time teachers. The eligibility criteria for access for fixed-term (temporary), substitute and part-time teachers to the Supplementary Redeployment Panel for the 2014/15 school year are set out in Circular 0057/2013 which is available on the Department website. The redeployment arrangements are reviewed annually with the relevant education partners to determine what adjustment, if any, is required for subsequent school years. Arrangements for the 2015/16 school year will be determined later in the year and will be published on the Department website.
305. Deputy Billy Timmins asked the Minister for Education and Skills the funding reduction that has been applied to a school (details supplied) in County Wicklow; the way this will impact on the service; the basis of the cut; and if she will make a statement on the matter. [31390/14]
Amharc ar fhreagra309. Deputy Billy Timmins asked the Minister for Education and Skills the position regarding cuts to core funding in respect of a school (details supplied) in County Wicklow; the decision to cut funding needs to be reversed as a matter of urgency as this will impact on the vital services provided; and if she will make a statement on the matter. [31406/14]
Amharc ar fhreagraI propose to take Questions Nos. 305 and 309 together.
While I am aware that the question requesting reversal of cuts to funding in the school referred to by the Deputy has also been forwarded to the Department of Health, I wish to advise that my Department has not made cuts to funding. In fact my Department will be providing grant aid to the Board of Management to facilitate it in renting both premises referred to for the coming school year. My officials and the National Council for Special Education (NCSE) are in regular contact with this school and the Association and will continue to work with them on future provision in the county.
306. Deputy Finian McGrath asked the Minister for Education and Skills the position regarding the loss of a teacher and special needs assistant in respect of a school (details supplied). [31393/14]
Amharc ar fhreagraThe National Council for Special Education, through its network of Special Educational Needs Organisers (SENOs) are responsible for the allocation of teaching staff and a quantum of Special Needs Assistant (SNA) support to schools, including special schools. The terms of circular 42/11, Staffing in Special Schools, in conjunction with Circular 38/10, Staffing Arrangements for Special schools, and the role of the National Council for Special Education (NCSE) revises the annual teaching staff arrangements for special schools as from the 2012/13 school year, based on updated pupil profiles each year. This approach was adopted following discussions with management bodies, trade unions and the National Parent Councils. In effect, special schools are now staffed based on their actual current pupil profiles and disability category of each pupil, as opposed to primarily by school designation. School staffing schedules, to which the Deputy refers are reviewed and updated each year by the NCSE. The allocation of SNAs takes into account the assessed care needs of children qualifying for SNA support. The NCSE operates within my Department's criteria in allocating such support. The criteria by which SNA support is allocated to pupils is set out in my Department's Circular 0030/2014.
The deployment of SNAs within schools is a matter for the individual Principal/Board of Management. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated. It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised. Special Schools were notified of their teaching staff and SNA allocations for 2014/15 by NCSE in June. Details of the mechanism for schools/parents to appeal a decision in relation to the allocation of teaching staff and SNA support by the NCSE are available on the NCSE website at www.ncse.ie.
307. Deputy Finian McGrath asked the Minister for Education and Skills if she will not cut the teaching staff at a school (details supplied) in Dublin 5; and if she will make a statement on the matter. [31395/14]
Amharc ar fhreagraThe criteria used for the allocation of teachers to primary schools is published annually on the website of the Department of Education and Skills. The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing arrangements for the 2014/15 school year (Circular 0007/2014) are available on the Department website.The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally irrespective of location. It currently operates on the basis of a general average of one classroom teacher for every 28 pupils, with lower thresholds for DEIS Band 1 schools. The school referred to by the Deputy had an enrolment on 30 September 2012 of 396. This fell to 387 on 30 September 2013 which results in a reduction of 1 classroom teacher for the 2014/15 school year. Should the school have a significant increase in enrolment for the 2014/15 school year, the staffing schedule allows for schools to apply for additional teaching post(s) on developing grounds. Details are available in Circular 0007/2014.
310. Deputy Jonathan O'Brien asked the Minister for Education and Skills further to Parliamentary Question No. 78 of 8 July 2014, the date on which the Teaching Council will provide a report on proposals from the technical working group on the matter of teacher supply for priority subject; and the deadlines they have been given. [31411/14]
Amharc ar fhreagraThe Technical Working Group will develop and pilot a model of teacher supply and will generate policy recommendations for consideration by the Teaching Council in formulating advice for submission to the Minister for Education and skills on the matter of teacher supply. It is expected that an initial report will be received from the Teaching Council later this year and a final report is expected in 2015. The Teaching Council also intends to establish a Consultative Forum for stakeholders which will offer advice and feedback on proposals developed by the Technical Working Group.
311. Deputy Damien English asked the Minister for Education and Skills her plans to address the issue whereby 153 of approximately 660 young adults with an intellectual disability and or autism who leave school receive no further education, training, or day service placement; and if she will make a statement on the matter. [31436/14]
Amharc ar fhreagraThe Deputy will be aware that students with a special educational need, including those with an autism spectrum disorder, have a range of options available to them in the higher and further education sectors. Some students choose to participate in educational programmes through further adult educational programmes or in adult settings. While the Department of Health and Children/Health Service Executive assumes direct responsibility for young adults with special educational needs who are over 18 years, my Department may allocate funding towards an educational component of such provision. This is generally transacted through the co-operation hours scheme operated by Education and Training Boards (ETBs) where the local service provider makes application to the relevant ETB for tuition hours. Funding is also provided to the National Learning Network for this purpose.
Young adults with disabilities are eligible to access SOLAS funded mainstream services provided by the Education and Training Boards (ETBs). The ETBs contract with 16 Specialist Training Providers, in 49 locations country-wide, to deliver training courses to people with disabilities who require more intensive support than would be available in non-specialist training provision. A range of specialist courses is available at two levels of training, Introductory Skills Training (IST) and Specific Skills Training (SST) and includes in-centre, employer based and blended learning approaches to accommodate learners' training needs. These training courses lead to awards at levels 3-5 on the National Framework of Qualifications. Entry to specialist training is open to all persons with disabilities over 16 years of age. Programme duration may typically be up to 18 months or 24 months depending on programme type. Specialist training offers additional supports to learners which include individualised training and progression plans, literacy and numeracy support, longer training duration, adapted equipment, transport arrangements, enhanced programme content and enhanced trainer/learner ratio. Finally, I wish to advise the Deputy that the Disability Access Route to Education (DARE) scheme also provides a third level admissions scheme for school leavers who have a disability or specific learning difficulty.
312. Deputy Damien English asked the Minister for Education and Skills her plans for the provision of a new school building for a school (details supplied) in County Meath; and if she will make a statement on the matter. [31466/14]
Amharc ar fhreagraI can confirm for the Deputy that my Department has received an application for major capital funding from the school to which he refers. The application is currently being considered and my Department will be in further contact with the school as soon as possible.
313. Deputy Damien English asked the Minister for Education and Skills her plans for the provision of additional accommodation for a school (details supplied) in County Meath; and if she will make a statement on the matter. [31467/14]
Amharc ar fhreagraI wish to advise the Deputy that the provision of improved accommodation for the school to which he refers is at the early stages of the architectural planning process. I understand that the school has since requested a revision of the accommodation schedule and that this is now being considered by the school's Patron in conjunction with the school. The matter can be considered further when the outcome of this local dialogue has been conveyed to my Department.
314. Deputy Damien English asked the Minister for Education and Skills her plans for the provision of additional accommodation for a school (details supplied) in County Meath; and if she will make a statement on the matter. [31468/14]
Amharc ar fhreagraI can confirm for the Deputy that my Department has received an application for improved accommodation from the school to which he refers. My officials will be in contact with the school relating to this application shortly. In the meantime, I wish to advise the Deputy that my Department has provided funding to the school under the Emergency Works Scheme to carry out essential repairs to the play area.
315. Deputy Terence Flanagan asked the Minister for Education and Skills the steps being taken to promote the study of physics in second level schools and as a degree subject in third level institutions; and if she will make a statement on the matter. [31482/14]
Amharc ar fhreagraThe NCCA has recently provided me with a new specification for Leaving Certificate Physics. The NCCA has notified the Department that before the specification is made available to all schools that it will trial, in particular the proposed new practical examination. It is expected that the new Physics specification, when it is introduced, will not only attract more higher level students but it is hoped that it will also attract more girls and more students to study Physics at Ordinary level.
The new Junior Cycle Science specification will be implemented in schools from September 2015. This will form a firm foundation for the sciences at senior cycle. There is a significant overlap between the developments in the sciences at Junior Cycle and Senior Cycle. Thus the CPD provided for Junior Cycle Science from this autumn will also start to prepare science teachers for the changes which will follow in the Leaving Certificate sciences. There will be many synergies between the two and there is a natural progression. Of course there will be dedicated CPD provided to Leaving Certificate science teachers to prepare them to introduce the new specifications not only in Physics but also in Chemistry and Biology. A unified CPD strategy will support a consistent experience of teaching and learning in the science curricula throughout post-primary education.
The issue of transition from second level to third level is a complex one. My Department is currently leading the work of the Transitions Steering Group which involves the HEA, the NCCA, the SEC and other key stakeholders, working to develop a strategic, systemic response. The Group is focussing on three key themes: predictability and grade banding in the Leaving Certificate and broadening entry routes to third level. The STEM agenda is a high priority with the Higher Education and just last week SFI announced further funding to attract top class world scientists to work in our third level institutions. Such initiatives will also attract students to study under such world experts.
317. Deputy Seán Ó Fearghaíl asked the Minister for Education and Skills if her Department has had any engagement with An Garda Síochána, the Health Service Executive or Túlsa in relation to issues arising from the death of a person (details supplied) in County Kildare in 2006; if any regard has been had to the recommendations that have been made in respect of this case, as they apply to her Department; if she accepts that the failure to secure a second level school placing for the young person contributed to their problems; and if she will make a statement on the matter. [31493/14]
Amharc ar fhreagraThe Educational Welfare Service of the Child and Family Agency or Tusla is the statutory agency which can assist parents who are experiencing difficulty in securing a school place for their child. Tusla falls within the aegis of my colleague the Minister for Children and Youth Affairs. Formerly, assistance to parents with schools placements was provided by the National Educational Welfare Board (NEWB) who at that time reported to my Department. The NEWB and its functions have now been transferred into Tusla. The Deputy will be aware that I have published a draft General Scheme for an Education (Admissions to Schools) Bill, 2013. The Government recently gave approval for drafting the Education (Admissions to Schools) Bill 2014. My aim in bringing forward legislative proposals in relation to school admissions is to improve the admission process and to ensure that difficulties with obtaining school placements which may have occurred in the past are now addressed.
318. Deputy Denis Naughten asked the Minister for Education and Skills the total cost of public relations-communications to her Department in 2013; the spend to date in 2014; the total estimate for 2014; the corresponding figures for each agency funded from her Department; and if she will make a statement on the matter. [31527/14]
Amharc ar fhreagraMy Department did not incur any expenditure on external public relations in 2013 or to date in 2014. It is not possible to estimate future public relations expenditure as the need for PR services can arise at any time in the context of initiatives and policy decisions relating to education and skills programmes. The information requested by the Deputy in respect of agencies is not held centrally by my Department. The awarding of contracts, the expenditure incurred, and the procurement arrangements by agencies under the aegis of my Department is an operational matter for the agencies themselves. All bodies under the aegis of my Department are aware of the need to achieve value for money while conducting procurement. The Code of Practice for the Governance of State Bodies outlines the responsibilities of state bodies in this regard and my Department regularly updates the aegis bodies on developments in relation to public procurement policy and practices. For the Deputy's information details of agencies under the remit of my Department can be downloaded from the Departments website, this information is updated when any relevant changes occur. http://www.education.ie/.
319. Deputy Dara Murphy asked the Minister for Education and Skills the position regarding an internship extension (details supplied); and if she will make a statement on the matter. [31554/14]
Amharc ar fhreagraThis is an operational matter for the City of Dublin Education and Training Board (CDETB) and I have asked the CDETB to contact the Deputy directly to clarify the position.
320. Deputy Michael Colreavy asked the Minister for Education and Skills the avenue left open to a student living 45.9 km from the college they attend in cases where an appeal hearing has determined they are living less than 45 km and is consequently awarded the adjacent rate of grant only. [31555/14]
Amharc ar fhreagra321. Deputy Michael Colreavy asked the Minister for Education and Skills if there are any additional supports to students who live 45 km from the college they attend; are approved only for the adjacent rate of the higher education grant and whose parents income is so limited as to put third level education totally beyond their means unless an amount equivalent to the full, non-adjacent rate of grant is paid. [31556/14]
Amharc ar fhreagraI propose to take Questions Nos. 320 and 321 together.
I understand that in the case of the student referred to by the Deputy that the appeal was considered by the Student Grants Appeals Board on 14 January 2014 and that the student was advised of his options in the letter which issued by the Appeals Board, which are that he may appeal to the High Court on a point of law under Section 21(6) of the Student Support Act 2011. Under the Ombudsman Acts 1980 to 2012, the Ombudsman can examine a complaint from the student if he feels he has been unfairly treated in his dealings with SUSI or the Appeals Board. Students in third-level institutions experiencing exceptional financial need can apply for support under the Student Assistance Fund. This Fund assists students, in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. Information on the fund is available through the Access Officer in the third level institution attended. This fund is administered on a confidential, discretionary basis.
322. Deputy Seán Kyne asked the Minister for Education and Skills the progress in implementing the new system for allocating educational supports such as learning resource hours and special needs assistants which is being overseen by the National Council of Special Education; and if she will make a statement on the matter. [31581/14]
Amharc ar fhreagraThe National Council for Special Education published its Report on a Proposed New Model for Allocating Teachers for Students with Special Educational Needs on 18th June 2014. The report recommends that a new allocation model should be developed, based on a schools educational profile, while also providing a baseline allocation to every mainstream school in order to support inclusion. It was recommended that the school profile should take into account details of the number of students with complex needs attending, percentages of students performing below a certain threshold on standardised tests, and the social context of a school. To assist with the process of considering the report recommendations, my Department will begin to gather information required to develop the proposed new model. This will review how the proposed model will impact on schools. There will also be full and comprehensive consultation with stakeholders and education partners, including the parents of special needs children. I would hope that this work can be completed by the Autumn. With regard to the allocation of Special Needs Assistants (SNAs), the National Council for Special Education (NCSE) is responsible, through its network of local Special Educational Needs Organisers (SENOs) for allocating a quantum of Special Needs Assistant (SNA) support for each school annually taking into account the assessed care needs of children qualifying for SNA support. Where children have significant care needs whereby they may need additional support to be able to attend school, the NCSE may make an allocation of SNA support to the school to assist that child. The NCSE operates within my Department's criteria in allocating such support. The criteria by which SNA support is allocated to pupils is set out in my Department's Circular 0030/2014.
323. Deputy Seán Kyne asked the Minister for Education and Skills if the works under the summer works scheme of both phases have commenced; if her Department has released the finance to cover the cost of the works; and if each of schools included in this year's scheme are progressing as planned with the works. [31586/14]
Amharc ar fhreagraUnder my Department's Summer Works Scheme, funding is allocated on a devolved basis to schools to allow school management authorities carry out building or improvement works. 70% of approved grant (or cost of works, whichever is the lesser) is paid to school authority once confirmation is received that works have commenced. The 30% balance is paid when works are complete. A devolved project allows individual school authorities the means to address their accommodation and building priorities with a guaranteed amount of funding and gives them day to day control of their building project. It is a central tenet of the devolved schemes that responsibility for the management of a project, including cost control, the timing of tendering and construction rests with the school authority.
324. Deputy Patrick O'Donovan asked the Minister for Education and Skills if she will provide in tabular form by county since 2011 the number of children who have received a diagnosis on the autistic spectrum; the number of ASD places by county in the same period; and the number of those places which are designated for pre-school children. [31597/14]
Amharc ar fhreagraThe Deputy will be aware that the establishment of a network of autism-specific special classes in schools across the country to cater for children with autism has been a key educational priority in recent years. The National Council for Special Education (NCSE), through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from primary and post primary schools for special educational needs supports, including the establishment of special classes in various geographical areas as required. The NCSE operates within my Department's criteria in allocating such support.
I have arranged for the Deputy's question relating to the number of children who have received a diagnosis on the autistic spectrum; the number of ASD places by county in the same period; and the number of those places which are designated for pre school children to be forwarded to the NCSE for their attention and direct reply to the Deputy.
