Tuesday, 14 Oct 2014

Written Answers Nos. 267-279

School Staffing

Ceisteanna (267)

Ciaran Lynch

Ceist:

267. Deputy Ciarán Lynch asked the Minister for Education and Skills her plans to address the question of overly large class sizes and other concerns raised by a person (details supplied) in County Cork; and if she will make a statement on the matter. [39190/14]

Freagraí scríofa

Minister for Education and Skills

At primary level the staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally irrespective of location. The configuration of classes and the deployment of classroom teachers are done at local school level.

The primary staffing schedule currently operates on the basis of a general average of 1 classroom teacher for every 28 pupils, with lower thresholds for DEIS Band 1 schools.

My Department's guidance to schools is that the number of pupils in any class is kept as low as possible taking all relevant contextual factors into account (e.g. classroom accommodation, fluctuating enrolment etc.). School authorities are also requested, where possible, to use their autonomy under the staffing schedule to implement smaller class sizes for junior classes. The Staffing Schedule includes the provision where schools experiencing rapid increases in enrolment can apply for additional permanent mainstream posts on developing grounds. The staffing process includes an appeals mechanism for schools to submit an appeal under certain criteria to an independent Appeals Board. The Appeals Board operates independently of the Department and its decision is final. In addition, the staffing appeals process at primary level was extended for the current school year to allow schools that are not gaining an additional teaching post under the developing schools criterion to submit an appeal to the Primary Staffing Appeals Board. This appeal criterion is targeted at those schools that make a significant contribution to the provision of school places and so assist the response to demographic growth within their area and, as a result, are under significant pressure on their class sizes at infants level. Circular 0007/2014 provides details for schools wishing to make an appeal. The context for any discussion about class sizes is that my Department, like all other Government Departments, is operating within a budgetary programme that is designed to return the Government finances to a sustainable basis. This budgetary programme has helped Ireland to return to a position where we are seeing some economic growth. It is a continuing improvement in our economic growth that will enable us to move to a point in future budgets where we can look again at providing for additional teacher resources in schools which could bring about an improvement in PTR and class size. In the meantime, my Department's focus is on targeting any available resources to cater for the continued increase in student numbers across primary, post-primary and third level.

School Accommodation

Ceisteanna (268)

Niall Collins

Ceist:

268. Deputy Niall Collins asked the Minister for Education and Skills the contacts made by her officials in respect of the need to identify suitable sites, acceptable to the local community, for the two new schools in an area (details supplied) in Dublin 24 currently being housed in temporary accommodation; and if she will make a statement on the matter. [39207/14]

Freagraí scríofa

Minister for Education and Skills

My Department is working closely with the relevant Local Authority in relation to acquiring suitable lands for the provision of permanent accommodation for the schools referred to by the Deputy. The Department has also been in contact with the relevant school authorities.

Special Educational Needs Data

Ceisteanna (269)

Terence Flanagan

Ceist:

269. Deputy Terence Flanagan asked the Minister for Education and Skills the number of children with assessed and or diagnosed special needs at second level that are being taught by subject teachers with no specialist training in special needs; and if she will make a statement on the matter. [39211/14]

Freagraí scríofa

Minister for Education and Skills

The Deputy will be aware of this Government's ongoing commitment to ensuring that all children with special educational needs can have access to an education appropriate to their needs. My Department allocates significant resources to ensure that pupils with special educational needs can participate fully in education. Supports are provided for schools in order to ensure that, wherever a child is enrolled, s/he will have access to individualised education programmes, fully-qualified professional teachers, Special Needs Assistant (SNA) support where required, the appropriate school curriculum with the option, where possible and appropriate, of full or partial integration and interaction with other pupils.

I wish to advise the Deputy that the National Council for Special Education has advised that for the 2014/15 school year, 12,891 pupils to date have qualified for low incidence resource teaching assistance at post primary school level in accordance with criteria set out in my Departments Circular 02/05. Additionally, many pupils with learning support needs or mild general learning difficulties receive additional teaching support in post primary schools from the schools general allocation of resource teaching support.

In relation to initial teacher education, while special education has long been a feature of initial teacher education (ITE) programmes, the Teaching Council, the body with statutory authority and responsibility for the registration of teachers, requires the reconceptualised and extended programmes, which commenced in 2012, to address a number of specific elements including differentiation, inclusive education including special education and literacy and numeracy.

The learning outcomes of these programmes indicate that the graduate teacher should be able to conduct a systematic, holistic assessment of learner needs, to apply knowledge of the individual potential of students, their disposition towards learning and their backgrounds, identities and learning styles to their teaching, to set clear, challenging and achievable expectations for pupils, to evaluate learner progress, to act as an advocate for students, referring students for educational support as required and participating in the provision of that support, amongst other relevant outcomes. Student teachers may also have access to additional elective courses with content focussing on special education.

Teachers have access, through the Special Education Support Service, to continuing professional development.

My Department also funds a number of Post-Graduate Programmes for teachers involved in Learning Support and Special Education. These programmes are specifically designed to assist all schools and educational services in meeting the needs of students requiring learning support and the teaching of students with special educational needs. Since 2007, some 2,000 teachers have completed these programmes.

I am satisfied that current arrangements are adequate to ensure that teachers receive the necessary initial education and have access to quality continuing professional development programmes during their career so that they are in a position to meet the needs of students.

Third Level Facilities

Ceisteanna (270)

Mattie McGrath

Ceist:

270. Deputy Mattie McGrath asked the Minister for Education and Skills if her attention has been drawn to the lack of third level opportunities to access third level education in Tipperary town; if her attention has been further drawn to plans to extend the LIT campus to Tipperary town; and if she will make a statement on the matter. [39222/14]

Freagraí scríofa

Minister for Education and Skills

The National Strategy for Higher Education sets out a comprehensive roadmap for reform of the higher education system, with the aim that the system becomes more performance-oriented and more flexible and responsive, while the diversity of mission is retained and enhanced. A key recommendation of the strategy is the provision of greater flexibility in the delivery of courses in particular the use of e-learning which allows students access third level opportunities regardless of where they live.

Limerick Institute of Technology has two campuses in Co. Tipperary at Thurles and Clonmel, offering full-time and part-time higher education programmes. I am not aware of any plans to extend the LIT campus to Tipperary town and my Department has not received any funding applications in that respect.

Pension Provisions

Ceisteanna (271)

Seán Fleming

Ceist:

271. Deputy Sean Fleming asked the Minister for Education and Skills if she will provide details regarding a retirement pension and lump sum in respect of a person (details supplied) in County Laois; and if she will make a statement on the matter. [39223/14]

Freagraí scríofa

Minister for Education and Skills

As the Deputy will appreciate, the Pension Unit of my Department is obliged to ensure that priority is given to processing retirement pension benefits for pension scheme members. The next priority is accorded to applications for pension benefit statements from members who express an intention to retire in the current school year and so on, and within each priority rating, applications are addressed in date order. The communication, in September, 2014, from the person to whom the Deputy refers, will be dealt with in accordance with this priority system. The person was informed of the availability of detailed information on the web in the acknowledgement which issued on receipt of the communication.

Schools Building Projects Status

Ceisteanna (272)

Charlie McConalogue

Ceist:

272. Deputy Charlie McConalogue asked the Minister for Education and Skills if she will provide the details of the school building projects which have not been included in her Department's five-year construction programme, but which were announced for initial inclusion in the building programme and are ready to progress to the final planning stages once funding becomes available; and if she will make a statement on the matter. [39230/14]

Freagraí scríofa

Minister for Education and Skills

Due to competing demands on my Department's capital budget imposed by the need to prioritise the limited funding available for the provision of additional school accommodation to meet increasing demographic requirements it was not possible to include all school building projects in the 5 year construction programme announced in March 2012.

School building projects which have been initiated but not included in the current five year construction programme continue to be progressed to final planning stages in anticipation of the possibility of further funds being available to my Department in the future.

The regularly updated status of major school building projects, including those projects which were not included on the 5 year construction programme, may be viewed on my Department's website at www.education.ie.

For ease of reference, the following table outlines the most recent update on the projects to which the Deputy refers.

2013 Projects in Architectural Planning - not on the 5 Year Programme or Investing In Infrastructure & Jobs Package 2013 - Updated Sept 2014
Roll No	School Name	Town / Area	County	Brief	Level	Stage
17450C	SN Mhaodhoig	Poulfur	Wexford	Extension / Refurbishment	Primary	Stage 2b Approved
18681D	Christ Church National School	Lower Newtown	Waterford City	Extension / Refurbishment	Primary	Stage 2b Approved
19885B	SN Lan Gealach	An Tra Mhór	Waterford County	New School	Primary	Stage 2b Approved
20230F	Scoil Phadraig	Westport	Mayo	New School	Primary	Stage 2b Approved
60660I	St Patrick's Cathedral Grammar School	St Patricks Close, D8	Dublin City	Extension / Refurbishment	Post Primary	Stage 2b Approved
07546J	Goldenbridge Convent	Inchicore, Dublin 8	Dublin City	Extension / Refurbishment	Primary	Stage 2b Detailed Design
08221J	St Senan's National School	Enniscorthy	Wexford	Special Needs Facility	Primary	Stage 2b Detailed Design
12954F	SN Bhride	Turloughmore	Galway County	Extension / Refurbishment	Primary	Stage 2b Detailed Design
13815T	Howth Road Mixed National School	Clontarf Road, Clontarf D3	Dublin City	Extension / Refurbishment	Primary	Stage 2b Detailed Design
14069P	Dun Dealgan National School	Dundalk	Louth	New School	Primary	Stage 2b Detailed Design
14386E	Stonepark National School	Stonepark	Longford	Extension / Refurbishment	Primary	Stage 2b Detailed Design
14839P	Clondrohid National School	Macroom	Cork County	Extension / Refurbishment	Primary	Stage 2b Detailed Design
15040T	Mercy Convent Primary School	Naas	Kildare	Extension / Refurbishment	Primary	Stage 2b Detailed Design
16208N	Termonfeckin Mixed National School	Termonfeckin	Louth	Extension / Refurbishment	Primary	Stage 2b Detailed Design
16276H	Carrig National School	Nenagh	Tipperary N.R.	Extension / Refurbishment	Primary	Stage 2b Detailed Design
17472M	Baile Falbach	Hedgestown, Lusk Co Dublin	Dublin Fingal	New School	Primary	Stage 2b Detailed Design
17807R	SN Cathair Geal	Cahergal	Galway County	New School	Primary	Stage 2b Detailed Design
17949O	SN Padraig Naofa B	Drogheda	Louth	Extension / Refurbishment	Primary	Stage 2b Detailed Design
18057F	Scoil Mhuire	Tullamore	Offaly	Extension / Refurbishment	Primary	Stage 2b Detailed Design
18106P	SN Na Trionoide Naofa	Lismullen	Meath	Extension / Refurbishment	Primary	Stage 2b Detailed Design
18395C	SN Cluain Na Cille	Clonakilla, Athlone	Roscommon	Extension / Refurbishment	Primary	Stage 2b Detailed Design
18435L	Air Hill Convent	Roscrea	Tipperary N.R.	Extension / Refurbishment	Primary	Stage 2b Detailed Design
18547W	Faolan Naofa National School	Ballyroan	Laois	New School	Primary	Stage 2b Detailed Design
18635T	SN Tigh An Iubhair	Tenure, Dunleer,	Louth	New School	Primary	Stage 2b Detailed Design
19336O	Scoil Phoil Naofa	Dooradoyle	Limerick County	Extension / Refurbishment	Primary	Stage 2b Detailed Design
19415K	Scoil An Athar Tadhg	Carrignavar	Cork County	New School	Primary	Stage 2b Detailed Design
19545A	Corduff National School	Blanchardstown, D 15	Dublin Fingal	New School	Primary	Stage 2b Detailed Design
19608V	Mullagh Central National School	Mullagh	Cavan	New School	Primary	Stage 2b Detailed Design
19813W	Kildalkey Central National School	Kildalkey	Meath	New School	Primary	Stage 2b Detailed Design
20042E	Scoil An Chroi Naofa	Ballinasloe	Galway County	New School	Primary	Stage 2b Detailed Design
64660F	Sancta Maria College	Louisburgh	Mayo	Extension / Refurbishment	Post Primary	Stage 2b Detailed Design
91461C	Ballyhaunis Community School	Ballyhaunis	Mayo	Extension / Refurbishment	Post Primary	Stage 2b Detailed Design
01554B	Baile an Phusta National School	Ardee	Louth	Extension / Refurbishment	Primary	Stage 2a Developed Design
08490N	St Clare's Primary School	Cavan	Cavan	Extension / Refurbishment	Primary	Stage 2a Developed Design
16908S	Six MileBridge NS	Sixmilebridge	Clare	New School	Primary	Stage 2a Developed Design
17444H	SN Seosamh Naofa	Carrabane	Galway County	New School	Primary	Stage 2a Developed Design
18505G	Naomh Clar NS	Tobberclair	Co Westmeath	Extension / Refurbishment	Primary	Stage 2a Developed Design
18625Q	Scoil Choilmcille	Letterkenny	Donegal	Extension / Refurbishment	Primary	Stage 2a Developed Design
18778S	SN Naomh Mochta	Clonsilla	Dublin Fingal	Extension / Refurbishment	Primary	Stage 2a Developed Design
19032R	Stewarts Hospital Special School	Palmerstown	Dublin Belgard	New School	Primary	Stage 2a Developed Design
19215C	SN Ard Mhuire C	Marymount, Drogheda	Louth	New School	Primary	Stage 2a Developed Design
19313C	Glenswilly National School	Glenswilly	Donegal	Extension / Refurbishment	Primary	Stage 2a Developed Design
19439B	Holy Family Special School	Cootehill	Cavan	Extension / Refurbishment	Primary	Stage 2a Developed Design
19542R	Esker National School	Lucan	Dublin Belgard	Extension / Refurbishment	Primary	Stage 2a Developed Design
19660A	Rush National School	Rush Co Dublin	Dublin Fingal	Extension / Refurbishment	Primary	Stage 2a Developed Design
19927O	Scoil Mhuire	Stranorlar	Donegal	New School	Primary	Stage 2a Developed Design
76085N	Colaiste Reachrann Donaghmede	Donaghmede	Dublin City	New School	Post Primary	Stage 2a Developed Design
12077E	Illistrin No 1 National School	Illistrim, Letterkenny	Donegal	Extension / Refurbishment	Primary	Stage 1 Preliminary Design
15769C	Monasterevan Convent	Monasterevan	Kildare	New School	Primary	Stage 1 Preliminary Design
15781P	Ballintemple National School	Ballintemple	Cork City	New School	Primary	Stage 1 Preliminary Design
16100Q	Mercy Convent National School	Navan	Meath	Extension / Refurbishment	Primary	Stage 1 Preliminary Design
18671A	St Michael's House Special School	Rathgar	Dublin City	New School	Primary	Stage 1 Preliminary Design
18746F	SN Muine Mhea	Athenry	Galway County	Extension / Refurbishment	Primary	Stage 1 Preliminary Design
19535U	Brackenstown Senior National School	Swords Co dublin	Dublin Fingal	Extension / Refurbishment	Primary	Stage 1 Preliminary Design
19967D	Scoil Iosagain	Buncrana	Donegal	New School	Primary	Stage 1 Preliminary Design
20032B	Dunboyne Junior National School	Dunboyne	Meath	Extension / Refurbishment	Primary	Stage 1 Preliminary Design
20033D	Dunboyne Senior National School	Dunboyne	Meath	New School	Primary	Stage 1 Preliminary Design
20045K	Gaelscoil Chill Mhantain	Wicklow	Wicklow	New School	Primary	Stage 1 Preliminary Design
20116H	Glor na Mara	Convent Hill, Tramore	Waterford County	Extension / Refurbishment	Primary	Stage 1 Preliminary Design
20170N	Kilmacthomas	Kilmacthomas	Waterford County	Extension / Refurbishment	Primary	Stage 1 Preliminary Design
20187H	Divine Mercy Senior NS	Lucan	Dublin Belgard	Extension / Refurbishment	Primary	Stage 1 Preliminary Design
71980O	O'Carolan College	Nobber	Meath	Extension / Refurbishment	Post Primary	Stage 1 Preliminary Design
81002K	Mount Temple Comprehensive	Clontarf Road, Clontarf D3	Dublin Fingal	Extension / Refurbishment	Post Primary	Stage 1 Preliminary Design

Educational Disadvantage

Ceisteanna (273)

Brendan Griffin

Ceist:

273. Deputy Brendan Griffin asked the Minister for Education and Skills if she will take new applications from schools seeking DEIS status, in view of the economic changes that have occurred in recent years and the understaffing facing some schools; and if she will make a statement on the matter. [39264/14]

Freagraí scríofa

Minister for Education and Skills

The process of identifying primary and post-primary schools for participation in the DEIS Programme was managed by the Educational Research Centre (ERC) on behalf of the Department and supported by quality assurance work co-ordinated through the Department's regional offices and the Inspectorate in 2005.

The DEIS programme is the subject of ongoing evaluation by both the Educational Research Centre and my Department's Inspectorate who have produced a series of evaluation reports to date, copies of which are available on my Department's website.

This research was also the subject of a recent research seminar entitled "Learning from DEIS" at which my predecessor Minister Ruairi Quinn announced plans to commission a further overall report in relation to DEIS to provide recommendations for a renewal of the Government's policy in relation to educational disadvantage, including DEIS. Commissioning of this report is currently underway.

A key priority is to continue to prioritise and target resources at schools with the most concentrated levels of disadvantage and given the current economic climate and the ongoing challenge to meet significant targets on reducing public expenditure, there is no capacity to provide for additionality schools in the DEIS programme at this time.

English Language Training Organisations

Ceisteanna (274, 275, 276, 277, 278, 279)

Jonathan O'Brien

Ceist:

274. Deputy Jonathan O'Brien asked the Minister for Education and Skills the position regarding applications within the Accreditation and Co-ordination of English Language Services, ACELS, Quality and Qualifications Ireland, QQI, or Marketing English in Ireland, MEI, recognition system at the moment; the reason for excessive delays; when this will be resolved. [39265/14]

Jonathan O'Brien

Ceist:

275. Deputy Jonathan O'Brien asked the Minister for Education and Skills the number of English language schools which have closed and which were registered with ACELS or QQI at their time of closing. [39266/14]

Jonathan O'Brien

Ceist:

276. Deputy Jonathan O'Brien asked the Minister for Education and Skills the position regarding MEI being viewed as a quality assurance organisation for language providers; if she acknowledges MEI would have a vested interest in assuring the number of language providers in the State be reduced. [39267/14]

Jonathan O'Brien

Ceist:

277. Deputy Jonathan O'Brien asked the Minister for Education and Skills if her attention has been drawn to the fact that many English language schools and education providers have a number of concerns regarding the new regulations; and her views on same. [39268/14]

Jonathan O'Brien

Ceist:

278. Deputy Jonathan O'Brien asked the Minister for Education and Skills if she will clarify the role of ACELS in quality assurance for bodies outside of the State for the purposes of facilitating the recognition in the State of awards of those bodies. [39269/14]

Jonathan O'Brien

Ceist:

279. Deputy Jonathan O'Brien asked the Minister for Education and Skills the reason organisations outside of the State were not recognised as awarding bodies for the purposes of awarding English language qualifications within the State. [39270/14]

Freagraí scríofa

Minister for Education and Skills

I propose to take Questions Nos. 274 to 279, inclusive, together.

ACELS (Accreditation and Co-ordination of English Language Services) is a voluntary scheme operated by Quality and Qualifications Ireland (QQI) which grants recognition to English Language Teaching Organisations (ELTOs) annually.

The length of time taken to process an application for ACELS-recognition is very much dependent on the preparedness and responsiveness of the applying ELTO, with delays arising where ELTOs fail to respond in a timely manner. ELTOs which apply for ACELS-recognition are assessed for their compliance with the relevant minimum requirements, in two distinct stages.

Stage 1 involves the submission of relevant documentation by the provider concerned and its assessment for compliance with ACELS standards. Where applications are complete and accurate this stage is completed in a maximum of 10 weeks. However, the provider may be asked for additional information and is given a period of 30 working days to respond. This can happen twice. Therefore, where a provider is asked for additional information on two occasions, and on both occasions takes the full 30 working days, the process can be lengthened considerably. Stage 2 involves a site visit and inspection report. The date of the inspection is agreed with the provider within 10 days of the completion of Stage 1 and, once completed, the provider has 10 working days to comment on the factual accuracy of the report.

QQI re-opened access to ACELS recognition for a temporary period from 17 October 2013 to 31 January 2014. The purpose of this period was to enable those English Language Training Organisations (ELTOs) which were ready to apply, and which had expressed a strong interest in gaining recognition for 2014, to do so through a revised and strengthened process. During that period, QQI/ACELS received a total of 35 applications for recognition. As of 25 September, 5 of those applications had been successful, 1 application had been refused and 10 applications ceased due to closure, suspension or a change of circumstances post-application. On that date, the remaining 19 applications were still in process, with 14 of those applications being close to completion.

With regard to the closure of ELTOs, the Department is not aware of any ELTOs which have closed while holding ACELS-recognition.

With regard to Marketing English in Ireland (MEI), the Department does not view MEI as a quality assurance organisation for language providers. Rather MEI is a private membership organisation of ELTOs which hold ACELS-recognition and which extend protection for enrolled learners (PEL) arrangements to each other. The regulatory reform of the international education sector, announced on 2 September, was entirely a matter for the Departments of Education and Skills and Justice and Equality.

I am aware that certain providers operating in this sector have concerns regarding the scope of those reforms. However, the Minister for Justice and Equality and I have both indicated that the reforms are urgently required to protect the consumer and educational interests of genuine international students, to tackle abuse of the labour market and the immigration regime, and to safeguard the strong international reputation of high-quality Irish education providers. While this may cause some short-term disruption to certain providers, it is in the long-term interest of the sector as a whole.

It is important to be clear that these reforms pertain solely to the immigration status of non-EEA nationals. No change has been made which will restrict the ability of institutions to educate Irish citizens or to attract international students from within the European market of over half a billion people.

With regard to the role of ACELS in facilitating the recognition of awards of bodies from outside the State, ACELS does not have such a role.

Finally, the regulatory reform of the international education, which I recently announced with the Minister for Justice and Equality, requires that the programmes concerned lead to awards made by Irish awarding bodies, such as the universities or QQI. Therefore providers will not be permitted to recruit non-EEA students to programmes leading to the awards of awarding bodies from outside the State. The rationale for this decision is set out in the policy statement "Regulatory Reform of the International Education Sector and the Student Immigration Regime". A number of characteristics common to the colleges of concern are identified, including that they cater mainly to non-EEA students, tend to charge unsustainably low fees, do not have in place arrangements for the protection of learners and "typically offer language programmes accredited by international bodies, vocational/management programmes whose awards are by overseas bodies or degree programmes that are franchised by UK universities".

The level of oversight exercised by such awarding bodies in relation to provision in Ireland has, in many cases, been found to be extremely low. Therefore, the decision to restrict enrolment of non-EEA students to programmes leading to quality-assured, Irish awards will serve to ensure that providers are required to have in place the necessary arrangements for quality assurance and to improve the overall quality of the offering for international learners.