Written Answers Nos. 877-896
877. Deputy David Stanton asked the Minister for Education and Skills further to Parliamentary Question No. 274 of 25 June 2014, if officials from her Department have concluded their consideration of the report on the independent review of the visiting teacher service; the changes she will make as a result of same; and if she will make a statement on the matter. [41377/14]
Amharc ar fhreagraI wish to advise the Deputy that the review of the Visiting Teacher Service was carried out in response to policy advice from the National Council for Special Education (NCSE) in May 2013, which recommended that the service should be reviewed. Accordingly, my Department commissioned an independent review of the service in line with the NCSE recommendations.
The review has now been concluded and a report has been submitted to my Department. The report is currently being considered by my officials. When this process has been concluded the question of publication of the report and implementation of the Report's recommendations will be considered.
I can confirm however that my Department is committed to continuing to provide appropriate high quality resources to schools for the education of children with special educational needs, including children with hearing and visual impairment.
878. Deputy Clare Daly asked the Minister for Education and Skills if her Department has elaborated on the strategies outlined in circular 30/2014, in particular the use of reactive strategies for junior infant and first year pupils such as applying for special needs assistant support only after all strategies employed by the school have failed the pupil instead of proactive strategies such as special needs assistant support for all special education need pupils who have previously had special needs assistant support during their first year in primary or in post-primary school; and if she will make a statement on the matter. [41420/14]
Amharc ar fhreagra879. Deputy Clare Daly asked the Minister for Education and Skills the research processes which were followed by her Department in regard to the drafting of circular 30/2014; if relevant parties or groups were involved or consulted in advance of the circular being issued; if the circular has been sufficiently circulated to relevant parties; and if she will make a statement on the matter. [41421/14]
Amharc ar fhreagraI propose to take Questions Nos. 878 and 879 together.
I wish to advise the Deputy that the criteria by which SNA support is allocated to pupils is set out in my Department's Circular 0030/2014, which issued to schools on 10th April 2014 and is available on my Department's website at www.education.ie.
This Circular clarifies and restates the purpose of the SNA scheme i.e. to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs.
The Circular does not change the policy of allocating SNA support for a newly enrolling Junior Infant who has clear and obvious need for such support e.g. a child who has a significant additional care needs arising from an intellectual, sensory or physical disability.
For those children where it is not yet clear whether difficulties will manifest in a classroom environment, the Circular states that in general, it is expected that all primary school pupils having their first school experience will have been enrolled and will have commenced attending school before any application for SNA support will be made. Particularly in relation to possible anticipated behavioural difficulties, it is more appropriate to wait until the child begins school in order to see how they have been able to engage in the classroom. A range of guidelines have been provided for schools by my Department in relation to management measures for difficult behaviour.
Circular 0030/2014 is based on recommendations contained in my Departments Value for Money and Policy Review of the SNA scheme and also the National Council for Special Education Policy Advice on Supporting Children with Special Educational Needs in Schools.
Both reports concluded that the SNA scheme has been highly successful in supporting the care needs of children with special needs in schools, and with assisting to facilitate their integration and inclusion. However, the reports also concluded that the intended purpose of the scheme was not always generally well understood by parents or schools and that the scope and purpose of the scheme should be clarified for schools.
In developing both of these policy review papers my Department and the NCSE consulted widely with education partners and stakeholders, including parents of children with special educational needs.
The Circular was developed taking into account the recommendations contained in these policy advice papers and in conjunction with the NCSE, the National Educational Psychological Services and my Department's Inspectorate division.
Following the publication of the circular, officials at my Department held a series of meetings with stakeholders, including parents of children with special needs, to discuss this Circular with them.
In order to provide further clarity in relation to the scheme, my Department asked the National Council for Special Education to prepare an Information Booklet for parents in relation to the SNA scheme and it is hoped that this document will be published shortly.
880. Deputy Dara Calleary asked the Minister for Education and Skills the number of persons who have applied for participation in the Springboard programme in each year since its inception; the number of persons approved for participation; the number of persons who completed their course; the annual cost of the scheme; his plans to review its operation; and if she will make a statement on the matter. [41445/14]
Amharc ar fhreagraThe information requested by the Deputy is contained in the spreadsheet.
The Higher Education Authority (HEA), which is managing Springboard on behalf of the Department of Education and Skills, monitors and evaluates the outcomes of the Springboard programme on an ongoing basis.
A recent Trend Analysis on Springboard 2011 to 2013 compiled by the HEA shows that 52% of Springboard 2012-2013 graduates were in employment or self-employment with 6 months of completing their course. On some courses employment for graduates was as high as 90%.
This and other evaluation reports are available on the HEA website at www.hea.ie
There are no plans at present to review the Springboard Programme.
SPRINGBOARD 2011 - 2013
|
2011-12 |
2012-13 |
2013-14 |
|
|
No. of Unique applicants |
8,767 |
9,498 |
9,145 |
|
No. of Participants |
4,696 |
5,646 |
5,927 |
|
No. of Graduates (2013 to-date) |
3,005 |
3,160 |
3,163 |
SPRINGBOARD COSTS
|
2011 |
€8,732,503 |
|
2012 |
€10,165,550 |
|
2013 |
€18,353,732 |
881. Deputy Dara Calleary asked the Minister for Education and Skills the number of persons who have applied for participation in the Skillnet programme in each year since its inception; the number of persons approved for participation; the number of persons who completed their course; the annual cost of the scheme; her plans to review its operation; and if she will make a statement on the matter. [41448/14]
Amharc ar fhreagraThe total trainees supported under the first two rounds of Skillnets funding (i.e. 1999-2001 and 2002-2005) are reflected on a cumulative basis in the attached spreadsheet i.e. total trainees during Round 1 (1999-2001) was 12,815, and the total trainees during Round 2 (2002-2005) was 19,500. All trainee totals from 2006 onwards represent annual outputs.
The cost data provided in the attachment i.e. 'Funding Level' relates to grant cost only i.e. the cost to the state. Skillnets training is based on a co-funding model, where the network member companies provide matching funding in addition to the State funding provided via Skillnets grant.
|
YEAR |
FUNDING LEVEL |
FUNDING LEVEL |
FUNDING LEVEL |
FUNDING LEVEL |
NUMBER OF PEOPLE TRAINED |
|
|
Total |
Skillnets |
Accel grant |
SSL TSU fee |
|||
|
1999 |
€1,497,100 |
€1,497,100 |
||||
|
2000 |
€5,189,727 |
€5,189,727 |
||||
|
2001 |
€4,320,046 |
€4,320,046 |
12,815 |
* Cumulative trainees for 1999-2001 |
||
|
2002 |
€4,382,385 |
€4,382,385 |
||||
|
2003 |
€5,000,000 |
€5,000,000 |
||||
|
2004 |
€5,175,000 |
€5,175,000 |
||||
|
2005 |
€7,703,013 |
€7,500,000 |
€203,013 |
19,500 |
* Cumulative trainees for 2002-2005 |
|
|
2006 |
€15,511,413 |
€8,500,000 |
€6,264,360 |
€747,053 |
23,058 |
|
|
2007 |
€24,500,000 |
€13,500,000 |
€10,327,000 |
€673,000 |
40,095 |
|
|
2008 |
€26,734,011 |
€26,027,000 |
€707,011 |
53,474 |
||
|
2009 |
€16,595,000 |
€16,595,000 |
41,306 |
|||
|
2010 |
€15,000,000 |
€15,000,000 |
39,116 |
|||
|
2011 |
€14,500,000 |
€14,500,000 |
42,113 |
|||
|
2012 |
€14,500,000 |
€14,500,000 |
44,305 |
|||
|
2013 |
€14,500,000 |
€14,500,000 |
45,878 |
|||
|
2014 |
€15,690,000 |
€15,690,000 |
46,000 |
*On target for end of year |
882. Deputy Billy Kelleher asked the Minister for Education and Skills her plans to revise the pay rates of special needs assistants employed in 2011 who are paid less than those prior to 2011; and if she will make a statement on the matter. [41451/14]
Amharc ar fhreagraThe Public Service Stability Agreement 2013 – 2016 (Haddington Road Agreement) provides that revised salary scales shall be prepared for same grade entrants to the public service (including for example both teachers and special needs assistants) to incorporate the revision of salary scales introduced in 2011, in order to address the imbalance between those who entered the Public Service since 2011 and those who entered before that date.
In this regard, following negotiations held under Section 2.31 of the Haddington Road Agreement, my Department issued circular 0058/2014 outlining changes to the incremental salary scale and part-time rates for special needs assistants who entered the public service on or after 1 January 2011.
This Circular is available by clicking on the following link to my Department's website.https://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0058_2014.pdf
883. Deputy Jerry Buttimer asked the Minister for Education and Skills if a person (details supplied) in County Cork may use a laptop when they are sitting the leaving certificate; and if she will make a statement on the matter. [41461/14]
Amharc ar fhreagraThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
884. Deputy Brendan Ryan asked the Minister for Education and Skills the supports and compensation for fees paid that were offered to international students of a language school (details supplied) in Dublin following its closure; the protections that exist to give students reassurance; if none, the protections she will introduce; and if she will make a statement on the matter. [41466/14]
Amharc ar fhreagra894. Deputy Brendan Ryan asked the Minister for Education and Skills the supports and compensation for fees paid offered to international students of a language school in Dublin (details supplied) following its closure; the protections that exist to give students reassurance; if none, the protections she plans to introduce; and if she will make a statement on the matter. [41512/14]
Amharc ar fhreagraI propose to take Questions Nos. 884 and 894 together.
As the Deputy will be aware, a number of private colleges have closed in 2014. The first priority of both the Department of Education and Skills and the Department of Justice and Equality has been to find a reasonable accommodation for genuine students affected by those closures. This accommodation must have regard to the fact that these colleges were private bodies with no relationship to the State. The Department of Justice and Equality acted rapidly to bring reassurance to students regarding their immigration status.
On 21 May 2014 the Minister for Education and Skills and the Minister for Justice and Equality announced the establishment of a Task Force on Students Affected by the Closure of Private Colleges. The Task Force worked closely with the representative bodies of the high-quality private sector providers to develop solutions that could provide reasonable accommodation for students impacted by the closures who were not covered by learner protection arrangements.
The Report of the Task Force, which I published together with the Minister for Justice and Equality on 2 September, sets out the arrangements for reasonable accommodation which have been put in place by the high-quality private sector English language and higher education colleges. Those arrangements allow affected students the opportunity to take up an alternative arrangement at significantly discounted rates. In addition to those arrangements, the Task Force also established a website, www.studenttaskforce.ie, which sets out relevant information for students.
In addition, we also announced robust regulatory reforms of the international education sector on that date. The purpose of those reforms is 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.
Those reforms have three main pillars – (i) a new list of eligible programmes, (ii) an enhanced inspection and compliance regime and (iii) changes to the operation of the work concession. It is expected that these reforms will significantly enhance the overall quality of Ireland's international education offering, reduce the risk to our reputation from the activities of lower quality operators and enhance the net benefits of internationalisation to the labour market and wider economy.
885. Deputy Brendan Ryan asked the Minister for Education and Skills if the contractors administration services are required to give advance notice of a visit to a construction site; if so, her views that this undermines their efforts to investigate questions non-compliance on school building projects; if she will consider authorising CAS to make site visits without prior notification; and if she will make a statement on the matter. [41470/14]
Amharc ar fhreagraSchool building projects which are funded from public monies, are required to use the forms of contract provided under the Capital Works Management Framework which includes a suite of public works contracts, standard conditions of engagement, model forms, suitability assessment questionnaires and guidance notes published by the Office of Government Procurement (OGP). The OGP is an office within the Department of Public Expenditure & Reform which has been tasked with centralising public sector procurement arrangements for common goods and services.
As the Deputy is aware Contractors Administration Services (CAS), were appointed to conduct random audits on school building projects. These audits must be carried out in accordance with the term and conditions of the Public Works Contract which in the case of a random pay audit the contractor has 5 working days to provide the requested information. It is not open to my Department to deviate from these terms and conditions.
886. Deputy Róisín Shortall asked the Minister for Education and Skills in respect of the outstanding 45 cases relating to allegations of sexual abuse in day schools, if the State Claims Agency has made recommendations on the State response on foot of a European Court decision (details supplied); and if so, when she intends to bring proposals to Cabinet in this regard. [41472/14]
Amharc ar fhreagraMy Department is currently considering the review of day school abuse cases undertaken by the State Claims Agency, in consultation with the Office of the Attorney General and the State Claims Agency.
I expect to be reporting back to Government in the coming weeks on this matter.
887. Deputy Bernard J. Durkan asked the Minister for Education and Skills if she has received details setting out the case for a Gaelcholáiste in north Kildare; if she has had sight of the supportive submission prepared by the local support group based on the Gaelcholaiste's requirements as determined by the current enrolment in the various Gaelscoileanna throughout the area and keeping in mind the urgent need for the provision of second level places to meet the ongoing supply of children from Scoil Uí Dhalaigh, Scoil Uí Fhiaich and Scoil Uí Riada; and if she will make a statement on the matter. [41474/14]
Amharc ar fhreagraMy Department is in receipt of a submission in relation to the establishment of a Gaelcholáiste for the north Kildare area. This is being examined as part of a nationwide review of demographics to determine where additional school infrastructure will be needed at post-primary level from 2016 onwards.
My Department's five-year construction plan is focused on meeting demographic demands to ensure that every child will have access to a physical school place and that our school system is in a position to accommodate increasing pupil numbers.
The establishment of any new school is, therefore, considered in the context of the overall need for additional school places to meet future demographic demands with new schools being advanced in line with an objective process and criteria for determining patronage and language medium of instruction.
The Deputy will be aware that a new post-primary school opened in the north Kildare area in September 2014. This school is operating an all-Irish Aonad to supplement all-Irish post primary provision in the area. My Department has confirmed that if sufficient demand for education through the medium of Irish in the Aonad is demonstrated over a four year cycle, consideration will be given to the establishment of an independent Gaelcholáiste. This remains the position.
888. Deputy Michael Fitzmaurice asked the Minister for Education and Skills if she will confirm that there is provision in the 2015 budget for minor works grants for primary schools, as such a provision existed in previous budgets; the way schools are expected to carry out necessary minor repairs without this funding; and if she will make a statement on the matter. [41481/14]
Amharc ar fhreagraCircular Letter 0062/2013, which was published as the minor works grant for the school year 2013/2014 issued last November, stated that the grant will only be paid in future years as funding permits. Under my Department's Infrastructure and Capital Investment Programme 2012-2016 the primary focus is on meeting demands for additional school places.
My Department's capital allocation for 2015 was agreed as part of the budgetary process. Expenditure commitments arising on projects under construction and schemes / initiatives under delivery have a first call on this allocation. Funding is also required for new projects and schemes/initiatives that will be advanced during 2015. Accordingly no decisions can be taken regarding a minor works grant for 2015/2016 at this time.
I am aware that whenever my Department is in a position to issue a minor works grant to primary schools with permanent recognition it is welcomed as a valuable contribution towards the cost of maintaining school infrastructure.
889. Deputy Michael Healy-Rae asked the Minister for Education and Skills her views on a matter (details supplied) regarding young apprentices in County Kerry; and if she will make a statement on the matter. [41482/14]
Amharc ar fhreagraApprenticeship in Ireland is driven by employer demand and SOLAS has no role in the recruitment/advertisement of apprentice positions. All employers wishing to recruit apprentices must first be approved by SOLAS. When a SOLAS approved employer submits an application to the local Education and Training Board 'Services to Business' office to register their employee as an apprentice, and provided the applicant meets the criteria for entry to apprenticeship, there is no delay in the registration process.
890. Deputy Patrick O'Donovan asked the Minister for Education and Skills further to Parliamentary Question No. 503 of 30 September 2014, the criteria for eligibility as requested in that question; the reason that no new schools were allowed to participate in training for the reading recovery programme for this year; the number of schools-teachers that can be trained each year to participate in the programme; and if she will make a statement on the matter. [41484/14]
Amharc ar fhreagraReading Recovery is a literacy initiative that was initially made available for DEIS Band 1 and Band 2 schools only as part of Delivering Equality of Opportunity in Schools (DEIS) the Action Plan for Educational Inclusion, which was launched in May 2005. Each of these schools was given an opportunity to have a teacher trained as a Reading Recovery teacher. In some areas where training took place in local cluster groups, schools other than those outlined were allowed to participate in the programme.
My Department, through the Professional Development Service for Teachers (PDST), continues to prioritise support for DEIS Band 1 and DEIS Band 2 schools.
All schools can access support in the area of literacy as part of the roll out of a programme of continuing professional development for "Literacy and Numeracy for Learning and Life - The National Strategy to Improve Literacy and Numeracy for Children and Young People 2011-2020". New schools have not been permitted to join the Reading Recovery Programme in light of the extensive programme of support available in the area of literacy.
There are currently over 500 schools participating in the programme.
891. Deputy Jonathan O'Brien asked the Minister for Education and Skills if her attention has been drawn to the fact that children who cannot attend a recognised school and are not receiving education at home and are too young for Youthreach; the methods used to cater to these students' education needs; and if she will make a statement on the matter. [41502/14]
Amharc ar fhreagraThe Educational Welfare Services (EWS) of the Child and Family Agency is the statutory agency which can assist parents who are experiencing difficulty in securing a school place for their child. The EWS may be able to offer assistance and advice on securing a school placement within the pupil's area. The contact details for the EWS Child and Family Agency Head Office, 16-22 Green Street, Dublin 7, phone number 01-8738700.
Where students have Special Educational Needs, the Deputy will also be aware 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 to schools to support these students. It is also the role of the NCSE to make appropriate arrangements to establish special classes in schools in communities where the need for such classes has been identified, and also to consider and manage applications from schools to establish special classes including the establishment of special classes in various geographical areas as required.
Section 29 of the Education Act, 1998 provides for an appeal by a parent or guardian to the Secretary General of my Department, or in the case of an Educational Training Board (ETB) school to the ETB in the first instance, where a Board of Management of a school, or a person acting on behalf of the Board, refuses to enrol a student in a school, expels a student or suspends a student for 20 or more days in any school year. This Department has no authority to compel a school to admit a pupil, except in the case of an appeal under section 29 of the Education Act, 1998 being upheld.
My Department operates a number of home tuition schemes for children without a school place. Home tuition is intended as an interim provision only for children for whom a placement is not available and should not be regarded as an optional alternative to a place in school.
My Department operates a Home Tuition Scheme, the purpose of which is to provide a compensatory educational service for children who, for a number of reasons such as chronic illness, are unable to attend school. The scheme also provides a compensatory educational service for children with special needs awaiting an educational placement and for early intervention for children with autism. The preferred approach is that, where possible, children with special educational needs are educated in school settings where they may have access to individualised education programmes, fully-qualified professional teachers, special needs assistants, the appropriate school curriculum with the option, where possible and appropriate, of full or partial integration and interaction with other pupils.
A Home Tuition Scheme for children who do not have a school place and are without the offer of a school place and for whom a school place is being actively sought is also operated by my Department. This scheme requires a section of the application form to be completed by an Educational Welfare Officer (EWO) who is an officer of the EWS of the Child and Family Agency, to confirm that the child is without a school place. Application forms for this scheme are available from the EWO.
Finally, my Department operates a home tuition scheme for female students who are enrolled in a recognised school at post primary level studying at junior or senior cycle and whose education may be disrupted due to pregnancy. Application forms for this scheme are available on my Departments website.
892. Deputy Jonathan O'Brien asked the Minister for Education and Skills the Deputies and Senators who currently have teaching positions held open for them in schools; and if she will make a statement on the matter. [41505/14]
Amharc ar fhreagraCircular Letter 10/2011 issued by my Department outlines the procedures regarding the career break scheme for registered teachers in recognised primary and post primary schools. The main objectives of this scheme is for managerial authorities of schools,wherever possible to facilitate applicants in the areas of personal development, voluntary service overseas, accompany spouse/partner on diplomatic/ military posting, education, public representation, childcare/dependent care and self-employment.
In accordance with the circular a teacher seeking a career break for the purpose of public representation must submit a written application to the managerial authority of his/her school and the managerial authority must issue a written notice of approval or refusal to the teacher. Such applications are not received by my Department.
While the managerial authorities of Primary, Voluntary Secondary, Community and Comprehensive schools submit notice of career break approvals to my Department via the On Line Claims System, this system does not have a facility to record the reason for the career break.
In addition the number of applications approved by the Education and Training Board sector are not submitted to my Department so therefore the information requested by the Deputy is not readily available in my Department.
893. Deputy Jonathan O'Brien asked the Minister for Education and Skills if a board of management is obliged to provide information to a parent in a case where a teacher is disciplined following a negative interaction with a student; and if she will make a statement on the matter. [41506/14]
Amharc ar fhreagraSection 24 of the Education Act 1998, as amended by the Education (Amendment) Act 2012, provides that the appointment, suspension and dismissal of teachers are the responsibility of Boards of Management of recognised schools.
Under Circulars 71/2014 and 60/2009 (Revised Procedures for Suspension and Dismissal of Teachers) procedures are set out in regard to professional competence issues.
In accordance with these circulars where concerns are raised regarding a teacher's professional competence through parental complaints, these concerns will be addressed by the Principal in the first instance in accordance with agreed complaint procedures. The Principal will consider the nature of the complaint before determining whether the issue falls to be considered under the procedures relating to professional competence. If the procedures relating to professional competence are subsequently invoked the parent who made the complaint will be so advised and informed of the final outcome of the process.
895. Deputy Michael Creed asked the Minister for Education and Skills the significance of inclusion on the five year building programme for new schools-extensions; if she will set out the way a building project with a high band ranking, 1.2 (details provided) and which contains a proposal for an ASD unit which is currently accommodated in temporary prefabricated rented accommodation, is not included in the five year programme; and if she will make a statement on the matter. [41513/14]
Amharc ar fhreagra896. Deputy Michael Creed asked the Minister for Education and Skills the number of schools currently in the band rating 1.2; and if she will make a statement on the matter. [41525/14]
Amharc ar fhreagraI propose to take Questions Nos. 895 and 896 together.
My Department's over-riding objective is to ensure that every child has access to a physical school place and that our school system is in a position to cope with increasing numbers. In that regard, the highest priority has been assigned to school building projects serving rapidly developing areas where there is no existing school or where existing provision is unable to meet the demand for additional places. The area where the school referred to by the Deputy is situated has not been identified as an area of demographic growth and is therefore not included in the Five Year Construction Plan. The Deputy will be aware that the Five Year Construction Plan, announced in March 2012, lists the individual new school building projects as well as major extensions that are planned to proceed to construction over the duration of the Plan.
Due to competing demands on my Department's capital budget, it has not been possible to progress concurrently all school projects within the school building programme to construction. This includes the school in question as well as some school projects currently assigned the band rating 1.2. i.e. replacement schools with provision for special needs accommodation. However, the project for the school will continue to be progressed to final planning stages in anticipation of the possibility of further funds being available to my Department. As an interim measure, my Department has approved temporary accommodation for an ASD unit at the school for September 2014. There are approximately 40 schools currently assigned the band rating of 1.2 .
