Robert Troy
Ceist:772. Deputy Robert Troy asked the Minister for Education and Skills if circumstances may be changed where a repeat leaving certificate student may sit one exam per day due to medical conditions. [49662/14]
Amharc ar fhreagraState Examinations
Ceisteanna (772)
Freagraí scríofa
The 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.
Student Grant Scheme Eligibility
Ceisteanna (773)
Sandra McLellan
Ceist:773. Deputy Sandra McLellan asked the Minister for Education and Skills the reason a person (details supplied) in County Cork is not entitled to a Student Universal Support Ireland grant; and if she will make a statement on the matter. [49697/14]
Amharc ar fhreagraFreagraí scríofa
As part of a comprehensive customer service and communications strategy provided by Student Universal Support Ireland (SUSI), to ensure that all necessary avenues are open to applicants to receive the information they need, a dedicated email and phone line service is provided by SUSI for Oireachtas members. This was established to meet an identified need for applicants who choose to engage the assistance of their public representatives in making enquiries about their grant applications.
This service complements the established channels provided by SUSI which include online application tracking, a dedicated website, a telephone helpdesk, email and social media, including Facebook and Twitter.
Enquiries may be emailed direct to SUSI at oireachtas@susi.ie. SUSI are responding to email queries within a matter of days.
Special Educational Needs Service Provision
Ceisteanna (774)
Michael Healy-Rae
Ceist:774. Deputy Michael Healy-Rae asked the Minister for Education and Skills the position regarding special needs assistant hours in respect of a child (details supplied) in County Kerry; and if she will make a statement on the matter. [49711/14]
Amharc ar fhreagraFreagraí scríofa
I 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 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 enrolled in the school.
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.
All schools were asked to apply to the NCSE for SNA support for the 2014/15 school year by 26 March 2014. The NCSE published details of their allocations for SNA support for the 2014/15 school year in June 2014. The NCSE completed a second round of allocations for SNA provision for the 2014/15 school year in October 2014, details of which are available on the NCSE website, www.ncse.ie.
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.
Schools who wish to make an application for additional SNA support may make such an application to the NCSE.
Schools who wish to appeal the level of SNA allocation which has been made to them may do so via the appeals process which is set out at www.ncse.ie.
All schools have the names and contact details of their local SENO. Parents may also contact their local SENO directly to discuss their child's special educational needs, using the contact details available on www.ncse.ie.
Schools Building Projects Applications
Ceisteanna (775)
Michael McGrath
Ceist:775. Deputy Michael McGrath asked the Minister for Education and Skills the position regarding an application for capital funding for a sports hall by a post-primary school (details supplied) in County Cork; and if she will make a statement on the matter. [49757/14]
Amharc ar fhreagraFreagraí scríofa
I can confirm that my Department is in receipt of a Major Capital Application for the provision of a PE hall for the school in question.
As the Deputy will be aware, due to the competing demands on my Department's capital budget imposed by the need to prioritise the funding available for the provision of essential school classroom accommodation, it is not possible at this point to provide an indicative timeframe for the provision of funding for the sports facilities in question.
I wish to advise the Deputy however that my Department devolved very significant funding to the school concerned in 2011 for the provision of four additional general classrooms to meet the school's immediate accommodation needs.
Departmental Bodies Data
Ceisteanna (776)
Patrick O'Donovan
Ceist:776. Deputy Patrick O'Donovan asked the Minister for Education and Skills the number of agencies, quangos or other bodies within, funded by or established by her Department which have been scrapped, merged or reduced since this Government was formed; the amount saved in each case; the reduction in staff as a result; and if she will make a statement on the matter. [1012/15]
Amharc ar fhreagraFreagraí scríofa
For the Deputy's information, following the enactment of the Residential Institutions Statutory Fund Act 2012, the Education Finance Board was dissolved in March 2013 and Caranua, the Residential Institutions Statutory Fund Board was established. The body is funded from the contributions of the religious congregations offered in response to the request for additional contributions, following the publication of the Ryan Report.
Under the provisions of the Further Education and Training Act 2013, FÁS with a staffing of 1,108 was dissolved in October 2013 and the new Further Education and Training Authority, An tSeirbhís Oideachais Leanúnaigh agus Scileanna (SOLAS) was established with responsibility for funding, planning and co-ordinating training and further education programmes. SOLAS was established on 27 October 2013 and funded for the remainder of the year from the residual FÁS budget. SOLAS has a current full time equivalent staffing of 211.
Under the Public Service Reform plan a number of bodies were merged as follows.
The Irish Research Council for Science, Engineering and Technology and Irish Research Council for Humanities and Social Sciences were merged in March 2012 to form the Irish Research Council (IRC). The IRC has been established as a sub-board of the Higher Education Authority (HEA). Its function is to award research funding, primarily for postgraduate students and early-career postdoctoral researchers. The establishment of the IRC will result in an estimated saving of €100,000 on an annual basis.
Under the provisions of the Qualifications and Quality Assurance (Education and Training) Act 2012, the National Qualifications Authority of Ireland (NQAI), the Higher Education and Training Awards Council (HETAC) and the Further Education and Training Awards Council (FETAC) were amalgamated to form a new agency, Quality and Qualifications Ireland (QQI). QQI's functions are set out in Section 9 of the Qualifications and Quality Assurance (Education and Training) Act, 2012. These include the development of awards and standards, review of education and training providers, development of quality assurance, validation of programmes, maintenance of the National Framework of Qualifications and facilitation of qualification recognition. The estimated saving following the merger is €1 million on annual basis.
Under the provisions of the Education and Training Boards Act 2013, 16 Education and Training Boards (ETBs) have replaced 33 Vocational Education Committees (VECs). The functions of ETBs are set out in Section 10 of the Education and Training Boards Act 2013. Following re-configuration of the VECs, the number of Chief Executive Officer posts have been reduced from 33 to 16. This change has resulted in full year savings of the order of €1.9m. Further savings are likely to be achieved through the realisation of economies of scale arising from the mergers and the wider Education and Training Sector Reform Programme.
Decentralisation Programme Data
Ceisteanna (777)
Patrick O'Donovan
Ceist:777. Deputy Patrick O'Donovan asked the Minister for Education and Skills the agencies or sections from her Department that were decentralised during the period 1997 to 2011; the travel costs and expenses incurred by decentralised personnel travelling to their base Department in that period. [1027/15]
Amharc ar fhreagraFreagraí scríofa
Under the 2003 decentralisation programme, my Department decentralised 88 staff to our extended Athlone campus in the summer of 2008. We also decentralised an advance party of 6 staff to Mullingar.
As the information is not recorded in the manner required by the Deputy I am not in a position to provide a breakdown of Travel and Subsistence costs for decentralised individuals for my Department or the Agencies under the aegis of my Department. However, the total Domestic Travel costs for the Department have reduced significantly in recent years. Since 2007 (i.e. pre-decentralisation) the overall costs have been reduced by approximately 58%.
Total
|
Year |
Amount |
|
Year 2007: |
€3.13m |
|
Year 2008: |
€3.06m |
|
Year 2014: |
€1.33m |
This Department's policy on domestic travel is for public transport to be used where available and practicable. Videoconferencing facilities have been in place in my Department's offices for a number of years, enabling staff in two or more locations communicate by simultaneous video and audio transmissions. In addition during 2013, my Department rolled out unified communications software across the three main offices in Dublin, Athlone and Tullamore and a number of regional/local offices, with plans to extend to other such offices in 2014. This software facilitates desktop video conferencing and desktop sharing, enabling colleagues in different locations work on the same document. These technologies reduce the time and cost associated with business travel and enable a more efficient way of working. It is however inevitable that senior officials in particular would be required to attend meetings away from their base such as Interdepartmental meetings, Ministerial meetings etc.
In respect of Agencies under the aegis of my Department, the National Council for Curriculum and Assessment (NCCA) decentralised 12 staff to Portlaoise in August 2008. Owing to staffing changes since then, there are currently nine posts in Portlaoise. Total T&S for the organisation in 2007 (i.e. pre-decentralisation) was €0.14m compared to €0.107m in 2009 (i.e. post-decentralisation).
FÁS decentralised 16 staff to Birr in April/May/June 2007 and following the cancellation of the Decentralisation programme, closed the office and redeployed staff in April 2012. Total T&S for the organisation in 2006 was €5.46m (i.e. pre-decentralisation) compared to €5.26m in 2008 (i.e. post-decentralisation).
Apprenticeship Programmes
Ceisteanna (778)
Michael Healy-Rae
Ceist:778. Deputy Michael Healy-Rae asked the Minister for Education and Skills her plans to address the situation that enough persons (details supplied) with suitable trades are not becoming available in the workforce here; and if she will make a statement on the matter. [1044/15]
Amharc ar fhreagraFreagraí scríofa
Training for the trades in question is managed through the apprenticeship programme. It should be noted that apprenticeships are employer led and the number of apprenticeship registrations has seen a steady increase across a range of apprenticeships over the last few years. The forecast for future apprenticeship registrations remains strong. New apprenticeship registrations in 2014 were up 47% on 2013 (1,853 versus 1,264) for the first nine months of 2014. SOLAS are planning and managing training capacity to meet the increased demand.
In 2014 two new apprenticeship trades were also launched - Pipe Fitting and Stone Cutting & Stonemasonry. These are important niche trades for which steady demand is forecast.
In addition, a call for proposals is currently being managed by the new Apprenticeship Council for the development of apprenticeships in new areas.
State Examinations Appeals
Ceisteanna (779)
Michael McNamara
Ceist:779. Deputy Michael McNamara asked the Minister for Education and Skills if it is possible to challenge the chief examiner's assessment of an answer in a leaving certificate appeal; if so, the appropriate procedure; and if she will make a statement on the matter. [1054/15]
Amharc ar fhreagraFreagraí scríofa
The 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.
Special Educational Needs Service Provision
Ceisteanna (780)
Brendan Griffin
Ceist:780. Deputy Brendan Griffin asked the Minister for Education and Skills her views on a matter (details supplied) regarding funding for a course; and if she will make a statement on the matter. [1059/15]
Amharc ar fhreagraFreagraí scríofa
I wish to advise the Deputy that Special Schools funded by my Department are intended to cater for children and young persons with special educational needs from 4 years until the end of the school year in which they reach their 18th year.
At that point, the Department of Health/Health Service Executive assumes direct responsibility for young adults with special educational needs who are over 18 years. My Department, at that stage, may allocate resources towards an education component of such provision. This is generally transacted through the co-operation hours scheme operated by Education and Training Boards (ETBs). Funding is also provided to Vocational Training Centres and the National Learning Network for this purpose.
Special Schools are staffed in accordance with arrangements set out in my Department's Circular 0042/2011, which provides for enhanced pupil teacher ratios for pupils attending Special Schools ranging from 6-1, to 12-1, on the basis of disability categorisation of pupils attending the school.
The course to which the Deputy has referred in his question is a post school Further Education and Training course.
In general, my Department funds Further Education and Training programmes through SOLAS, the new Further Education and Training Authority. These programmes are mainly provided locally through the Education and Training Boards (ETB).
As such, the correspondent should contact their local Education and Training Board in relation to their matter.
State Examinations
Ceisteanna (781)
Clare Daly
Ceist:781. Deputy Clare Daly asked the Minister for Education and Skills if she will list the additional attributes for students which would be achieved by teachers correcting their own students' work in a classroom which is not being carried out which would improve further the learning experience in each subject at second level; and if she will make a statement on the matter. [1068/15]
Amharc ar fhreagraFreagraí scríofa
What is assessed is valued; school based assessment promotes a learning culture in schools. It recognises and rewards skills which cannot readily be assessed through externally assessed written final examinations. It encourages teachers to collaborate and provides a forum for discussing and sharing good practice and resources that enhance the quality learning and teaching.
School based assessment enables teachers to shine a light on the unique talents and skills of students, it enables teachers to differentiate the learning, tailoring it to the unique ways and needs of their students. School-based assessment leads to the setting of more meaningful tasks that relate directly to what is learnt. Ultimately it creates opportunities for the student to succeed. School-based assessment enables students to make considered decisions about their work, in natural and comfortable conditions and in their own time. This helps students to illustrate what they know and are capable of achieving in normal conditions. It allows for a much more rounded picture of student achievement to emerge.
In the context of an external examination, many teachers have experiences of their best students or a student that has worked exceptionally hard receiving a grade that is neither representative of their ability nor indicative of their potential. This grade, a once off judgement, fails to capture the richness of that student's contributions to class discussions, their willingness to help less-abled students, the hours they spent putting projects together, their ability to ask challenging questions and to engage critically. It fails to do justice to the three years of hard work, commitment and dedication that the student exemplified. It concentrates on the performance in one exam rather than on the process of learning.
An external terminal exam, such as the Junior Certificate, can impact not only on students' learning but also on the way teachers' teach. It can lead to teaching to the rest. An external terminal exam takes place at the end of a period of learning and only provides limited information about students' competences when they have already finished the Junior cycle Programme.
The benefits of having teachers assess their own students' work, is based on a range of international research findings. Assessment should assist students in the quality of their learning and not be regarded as the end point. Assessment is not about "proving" but about "improving" learning outcomes. Research shows that unless assessment changes, nothing else will.
My November proposal includes a combination of both types of assessment. There will be a final exam worth 60% and 40% will be awarded for school based assessment. The State Examination Commission will check 10-15% of the school based assessment to ensure consistency and fairness.
Educational Disadvantage
Ceisteanna (782)
Finian McGrath
Ceist:782. Deputy Finian McGrath asked the Minister for Education and Skills if there is a bursary scheme for children graduated from DEIS schools; and if so, the application procedure for this scheme. [1076/15]
Amharc ar fhreagraFreagraí scríofa
In 2012, the Minister for Education and Skills established a scheme of bursaries for students from DEIS schools based on Leaving Certificate examination results and other criteria, such as approved courses and approved institutions.
Applications are not required for these bursaries as a minimum of 10 will be automatically offered on a regional basis (Dublin City and County, rest of Leinster, Munster and Connaught/Ulster) with additional awards being provided on pro-rata basis.
The amount of the bursary will be €2,000 per student per year of their course and will be paid as a single payment at the beginning of the academic year. Students to whom bursaries are awarded will also be entitled to apply for student grants towards the cost of maintenance and the student contribution or fees.
Child Protection
Ceisteanna (783)
Seán Ó Fearghaíl
Ceist:783. Deputy Seán Ó Fearghaíl asked the Minister for Education and Skills the number of schools that have not implemented the Stay Safe programme; the number that have indicated to her Department that they will not be implementing it or will do so subject to qualification; if she will provide in tabular form a breakdown of where these schools are located; when the implementation of the Stay Safe programme was last audited by her Department; if the audit showed that there are schools that indicated they were having problems implementing the policy; and if she will make a statement on the matter. [1081/15]
Amharc ar fhreagraFreagraí scríofa
My Department conducted a 'Lifeskills' survey of all primary and post primary schools in 2012. The results of this survey were published by my Department in January 2014.
The data from the Lifeskills survey indicate that approximately 99% of respondent primary schools have a 'Stay Safe' programme in place. This represents an increase in four percentage points since the previous Lifeskills survey in 2009.
Schools were also asked, through the 2012 Lifeskills survey, if they supported their pupils to develop the skills of identifying and responding to unsafe situations. 100% of respondent schools indicated that they helped children to identify such situations, to know when and how to seek help, and to say no to keeping secrets. A similar response was achieved through the Lifeskills survey in 2009.
The Lifeskills survey is conducted every 3 years. I will be launching the next Lifeskills survey in the next month.
Teachers' Remuneration
Ceisteanna (784)
Jonathan O'Brien
Ceist:784. Deputy Jonathan O'Brien asked the Minister for Education and Skills if she will provide in tabular form the starting salary grade for a newly employed teacher at both primary and post primary level for each year from 2005 to 2014; the available allowances to a newly employed teacher; if she has had discussions with Department officials or the Department of Public Expenditure and Reform regarding reviewing this system; and if she will make a statement on the matter. [1084/15]
Amharc ar fhreagraFreagraí scríofa
The Teachers' Common Basic Scale and allowances available to newly employed teachers between 2005 and 2014 are set out in the table. Not all of the allowances listed were available to every teacher as entitlement was based on the qualifications held by the individual and/or the nature of the post for which they were employed.
Teacher salaries increased between 2005 and 2009 as the result of various public service productivity agreements. Due to the worsening economic circumstances, the Government introduced a pay reduction for all public servants (including teachers) with effect from 1 January 2010 under the financial emergency measures legislation.
Subsequently, the Government decided to reduce the salaries and allowances payable of all new entrants to public service recruitment grades (including teachers) by 10% with effect from 1 January 2011 and required that such new entrants would start on the first point of the applicable salary scale. Prior to this, teachers entered on the second or third point of the salary scale as they were entitled to incremental credit in respect of their professional training.
Arising from the public service-wide review of allowances and premium payments, the Government decided to withdraw or modify allowances for new beneficiary public servants with effect from 1 February 2012. As part of this, certain allowances were withdrawn for new beneficiary teachers, including qualification allowances. However, the Government partially compensated for this by deciding that new entrant teachers would henceforth commence on a new salary scale which had a starting point higher than the starting point of the old scale. Under the Public Service Stability Agreement 2013 – 2016 (Haddington Road Agreement), revised payscales for post-1 January 2011 and post-1 February 2012 entrants to teaching were agreed and implemented with effect from 1 July 2013.
The Haddington Road Agreement further provided that the salary imbalance between those who entered the public service since 2011 and those who entered before that date would be addressed. In that regard, my Department implemented a further revised incremental salary scale for teachers who entered teaching between 1 January 2011 and 31 January 2012 with effect from 1 November 2013. Allowances payable to post-1 January 2011 entrants and those allowances which remain payable to post-1 February 2012 entrants were restored to pre-2011 levels as part of this measure.
|
TEACHERS' COMMON BASIC SCALE |
|||||||||||||
|
Scale Point |
1/6/05 |
1/12/05 |
1/6/06 |
1/12/06 |
1/6/07 |
1/3/08 |
1/9/08 |
1/1/10 |
Post-1/1/11 New Entrants to teaching - 1/1/11 to 30/6/13 (Note a) |
Post-1/1/11 New Entrants to teaching - 1/7/13 to 31/10/13 (Note b) |
Post 1/1/11 New Entrants to teaching - 1/11/13 onwards (Note c) |
Post 1/2/12 New Entrants to teaching - 1/2/12 to 30/6/13 (Note d) |
Post 1/2/12 New Entrants to teaching - 1/7/13 onwards (Note e) |
|
1 |
€ 28,388 |
€ 28,814 |
€ 29,534 |
€ 30,420 |
€ 31,028 |
€ 31,804 |
€ 32,599 |
€ 30,904 |
€ 27,814 |
€ 27,814 |
€ 27,814 |
€ 30,702 |
€ 30,702 |
|
2 |
€ 29,393 |
€ 29,834 |
€ 30,580 |
€ 31,497 |
€ 32,127 |
€ 32,930 |
€ 33,753 |
€ 31,972 |
€ 28,775 |
€ 28,775 |
€ 29,256 |
€ 32,198 |
€ 33,168 |
|
3 |
€ 30,399 |
€ 30,855 |
€ 31,626 |
€ 32,575 |
€ 33,227 |
€ 34,058 |
€ 34,909 |
€ 33,041 |
€ 29,737 |
€ 30,702 |
€ 30,904 |
€ 33,168 |
€ 33,950 |
|
4 |
€ 31,409 |
€ 31,880 |
€ 32,677 |
€ 33,657 |
€ 34,330 |
€ 35,188 |
€ 36,068 |
€ 34,113 |
€ 30,702 |
€ 31,924 |
€ 31,972 |
€ 34,136 |
€ 36,576 |
|
5 |
€ 32,972 |
€ 33,467 |
€ 34,304 |
€ 35,333 |
€ 36,040 |
€ 36,941 |
€ 37,865 |
€ 35,775 |
€ 32,198 |
€ 33,168 |
€ 33,041 |
€ 36,576 |
€ 37,795 |
|
6 |
€ 33,988 |
€ 34,498 |
€ 35,360 |
€ 36,421 |
€ 37,149 |
€ 38,078 |
€ 39,030 |
€ 36,853 |
€ 33,168 |
€ 34,136 |
€ 34,113 |
€ 37,795 |
€ 39,251 |
|
7 |
€ 35,002 |
€ 35,527 |
€ 36,415 |
€ 37,507 |
€ 38,257 |
€ 39,213 |
€ 40,193 |
€ 37,929 |
€ 34,136 |
€ 36,576 |
€ 35,775 |
€ 39,251 |
€ 40,700 |
|
8 |
€ 37,553 |
€ 38,116 |
€ 39,069 |
€ 40,241 |
€ 41,046 |
€ 42,072 |
€ 43,124 |
€ 40,640 |
€ 36,576 |
€ 37,795 |
€ 36,853 |
€ 40,700 |
€ 42,160 |
|
9 |
€ 38,828 |
€ 39,410 |
€ 40,395 |
€ 41,607 |
€ 42,439 |
€ 43,500 |
€ 44,588 |
€ 41,994 |
€ 37,795 |
€ 39,251 |
€ 37,929 |
€ 42,160 |
€ 43,380 |
|
10 |
€ 40,351 |
€ 40,956 |
€ 41,980 |
€ 43,239 |
€ 44,104 |
€ 45,207 |
€ 46,337 |
€ 43,612 |
€ 39,251 |
€ 40,700 |
€ 40,640 |
€ 43,380 |
€ 44,996 |
|
11 |
€ 41,867 |
€ 42,495 |
€ 43,557 |
€ 44,864 |
€ 45,761 |
€ 46,905 |
€ 48,078 |
€ 45,222 |
€ 40,700 |
€ 42,160 |
€ 41,994 |
€ 44,996 |
€ 44,996 |
|
12 |
€ 43,394 |
€ 44,045 |
€ 45,146 |
€ 46,500 |
€ 47,430 |
€ 48,616 |
€ 49,831 |
€ 46,844 |
€ 42,160 |
€ 43,380 |
€ 43,612 |
€ 44,996 |
€ 44,996 |
|
13 |
€ 44,670 |
€ 45,340 |
€ 46,474 |
€ 47,868 |
€ 48,825 |
€ 50,046 |
€ 51,297 |
€ 48,200 |
€ 43,380 |
€ 44,996 |
€ 45,222 |
€ 44,996 |
€ 47,225 |
|
14 |
€ 46,361 |
€ 47,056 |
€ 48,232 |
€ 49,679 |
€ 50,673 |
€ 51,940 |
€ 53,239 |
€ 49,996 |
€ 44,996 |
€ 44,996 |
€ 46,844 |
€ 47,225 |
€ 47,225 |
|
15 |
€ 46,361 |
€ 47,056 |
€ 48,232 |
€ 49,679 |
€ 50,673 |
€ 51,940 |
€ 53,239 |
€ 49,996 |
€ 44,996 |
€ 44,996 |
€ 48,200 |
€ 47,225 |
€ 47,225 |
|
16 |
€ 46,361 |
€ 47,056 |
€ 48,232 |
€ 49,679 |
€ 50,673 |
€ 51,940 |
€ 53,239 |
€ 49,996 |
€ 44,996 |
€ 47,225 |
€ 49,996 |
€ 47,225 |
€ 47,225 |
|
17 |
€ 48,691 |
€ 49,421 |
€ 50,657 |
€ 52,177 |
€ 53,221 |
€ 54,552 |
€ 55,916 |
€ 52,472 |
€ 47,225 |
€ 47,225 |
€ 49,996 |
€ 47,225 |
€ 50,170 |
|
18 |
€ 48,691 |
€ 49,421 |
€ 50,657 |
€ 52,177 |
€ 53,221 |
€ 54,552 |
€ 55,916 |
€ 52,472 |
€ 47,225 |
€ 47,225 |
€ 49,996 |
€ 50,170 |
€ 50,170 |
|
19 |
€ 48,691 |
€ 49,421 |
€ 50,657 |
€ 52,177 |
€ 53,221 |
€ 54,552 |
€ 55,916 |
€ 52,472 |
€ 47,225 |
€ 47,225 |
€ 52,472 |
€ 50,170 |
€ 50,170 |
|
20 |
€ 48,691 |
€ 49,421 |
€ 50,657 |
€ 52,177 |
€ 53,221 |
€ 54,552 |
€ 55,916 |
€ 52,472 |
€ 47,225 |
€ 50,170 |
€ 52,472 |
€ 50,170 |
€ 50,170 |
|
21 |
€ 51,771 |
€ 52,548 |
€ 53,862 |
€ 55,478 |
€ 56,588 |
€ 58,003 |
€ 59,453 |
€ 55,744 |
€ 50,170 |
€ 50,170 |
€ 52,472 |
€ 50,170 |
€ 53,423 |
|
22 |
€ 51,771 |
€ 52,548 |
€ 53,862 |
€ 55,478 |
€ 56,588 |
€ 58,003 |
€ 59,453 |
€ 55,744 |
€ 50,170 |
€ 50,170 |
€ 52,472 |
€ 53,423 |
€ 53,423 |
|
23 |
€ 51,771 |
€ 52,548 |
€ 53,862 |
€ 55,478 |
€ 56,588 |
€ 58,003 |
€ 59,453 |
€ 55,744 |
€ 50,170 |
€ 53,423 |
€ 55,744 |
€ 53,423 |
|
|
24 |
€ 51,771 |
€ 52,548 |
€ 53,862 |
€ 55,478 |
€ 56,588 |
€ 58,003 |
€ 59,453 |
€ 55,744 |
€ 50,170 |
€ 54,339 |
€ 55,744 |
€ 58,765 |
|
|
25 |
€ 55,175 |
€ 56,003 |
€ 57,403 |
€ 59,125 |
€ 60,308 |
€ 61,816 |
€ 63,361 |
€ 59,359 |
€ 53,423 |
€ 55,514 |
€ 55,744 |
€ 59,940 |
|
|
26 |
€ 55,744 |
||||||||||||
|
27 |
€ 59,359 |
|
Notes: |
|
(a) scale for post-1 January 2011 new entrants to teaching which applied from 1 January 2011 to 30 June 2013 |
|
(b) scale for post-1 January 2011 new entrants which applied from 1 July 2013 to 31 October 2013 (agreed as part of the Haddington Road Agreement) |
|
(c) current scale for post-1 January 2011 new entrants - applies since 1 November 2013 (implementation of Clause 2.31 of the Haddington Road Agreement) |
|
(d) scale for post-1 February 2012 new entrants to teaching which applied from 1 February 2012 to 30 June 2013 |
|
(e) current scale for post-1 February 2012 new entrants - applies since 1 July 2013 (agreed as part of the Haddington Road Agreement) |
Allowances
|
ACADEMIC QUALIFICATIONS ALLOWANCES |
1/6/05 |
1/12/05 |
1/6/06 |
1/12/06 |
1/12/06 |
1/3/08 |
1/9/08 |
1/1/10 |
Post-1/1/11 New Entrants to teaching - 1/1/11 to 31/10/13 (Note e) |
Post-1/1/11 New Entrants to teaching - 1/11/13 onwards (Note f) |
Post-1/2/12 New Entrants to teaching - 1/11/13 onwards (Notes g and i) |
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|
1 |
(a) (i) H. Dip. in Ed. (Pass) |
€ 541 |
€ 549 |
€ 563 |
€ 580 |
€ 592 |
€ 607 |
€ 622 |
€ 591 |
€ 532 |
€ 591 |
|
|
(ii) Higher Froebel Cert. |
€ 541 |
€ 549 |
€ 563 |
€ 580 |
€ 592 |
€ 607 |
€ 622 |
€ 591 |
€ 532 |
€ 591 |
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|
(b) (i) H. Dip. in Ed. (1st or 2nd Hons) |
€ 1,133 |
€ 1,150 |
€ 1,179 |
€ 1,214 |
€ 1,238 |
€ 1,269 |
€ 1,301 |
€ 1,236 |
€ 1,112 |
€ 1,236 |
||
|
(ii) Ard Teastas Gaeilge |
€ 1,133 |
€ 1,150 |
€ 1,179 |
€ 1,214 |
€ 1,238 |
€ 1,269 |
€ 1,301 |
€ 1,236 |
€ 1,112 |
€ 1,236 |
||
|
(c) Primary Degree (Pass) |
€ 1,689 |
€ 1,714 |
€ 1,757 |
€ 1,810 |
€ 1,846 |
€ 1,892 |
€ 1,939 |
€ 1,842 |
€ 1,658 |
€ 1,842 |
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|
(d) Masters Degree by thesis or exam (Pass) |
€ 4,508 |
€ 4,576 |
€ 4,690 |
€ 4,831 |
€ 4,928 |
€ 5,051 |
€ 5,177 |
€ 4,918 |
€ 4,426 |
€ 4,918 |
||
|
(e) Primary Degree (1st or 2nd Hons) |
€ 4,508 |
€ 4,576 |
€ 4,690 |
€ 4,831 |
€ 4,928 |
€ 5,051 |
€ 5,177 |
€ 4,918 |
€ 4,426 |
€ 4,918 |
||
|
(f) Masters Degree (1st or 2nd Hons) |
€ 5,037 |
€ 5,113 |
€ 5,241 |
€ 5,398 |
€ 5,506 |
€ 5,644 |
€ 5,785 |
€ 5,496 |
€ 4,946 |
€ 5,496 |
||
|
(g) Doctors Degree |
€ 5,627 |
€ 5,711 |
€ 5,854 |
€ 6,030 |
€ 6,151 |
€ 6,305 |
€ 6,463 |
€ 6,140 |
€ 5,526 |
€ 6,140 |
|
Notes on qualification allowances: |
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(i) Only one of the allowances at (a) or (b) may be held together with one of the allowances (c) to (g) |
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(ii) Teachers first employed between 5 December 2011 and 31 January 2012 (inclusive) will be assessed for allowances on the basis of their qualifications |
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at entry to the profession to a maximum combined allowance equivalent to that payable for an Honours Primary Degree |
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Allowances |
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|
2 |
Diploma for Teachers of Deaf/Blind/ Mentally and Physically Handicapped Children |
€ 2,233 |
€ 2,266 |
€ 2,323 |
€ 2,393 |
€ 2,441 |
€ 2,502 |
€ 2,565 |
€ 2,437 |
€ 2,193 |
€ 2,437 |
|
Other Allowances |
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|
3 |
Teaching through Irish |
€ 1,450 |
€ 1,472 |
€ 1,509 |
€ 1,554 |
€ 1,585 |
€ 1,625 |
€ 1,666 |
€ 1,583 |
€ 1,424 |
€ 1,583 |
||
|
4 |
Gaeltacht Grant |
€ 2,807 |
€ 2,849 |
€ 2,920 |
€ 3,008 |
€ 3,068 |
€ 3,145 |
€ 3,224 |
€ 3,063 |
€ 2,757 |
€ 3,063 |
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|
5 |
Island Allowance |
€ 1,689 |
€ 1,714 |
€ 1,757 |
€ 1,810 |
€ 1,846 |
€ 1,892 |
€ 1,939 |
€ 1,842 |
€ 1,658 |
€ 1,842 |
||
|
6 |
Allowance payable to teachers of apprentices in Dun Laoghaire and Co. Cork VECs |
€ 8,928 |
€ 9,062 |
€ 9,289 |
€ 9,568 |
€ 9,759 |
€ 10,003 |
€ 10,253 |
€ 9,740 |
€ 8,766 |
€ 9,740 |
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|
7 |
Honorarium Payable to Teachers in the Prison Service |
€ 4,373 |
€ 4,439 |
€ 4,550 |
€ 4,687 |
€ 4,781 |
€ 4,901 |
€ 5,024 |
€ 4,773 |
€ 4,296 |
€ 4,773 |
€ 4,296 |
€ 4,773 |
|
8 |
Secure Unit Allowance/ Disturbed Adolescent Allowance |
€ 2,200 |
€ 2,255 |
€ 2,311 |
€ 2,195 |
€ 1,976 |
€ 2,195 |
€ 1,976 |
€ 2,195 |
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|
2005/2006 |
2006/2007 |
2007/2008 |
2008/2009 |
2009/2010 |
2010/2011 |
2011/12 |
2012/13 |
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|
9 |
Supervision & Substitution Allowance (Note j) |
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Pre-2011 Entrants to teaching |
€ 1,640 |
€ 1,722 |
€ 1,789 |
€ 1,862 |
€ 1,811 |
€ 1,769 |
€ 1,769 |
€ 1,769 |
|||||
|
Post-1/1/11 new entrants to teaching |
€ 1,592 |
€ 1,592 |
€ 1,592 |
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|
Post-1/2/12 new entrants to teaching |
€ 1,592 |
€ 1,592 |
|
Notes: |
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(e) rate of allowance for post-1 January 2011 new entrants to teaching which applied from 1 January 2011 to 31 October 2013 |
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(f) current rate of allowance for post-1 January 2011 new entrants - applies since 1 November 2013 (implementation of Clause 2.31 of the Haddington Road Agreement) |
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(g) certain allowances were withdrawn by Government decision and are no longer payable to new beneficiaries post-1 February 2012 |
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(h) rate of allowance for post-1 February 2012 new beneficiaries which applied from 1 February 2012 to 31 October 2013 |
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(i) current rate of allowance for post-1 February 2012 new beneficiaries - applies since 1 November 2013 (implementation of Clause 2.31 of the Haddington Road Agreement) |
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(j) the Supervision and Substitution allowance was withdrawn with effect from 1 July 2013 under the Haddington Road Agreement |
Question No. 785 answered with question No. 756.
Further Education and Training Programmes Funding
Ceisteanna (786)
Eric J. Byrne
Ceist:786. Deputy Eric Byrne asked the Minister for Education and Skills the options open to an institution (details supplied) regarding funding for courses; and if she will make a statement on the matter. [1111/15]
Amharc ar fhreagraFreagraí scríofa
My Department funds Further Education and Training programmes, including the Post Leaving Certificate programme (PLC), through SOLAS, the new Further Education and Training Authority. The PLC programme is a full time programme for learners who have completed their Leaving Certificate and for adults returning to education. It is provided in schools managed by the Education and Training Boards (ETBs) and in some Voluntary Secondary and Community & Comprehensive schools. Courses are provided at QQI Levels 5 and 6 on the National Framework of Qualifications (NFQ) or equivalent.
SOLAS funds a range of programmes directly and through the Education and Training Boards that can be tendered for by private providers. SOLAS directly manages the Momentum programme but all places under the current round have been allocated to providers following a competitive tendering process. The provider in question should contact their local Education and Training Board for information on any upcoming tendering opportunities.
Departmental Expenditure
Ceisteanna (787)
Dara Calleary
Ceist:787. Deputy Dara Calleary asked the Minister for Education and Skills the total moneys paid by her Department to external consultants, professional companies or advisers under the Action Plan for Jobs in each year since and including 2012; if she will provide in a tabular form the list of those organisations who received money; her Department's procurement policy regarding this work; and if she will make a statement on the matter. [1135/15]
Amharc ar fhreagraFreagraí scríofa
There were no monies paid by my Department to external consultants, professional companies or advisors specifically in relation to the development of the Action Plan for Jobs in each year since and including 2012.
School Accommodation
Ceisteanna (788)
Michael McCarthy
Ceist:788. Deputy Michael McCarthy asked the Minister for Education and Skills the position regarding an application for funding from a school (details supplied) in County Cork; the status of the application; when a decision will be reached; and if she will make a statement on the matter. [1153/15]
Amharc ar fhreagraFreagraí scríofa
I can confirm that the school referred to by the Deputy has submitted an application for additional accommodation to my Department.
To clarify and discuss the application concerned, I wish to advise the Deputy that my officials have arranged a meeting to be held with the school authorities concerned shortly.
Education and Training Boards
Ceisteanna (789)
Thomas Pringle
Ceist:789. Deputy Thomas Pringle asked the Minister for Education and Skills if she will provide in tabular form for each of the past three years the number of external training programmes tendered and delivered in counties Donegal, Mayo and Galway education and training board areas; and if she will make a statement on the matter. [1155/15]
Amharc ar fhreagraFreagraí scríofa
This data is held by the relevant Education and Training Boards following their establishment in 2013. I have asked the individual Education and Training Boards referred to by the Deputy to contact him directly with the relevant information. I have also asked SOLAS to contact the Deputy directly with historical data they would hold for the areas in question prior to the establishment of the Education and Training Boards.
Special Educational Needs Service Provision
Ceisteanna (790)
Dessie Ellis
Ceist:790. Deputy Dessie Ellis asked the Minister for Education and Skills her plans to increase special needs assistance in the schools in Ballymun, Dublin in view of the current lack of sufficient assistance in the area and that children most in need are suffering because of it. [1191/15]
Amharc ar fhreagraFreagraí scríofa
I wish to advise the Deputy that my Government recently committed, as part of the budget announcements made last year, to provide for 365 new Special Needs Assistant (SNA) posts to support children with special educational needs in schools in 2015, bringing the total number of SNAs available for allocation in 2015 to 11,330 posts.
This is the highest level of SNA allocation that we have ever had, and will ensure that children with special educational needs can continue to participate in education and be supported in a manner appropriate to their needs.
I also 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 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 enrolled in the school. Where children have significant care needs to the extent that they 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.All schools were asked to apply to the NCSE for SNA support for the 2014/15 school year by 26 March 2014. The NCSE published details of their allocations for SNA support for the 2014/15 school year in June 2014. The NCSE completed a second round allocations for SNA provision for the 2014/15 school year in October 2014, details of which are available on the NCSE website, www.ncse.ie.
Details of the SNA allocations which have been made to each school, including schools Ballymun, are available on the NCSE website.
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.
Should a school wish to make an application for additional SNA support for a child who was not previously considered for SNA support, or who is due to enrol in a school, they may do so to the NCSE. Schools who wish to appeal the level of SNA allocation which has been made to them may do so via the appeals process which is set out at www.ncse.ie.
All schools have the names and contact details of their local SENO. Parents may also contact their local SENO directly to discuss their child's special educational needs, using the contact details available on www.ncse.ie.