Written Answers Nos. 506-522
506. Deputy Brendan Smith asked the Minister for Foreign Affairs and Trade the legislative measures that will require implementation by the Houses of the Oireachtas, following the Stormont House Agreement; the proposed time scale for the enactment of such legislation; and if he will make a statement on the matter. [8227/15]
Amharc ar fhreagraThe Stormont House Agreement identified a number of areas in which legislation may be required, particularly regarding the new institutions to be established under the Agreement’s provisions on dealing with the past.
On 30 January, the first implementation and review meeting of the Agreement was held at which a detailed implementation timetable regarding all aspects of the Agreement, including legislation where appropriate, was agreed.
The Government will in due course propose legislation for consideration by the Oireachtas to facilitate the establishment of the Independent Commission on Information Retrieval, a body which will enable victims and survivors to seek and privately receive information about the deaths of their loved ones, as per the terms of the Stormont House Agreement. In this regard, my Department is in ongoing contact with the Department of Justice and Equality which will take the lead in preparing this legislation. We are also in ongoing contact with our counterparts in Westminster and the Northern Ireland Assembly to ensure coherence of legislative provisions given the cross-jurisdiction nature of a number of the Agreement’s provisions.
The Government remains committed to playing its role to ensure that the Agreement is fully implemented, and will take all necessary measures in this regard.
507. Deputy Brendan Smith asked the Minister for Foreign Affairs and Trade if his attention has been drawn to the criticisms of the Global Island policy document, in relation to the diminished role of Irish foreign policy, pertaining to the promotion of human rights; and if he will make a statement on the matter. [8252/15]
Amharc ar fhreagraTogether with the Taoiseach, I launched the Government’s review of Foreign Policy The Global Island: Ireland’s Foreign Policy for a Changing World on 13 January 2015 at the conference organized by my Department on “Representing the Global Island”. The purpose of the review was to provide a progressive and forward looking statement of Ireland’s foreign policy written in clear and accessible language. The document includes features which communicate simply and effectively what is delivered across Government to achieve Ireland's foreign policy goals.
As I outlined in my foreword to the review, through our foreign policy we safeguard our peace, security and economic prosperity, and promote reconciliation and cooperation at home. At the core of this foreign policy are the protection of our citizens and the promotion of our values abroad. The Global Island considers the challenges and opportunities for Ireland’s foreign policy under five interconnected themes: Our People, Our Values, Our Prosperity, Our Place in Europe and Our Influence.
The Global Island is the result of a wide-ranging process of consultation involving other Departments, State agencies, the Oireachtas, civil society and members of the public. In the coming months, I will elaborate on a series of initiatives that I intend to bring forward to implement the vision and goals set out in the review.
As highlighted in The Global Island , the commitment of Ireland to the promotion and protection of human rights is an underlying principle of Ireland's foreign policy and is a priority for the Government. We are also committed to open and constructive dialogue with Irish civil society on human rights issues, which is a highly valued and crucial aspect of the formulation of our international human rights advocacy.
The changing global environment poses new challenges and threats to human rights, which are under considerable pressure today. In The Global Island , the Government has reaffirmed its commitment to the universality, indivisibility and interrelationship of all human rights in order to respond to this challenge. As stated in the review, an Inter-Departmental Committee on Human Rights will be established, chaired by a Minister of State, in order to improve the coherence of the promotion and protection of human rights in our foreign policy.
In addressing human rights concerns, we must pursue them in the most effective way, taking advantage of the most appropriate opportunities to make our case, privately or publicly, bilaterally or multilaterally, as best fits the situation. A primary approach is to engage with the international human rights machinery which has been established to monitor implementation of universal human rights standards. As a small state with a limited diplomatic network, Ireland places great value on multilateralism as a platform for raising human rights issue. This includes engaging actively at the UN Human Rights Council and in the Universal Periodic Review, the principal UN mechanism whereby the human rights record of each individual UN Member State is publicly examined by other Member States.
In addition to raising human rights concerns through multilateral channels, Ireland also raises human rights issues in our bilateral contacts. The conversations are generally conducted on a confidential basis, in line with normal diplomatic practice. I discuss human rights issues on a regular basis with Foreign Ministers from other countries, including when visiting foreign countries. I also regularly address human rights issues at Ministerial meetings at the EU level with Foreign Ministers of third countries.
Officials in my Department make Ireland's views on human rights issues clear in their contacts with officials from other governments. Irish embassies work, within the capacity of their resources and often as part of a coordinated approach, to support the work of human rights defenders and civil society organisations in third countries. This includes addressing legislative and administrative restrictions on the operation of human rights defenders, drawing on findings by human rights agencies, raising cases with third country governments and contributing to the development of human rights country strategies by the EU.
The promotion and protection of human rights and fundamental freedoms is not confined to our international human rights advocacy. Ireland's new policy on international development, 'One World One Future', reaffirms the centrality of human rights to Ireland’s foreign policy and aid programme, and commits to ensuring that human rights principles and standards are promoted, protected and integrated in all of our development efforts. Irish Aid, Ireland's overseas development programme, addresses the root causes of poverty and exclusion by focussing on the most vulnerable and investing in state institutions and independent organisations that promote human rights, governance, and democracy in developing countries, particularly in its nine Key Partner Countries across Africa and Asia.
No country is perfect when it comes to human rights. Ireland’s position on the responsibility of each government in relation to the promotion and protection of the human rights of their citizens is quite clear, and none of the countries with which we deal are in any doubt about our views in this regard.
508. Deputy Brendan Smith asked the Minister for Foreign Affairs and Trade the targets for overseas development aid provided for by his Department for the next five years, both as a monetary figure and as a percentage of gross national product; and if he will make a statement on the matter. [8253/15]
Amharc ar fhreagraThis Government is strongly committed to Ireland's overseas aid programme, which is at the heart of our foreign policy. Our policy on International Development, "One World, One Future", reaffirms our commitment to achieving the UN target of providing 0.7% of Gross National Product (GNP) for Official Development Assistance (ODA), when economic circumstances permit.
Over the past four years, despite the very difficult economic circumstances facing the country, the Government has successfully managed to stabilise allocations to Ireland's aid programme. For 2015, we were again determined to protect the aid programme, and have provided a total allocation of just over €600 million in Official Development Assistance, a small increase on 2014.
This clearly demonstrates our commitment to the aid programme and represents a very significant contribution on behalf of the people of Ireland to assist those less fortunate than ourselves. As our economic recovery consolidates and strengthens, I am determined to set out the strongest possible case for building further on our current commitment to the aid programme.
Our priority now is to ensure we continue to focus on tackling the root causes of poverty and injustice, strengthening our key partner countries ability to deliver essential services to their citizens, and delivering real and sustainable improvements to the lives of some of the world’s poorest people and communities.
509. Deputy Brendan Smith asked the Minister for Foreign Affairs and Trade his Department’s policy with regard to refurbishing embassies and ambassadors’ residences; the cost of these works, by year, since 2011 to date in 2015; and if he will make a statement on the matter. [8254/15]
Amharc ar fhreagraThe Department of Foreign Affairs and Trade currently utilises 151 properties abroad. Our official diplomatic and consular premises overseas are key platforms for promoting Ireland’s interests and values abroad, providing vital services to our citizens, our diaspora and to visa-required business travellers resident in the host state who wish to travel to Ireland.
Accordingly, it is necessary that our accommodation confirms with local requirements, is in good condition and presents a positive image of Ireland.
The complex international security environment also requires that we ensure the protection of our staff and visitors as well as the confidentiality of our work.
Refurbishment of our properties is carried out as necessary to ensure that our small teams abroad have the facilities necessary to fulfil their duties and responsibilities. Much of the refurbishment work is planned in advance in order to maintain the fabric of our infrastructure. However some must be undertaken on a reactive basis, for example to address unexpected damage to a building by extreme weather. All expenditure undertaken in respect of refurbishment work was duly sanctioned by my Department in accordance with prescribed procurement procedures.
Details of the costs of refurbishments undertaken by my Department in respect of premises from 2011 to 2015 (to date) are provided below.
My Department is responsible for two Votes: Vote 27 - International Cooperation and Vote 28 - Foreign Affairs and Trade. No major refurbishments were carried out from Vote 27 - International Cooperation in 2013 and 2014, nor are there plans to undertake refurbishment to Irish Aid premises in 2015; therefore the figures below are in respect of Vote 28.
|
Year |
Amount (€) |
|
2011 |
€1,926,624.24 |
|
2012 |
€2,292,541.42 |
|
2013 |
€1,907,358.78 |
|
2014 |
€2,340,649.93 |
|
2015 (to 20 Feb) |
€49,380 |
510. Deputy Brendan Smith asked the Minister for Foreign Affairs and Trade if a full audit has been conducted into the budget allocation to Irish Aid in 2014; if there were matters of concern, raised in this audit, to him; and if he will make a statement on the matter. [8255/15]
Amharc ar fhreagraAs with all Government Departments, Irish Aid expenditure is audited annually by the Comptroller and Auditor General. The Comptroller and Auditor General conducted an audit of the budget allocation for the Vote in 2014 and his report was published on 26 September 2014. The report did not highlight any matters of concern.
511. Deputy Brendan Smith asked the Minister for Foreign Affairs and Trade his views on the recent comments by the Italian Foreign Minister in relation to the threats posed to Europe from the Islamic State; and if he will make a statement on the matter. [8256/15]
Amharc ar fhreagraMy Italian colleague was referring to the crisis in Libya which is a cause of grave and ongoing concern for the European Union, its member states, and the international community. I condemned the horrific murders of 21 Egyptian Christians by ISIS on 16 February.
It is my sincere hope that the promise of a political resolution to the crisis in Libya can be fulfilled. The convening of talks under the auspices of the UN is a positive step in this direction.
Ireland supports a comprehensive, human rights-compliant approach to counter-terrorism. We must address underlying causes, tackling the threat at source rather than just alleviating symptoms. We must promote a narrative which counters the propaganda of the terrorists. We must work to prevent radicalisation, to share information more effectively, to deter and disrupt terrorist travel and ultimately to bring perpetrators to justice. Ireland will continue to work closely with our EU partners on all these strands.
512. Deputy Maureen O'Sullivan asked the Minister for Foreign Affairs and Trade his views on evidence that European Union countries have been found guilty of committing push-back offences for asylum seekers entering the European Union in areas such as the Greek-Turkish border and the Spanish enclaves of Ceuta and Mililla in Morocco blatantly showing no regard for European Union law and legislation by transporting asylum seekers back to the destination they set out from without processing the refugees-migrants as asylum seekers in the country in which they land, as is the European Union Directive; and if he will voice his concerns at European Union level. [8242/15]
Amharc ar fhreagraThis is primarily a matter for my colleague, the Minister for Justice and Equality, whose Department advises my officials that if an EU Member State is not meeting its obligations in relation to EU law, while this would be a concern for Ireland and other Member States, it would ultimately be a matter for the European Commission to address.
513. Deputy Aengus Ó Snodaigh asked the Minister for Foreign Affairs and Trade his views on the proposal to require all public sector workers under the aegis of his Department who interface with service users to wear a name badge; and if he will make a statement on the matter. [8567/15]
Amharc ar fhreagraThe HR section of my Department would be happy to discuss such a proposal with Staff Side representatives.
At present, frontline staff in our passport offices provide their names to customers on request and also identify themselves by name in routine correspondence.
514. Deputy Caoimhghín Ó Caoláin asked the Minister for Education and Skills if a standardised complaints system for schools and a teaching fitness to practice system as proposed is planned. [7902/15]
Amharc ar fhreagraSection 28 of the Education Act 1998 provides for grievance and appeal procedures in schools. It expresses a desirability of determining appeals and resolving grievances in the school concerned.
Section 29 of the Act sets out a limited set of circumstances a parent can appeal administrative decisions of a school. These are confined to expulsions, suspensions or refusal to enroll. The Government has approved the drafting of the Admissions to School Bill 2014 in which the extent to which refusal to enroll will or will not be subject to a Section 29 appeal will be addressed.
I am not satisfied with the current provisions of Section 28. I plan to revise it in order to provide in law for a Parent and Student Charter. Changing how schools engage with, listen and respond to parent concerns will be an important part of a Charter. Providing parents with the rationale for any decision is important. If schools help parents to understand the basis for a decision parents are more likely to accept the fairness of decisions.
The Teaching Council is the body with statutory authority, under the Teaching Council Act 2001, for the professional regulation of teachers. I intend to amend the Teaching Council Act to strengthen the legislative architecture for the Council's fitness to teach function and Garda vetting.
Part 5 of the Teaching Council Act 2001 makes provision for the Council to conduct inquiries into a teacher's Fitness to Teach. I intend to commence Part 5 later this year. Government approval was given on 10th December for drafting The Teaching Council (Amendment) Bill to provide for a wider range of sanctions such as advice, admonishment and censure, which may be applied by the Council following an inquiry.
Procedures were introduced in 2009 under the Education Act (Section 24) for schools and Education and Training Boards (then VECs), as employers, to address teacher competence issues. Generally speaking it will be necessary for these procedures to be exhausted before investigation by the Teaching Council under Part 5.
Once the relevant sections are commenced, the Council will investigate complaints against teachers through a number of phases, up to and including holding a hearing. The staged process ensures that the investigation is robust and that the rights of all parties, including teachers, to a fair hearing and due process is respected.
This process will also allow for measures to be put in place to support those teachers who need help to bring their professional practice up to the high standards expected as well as for sanctions such as suspension or deregistration should the situation require it.
However, it is important to note that the Council's fitness to teach processes will not replace the procedures that are already in place in schools to deal with issues of professional conduct and competence. Underperformance or misconduct should be dealt with first at school level and these procedures exhausted before any inquiry by the Teaching Council would take place. It would be expected that most cases should conclude at the level of the school.
515. Deputy Thomas P. Broughan asked the Minister for Education and Skills if she will provide in tabular form the choices and uptake of Springboard courses for persons in receipt of one-parent family payments in 2012, 2013, 2014 and to date in 2015. [7944/15]
Amharc ar fhreagraSpringboard provides free, flexible reskilling and upskilling opportunities at higher education level for unemployed and previously self-employed people in areas of emerging skills needs. To be eligible for a place on a Springboard course a person must be unemployed, actively seeking employment, and be in receipt of one of the range of qualifying Social Protection payments, or be signing for credits or be previously self-employed. The tables below provide information on people in receipt of a one-parent family allowance who have engaged with Springboard from 2011 to date, broken down by number of applications, number of enrolments and course choices.
One-Parent Family PQ (20 th Feb 2015)
Table One: One-Parent Family payment recipient applications and enrolments by calendar year
|
Calendar Year |
Applications from people in receipt of One-Parent Family Payment |
Enrolments from people in receipt of One-Parent Family Payment |
|
2011 |
530 |
139 |
|
2012 |
720 |
196 |
|
2013 |
665 |
185 |
|
2014* |
570 |
144 |
|
2015* |
43 |
10 |
|
Overall |
2,528 |
674 |
*Includes applications to full-time Springboard 2014 ICT conversion courses.
Table Two: One-Parent Family payment recipient applications and enrolments by calendar year and course NFQ level
|
NFQ Level |
Level 6 |
Level 7 |
Level 8 |
Level 9 |
Total |
|
Applications 2011 |
122 |
127 |
175 |
106 |
530 |
|
Enrolments 2011 |
37 |
37 |
48 |
17 |
139 |
|
Applications in 2012 |
164 |
187 |
253 |
116 |
720 |
|
Enrolments in 2012 |
52 |
60 |
58 |
26 |
196 |
|
Applications in 2013 |
136 |
142 |
226 |
161 |
665 |
|
Enrolments in 2013 |
41 |
49 |
60 |
35 |
185 |
|
Applications in 2014 |
86 |
157 |
214 |
113 |
570 |
|
Enrolments in 2014 |
29 |
42 |
51 |
22 |
144 |
|
Applications in 2015 |
11 |
10 |
15 |
7 |
43 |
|
Enrolments in 2015 |
5 |
1 |
4 |
0 |
10 |
Table Three: One-Parent Family payment recipient applications and enrolments by calendar year and skills sector
|
Skills Sector |
Apps in 2011 |
Enrols 2011 |
Apps in 2012 |
Enrols in 2012 |
Apps in 2013 |
Enrols in 2013 |
Apps in 2014 |
Enrols in 2014 |
Apps in 2015 |
Enrols in 2015 |
|
Biopharma-Pharmachem |
41 |
10 |
104 |
29 |
10 |
2 |
65 |
21 |
5 |
2 |
|
Construction/Green Economy |
37 |
11 |
24 |
4 |
1 |
1 |
3 |
2 |
0 |
0 |
|
Cross-enterprise/Management/Entrepreneurship |
181 |
51 |
187 |
55 |
175 |
55 |
124 |
29 |
10 |
0 |
|
Food & Beverage |
5 |
0 |
44 |
16 |
0 |
0 |
0 |
0 |
0 |
0 |
|
High-level Manufacturing |
0 |
0 |
8 |
5 |
125 |
35 |
88 |
32 |
7 |
3 |
|
ICT |
171 |
46 |
244 |
54 |
232 |
56 |
182 |
41 |
13 |
4 |
|
International Financial Services |
71 |
15 |
80 |
25 |
61 |
22 |
52 |
10 |
4 |
0 |
|
Medical Devices |
24 |
6 |
26 |
7 |
0 |
0 |
0 |
0 |
0 |
0 |
|
Other |
0 |
0 |
3 |
1 |
16 |
6 |
7 |
1 |
1 |
1 |
|
Skills for Enterprise to Trade Internationally |
0 |
0 |
0 |
0 |
45 |
8 |
49 |
8 |
3 |
0 |
|
Total |
530 |
139 |
720 |
196 |
665 |
185 |
570 |
144 |
43 |
10 |
Table Four: One-Parent Family payment recipient applications and enrolments by calendar year and gender
|
Gender |
Male |
Female |
Total |
|
Applications 2011 |
38 |
492 |
530 |
|
Enrolments 2011 |
10 |
129 |
139 |
|
Applications in 2012 |
57 |
663 |
720 |
|
Enrolments in 2012 |
14 |
182 |
196 |
|
Applications in 2013 |
36 |
629 |
665 |
|
Enrolments in 2013 |
8 |
177 |
185 |
|
Applications in 2014 |
40 |
530 |
570 |
|
Enrolments in 2014 |
9 |
135 |
144 |
|
Applications in 2015 |
2 |
41 |
43 |
|
Enrolments in 2015 |
1 |
9 |
10 |
516. Deputy Brian Stanley asked the Minister for Education and Skills her proposals to limit to five years, retrospective to 2010, experienced advisers on secondment to schools to provide continuing professional development to teachers; and the reason for same. [7672/15]
Amharc ar fhreagraMy Department, through the teacher support services and education centres, engages teachers on a full time basis annually for the provision of continuing professional development (CPD) through secondment from their schools. These secondments are subject to annual review. The arrangements provide flexibility and ensure that the in-service needs of teachers and other support priorities of the school system can be met within the resources available.
Having teachers with relevant and recent teaching experience and expertise is a key requirement for the role. It is a condition therefore that the maximum length of time that a teacher may be on secondment is five years, following which they return to their teaching roles within their schools. In this way, their expertise and knowledge is not lost to the system.
The support services have engaged in succession planning as a key strategy in ensuring continued support for teachers and school leaders in implementing national education policy priorities and CPD and which allows for continuity, quality planning and management.
Therefore there are no plans to change the policy of the five year limit.
517. Deputy Michael McCarthy asked the Minister for Education and Skills if she will provide, in tabular form, the number of teachers and pupils for the school year 2014-15 in certain schools (details supplied) in County Cork. [7718/15]
Amharc ar fhreagraThe number of pupils and teachers in individual schools is provided in the National School Annual Census. Results from the census for the current school year (2014/2015) are being finalised at present. A provisional list of the number of pupils and teachers in each school for 2014/15 will be published on the Department's website in mid March. A list of all schools and their pupil and teacher numbers for 2013/14 are available on my Department's website at the following link http://www.education.ie/en/Publications/Statistics/Data-on-Individual-Schools/Class-Size-2013-2014.xls.
518. Deputy Michael McCarthy asked the Minister for Education and Skills the amount of capital funding invested by her Department in schools (details supplied) in County Cork, since 2008, broken down by school; and if she will make a statement on the matter. [7719/15]
Amharc ar fhreagraThe information sought by the Deputy is being collated and will be forwarded to the Deputy shortly.
519. Deputy Billy Kelleher asked the Minister for Education and Skills the number of pupils in a class in a primary school that is legally considered to be big; if there is such a provision in law; and when an extra teacher is required to be provided to a primary school by her Department. [7724/15]
Amharc ar fhreagraThe criteria used for the allocation of teaching posts is published annually on the Department website. The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing arrangements also include an appeals mechanism for schools to submit an appeal under certain criteria to an independent Appeals Board. The Primary Staffing Appeals Board operates independently of the Minister and the Department and its decision is final. The staffing arrangements for the 2015/2016 school year are set out in Circular 0005/2015 which is available on the Department website.
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 Government's approach to restoring the economy has helped Ireland to return to a position where we are seeing economic growth. It is a continuing improvement in our economic growth over a sustained period that will enable us to move to a point where we can look again at providing for additional teacher resources in schools which could bring about an improvement in PTR, class size and support for classroom teachers.
In the meantime, my Department's focus is on targeting any available resources to cater for the continued increase in student numbers. In this regard, there were a thousand more teachers employed in schools around the country in the last school year, than there was the year before. There will be a further increase of circa 1,300 teachers in the current school year.
520. Deputy Billy Kelleher asked the Minister for Education and Skills the number of pupils in a class in a primary school that entitles the class to a classroom assistant. [7725/15]
Amharc ar fhreagraMy Department does not allocate classroom assistants to schools nor does it have any plans or funding to do so.
The criteria used for the allocation of teaching posts is published annually on the Department website. The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing arrangements also include an appeals mechanism for schools to submit an appeal under certain criteria to an independent Appeals Board. The Primary Staffing Appeals Board operates independently of the Minister and the Department and its decision is final.
The staffing arrangements for the 2015/2016 school year are set out in Circular 0005/2015 which is available on the Department website. These arrangements include detail of the implementation of two new policies which I announced last week i.e., improved retention thresholds for 2nd, 3rd and 4th teacher and also the improved appointment and retention thresholds for isolated one-teacher schools.
The two new policies will provide some improvement to the staffing levels of some of our smallest schools. These improvements particularly recognise the challenges faced by very small schools that are more than 8km from the next nearest school of the same type.
This package of measures will provide rural communities with security about the future of their small schools, recognising the essential social function which small schools can play, especially in isolated communities.
521. Deputy Clare Daly asked the Minister for Education and Skills if she understands her position, and that of her Department, to be the primary regulator of State-supported schools; in consequence of this position, if she would act, if she was presented with prima facie evidence that a school was in breach of its constitutional obligations, or if there was evidence that a school was in breach of its legal obligations. [7733/15]
Amharc ar fhreagraThe Deputy will be aware that my functions as Minister are set out in different pieces of legislation. However, I would refer her to my functions, as set out in Section 7 of the Education Act, 1998.
I can confirm to the Deputy that if I were presented with evidence of a school being in breach of its legal obligations, I would take steps to have the matter dealt with by the appropriate authority.
Given the hypothetical nature of the Deputy's question and the wide range of possible scenarios it could cover, I cannot be any more specific in my reply. If the Deputy wishes to provide me with specific details of the issue to which she is referring, I would be happy to consider the matter further.
522. Deputy Terence Flanagan asked the Minister for Education and Skills the steps she is taking to increase awareness of young carers in the education system, so as to ensure that young persons who are under pressure, with caring responsibilities at home, are fully identified, and supported in school; and if she will make a statement on the matter. [7816/15]
Amharc ar fhreagraI can inform the deputy that my Department promotes no process specifically targeted at this group of students but adopts a holistic and integrated approach to supporting the work of schools in promoting positive mental health and to identifying and supporting those with a broad range of problems, be they behavioural, emotional or social.
The processes span the curriculum in schools, whole-school ethos, quality of teaching, learning and assessment, student support and pastoral care and the provision of professional development for teachers. It also involves other supports such as educational psychological services and guidance and counselling services, and the interface with other agencies, both nationally and locally. Schools also engage in a wide range of sport and cultural co-curricular activities which provide an important opportunity for students to experience success and personal growth.
Social Personal and Health Education (SPHE) is a mandatory part of the curriculum in primary schools and in junior cycle since 2003 and is designed to promote positive mental health. It is supported by comprehensive teacher guidelines and curriculum support services which provide training and advice for schools and a resource directory. The Department has also issued guidelines to schools on the development of whole-school policies in the areas such as anti-bullying, relationship and sexuality education, substance misuse, managing critical incidents, whole-school guidance planning etc. which are also important in promoting positive mental health.
I can also inform the Deputy that my Department produced and distributed for second level schools in 2013 the Well-being in Post-Primary Schools: Guidelines for Mental Health Promotion and Suicide Prevention and I with my colleague, Minister Kathleen Lynch launched in January of this year the Well-being in Primary Schools – Guidelines for Mental Health Promotion.
The guidelines were developed, following a process of wide consultation, by a working group with representation from Teacher Education Section/Inspectorate, SPHE Support Service, National Psychological Service (NEPS), Department of Health and the Health Service Executive/National Office for Suicide Prevention (NOSP).
The Guidelines are for all members of the school community, boards of management and in-school management teams who play a central leadership role in mental health promotion. They will also be useful for parents' associations, student councils, health and other personnel who are seeking an understanding of how to work in and with schools. The Guidelines provide practical guidance on how schools can promote mental health and well-being and school connectedness in an integrated way. The Guidelines also provide evidence-based advice on how to support young people who may be at risk. Information is also provided relating to accessing support from external agencies and support services.
The key to successful implementation of these Guidelines lies in taking a coordinated whole-school approach. This involves building and integrating school self-evaluation processes, implementing the Social, Personal and Health Education (SPHE) curriculum, developing the whole-school guidance plan, adopting the National Educational Psychological Service (NEPS) continuum of support, and building effective inter-agency relationships.
The key strategic actions for positive mental health promotion that school personnel can undertake to promote well-being in post-primary schools are :
- Developing and maintaining a safe and caring environment within the school where a sense of belonging and connectedness is fostered
- Building positive teacher-student and student-student relationships to promote participation, social interaction and pro-social behaviour
- Actively involving young people and their parents/guardians in developing and implementing school policies to support mental health and health promotion
- Adopting a whole-school approach to health promotion, where health is promoted by all and not just a few members of staff
- Supporting and implementing a well-planned, consistent and integrated SPHE/RSE curriculum to enable young people enhance their coping, resilience, communication, conflict resolution, and problem-solving skills
- Developing a whole-school systems and structures to support the early identification of young people experiencing social, emotional, behavioural or learning difficulties
- Actively involving, supporting and encouraging young people's participation in extra-curricular activities
- Fostering a whole-school ethos that accepts and values diversity within the student and staff population
- Providing easy access to information for students and staff on supports available to them within the school and wider community
- Facilitating access to continuing professional development for school staff on the promotion of the mental health and well-being of young people. I hope this clarifies the issue for the Deputy.
