Written Answers Nos. 457-72
457. Deputy Dara Calleary asked the Minister for Foreign Affairs and Trade the way a death certificate may be obtained for an Irish person who was resident and passed away in New York but who had no family in the US. [10386/15]
Amharc ar fhreagraFirstly, let me offer my condolences to the family of the Irish citizen who died in New York.
Officials at the Consulate General in New York have advised that the process for obtaining a death certificate depends on whether the person died in New York City or elsewhere in New York state.
In the case of deaths in New York City, full details of how to obtain a death certificate are available on the website of the New York City Department of Health and Mental Hygiene at http://www.nyc.gov/html/doh/html/services/vr-death-general.shtml.
In the case of citizens who die elsewhere in New York State, a death certificate can be obtained from the New York State Department of Health. Full details are available on the New York State Department of Health website at https://www.health.ny.gov/vital_records/death.htm.
Alternatively, I am informed that there is at least one private company authorised by the State/City of New York, who will process an application for a death certificate online and send the certificate overseas. Further details for such services are also available online.
458. Deputy Jerry Buttimer asked the Minister for Foreign Affairs and Trade the funding provided by Irish Aid to India in 2013 and 2014; and if he will make a statement on the matter. [10395/15]
Amharc ar fhreagraIndia is not a key partner country for the Government’s aid programme. However, through Irish Aid, we provided a total of €5,746,879 for development work with poor communities in India in 2013 and 2014. Some €2,852,334 was provided in 2013 and €2,894,545 in 2014, through Non-Governmental Organisations.
Over the two years, Irish Aid provided €1.6 million in funding to Trócaire to support its work to increase the capacities of marginalised households, particularly women, to secure land rights, food security and increased income in southern Odisha. €1.2 million was provided to Goal to support its work in health, livelihoods and child empowerment and protection in West Bengal.
Over 2013 and 2014, Irish Aid provided €2,155,074 for missionaries working in India for development projects in education, human rights, agriculture and health.
Irish Aid also provided a total of €488,615 to a number of smaller NGOs for projects on education, human rights, health, and agriculture in India. These include the Hope Foundation, Anti-Slavery International, Global Schoolroom, and the Edith Wilkins Street Children Foundation for projects in education, human rights and health.
In addition, over the two years 2013 and 2014, Irish Aid funding of some €300,000 was provided directly by the Embassy of Ireland in India for local non-governmental organisations’ projects in agriculture, education, human rights, gender, nutrition and health.
459. Deputy Jerry Buttimer asked the Minister for Foreign Affairs and Trade if consideration is provided to Government expenditure on military, and space exploration, technology, when allocating funding provided through Irish Aid; and if he will make a statement on the matter. [10396/15]
Amharc ar fhreagraIrish Aid, the Government’s official aid programme, which is managed by my Department, works on behalf of the Irish people to address poverty and hunger in some of the poorest countries in the world. The Government’s policy on International Development, ‘One World, One Future’ published in 2013 clearly articulates our vision for a sustainable and just world and the priority areas of focus for the Irish Aid programme. The programme remains firmly focused on the reduction of poverty and hunger, on promoting sustainable and inclusive economic growth in our partner countries in Africa, and on strengthening governance and accountability so that citizens can realise their rights.
We have ensured that all expenditure under the aid programme is in line with the guidelines developed by international donors at the Organisation for Economic Cooperation and Development (OECD) on what can be classified as Official Development Assistance (ODA). These guidelines are essential in ensuring that aid is directed effectively at the eradication of poverty and hunger in the world. We do not provide support to areas such as military or space exploration under the aid programme. Such support would not fall under the objectives of the Irish Aid programme, and it would not be classified as ODA.
In taking decisions on the allocation of funding across the Irish Aid programme, we take account of a range of criteria, including the potential impact on poverty and hunger, alignment with our development policy priorities, assessment of risk and where Ireland can have most influence.
Ireland was commended last year in the peer review of our aid programme by the OECD Development Assistance Committee, which recognised that our “Official Development Assistance allocations provide an excellent reflection of Ireland’s policy priorities to fight hunger and poverty for vulnerable people, as well as its commitment to the Millennium Development Goals and the least developed countries.”
461. Deputy Billy Timmins asked the Minister for Foreign Affairs and Trade his views on a matter (details supplied) regarding international negotiations; and if he will make a statement on the matter. [10480/15]
Amharc ar fhreagraThe purpose of the Third Financing for Development Conference in Addis Ababa in July is to agree the financing framework for the post-2015 agenda on sustainable development.
Ireland is currently co-facilitating the negotiations at the United Nations on the new framework for international development to replace the Millennium Development Goals (MDGs) after 2015. It is hoped that the new development agenda will be adopted at the Summit planned for New York in September. At the heart of this new global sustainable development framework will be a set of Sustainable Development Goals (SDGs) which will complete the work of the MDGs in eradicating extreme poverty but which will put sustainable development at the core. The objective is that the SDGs will be universal in nature and address development challenges through social, environmental and economic actions in low, middle and high-income countries alike. They will address a wide range of areas including food and nutrition, water and sanitation, climate and biodiversity, production and consumption, trade and global governance structures, peace and governance, employment and economic growth, urbanisation and energy.
The Addis Conference therefore will seek to identify and unlock all the various financing sources, including, but not exclusively, aid, to implement the new SDGs. Its aim is to establish a durable and sustainable financial framework that will provide long-term support for the SDGs.
The Conference, will acknowledging the continuing importance of Official Development Aid (ODA) in contributing to sustainable development, and will aim for a more ambitious, broader and innovative approach to financing for development. It will examine the role of Middle Income Countries, and ways of mobilising domestic tax revenues, a rapidly-growing source of stable development finance. It will identify ways of creating an enabling environment to support private sector growth, both domestic and international, that is inclusive and sustainable. The potential for ODA to act as a catalytic agent for other innovative finance and investment will also be explored. Ultimately, this transformative agenda aims to form a global partnership to eradicate poverty and support sustainable development.
Ireland is actively engaged in these negotiations and is working closely at all levels with EU partners to agree a common EU position on the range of issues to be addressed at the Finance for Development Conference.
We believe the commitment to provide 0.7% of GNP for ODA remains extremely important. It is regarded as such by the developing countries which will participate in the Addis conference. Since coming to office in 2011, the Government’s aim has been to protect, as far as possible, allocations to for Ireland’s aid programme. Despite the very difficult economic circumstances we faced over this period, we have successfully managed to stabilise these allocations. For 2015, we have again protected the overall allocations to the aid programme, and have provided a total of just over €600 million for ODA. Significantly, this represents a small increase on the 2014 level. 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.
The OECD Development Assistance Committee’s peer review of Ireland, published last December, clearly recognises and commends our efforts to protect and stabilise the allocation for the aid programme, and describes as “exemplary” Ireland’s approach in managing the aid budget during the economic crisis. The most recent statistics published by the OECD, for 2013, place Ireland’s ODA at 0.46% of GNP. I believe this provides us with a strong and credible basis for the negotiations in Addis and on the post-2015 development framework.
462. Deputy Brendan Griffin asked the Minister for Education and Skills if a school (details supplied) in County Kerry will be able to appeal the loss of teachers; and if the projected enrolment for September 2015 will be sufficient to retain these posts for the 2015-16 academic year. [9884/15]
Amharc ar fhreagraThe criteria used for the allocation of teaching posts are 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.
463. Deputy Clare Daly asked the Minister for Education and Skills the reason it is taking over a year to assign an applications adviser for the processing of Caranua cases (details supplied). [9887/15]
Amharc ar fhreagraCaranua, the Residential Institutions Statutory Fund Board, is an independent statutory body established pursuant to the Residential Institutions Statutory Fund Act 2012 to oversee the use of the cash contributions of up to €110 million, pledged by the religious congregations, to support the needs of survivors of institutional child abuse. The processing of individual applications is a matter for Caranua itself and my officials have requested Caranua to examine this matter and to reply to the Deputy as soon as possible.
464. Deputy Michelle Mulherin asked the Minister for Education and Skills if she will prioritise State supports to ensure the provision of apprenticeships for electricians, plumbers, bricklayers and other tradesmen in the construction sector where it is not financially viable for qualified tradespeople to take on apprentices and where there is a considerable shortage of newly qualified workers; and if she will make a statement on the matter. [9898/15]
Amharc ar fhreagraEngagement with the Construction Industry Federation (CIF) is ongoing between officials in my Department and a number of other Government Departments and Agencies to discuss the challenges raised by the CIF in relation to apprentices in the Construction Sector, particularly in the so-called 'wet trades'.
My Department and SOLAS are committed to meeting the off the job training costs arising from apprenticeship registrations, particularly in relation to the construction sector. Following a number of years of decline, the number of apprenticeship registrations in the 27 existing apprenticeship trades is on an upward curve as the employment and economic situation improves. 2014 registrations were up 40% on 2013.
465. Deputy Éamon Ó Cuív asked the Minister for Education and Skills the progress made in recent discussions with Down Syndrome Ireland regarding the provision of resource support in primary schools for children with Down syndrome; when a decision will be made on its submission; and if she will make a statement on the matter. [9942/15]
Amharc ar fhreagraI wish to advise the Deputy that under the existing allocation system, all pupils with Down syndrome, including pupils with mild general learning difficulties, are entitled to receive additional teaching support.
Support is provided from a school's General Allocation Model (GAM) hours, or from an allocation of additional resource teacher hours allocated to schools by the NCSE.
In the current school year my Department has allocated approximately 4950 learning support/resource teachers through general allocation, while the NCSE has allocated over 6200 resource teachers.
I am aware, however, that some parents, and Down's syndrome representative organisations, have concerns that the existing system does not give them certainty as to the support that their children will receive under the GAM, as these hours are distributed locally by schools.
I recently met with Down Syndrome Ireland, and some parents of children with Down syndrome to discuss their concerns in this regard.
I will consider and review the issues which have been raised and will keep the House informed of my developing views on this matter.
466. Deputy Sean Fleming asked the Minister for Education and Skills when an autism spectrum disorder early intervention unit will be provided to a school (details supplied) in County Laois; and if she will make a statement on the matter. [9961/15]
Amharc ar fhreagra469. Deputy Sean Fleming asked the Minister for Education and Skills when an application for an autism spectrum disorder early intervention unit will be approved in respect of a school (details supplied) in County Laois; and if she will make a statement on the matter. [10041/15]
Amharc ar fhreagraI propose to take Questions Nos. 466 and 469 together.
I wish to advise the Deputy that the National Council for Special Education (NCSE) is responsible for approving special classes/units. In that regard, I understand that the school in question has consulted with the NCSE and it is currently reviewing special needs provision in schools in the area concerned.
Should the NCSE approve additional special needs provision in the school referred to by the Deputy, it would be open to the school to submit an application for additional accommodation should this be required.
467. Deputy Aengus Ó Snodaigh asked the Minister for Education and Skills her views on purchasing school property (details supplied) in Dublin 12 when it goes up for sale shortly. [10003/15]
Amharc ar fhreagraWhile my Department has no plans at the moment to acquire the school in question, it is currently engaged in a nationwide demographic exercise to determine where additional post-primary school accommodation may be needed from 2016 onwards. The area where the school is located is included in this review. When this exercise has been completed, arrangements will be made to make additional accommodation available where it is needed.
Should a new school be required for the area in question, the model of provision will be determined by an open patronage determination process overseen by the New Schools Establishment Group.
In the meantime, I understand that the school in question is closing on a phased basis. In this regard, it did not enrol first year students for the 2014/15 school year. I also understand that the school will remain open so that the current cohort of junior and senior cycle pupils can finish their programmes. The school authority has informed my Department that it is assisting parents in securing alternative placements for the remaining pupils to ensure a smooth transition for these pupils to another school.
The Deputy may wish to know that the area concerned has 9 post-primary schools and there is spare capacity in a number of these schools at the moment.
468. Deputy Caoimhghín Ó Caoláin asked the Minister for Education and Skills the details of application to be included on a panel for special needs assistants; the way a person may apply to become a full-time special needs assessment; and if a position on a panel is a prerequisite. [10009/15]
Amharc ar fhreagraA set of proposals for a public service agreement were put forward by the Labour Relations Commission which now form the Public Service Stability Agreement 2013-2016 (the Haddington Road Agreement). One aspect of this Agreement relates to supplementary assignment arrangements for Special Needs Assistants (SNAs) and as both Unions that represent SNAs namely, SIPTU and IMPACT, have signed up to the Haddington Road Agreement, my Department has implemented supplementary assignment arrangements for SNAs.
The first part of the LRC proposals for supplementary assignment arrangements for SNAs outlines that the supplementary assignment arrangements only apply to current SNAs who are notified that they are to be made redundant. Accordingly, the purpose of these arrangements is to facilitate eligible SNAs who are being made redundant by one employer in filling SNA vacancies that may become available in another school/ETB.
With effect from 1 May 2013 once an SNA with a minimum of one year's service (Service in a substitute capacity i.e. covering for maternity leave, sick leave, career breaks, job-sharing etc. does not count) is notified by his/her employer that s/he is to be made redundant then s/he shall be deemed to be a member of a supplementary assignment panel for SNAs.
With the exception of SNAs who have been re-employed on permanent contracts or have chosen to opt out of the panel in accordance with the terms of Paragraph 6 of the circular, all SNAs who have been made redundant since 1 May 2013 are members of the SNA Supplementary Assignment Panel.
The detailed supplementary assignment arrangements for Special Needs Assistants (SNAs) for the 2014/2015 school year are set out in Departmental Circular 0044/2014 which issued on 12 May 2014 and which is available on the Department's website at the following address: http://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0044_2014.pdf.
It should be noted that this does not prevent any person, including SNAs who were employed prior to 1 May 2013, from applying for SNA vacancies but employers are obliged to give precedence to applicants who are members of the SNA Supplementary Assignment Panel.
When an employer has a vacancy to fill, they must undertake the recruitment process in accordance with the provisions outlined in paragraphs 12-18 of Circular 44/2014.
Finally, my Department has set up a dedicated e-mail address to deal with all queries in relation to the SNA Supplementary Assignment Panel and any queries in respect of the operation of the Panel can be directed to this dedicated e-mail address: snasupplementpanel@education.gov.ie.
470. Deputy Anthony Lawlor asked the Minister for Education and Skills the steps her Department is taking to address the significant shortage of post-primary school places for children with autism in north west Kildare for September 2015; her views that transporting children upward of 50 km for suitable post-primary school places is unacceptable for children on the autism spectrum; the plans in place to adequately provide for the significant number of children who will progress from primary school autism units in north-west Kildare to post-primary level beyond September 2015; and if she will make a statement on the matter. [10110/15]
Amharc ar fhreagraThe Deputy will be aware that this Government is committed to ensuring that all children with Special Educational Needs, including those with autism, can have access to an education appropriate to their needs, preferably in school settings through the primary and post primary school network.
Such placements facilitate access to individualised education programmes which may draw from a range of appropriate educational interventions, delivered by fully qualified professional teachers, with the support of special needs assistants and the appropriate school curriculum.
Young people with autism transitioning from primary school placements have a number of alternative options including mainstream placement in post primary school with support, placement in a special class in a mainstream school or placement in a special class in a special school.
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 students with Special Educational Needs, including Autism. It is also the role of the NCSE to make appropriate arrangements to establish special classes in schools in various geographical areas as required.
SENOs engage with schools annually in order to plan for, and to open, new special classes each year in order to ensure there are sufficient special class placements available at primary and post primary school level to meet demand in a given area.
For young people with autism who continue to require special provision in a post-primary school there are special classes established across the area referred to by the Deputy. There is also special provision in bordering areas.
The NCSE has advised that special classes are established where possible to avoid long commutes for children and to try to keep children within their community. However, not all schools are in a position to establish such provision at a particular point in time. SENOs, on behalf of the NCSE, are actively engaging with schools to establish additional provision where needed. This includes classes at post primary level for pupils with autism based on current and predicted demand.
The NCSE is currently considering applications by schools to establish new special classes for the coming 2015/16 school year. The NCSE has advised that there are additional classes planned to commence in September 2015 in the area referred to by the Deputy.
471. Deputy Michael McCarthy asked the Minister for Education and Skills if she will insist on the teaching posts being maintained at a school (details supplied) in County Cork, in view of the fact that the number of pupils is set to increase in September 2015; and if she will make a statement on the matter. [10132/15]
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 first meeting of the Primary Staffing Appeals Board will be held later this month. Schools which have submitted an appeal will be informed of the decision of the Board by the end of March, 2015.
The Primary Staffing Appeals Board operates independently of 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.
472. Deputy Gerry Adams asked the Minister for Education and Skills if she will confirm that the delivery of phase 4 and phase 6 apprentice training will be retained in Dundalk Institute of Technology, County Louth; if she will appoint a Teachers Union of Ireland representative to the Apprenticeship Council; if departmental resources have been allocated to develop apprenticeship training to deliver master craftsmen level 7 programmes; if she will address the lack of clarity at present around the future provision of apprenticeship training; and if she will make a statement on the matter. [10135/15]
Amharc ar fhreagraI understand that in any particular academic year SOLAS advises the Higher Education Authority (HEA) of the requirement for Phase 4 and 6 apprenticeship training provision. The HEA then apportions this requirement to the relevant Institutes of Technology. Currently eleven Institutes of Technology provide the capacity to deliver Phase 4 and Phase 6 apprenticeship training.
SOLAS is currently reviewing the capacity requirements for the 2015/16 academic year and is scheduled to meet the HEA shortly regarding the 2015/16 academic year requirements. They expect that there will be an increase in the overall provision requirements for both Phase 4 and Phase 6.
With regard to the membership of the Apprenticeship Council, it was considered by the Minister for Education and Skills, Jan O'Sullivan, that, as it was necessary to have a broad range of trade unions represented. It was deemed appropriate to request ICTU to nominate two representatives for appointment to the Council. They have since done so and membership of the Council has been finalised.
One of the first tasks of the Council was to issue a call for proposals from consortia of enterprise sectors and education and training providers for the development of new apprenticeships. This call was issued in January and is open until the end of March 2015. The Apprenticeship Council also held an information day recently for relevant stakeholders in order to clarify any issues associated with the call for proposals. In addition to their central role in relation to existing apprenticeships, it is hoped that Institutes of Technology will engage in the call for proposals process and participate strongly in the development and delivery of new apprenticeships.
The Apprenticeship Implementation Plan which was published last year sets out a clear roadmap for the planned actions to be implemented as part of the review of the apprenticeship system, which includes the establishment of the Apprenticeship Council, the review of existing apprenticeship curricula, the call for proposals, the development of new apprenticeships and the institution of overall governance arrangements for apprenticeship in Ireland.
