Written Answers Nos. 936-955
936. Deputy Finian McGrath asked the Minister for Education and Skills if she will provide support to a school (details supplied) in Dublin 9 in 2015-16; and if she will make a statement on the matter. [21380/15]
Amharc ar fhreagraThe school to which the Deputy refers is a recognised national school and attracts funding from my Department in the same way as all other national schools.
All recognised national schools running costs are met by my Departments schemes of capitation and ancillary service grants. Schools receive capitation funding in January and June, and the ancillary services grant in March.
The amount paid to an individual national school by way of capitation and ancillary services grants is determined by the school's enrolment, subject to a minimum grant in respect of schools with enrolments up to 60 and a maximum grant in the case of schools of 500 or more.
The Deputy may wish to note that Circular 40/2009 clarifies issues relating to the allocation of funding for primary schools. The circular states that capitation funding provided for general running costs and funding provided for caretaking and secretarial services may be regarded as a common grant from which the Board of Management can allocate according to its own priorities.
The last Budget included an increase in spending on education for the first time in recent years, amounting to additional funding of €60m during 2015. That increase has provided funding for 1,700 additional teachers and SNAs to be recruited for our schools, as well as funding important reforms. However, it was not possible to secure the funding which would be required to also increase the rates of capitation paid to our schools.
I am determined that education will be prioritised for further investment in future years, and I believe that increasing the staffing and funding of our schools should be priorities for such investment.
937. Deputy Finian McGrath asked the Minister for Education and Skills the position regarding school enrolment for students based in a catchment area (details supplied) in Dublin 3; and if she will make a statement on the matter. [21381/15]
Amharc ar fhreagraIt is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998. The enrolment policy must be non-discriminatory and must be applied fairly in respect of all applicants.
This Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area. Parents can choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available a selection process may be necessary.
This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
Section 29 of the Education Act, 1998 provides for an appeal by a parent or guardian to the Secretary General of my Department, or in the case of an Educational Training Board (ETB) school to the ETB in the first instance, where a Board of Management of a school, or a person acting on behalf of the Board, refuses to enrol a student in a school, expels a student or suspends a student for 20 or more days in any school year.
The Educational Welfare Service of the Child and Family Agency (EWS) is the statutory agency which can assist parents who are experiencing difficulty in securing a school place for their child. The EWS can be contacted at 01-8738700.
I published the Education (Admission to Schools) Bill in early April. The Bill is on the Government's legislative programme for enactment in this session.
The Bill provides an over-arching framework to ensure that how schools decide on who is enrolled and who is refused a place in schools is more structured, fair and transparent.
938. Deputy Frank Feighan asked the Minister for Education and Skills when funding will be released for a new school (details supplied) in County Roscommon following the announcement that it will be included in the 2015 schools building programme; when construction on the school is likely to start; when the first tranche of funding will be drawn down; and if she will make a statement on the matter. [21388/15]
Amharc ar fhreagraThe major building project for the school referred to by the Deputy, is currently completing the advanced stage of Architectural Planning, Stage 2b – Detailed Design, which includes the applications for Planning Permission, Fire Cert and Disability Access Cert and the preparation of Tender Documents. All relevant statutory approvals have been obtained.
The Stage 2b submission was recently received in the Department. However, some elements of the stage submission were omitted and the Department has requested the Design Team to submit the outstanding documentation.
Once all documentation is submitted, the Department will carry out its review and subject to no further issues arising the project will be authorised to progress to tender and construction.
The first payments for the Contractor will be drawn down shortly after construction commences.
939. Deputy Micheál Martin asked the Minister for Education and Skills her views on the findings of a new survey of guidance counsellors (details supplied) which found that 69% of respondents in the free education scheme reported a decrease in guidance hours in 2012-13 compared to 44% in the fee-charging sector and that the cuts to guidance counselling services are affecting students with the greatest need for the service; and the measures she plans to take to reverse the deterioration of guidance counselling services in schools. [21422/15]
Amharc ar fhreagraI am aware of the research referred to by the Deputy.The research is based on a survey of guidance counsellors and one to one telephone interviews with a small number of them. While the research is useful it is important to note that the survey did not include a school management perspective or encompass the role of other teachers in schools given that guidance provision is a whole school activity.
Since September 2012 at post primary level guidance provision is now being organised by school management from within the staffing schedule allocation. Guidance is a whole school activity and schools have autonomy on how best to prioritise their available resources to meet the requirements in relation to guidance and the provision of an appropriate range of subjects to students. This operates at local school level. The Department helped shelter the impact for DEIS post-primary schools by improving their standard staffing allocations.
Guidance counsellors have two distinct functions. The first is general career guidance and guidance on the educational opportunities a child or young person might pursue, while the second involves support for students' well-being. The principal and leadership of a school have the best knowledge and experience to determine how exactly guidance resources and teaching resources should be allocated.
I have no plans to return to a situation where there would be a separate allocation for guidance in schools. If economic recovery continues I hope the Government will be in a position to improve the standard staffing allocation to schools. However, I believe that it is desirable to give schools discretion on how to use those increased resources.
The representative organisations for School Principals and school management developed a framework that assists schools on how best to manage the provision of guidance from within their staffing allocation. This approach puts a greater emphasis on group-work and class-based activity at senior cycle and maximises the amount of time available for those pupils that need one to one support.
There are also a range of other supports available to promote and support the wellbeing of students. NEPS psychologists are available to offer their advice and support to schools in establishing and developing School Support Teams. The extension of the NEPS service to all mainstream schools since September 2013 also puts it in a good position to provide advice to the Teams in regard to students with particular difficulties and on onward referral or liaison with other community based services that also have a role in providing service to schools. Student Support Teams in Post-Primary Schools (DES 2014) is a NEPS booklet to promote the well-being of pupils in post-primary schools.
Wellbeing Guidelines for Post-Primary and more recently for Primary Schools have been produced by my Department in conjunction with the Department of Health and the Health Service Executive. The guidelines are informed by consultation with key Education and Health partners and by the findings of current research. They provide practical guidance to schools on how they can promote mental health and well-being in an integrated school-wide way and they also provide evidence-based advice on how to support young people who may be at risk of suicidal behaviour.
The Guidelines build on the significant work already taking place in schools, including through the Social, Personal and Health Education (SPHE) curriculum, the whole-school guidance plan, the National Educational Psychological Service (NEPS) continuum of support model and the HSE, Health Promoting Schools Process. Information is also provided on how to access support from the SPHE Support Service and other external agencies and support services.
It should also be noted that the proposals on the reform of the junior cycle envisage a new subject on "wellbeing" being studied by all pupils.
940. Deputy Pearse Doherty asked the Minister for Education and Skills the reason for the exclusion of a school (details supplied) in County Donegal from the Delivering Equality of Opportunity in Schools, DEIS, programme; if she is aware of the school's urgent need for additional supports; her plans to allow the school to participate in the DEIS programme; and if she will make a statement on the matter. [21445/15]
Amharc ar fhreagraFollowing an independent identification process in 2005, and a subsequent appeal process in 2006, the school to which the Deputy refers was not deemed to meet the criteria for inclusion in the DEIS (Delivering Equality of Opportunity in Schools) Programme.
As the Deputy may be aware, I have recently announced a process for the review of DEIS which will include the development of a new identification process for schools during the next school year. While this process is underway, I do not propose to make any changes to current policy regarding the inclusion of additional schools in the DEIS Programme.
941. Deputy Dominic Hannigan asked the Minister for Education and Skills when a pilot study will examine resource hours' allocation for children with Down's syndrome; when the changes from the pilot study will be implemented across the board; and if she will make a statement on the matter. [21450/15]
Amharc ar fhreagraI wish to advise the Deputy that, as outlined in my announcement of 21st May, approximately 50 schools, both Primary and Post Primary, are being invited to participate, on a voluntary basis, in the pilot of a new resource allocation model for schools, which will commence in September 2015.
The pilot will test the utilisation of resources by schools and the distribution and management of those resources by schools to support all pupils with learning needs in schools, taking into account their level of need, regardless of any particular disability diagnosis, as envisaged by the NCSE Working Group Report.
The Deputy will be aware that I also recently separately announced that additional resources will be allocated to schools, as an interim measure, to support those children with Down syndrome, who are not already supported through the (NCSE) low incidence resource teaching annual allocation process.
Under the interim measure, schools will receive 2.5 resource teacher hours per week for each qualifying child.
This will apply in all schools, not just in schools which are participating in the pilot project.
It is a specific allocation which will assist schools to support pupils with Down syndrome who do not currently qualify for Low Incidence resource teaching hours, pending the introduction of the new allocation model.
Once the Pilot project has been evaluated, it is my intention to further consult with Education Partners and Stakeholders regarding the timeframe for the implementation of the new allocation model for all schools.
I can confirm, however, that the interim allocations for children with Down syndrome, as set out above, will remain in place until such time as the proposed new model for allocating teaching supports to children with special education needs comes into force.
942. Deputy Dominic Hannigan asked the Minister for Education and Skills if Down's syndrome will become a listed condition under the National Council for Special Education in order that children do not need to be assessed every year; and if she will make a statement on the matter. [21451/15]
Amharc ar fhreagraThe Deputy will be aware that I recently announced that additional resources will be allocated to schools, as an interim measure, to support those children with Down syndrome, who are not already supported through the (NCSE) low incidence resource teaching annual allocation process.
All children with Down syndrome had previously been entitled to receive additional teaching support either through the General Allocation systems, if the child had mild general learning difficulties, or if they had an additional low incidence disability, as set out in my Departments Circular 02/05, through an additional allocation to schools by the National Council for Special Education (NCSE).
I advised that this measure was being introduced in recognition of the length of time it will take to introduce the new resource teacher allocation model and the fact that children with Down syndrome experience a cluster of difficulties relating to this syndrome, in addition to general learning difficulties, including speech and language developmental delays.
Under the interim measure, schools will receive 2.5 resource teacher hours per week for each qualifying child.
This new allocation means there will now be certainty regarding the provision which will be made for children with Down syndrome with a Mild General Learning Difficulty.
However, this new allocation does not constitute a new category of Low Incidence resource teaching hours. Rather it is a specific allocation which will assist schools to support pupils with Down syndrome who do not currently qualify for Low Incidence resource teaching hours, pending the introduction of the new allocation model.
943. Deputy Brendan Griffin asked the Minister for Education and Skills if eligibility for Delivering Equality of Opportunity in Schools status will be reviewed for schools currently not covered (details supplied); and if she will make a statement on the matter. [21494/15]
Amharc ar fhreagraSchools were selected for participation in DEIS based on an independent identification process in 2005 and a subsequent Appeals process in 2006. As the Deputy may be aware, I have recently announced a process for the review of DEIS, which will include the development over the course of the next school year of a new identification process for all schools, including those mentioned by the Deputy.
The outcome of this process will form part of an overall proposal for the delivery of future interventions to tackle educational disadvantage, including DEIS.
944. Deputy Patrick O'Donovan asked the Minister for Education and Skills her Department's position on correspondence which it received from a school (details supplied) in County Wicklow regarding the need for assistance to purchase a nearby building to facilitate expansion; and if she will make a statement on the matter. [21502/15]
Amharc ar fhreagraI wish to advise the Deputy that my Department has confirmed that it is not in a position to purchase the property in question. The Department explained to the correspondent that it is already heavily committed financially to delivering a significant number of school projects in the area in question in County Wicklow. This includes a new primary school due to open next September, which will meet the demographic need for primary school provision in the area.
Due to competing demands on my Department's capital budget, imposed by the need to prioritise funding available for the provision of essential classroom accommodation to meet demographic requirements, my Department is, therefore, not in a position to provide the funding sought.
For the Deputy's information, since 2010, the Department has granted in excess of €989,000 to the school in question to provide improved accommodation.
945. Deputy Michael Creed asked the Minister for Education and Skills the way a qualified primary school teacher with five years' experience may access panel rights to secure a permanent position; and if she will make a statement on the matter. [21504/15]
Amharc ar fhreagraThe core function of the redeployment arrangements is to facilitate the redeployment of all surplus permanent teachers to other schools that have vacancies. Thereafter, schools are required under the panel arrangements to fill permanent vacancies from supplementary panels comprised of eligible fixed-term (temporary/substitute) and part-time teachers.
Arrangements for panel access for fixed-term (temporary), substitute and part-time teachers to the Supplementary Redeployment Panel for the 2015/16 school year are set out in Circular 0072/2014 which is available on the Department website. Applicants must meet all of the published criteria in order to gain access to the Supplementary Redeployment Panel. The application process for the coming school year is now complete.
Arrangements for access to the Supplementary Panel for the 2016/17 school year will be published on the Department website later this year.
946. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais agus Scileanna cé na bearta atá á ndéanamh ag a Roinn chun an pobal a chur ar an eolas faoi na seirbhísí i nGaeilge atá ar fáil ón Roinn agus ó na heagraíochtaí atá faoi choimirce na Roinne; agus an ndéanfaidh sí ráiteas ina thaobh. [21520/15]
Amharc ar fhreagraTá mo Roinn tiomanta do chinntiú go gcuireann sí an tseirbhís is fearr ar fáil agus is féidir, sa dá theanga oifigiúla, don phobal i gcoitinne. Tugann Scéim Ghaeilge mo Roinne 2013-2016, atá foilsithe ar shuíomh gréasáin na Roinne anseo, eolas faoi na seirbhísí atá ar fáil as Gaeilge faoi láthair agus ainmníonn sí na réimsí atá le feabhsú amach anseo. Ina measc sin tá: córais a thabhairt isteach agus a fheabhsú d'fhonn a chinntiú go gcuirtear leaganacha Gaeilge ar fáil d'fhoilseacháin áiríthe de chuid na Roinne agus d'fhonn bailiú sonraí ó scoileanna agus ón bpobal as Gaeilge a éascú; méadú ar líon an ábhair as Gaeilge ar shuíomh gréasáin na Roinne agus cur leis an gcumas laistigh den Roinn chun seirbhísí a sholáthar as Gaeilge i gcoitinne trí dheiseanna oiliúna agus forbartha.
Tugadh roinnt bearta isteach chun feabhas a chur ar na seirbhísí a chuireann Seirbhís Náisiúnta Síceolaíochta Oideachais (SNSO) agus Cigireacht na Roinne ar fáil as Gaeilge do scoileanna Gaeltachta agus do Ghaelscoileanna, lena n-áirítear oiliúint spriocdhírithe na Gaeilge a sholáthar, acmhainní a aistriú go Gaeilge agus polasaí earcaíochta a chur i bhfeidhm chun cuidiú le leanúint de sholáthar seirbhísí as Gaeilge.
Mar chuid dá cur i bhfeidhm leanúnach ar an Straitéis 20 Bliain don Ghaeilge, tá réimse de bhearta tacaíochta curtha ar bun ag mo Roinn maidir le curaclam, measúnú agus oideachas múinteoirí. Áiríodh leis an obair seo athbhreithniú ag an gCigireacht ar oideachas na Gaeltachta d'fhonn a polasaí a shoiléiriú maidir leis an oideachas i scoileanna Gaeltachta.
Maidir le heagraíochtaí faoi scáth mo Roinne is faoi gach gníomhaireacht atá sé an t-eolas a sholáthar agus ní thiomsaítear go lárnach é. Má tá suim ag an Teachta i ngníomhaireacht ar leith, iarrfaidh oifigigh i mo Roinn ar an ngníomhaireacht atá i gceist an t-eolas ábhartha a sholáthar sa mhéid agus is féidir.
947. Deputy Paul Murphy asked the Minister for Education and Skills the financial assistance with regard to fees that is available for a person entering third level for the first time who is on the back to education allowance, where the course is a master's course and the person in question has not previously undertaken an undergraduate course. [21533/15]
Amharc ar fhreagraThe Exchequer funds tuition fee costs in respect of eligible students who are pursuing full-time undergraduate courses of study under my Department's Free Fees Initiative. The main conditions of the scheme are that students must be first-time undergraduates, hold inter alia EU/EEA/Swiss nationality in their own right, and have been ordinarily resident in an EU/EEA/Swiss state for at least three of the five years preceding their entry to an approved third level course.
Under the terms of the student grant scheme, my Department provides maintenance grants to undergraduate students pursuing approved third level courses, in the State or in other E.U. Member States, to students who meet the prescribed conditions of funding including those which relate to nationality, residency, approved course, previous academic attainment and means.
Grant applicants in receipt of the Back to Education Allowance (BTEA) are not eligible for maintenance support under the student grant scheme. However, undergraduate students who qualify for the BTEA may be considered for support towards the student contribution charge which is €3,000 for the 2015/16 academic year.
Students entering postgraduate courses are not entitled to maintenance payments under the student grant scheme. Those who meet the qualifying conditions for the special rate of grant under the Student Grant Scheme are eligible to have their post-graduate tuition fees paid up to the maximum fee limit of €6,270. Alternatively, a postgraduate student may qualify to have a €2,000 contribution made towards the costs of their fees. The income threshold for this payment is €31,500 for the 2015/16 academic year, increasing relative to the number of family dependents.
Students who are entering approved courses for the first time are eligible for grants where they satisfy the terms and conditions of the student grant scheme in relation, inter alia, to progression. The progression requirement provides that a student must be moving from year to year within a course, having successfully completed the previous year or be transferring from one course to another, where the award for the subsequent course is of a higher level than the previous course.
948. Deputy Joanna Tuffy asked the Minister for Education and Skills if she will provide an update on the need for prefabricated units to be replaced by permanent accommodation in Lucan, County Dublin; and if she will make a statement on the matter. [21534/15]
Amharc ar fhreagraThe major building project for the schools referred to by the Deputy is to provide for an extension and refurbishment to each school, including the provision of additional classrooms to replace current temporary accommodation.
This major building project is currently at an advanced stage of architectural planning. The project has been authorised to proceed to Stage 2B of Architectural Planning, which includes the applications for Planning Permission, Fire Cert and Disability Access Cert and the preparation of Tender Documents.
It is not possible to progress all projects within the Department's building programme to construction concurrently due to competing demands on the Department's capital budget. However, School building projects, including the project for these schools, which have been initiated but not included in the current five year construction programme will continue to be progressed to final planning stages in anticipation of the possibility of further funds being available to my Department in the future.
949. Deputy Richard Boyd Barrett asked the Minister for Education and Skills her views on whether it is acceptable or fair for adults in their early 30s who have returned to college to obtain further skills and knowledge to re-enter the workforce to be assessed for student maintenance grants as dependants if they happen to be living at their parents' address, even though they receive no financial support from their parents; and her further views on the case of a person (details supplied) who has been refused student support on these grounds. [21543/15]
Amharc ar fhreagraFor student grants purposes, students are categorised according to their circumstances either as students dependent on parents or a legal guardian, or as independent mature students.
An independent student must be a mature student, aged 23 or over on entry to college (or re-entry after a break in studies of at least 3 years) who has not lived with his or her parents for a period before entering college. Independent students are deemed to be self-supporting and are assessed without reference to their parents' incomes. The assessment as an independent mature student has to be carefully considered to ensure it is highly targeted at very specific circumstances where students can demonstrate that they have been genuinely self-supporting and living independently for a period of time before commencing their studies. Otherwise, he or she would continue to be assessed on the basis of parental income.
I have no plans at present to change the arrangements in place.
I understand that in the case of the student referred to by the Deputy an appeal was considered by the independent Student Grants Appeals Board (Appeals Board) on 14th January 2014 and their decision issued directly to the appellant. The student was advised of his options in the decision letter. The options are that he may appeal to the High Court on a point of law under Section 21(6) of the Student Support Act 2011 and under the Ombudsman Acts 1980 to 2012. The Ombudsman can examine a complaint from the student if he feels he has been unfairly treated in his dealings with SUSI or the Appeals Board.
950. Deputy Eric Byrne asked the Minister for Education and Skills her views on correspondence (details supplied) regarding school admissions; and if she will make a statement on the matter. [21564/15]
Amharc ar fhreagraIt is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998. The enrolment policy must be non-discriminatory and must be applied fairly in respect of all applicants.
This Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area. Parents can choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available a selection process may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
Under the Equal Status Act schools are not permitted to discriminate against an applicant for admission on any of the grounds set out in the Act. However, the Act makes provision for exemptions to apply in the case of single sex schools and in the case of schools where the objective is to provide education in an environment that promotes certain religious values.
The legislation provides that an educational establishment does not discriminate where the establishment is a school providing primary or post-primary education to students and the objective of the school is to provide education in an environment which promotes certain religious values, it admits persons of a particular religious denomination in preference to others or it refuses to admit as a student a person who is not of that denomination and, in the case of a refusal, it is proved that the refusal is essential to maintain the ethos of the school.
Schools that comply with the requirements of the equality legislation do not therefore discriminate on religious grounds.
Section 29 of the Education Act, 1998 provides for an appeal by a parent or guardian to the Secretary General of my Department, or in the case of an Educational Training Board (ETB) school to the ETB in the first instance, where a Board of Management of a school, or a person acting on behalf of the Board, refuses to enrol a student in a school, expels a student or suspends a student for 20 or more days in any school year.
The Educational Welfare Service of the Child and Family Agency (EWS) is the statutory agency which can assist parents who are experiencing difficulty in securing a school place for their child. The EWS can be contacted at 01-8738700.
I published the Education (Admission to Schools) Bill in early April. The Bill is on the Government's legislative programme for enactment in this session.
The Bill provides an over-arching framework to ensure that how schools decide on who is enrolled and who is refused a place in schools is more structured, fair and transparent.
The Bill does not propose changes to the existing equality legislation. However, the Bill provides for schools to explicitly state in the school's admission policy that it will not discriminate against an applicant for admission on the grounds of disability, special educational needs, sexual orientation, family status, membership of the traveller community, race, civil status, gender or religion while including provision for single sex schools and denominational schools to reflect, in their admission policy, the exemptions applicable to such schools under equality legislation. The Bill also provides for schools to publish an enrolment policy which will include details of the school's arrangements for students who do not want to attend religious instruction.
951. Deputy Brendan Griffin asked the Minister for Education and Skills if a new building will be provided for a school (details supplied) in County Kerry; and if she will make a statement on the matter. [21587/15]
Amharc ar fhreagraI can confirm that the school to which the Deputy refers has recently applied to my Department for large scale capital funding to provide a new school building.
My Department has been in recent contact with the School in respect of their proposal and will be in a position to assess the proposal further when a response to the queries raised is received.
952. D'fhiafraigh Deputy Caoimhghín Ó Caoláin den Aire Oideachais agus Scileanna conas mar atá ag éirí leis an scéim phíolótach páirt-tumoideachais a luaitear i dtuarascáil na Roinne, Iúil 2013 - Meán Fómhair 2014, ar dhul chun cinn i gcur i bhfeidhm na Straitéise 20 Bliain don Ghaeilge, 2010-30, in alt 2.2 Páirt-tumadh / Foghlaim Chomhtháite Ábhar agus Teangacha; conas mar atá ag éirí leis an tSeirbhís um Fhorbairt Ghairmiúil do Mhúinteoirí i gcomhar leis an gComhairle Náisiúnta Curaclaim agus Measúnachta maidir leis an scéim seo a chur i bhfeidhm; cén líon scoileanna, múinteoirí agus daltaí atá ag tabhairt fúithi; céard iad na scoileanna atá i gceist; cén oiliúint bhreise nó cé na hábhair tacaíochta bhreise a tugadh do na múinteoirí agus céard a bhí i gceist leo; an bhfuil aon mheasúnú á dhéanamh ar chur i bhfeidhm na scéime agus ar thorthaí na scéime trí chumas a mheas nó an bhfuiltear ag súil lena leithéid a dhéanamh; an bhfuil sé i gceist an líon scoileanna a bhfuil an scéim phíolótach ar siúl iontu a mhéadú sa bhliain acadúil 2015/16; agus an ndéanfaidh sí ráiteas ina thaobh. [21601/15]
Amharc ar fhreagraIn 2014, d'ullmhaigh an tSeirbhís um Fhorbairt Ghairmiúil do Mhúinteoirí (SFGM) treoir cleachtais ar Fhoghlaim Chomhtháite Ábhair agus Teanga (FCAT). Cuireadh san áireamh í sin ó shin mar chuid den Ábhar Tacaíochta do Churaclam nua Teanga na Bunscoile: Gaeilge agus Béarla, do pháistí i Ranganna Sóisearacha Bunscoile. Forbraíodh an Treoir Cleachtais bunaithe ar cheachtanna a foghlaimíodh ón tionscadal píolóta ar Amharcealaíona agus FCAT a chuir ar tSeirbhís um Fhorbairt Ghairmiúil do Mhúinteoiri i gcrích le líon beag scoileanna i rith 2012 agus 2013.
D'fhaomh Meitheal Forbartha CNCM do Theanga sa Luath-Óige agus sa Bhunscolaíocht agus an Bord don Luath-Óige agus don Bhunscolaíocht Curaclam nua Teanga na Bunscoile le déanaí, agus tá sé á thabhairt chun críche faoi láthair lena fhoilsiú do bhunscoileanna (ar líne agus i gcóip chrua) i Meán Fómhair. Tá Ábhar Tacaíochta do mhúinteoirí, a chabhróidh leo agus iad ag úsáid an churaclaim, á fhoilsiú mar chuid d'Uirlisí Úsáide Teanga na Bunscoile a ghabhfaidh leis an gcuraclam.
Cuirtear deis ar fáil chun an FCAT a ionchorprú go nádúrtha i ngnéithe eile den churaclam trí thús a chur leis an leasú ar an gcurclam bunscoile leis an gcuraclam teangacha comhtháite.
953. Deputy Brendan Griffin asked the Minister for Education and Skills if a person (details supplied) in County Kerry will be allowed use a bus service; and if she will make a statement on the matter. [21611/15]
Amharc ar fhreagraThe person referred to by the Deputy, in the details supplied, is not attending a recognised school and is therefore not eligible for school transport under the terms of my Department's School Transport Scheme.
954. Deputy Jerry Buttimer asked the Minister for Education and Skills in view of the increasing enrolment in primary schools annually, the projections in terms of attendance and school buildings her Department has made for each of the next five years; the costings that are attached to these projections in terms of buildings, teachers and resources; and if she will make a statement on the matter. [21621/15]
Amharc ar fhreagraMy Department's latest published projections of primary pupil enrolment indicate a pupil increase of the order of some 29,000 pupils in 2018/9 compared with current levels. These projections are published on the website. My Department is in the process of updating its estimate of the impact of demographics on expenditure on the Education and Skills Vote, to take account of most recent projections of pupil numbers over the years ahead. It is planned that this exercise will be completed shortly.
However, earlier indicative figures of the cost of providing for demographics were set out in an analytical paper compiled by the Irish Government Economic and Evaluation Service and published by the Department of Public Expenditure and Reform in the context of Budget 2013. The link to this paper is at the following address: http://igees.gov.ie/wp-content/uploads/2013/06/Final-Budget-Expenditure-Report-Educational-Expenditure.pdf.
This paper calculated the impact of demographics in terms of teacher numbers in schools and of the cost of capitation grant payments. It estimated additional costs in this regard of some €207 million arising between 2016 and 2021. In addition to these costs, there would also be impacts on other areas such as special needs expenditure, school transport and student grants. Demographic pressures will also create pressures on school accommodation and consequent pressure for capital investment. Much, however, will depend in this regard on the location and distribution of the additional pupil numbers.
In November 2011 under the Infrastructure and Capital Investment Framework a total over €2.2 billion was allocated to the Education sector of which over €2 billion was assigned to the schools sector (Primary and Post-Primary). Within the school sector allocation €1.5 billion is assigned to the delivery of large scale projects.
Details were announced in March 2012 of 275 major school building projects to commence over a five year period. These major projects include 106 new schools and 65 large scale extensions at primary level. In addition to large scale projects, permanent classrooms are provided under the devolved Additional Accommodation and Prefab Replacement Schemes where smaller sized projects are capable of addressing increased enrolment numbers.
Under the Capital Review 2016-2020, the Department presented its submission to the Department of Public Expenditure and Reform in July 2014 and awaits the determination of that Department. The enrolment projections at primary level in the submission indicate that numbers will continue to rise until reaching a peak in 2018/19.
955. Deputy Jerry Buttimer asked the Minister for Education and Skills when the primary curriculum review being carried out by the National Council for Curriculum and Assessment will be completed; if she will provide details of the current curriculum in terms of subjects and the share of time spent on each subject during the primary school and secondary school day, respectively; and if she will make a statement on the matter. [21622/15]
Amharc ar fhreagraThe commencement of the overall review of the Primary curriculum will be marked by a public consultation process that will begin in Q1 2016. This will provide all stakeholders with an opportunity to outline their views on the existing curriculum and their priorities for the future.
The development of the new integrated language curriculum, the mathematics curriculum, and the ERB and Ethics curriculum, currently on-going, will feed into the review of the overall primary curriculum.
To assist teachers and schools in planning the implementation of the current primary curriculum, a suggested minimum weekly time framework was provided in the 1999 Primary Curriculum Introduction document. This suggested minimum weekly time framework is outlined in the table.
|
Full day |
Short day |
|
|
[infant classes] |
||
|
Curriculum areas |
One week |
One week |
|
Hours Minutes Hours Minutes |
||
|
Secular instruction |
||
|
Language |
||
|
L1 |
04:00 |
03:00 |
|
L2 |
03:30 |
02:30 |
|
Mathematics |
03:00 |
02:15 |
|
SESE |
03:00 |
02:15 |
|
SPHE |
00:30 |
00:30 |
|
PE |
01:00 |
01:00 |
|
Arts education |
03:00 |
02:30 |
|
Discretionary curriculum time |
02:00 |
01:00 |
|
Total secular instruction |
20:00 |
15:00 |
|
Religious education (typically) |
02:30 |
02:30 |
|
Assembly time |
01:40 |
01:40 |
|
Roll call |
00:50 |
00:50 |
|
Breaks |
00:50 |
00:50 |
|
Recreation (typically) |
02:30 |
02:30 |
|
Total |
28:20 |
23:20 |
