Written Answers Nos. 131-151
131. Deputy Clare Daly asked the Minister for Education and Skills the scientific or verification-based monitoring he has in place to ensure that State aid or payments to Bus Éireann for school transport are not used to cross-subsidise the provision of transport services in Athlone, Balbriggan, Cork, Drogheda, Dundalk, Galway, Limerick, Navan, Sligo and Waterford that Bus Éireann operates in competition with the private sector operators. [11191/16]
Amharc ar fhreagraThe accounting rules governing Bus Éireann's operation of the School Transport Scheme are laid down in the 1975 Summary of Accounting Arrangements. These Arrangements require Bus Éireann to charge my Department for all direct costs - contractors, fuel, maintenance etc.
In line with the Accounting Arrangements, a charge of 13% of certain direct costs is levied to cover all other costs associated with the Scheme. This charge is commonly referred to as the School Transport Management Charge. The School Transport Management Charge is used to defray immediate overheads incurred by Bus Éireann in respect of the School Transport Scheme. Any surplus which may remain after accounting for the overheads referred to above is used to provide a reserve for additional expenditure which subsequently may be required in connection with the School Transport Scheme.
My Department receives an Annual Statement of Account in respect of the School Transport Scheme which includes an audit opinion provided by independent external auditors. For 2015 and prior years the opinion states that the financial information of Bus Éireann's School Transport Scheme is prepared, in all material respects, in accordance with the Summary of Accounting Arrangements relating to the Transport Scheme for Primary and Post-Primary School Children dated 1 January 1975. The auditors have stated that they believe that the audit evidence they have obtained is sufficient and appropriate to provide a basis for their audit opinion.
132. Deputy Peter Fitzpatrick asked the Minister for Education and Skills if he will accept an appeal by a person (details supplied) who never received a notice of determination from Student Universal Support Ireland; and if he will make a statement on the matter. [11207/16]
Amharc ar fhreagraThe Deputy will be aware of the provisions in the Student Support Act 2011 which provide for appeals to Appeals Officers within SUSI. Determinations of Appeals Officers can in turn be appealed to the independent Student Grants Appeals Board.
The Deputy will appreciate that it would be inappropriate for me to seek to interfere in this statutory independent appeals process. However, my officials have informed me that SUSI has recently been in touch with the student to discuss her appeal.
133. Deputy Patrick O'Donovan asked the Minister for Education and Skills the status of the review into the visiting teacher service, including when he will publish it; and if he will make a statement on the matter. [11215/16]
Amharc ar fhreagraI wish to advise the Deputy that the Review of the Visiting Teachers service for blind and visually impaired and deaf and hard of hearing pupils (VTVHI) report was published on my Department's website on 10th February, 2015.
The report is available at the following link: http://www.education.ie/en/Publications/Education-Reports/pub_ed_review_VTHVI_service_ireland.pdf.
The review recommended that a dedicated specialist sensory support service incorporating current services for children who are deaf/hard of hearing, and children who are blind/visually impaired should be retained in Ireland in order to continue to deliver support for these low incidence groups.
It also recommended that in order to promote effective, efficient working that an appropriate structural framework is developed within which a senior management team (SMT) is actively engaged in developing services and where clear lines of governance are in place.
The previous Minister for Education announced, in 2015, the establishment, within the National Council for Special Education (NCSE), of a new Inclusion Support Service to assist schools in supporting children with special educational needs.
The new service will include the Special Education Support Service (SESS), the National Behaviour Support Service (NBSS) and the Visiting Teacher Service for children who are deaf/hard of hearing and for children who are blind/visually impaired (VTSVHI).
I can advise that work is ongoing to transfer these services to the NCSE, who are currently recruiting, through the Public Appointments Service, a new Head of Service and Deputy Head of Service for the Visiting Teacher Service for young children and students who are Deaf/Hard of Hearing and to those who are Blind/Visually Impaired, their families and schools.
This proposed change will mean that schools will receive a better and more integrated service from this new Inclusion Support Service.
134. Deputy David Cullinane asked the Minister for Education and Skills the number of institutes of technology which are running a deficit in tabular form. [11227/16]
Amharc ar fhreagraThe draft financial statements of the following Institutes of Technology are showing a deficit for 2014/15 academic year:
Athlone Institute of Technology
Cork Institute of Technology
Dundalk Institute of Technology
Galway-Mayo Institute of Technology
Letterkenny Institute of Technology
Institute of Technology Tralee
Waterford Institute of Technology.
It should be noted that a number of these institutes have accumulated reserves which can be used to meet their deficit. The Higher Education Authority is closely monitoring the financial position of the institutes listed and are working with them to put appropriate mechanisms in place to eliminate the deficits.
135. Deputy David Cullinane asked the Minister for Education and Skills the percentage of its budget that Waterford Institute of Technology spends on salaries. [11228/16]
Amharc ar fhreagra136. Deputy David Cullinane asked the Minister for Education and Skills the impact of Public Service Stability Agreement 2013-2016 (Lansdowne Road agreement) on the budget of Waterford Institute of Technology. [11229/16]
Amharc ar fhreagra137. Deputy David Cullinane asked the Minister for Education and Skills the cost of Public Service Stability Agreement 2013-2016 (Lansdowne Road agreement) to Waterford Institute of Technology; and if he will meet this cost through an increased budget. [11230/16]
Amharc ar fhreagraI propose to take Questions Nos. 135 to 137, inclusive, together.
The Higher Education Authority has provided the following details to my Department with regard to the split between pay and non-pay in respect of the 2016 operating budget of Waterford Institute of Technology (WIT). Pay is 85% and non-pay is 15% (excluding certain activities such as research etc.) of the budget. In addition, the details provided show that the impact of the Lansdowne Road Agreement on WIT's budget is estimated to be €5.075m over the period of 2017/18 to 2019/2020.
Any moneys due to staff of WIT under the terms of the Lansdowne Road Agreement will be provided for in Vote 26: Education & Skills as part of the 2017 Estimates Allocation.
138. Deputy Brian Stanley asked the Minister for Education and Skills if the technical examination his Department carried out on the site of a school (details supplied) showed that the best option to facilitate the relocation of another school to this site is the provision of a new building as opposed to refurbishment; and if he will make a statement on the matter. [11231/16]
Amharc ar fhreagra139. Deputy Brian Stanley asked the Minister for Education and Skills if he has completed the schedule of accommodation and the brief for the project in a school (details supplied). [11232/16]
Amharc ar fhreagraI propose to take Questions Nos. 138 and 139 together.
As the Deputy is aware, the school in question has a major building project included in my Department's 6 Year Capital Programme. The school concerned submitted a proposal through its Patron to relocate the school within the Portlaoise area to meet its long term accommodation needs. In that regard, my Department has undertaken a technical site visit to examine the proposed alternative location. In addition, my Department has met with the NCSE (National Council for Special Education) to discuss the future demand for special school places in the Portlaoise area.
My Department is currently formulating the Schedule of Accommodation and the Brief for the project, which will take into account the options available to the school, including the option of a new building as opposed to refurbishment.
My Department is in ongoing contact with the school in this matter. When this work is finalised, my Department will be in further contact with the school authority with a view to progressing the project.
140. Deputy Pearse Doherty asked the Minister for Education and Skills his views on the planned course of action in relation to the Cassells report on higher education funding, which was presented to his Department in March 2016, including when he will publish it. [11248/16]
Amharc ar fhreagra172. Deputy Carol Nolan asked the Minister for Education and Skills when he will publish the Cassells report on the future funding for higher education; and if he will make a statement on the matter. [11553/16]
Amharc ar fhreagra179. Deputy Carol Nolan asked the Minister for Education and Skills when he will publish the Cassells report on future funding for higher education; and if he will make a statement on the matter. [11560/16]
Amharc ar fhreagraI propose to take Questions Nos. 140, 172 and 179 together.
The Government recognises the importance of higher education to Ireland's future economic and social development and also the huge impact a higher education experience has on the lives of individuals. In considering the best way forward, the previous Government established an Expert Group to examine future funding requirements for higher education and to present options for developing a sustainable long term funding strategy for the sector.
This Group has completed its work and its report will shortly be considered. As signalled in the Programme for Government, the report will be published and it is the intention to consult the cross-party Oireachtas Committee as part of the process for formulating a plan for the future of this sector.
The Report of the Expert Group will allow for a real and meaningful discussion on the funding requirements of the sector and how those requirements should be met. The engagement with the cross-party Oireachtas Committee will ensure that all views can be heard and considered on the most appropriate way forward for the Irish higher education system. I would like to assure the Deputy that we will engage quickly and openly with the Committee on this issue.
141. Deputy Mattie McGrath asked the Minister for Education and Skills his views on the recent findings of the Institute of Guidance Counsellors, particularly the finding that since the 2011-2012 school year, in terms of overall practice hours, schools with Delivering Equality of Opportunity in Schools, DEIS, status have experienced a 30% loss and schools without this status have experienced a 26.7% loss, while fee-paying schools have experienced a 1.9% gain; and if he will make a statement on the matter. [11250/16]
Amharc ar fhreagraThe Programme for Government, 'A Programme for a Partnership Government', has a commitment to enhance guidance counselling supports in our secondary schools.
The current budget provides an improved staffing allocation to second level schools for the purpose of enhancing guidance provision. This improvement takes effect from next September. It brings the basis of allocation from 19:1 to 18.7:1 for the 2016/17 school year. This improvement of 0.3 in PTR allocation is a restoration of 50% of the teaching resources that were removed when the allocation of guidance posts was brought within quota.
The delivery of the 50% restoration through a change in the staffing schedule will allow each school to determine how best to allocate the additional resources to meet the guidance needs of the school. The circular issued earlier this year by my Department outlining the allocation of teaching resources clearly stated that this additional resource is to complement existing resources in order to best meet the guidance needs of the school in line with the school's guidance plan.
I am aware of the survey the Deputy refers to but it is not clear how this survey could take into account the improved allocation for guidance announced in the Budget, given that it only applies from September next.
It is important to note that in previous changes to guidance counselling allocations in 2012, as a consequence of the Budget adjustment which had to be made at the time, all 195 DEIS schools were effectively sheltered from these changes as a result of the more favourable staffing schedule of 18.25:1. This was a 0.75 point improvement compared to the current PTR of 19:1 that applies in non-fee-paying second-level schools.
That was a very important protection for the cohort of our schools in DEIS most in need of support. DEIS schools will also further benefit from the 0.3 improvement to the staffing schedule which will give them an enhanced allocation on the basis of 17.95:1 in respect of the 2016/17 school year.
Given that the DEIS schools were protected at that time it will require further analysis and discussion with the Institute of Guidance Counsellors to see what dynamic gave rise to what was reported as DEIS Schools having borne the brunt of reduced guidance provision.
In the next Budget I will consider the best approach to further meeting commitments in the Programme for Government.
142. Deputy Pearse Doherty asked the Minister for Education and Skills the number of children in mainstream education who have Down's syndrome; if he is aware of the implications for future resource provision and planning within the education system due to the absence of the condition on the low incidence list; and if he will make a statement on the matter. [11258/16]
Amharc ar fhreagraI wish to advise the Deputy that all children with Down's syndrome are 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 Department's Circular 02/05, through an additional allocation to schools by the National Council for Special Education (NCSE).
The Deputy will be aware that the NCSE has recommended that a new resource teaching allocation model should be introduced for schools which would allow schools to allocate additional teaching resources to pupils based on their individual needs as opposed to being allocated primarily on the basis of a particular diagnosis of disability. A pilot of this new allocation model is currently under way.
A review of the Pilot has commenced which will allow us to take into account the learning experiences of schools, principals, pupils and the views of parents over the course of the pilot. On conclusion of the review, a decision will be taken on the timeframe for the full implementation of the proposed new allocation model.
Pending the introduction of this proposed new allocation model, my predecessor as Minister for Education and Skills announced in 2015, that additional resources will be allocated to schools, as an interim measure, to support those children with Down's syndrome, who were not already supported through the (NCSE) low incidence resource teaching annual allocation process.
Provision was made for the NCSE to make additional allocations of 2.5 Resource Teaching hours per week to schools, in respect of any child with Down's syndrome, who was not currently eligible for Low Incidence resource teaching hours.
The allocation of 2.5 hours per child reflects the allocation rates for children in the mild general learning difficulty range, including those with Down's syndrome, prior to the introduction of generalised allocations for schools.
This measure was introduced in recognition of the length of time it will take to introduce the new resource teacher allocation model and also in recognition of the fact that children with Down's syndrome may experience a cluster of difficulties relating to this syndrome, in addition to general learning difficulties, including speech and language developmental delays.
It was intended that this would address a central concern parents had, that children with Down's syndrome with a Mild General Learning Difficulty did not have, adequate support, or certainty of the support they would receive, under the General Allocation schemes, as schools have many competing demands in this area.
In relation to the number of children in mainstream education who have Down's syndrome, as Down's syndrome had not previously been designated as a distinct category for low incidence resource allocation purposes, it is not possible to state the number of children who have been diagnosed with Down's syndrome who are currently attending main stream education, many children with Down's syndrome will be receiving support under a different resource allocation criteria, such as Assessed Syndrome in conjunction with another low incidence disability.
I can advise, however, that the NCSE has made additional allocations to schools for 183 children with Down's syndrome, who were not already supported through the NCSE annual allocation process.
I can also advise that the Health Service Executive estimates that the prevalence rate of Down's syndrome is 1 in 550 births. On this basis, based on the birth rate of 71,674 in 2012 the rate equals 130 births per annum.
Assuming 14 years of education, including transition year, this would mean that there are an estimated 1,820 children of school going age who have Down's syndrome. However, it should be noted that some such children may be attending special schools and classes.
The interim allocations will remain in place until such time as the proposed new model for allocating teaching supports to children with Special Educational Needs comes into force. Allocations to schools for children with Down's syndrome in the Low incidence disability categories will also continue to be made until any new model is introduced.
I can also advise the Deputy that the Programme for a Partnership Government commits that we will examine the adequacy of current special education access and funding provision, in particular for children with Down's syndrome and that we will request the National Council for Special Education advice on how best to address this.
143. Deputy Thomas Byrne asked the Minister for Education and Skills the status of an application by a person (details supplied) for a special needs assistant. [11259/16]
Amharc ar fhreagraRecent years have seen an increase in the number of SNAs from 10,575 posts in 2011 to 12,040 to June 2016. In the same period the number of children accessing SNA support has grown from approximately 22,000 to some 30,000 by the end of 2015.
The increase in SNA numbers has been supported by a very significant increase in the Budget for SNAs, rising from €332 million in 2011 to €402 million by the end of 2015.
This is a higher level of Special Needs Assistant (SNA) support than ever before, which will ensure that children with special educational needs can continue to participate in education and be supported in a manner appropriate to their needs.
The National Council for Special Education (NCSE) through its network of local Special Educational Needs Organisers (SENOs) is responsible for processing applications from schools for special educational needs supports. The NCSE operates within my Department's criteria in making recommendations for support, which is set out in my Department's Circular 0030/2014.
All schools were asked to apply for SNA support for the 2016/17 school year by 29th February 2016. The NCSE continues to accept applications in recognition that enrolments may not have been completed or where assessments were not completed. The NCSE will consider these applications and make further allocations to schools in respect of valid applications which have been received to September.
The NCSE will advise all schools of their allocations for SNA support for 2016/17 before the end of the current school year.
It should also be noted that SNA allocations are not made to individual children, but are made to schools to support the care needs of children with assessed special educational needs.
All schools have the contact details of their local SENO, while Parents may also contact their local SENO directly to discuss their child's special educational needs, using the contact details available the NCSE website.
As the Deputy's question relates to the allocation of SNA support by the NCSE to an individual child, I have referred this question to the NCSE for their consideration and direct reply to the Deputy.
144. Deputy Robert Troy asked the Minister for Education and Skills his plans to reintroduce the Technological Universities Bill; the number of technological universities that will be created as a result of this legislation and the timeframe for this; if he will amend the mandatory requirement for a merger; and if he will make a statement on the matter. [11284/16]
Amharc ar fhreagraAs the Deputy will be aware, the new Programme for Government outlines that this new Government will continue to support the creation of Technological Universities.
This is in line with the National Strategy for Higher Education to 2030 which provides a framework for the development of the higher education sector to 2030. With regard to the institute of technology sector, the Strategy recommended significant reforms to position the sector to meet national strategic objectives. In particular, the Strategy recommended consolidation within the sector and a pathway of evolution for those consolidated institutes of technology, to allow them to demonstrate significant progress against robust performance criteria and to apply to become technological universities.
The intention has always been that a Technological University would be distinctly different from traditional universities and institutes of technology by virtue of their mission relating to graduate formation, applied research and scholarship, dissemination of knowledge to meet the needs of society and enterprise with a very strong regional focus.
Consortiums who have applied: As part of the implementation of the Strategy, the Higher Education Authority in 2012 published a four-stage process and criteria for applicant groups of institutes of technology wishing to apply to become technological universities.
The designation process consists of four stages as follows:
- an expression of interest,
- the preparation of a plan to meet the criteria,
- an evaluation of the plan, and
- an application for designation.
There are currently four consortia engaged with the process to become designated as TUs. These are TU4Dublin (Dublin Institute of Technology, Institute of Technology Tallaght, Institute of Technology Blanchardstown), Technological University for the South-East (TUSE – consisting of Waterford Institute of Technology and Institute of Technology Carlow), Munster Technological University (MTU – consisting of Cork Institute of Technology and Institute of Technology Tralee) and the Connacht Ulster Alliance (CUA – consisting of Galway-Mayo Institute of Technology, Institute of Technology Sligo and Letterkenny Institute of Technology).
Status of Consortia: At the end of 2014, two consortia successfully passed stage 3 of the four-stage process. These are the TU4Dublin consortium and the Munster Technological University consortium.
In early 2015 the Connacht-Ulster Alliance also expressed an interest in merging and in applying to become a technological university. This application was approved to proceed to the next stage. In line with the process for designation as a Technological University, Stage 2 of this process involves the preparation of a plan by the Connacht-Ulster Alliance, to meet the criteria for designation as a Technological University.
With regard to the Technological University for the South-East, consisting of Institute of Technology, Carlow (ITC) and Waterford Institute of Technology (WIT), following the publication of the Kelly report, a preliminary facilitation process which was under way since September 2015, has recently been completed and a Report of the process was received by my Department on 13 May 2016. There was strong engagement in the process by both parties. This facilitation process has been an important building block in terms of building trust between the parties and in developing a strong working relationship between the Presidents and Chairs of both institutions. As part of this process, the Presidents of the two institutions, have jointly developed an initial work-plan to support the development of a joint TU proposal.
In addition to this both Institutions made a recent joint presentation and submission to the Higher Education Authority, seeking funding to underpin the next phase of engagement. This was part of the latest call issued by the Higher Education Authority regarding the restructuring of the higher education landscape. The call sought submissions for funding support in respect of the costs arising from mergers as part of the implementation of the National Strategy for Higher Education.
In relation to the position of the Technological Universities Bill, this Bill was at Report Stage at the time of dissolution of the previous Dáil in February 2016. I recognise that there were a significant number of matters raised in respect of the Bill at both Committee and Report Stage. It is my intention to now consult with all of the relevant stakeholders in relation to both the matters raised during the legislative process and the commitments contained in the Programme for Government.
Following the finalisation of this consultation process I will then advance the legislation having determined a position in relation to any matters raised as part of this consultation process.
145. Deputy Michael Healy-Rae asked the Minister for Education and Skills the status of two schools (details supplied) which wish to amalgamate; and if he will make a statement on the matter. [11291/16]
Amharc ar fhreagraI wish to advise the Deputy that the schools to which he refers amalgamated with effect from September last. The new amalgamated school is located in the school building of one of the schools referred to.
146. Deputy Michael Healy-Rae asked the Minister for Education and Skills the status of a school (details supplied) which is awaiting a grant for an extension; and if he will make a statement on the matter. [11297/16]
Amharc ar fhreagraI am pleased to inform the Deputy that the school in question has been allocated funding under my Department's Additional Accommodation Scheme to provide a mainstream classroom with en-suite toilets and a resource room.
147. Deputy Denise Mitchell asked the Minister for Education and Skills the status of a new school for a Gaelscoil (details supplied). [11302/16]
Amharc ar fhreagraThe school to which the Deputy refers is at an advanced stage of the tender process. The School was authorised to issue a Letter of Intent to the preferred tenderer on 10th May. Subject to no issues arising in the supplementary tender report, it is anticipated that works will commence over the summer.
148. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais agus Scileanna an bhfuil sé sásta faomhadh a thabhairt láithreach do scoil chun cúntóir riachtanas speisialta a fhostú (sonraí tugtha) de bharr na moille agus na deacrachta a bhíonn ann do Ghaelscoileanna daoine le Gaeilge a fhostú do na poist seo agus an fíorghá atá ag an bpáiste atá i gceist leis an gcúntóir; agus an ndéanfaidh sé ráiteas ina thaobh. [11311/16]
Amharc ar fhreagraIs mian liom a chur in iúl don Teachta go bhfuil méadú tar éis teacht ar líon na gCúntóirí Riachtanas Speisialta (CRSanna) le blianta beaga anuas ó 10,575 post in 2011, go 12,040 suas go Meitheamh 2016. Sa tréimhse chéanna tá líon na leanaí a fhaigheann rochtain ar thacaíocht CRS tar éis fás ó thimpeall 22,000 go 30,000 faoi dheireadh 2015. Tugadh tacaíocht don mhéadú ar líon CRS trí mhéadú an-suntasach ar an mBuiséad do CRSanna, a d'ardaigh ó €332 milliún in 2011 go €402 milliún faoi dheireadh na bliana 2015. Seo leibhéal tacaíochta CRSanna níos airde ná a bhí ann riamh, rud a chinnteoidh go bhféadfaidh le leanaí a bhfuil riachtanais speisialta oideachais acu a bheith rannpháirteach san oideachas agus go bhfaighidh siad tacaíocht ar bhealach atá oiriúnach dá riachtanais. Tá an Chomhairle Náisiúnta um Oideachas Speisialta (NCSE) freagrach, trína líonra Eagraithe Riachtanais Speisialta Oideachais (SENOs) maidir le candam tacaíochta Cúntóir Riachtanais Speisialta a leithdháileadh go bliantúil ar gach scoil, agus riachtanais chúraim na leanaí atá rollaithe sa scoil agus atá i dteideal tacaíochta CRS, a chur san áireamh. Nuair atá riachtanais chúraim suntasacha ag leanaí, a chiallaíonn go bhféadfaidh go mbeidh tacaíocht bhreise ag teastáil uathu chun go mbeidh siad in ann freastal ar an scoil, féadfaidh NCSE tacaíocht CRS a leithdháileadh ar an scoil chun cabhair a thabhairt do na leanaí sin. Feidhmíonn an NCSE de réir critéir na Roinne maidir le leithdháileadh tacaíochta den sórt sin. Tá na critéir trína leithdháiltear tacaíocht CRS ar dhaltaí leagtha amach in Imlitir 0030/2014 mo Roinne.
Iarradh ar gach scoil iarratas a chur isteach ar thacaíocht CRS don bhliain scoile 2016/17 faoin 29 Feabhra 2016. Leanann NCSE ag glacadh le hiarratais agus fios acu go bhféadfaidh nár críochnaíodh rolluithe nó i gcásanna nuair nár críochnaíodh measúnaithe. Déanfaidh NCSE na hiarratais seo a mheas agus tabharfar leithdháiltí breise do scoileanna i ndáil le hiarratais bhailí a fuarthas roimh Mheán Fómhair. Cuirfidh NCSE a leithdháiltí tacaíochta CRS do 2016/17 in iúl do gach scoil roimh dheireadh na scoilbhliana reatha.
Tá mionsonraí teagmhála a SENO áitiúil ag gach scoil; féadfaidh tuismitheoirí dul i dteagmháil lena SENO go díreach chun riachtanais speisialta oideachais a leanaí a phlé, trí úsáid a bhaint as na mionsonraí teagmhála atá ar fáil ar www.ncse.ie.
Ó tharla go mbaineann cheist an Teachta le leithdháileadh tacaíochta CRS ag an NCSE do scoil aonair, tagraím an cheist don NCSE lena mbreithniú a dhéanamh agus freagra díreach a thabhairt don Teachta.
149. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais agus Scileanna cé na pleananna atá aige lena chinntiú go mbeidh dóthain cúntóirí ranga speisialta le Gaeilge ar fáil le freastal ar an éileamh ar a leithéid ó Ghaelscoileanna agus scoileanna Gaeltachta; an bhfuil sé i gceist aige plean a réiteach mura bhfuil aon phlean ann; agus an ndéanfaidh sé ráiteas ina thaobh. [11312/16]
Amharc ar fhreagraIs mian liom a chur in iúl don Teachta go bhfuil méadú tar éis teacht ar líon na gCúntóirí Riachtanas Speisialta (CRSanna) le blianta beaga anuas ó 10,575 post in 2011, go 12,040 suas go Meitheamh 2016. Sa tréimhse chéanna tá líon na leanaí a fhaigheann rochtain ar thacaíocht CRS tar éis fás ó thimpeall 22,000 go 30,000 faoi dheireadh 2015. Tugadh tacaíocht don mhéadú ar líon CRS trí mhéadú an-suntasach ar an mBuiséad do CRSanna, a d'ardaigh ó €332 milliún in 2011 go €402 milliún faoi dheireadh na bliana 2015. Seo leibhéal tacaíochta CRSanna níos airde ná a bhí ann riamh, rud a chinnteoidh go bhféadfaidh le leanaí a bhfuil riachtanais speisialta oideachais acu a bheith rannpháirteach san oideachas agus go bhfaighidh siad tacaíocht ar bhealach atá oiriúnach dá riachtanais.
Tá an Chomhairle Náisiúnta um Oideachas Speisialta (NCSE) freagrach, trína líonra Eagraithe Riachtanais Speisialta Oideachais (SENOs) maidir le candam tacaíochta Cúntóir Riachtanais Speisialta a leithdháileadh go bliantúil ar gach scoil, agus riachtanais chúraim na leanaí atá rollaithe sa scoil agus atá i dteideal tacaíochta CRS, a chur san áireamh. Nuair atá riachtanais chúraim suntasacha ag leanaí, a chiallaíonn go bhféadfaidh go mbeidh tacaíocht bhreise ag teastáil uathu chun go mbeidh siad in ann freastal ar an scoil, féadfaidh NCSE tacaíocht CRS a leithdháileadh ar an scoil chun cabhair a thabhairt do na leanaí sin. Feidhmíonn an NCSE de réir critéir na Roinne maidir le leithdháileadh tacaíochta den sórt sin. Tá na critéir trína leithdháiltear tacaíocht CRS ar dhaltaí leagtha amach in Imlitir 0030/2014 mo Roinne.
Ón uair a dhéantar leithdháileadh ar scoil, is faoin bPríomhoide/ Bord Bainistíochta scoile atá earcaíocht agus imlonnú CRSanna laistigh de scoileanna de réir Imlitir 0035/2016 mo Roinne - Earcaíocht Cúntóirí Riachtanas Speisialta (CRSanna) - Socruithe Sannachán Breise don scoilbhliain 2016/17. Eisíodh an ciorclán seo ar 20 Bealtaine, 2016 tar éis dul i gcomhairle le Comhlachtaí Bainistíochta.
Ní mór inniúlachtaí sonracha agus/nó riachtanais chun freastal ar riachtanais speisialta oideachais an dalta/na ndaltaí a liostáil ar fhógraí faoi fholúntais CRS. Ní mór don scoil CRSanna a imlonnú ar an mbealach is fearr a chomhlíonann ceanglais thacaíocht chúraim na leanaí ar leithdháileadh tacaíocht CRS orthu atá rollaithe sa scoil, agus de réir théarmaí na scéime mar a leagtar amach iad in Imlitir mo Roinne.
Toisc go bhfuil earcú agus imlonnú CRSanna ceisteanna do scoileanna aonair, níl sé ar intinn agam plean a ullmhú ag an am seo mar atá leagtha amach ag an Teachta.
150. Deputy Billy Kelleher asked the Minister for Education and Skills to sanction the ancillary funding a school (details supplied) has requested; and if he will make a statement on the matter. [11334/16]
Amharc ar fhreagraI am pleased to inform the Deputy that the school to which he refers have recently been informed that its application for additional funding has been approved.
151. Deputy James Lawless asked the Minister for Education and Skills the number of guidance counsellors employed in secondary schools in each of the years 2012 to 2016 to date; when he will reverse the cuts imposed in budget 2012; the action his Department has taken as a result of the concerns raised recently by the Institute of Guidance Counsellors about the 2015 Central Applications Office statistics, according to which 8.1% of students made no choices compared to 1.3% in 2007; and if he will make a statement on the matter. [11343/16]
Amharc ar fhreagraUp until September 2012, an ex-quota allocation was provided for guidance in addition to the standard teacher allocation to post primary schools. This resource was allocated in accordance with pupil enrolment. 42% of second-level schools at the time were allocated at least 22 hours per week in respect of guidance (22 hours being the equivalent of one teaching post) while the remainder of the schools were allocated between 8 and 17 hours of guidance per week.
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 and therefore the information requested by the Deputy on the number of guidance counsellors in secondary schools is not available centrally within my Department.
The current budget provides an improved staffing allocation to second level schools for the purpose of enhancing guidance provision. This improvement takes effect from next September. It brings the basis of allocation from 19:1 to 18.7:1 for the 2016/17 school year. This improvement of 0.3 in PTR allocation is a restoration of 50% of the teaching resources that were removed when the allocation of guidance posts was brought within quota.
The delivery of the 50% restoration through a change in the staffing schedule will allow each school to determine how best to allocate the additional resources to meet the guidance needs of the school. The circular issued earlier this year by my Department outlining the allocation of teaching resources clearly stated that this additional resource is to complement existing resources in order to best meet the guidance needs of the school in line with the school's guidance plan.
I am aware of the survey the Deputy refers to but it is not clear how this survey could take into account the improved allocation for guidance announced in the Budget, given that it only applies from September next.
It is important to note that in previous changes to guidance counselling allocations in 2012, as a consequence of the Budget adjustment which had to be made at the time, all 195 DEIS schools were effectively sheltered from these changes as a result of the more favourable staffing schedule of 18.25:1. This was a 0.75 point improvement compared to the current PTR of 19:1 that applies in non-fee-paying second-level schools.
That was a very important protection for the cohort of our schools in DEIS most in need of support. DEIS schools will also further benefit from the 0.3 improvement to the staffing schedule which will give them an enhanced allocation on the basis of 17.95:1 in respect of the 2016/17 school year.
Given that the DEIS schools were protected at that time it will require further analysis and discussion with the Institute of Guidance Counsellors to see what dynamic gave rise to what was reported as DEIS Schools having borne the brunt of reduced guidance provision.
In the next Budget I will consider the best approach to further meeting commitments in the Programme for Government.
