Written Answers Nos. 173-193
173. Deputy Carol Nolan asked the Minister for Education and Skills the costs to date associated with the various reports the National Council of Special Education has published; and if he will make a statement on the matter. [11554/16]
Amharc ar fhreagraI wish to advise the Deputy that Section 20(1)(j) of the Education for Persons with Special Needs Act 2004 sets out that one of the functions of the National Council for Special Education (NCSE) is to advise the Minister for Education and Skills in relation to any matter relating to the education of children and others with disabilities.
Section 20(3)(b)(i) of the Act also requires that the NCSE in giving advice to the Minister provide an assessment of the implications of that advice for the resources, including financial resources, available to the State in respect of the provision of education.
In recent years, the NCSE has provided my Department with a number of policy advice papers on:
The Future Role of Special Schools and Classes in Ireland
The Education of Deaf and Hard of Hearing Children in Ireland
The Education of Children with Challenging Behaviour arising from Severe Emotional Behavioural Disorders
Supporting Students with Special Educational Needs in Schools
Delivery for Students with Special Educational Needs: A proposed new model for allocating teaching resources for Students with Special Educational Needs.
Where costs were identified by the NCSE in relation to the estimated cost of implementing the recommendations contained in the NCSE policy advice papers, these costs have been identified and detailed in the NCSE reports.
Details of these reports can be found at http://ncse.ie/policy-advice.
In total, the reports contain 99 recommendations with total estimated identified costs of €18.8M.
In estimating the costs required to implement recommendations contained in these reports, the NCSE considers what the full cost of implementing these recommendations would be, in an individual context, if no other developments were taking place. The costings do not therefore necessarily have regard to other developments which may have been underway or planned increases in expenditure in particular policy areas.
As such, it is not possible to desegregate the cost expenditure associated with each particular policy advice recommendation, from the totality of expenditure for that particular policy area, for example, such as expenditure for teacher training, the provision of additional resource teaching support, or the establishment of new special classes.
Consideration of the recommendations contained in the NCSE reports is ongoing and the continued implementation of the recommendations will take place in the context of available resources. It will also take account of the very significant levels of increased expenditure in the area of special educational needs provision in recent years.
Funding for special education provision in 2016 will amount to some €1.4 billion, which is equivalent to approximately 17% of the gross overall current allocation for education and training. It has increased by 10% in the past two years.
This funding provides for a range of supports and services including additional learning and resource teaching support, access to care support, special transport arrangements, building adaptations, enhanced capitation, funding for the purchase of specialised equipment and the services of the National Educational Psychological Service.
The funding also provides for enhanced levels of capitation in Special Schools and Special Classes and additional teacher training. It also provides for Home Tuition support for pupils with special educational needs who are awaiting a school placement.
This year, 12,040 Special Needs Assistants (SNAs) are available for allocation to primary and secondary schools, to the end of the 2015/16 school year, which is an increase of almost 14% in the number of posts available since 2011.
There are currently over 11,800 learning support and Resource Teacher posts in mainstream primary and post primary schools providing additional teaching support to pupils with special educational needs.
The National Council for Special Education (NCSE) has allocated 6,832 Resource Teaching posts to mainstream schools this year, which is an increase of 29% over the numbers allocated since 2011.
In addition, over 150 new Special Classes have been opened for the 2015/16 school year, which means there are now over 1,000 special classes in place, compared to 548 special classes in 2011.
125 special schools also provided specialist education for those pupils who need it.
The combination of supports provided in mainstream schools along with the increased special school and special class provision, means that school places are available for all children with special educational needs, regardless of their level of need.
As committed to in the Programme for a Partnership Government, I plan to examine the adequacy of the present policies and provision, and their scope for improvement, particularly in relation to speech and language difficulties and early intervention. In doing so, I will also take into account the recommendations contained in the NCSE policy advice papers.
174. Deputy Carol Nolan asked the Minister for Education and Skills the potential remit of an ombudsman for education, as committed to under the programme for Government; when he will establish this office; if its remit will include appeals of decisions affecting children with special educational needs; and if he will make a statement on the matter. [11555/16]
Amharc ar fhreagraAs the Deputy will be aware the Programme for a Partnership Government provides that the role and power of an Ombudsman for Education, to whom a parent could complain and appeal on foot of a decision by a board of management, will be examined by the relevant Oireachtas Committee to ensure its consistency with the need to ensure better local decision making and accountability to parents.
The Programme also provides that the Government will introduce a stronger complaints procedure and charter for parents, and commence the Fitness to Teach provisions of the Teaching Council Act.
Both of these commitments are part of a continuum because having a dedicated ombudsman with a power to deal with parental complaints would be a residual, but potentially important, function where local resolution has failed.
I think that the relevant Oireachtas Committee will need to consider both programme commitments together. Work already underway in my Department envisages legislative change to Section 28 of the Education Act 1998, and creating an ombudsman with powers to externally review school actions would require new legislation that could be progressed in tandem.
The remit of a possible Ombudsman for Education will be examined by the relevant Oireachtas Committee when they consider both programme commitments. Any decisions on the timeline for establishing an Ombudsman for Education Office can only be considered after the relevant Oireachtas Committee have completed their work on reviewing both programme commitments.
175. Deputy Carol Nolan asked the Minister for Education and Skills the level of mandatory continuous professional development required for teachers in relation to the education of children with special educational needs; and if he will make a statement on the matter. [11556/16]
Amharc ar fhreagraI would like to assure the Deputy of this Government's commitment to ensuring that all children with special educational needs can have access to an education appropriate to their needs.
The Teaching Council's Policy Paper on the Continuum of Teacher Education set the criteria for providers of initial teacher education and provides that special needs education is a mandatory component of all programmes of initial teacher education accredited by the Council.
When Section 39 of the Teaching Council Acts 2001- 2015 is commenced, the Teaching Council may require teachers to engage in continuing professional development as a condition of renewal of registration. In preparation for commencement, the Teaching Council is continuing to engage with stakeholders in developing Cosán, its policy on teacher learning (continuing professional development).
My Department recognises that specialised training and continuing professional development (CPD) is important for staff working with children with special educational needs and supports the provision of CPD through the Special Education Support Service (SESS) which was specifically established for this purpose. SESS co-ordinates and delivers a range of professional development initiatives and support structures for school personnel working with students with special educational needs. Over 16,000 teachers accessed CPD through SESS in 2015.
My Department also funds Post-Graduate Programmes for approximately 400 teachers involved in Learning Support and special education annually.
176. Deputy Carol Nolan asked the Minister for Education and Skills the number of hours of resource teaching or special needs assistant supports requested by schools, but not granted, in tabular form; and if he will make a statement on the matter. [11557/16]
Amharc ar fhreagraI wish to advise the Deputy that the National Council for Special Education (NCSE) is responsible, through its network of local Special Educational Needs Organisers (SENOs), for allocating special educational needs supports, including Special Needs Assistants (SNAs) and Resource Teaching support to schools to support children with special educational needs. The NCSE operates within my Department's criteria in allocating such support.
This year, 12,040 SNAs are available for allocation to primary and secondary schools, to the end of the 2015/16 school year, which is an increase of almost 14% in the number of posts available since 2011. 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 SNA support than ever before, and has ensured that all children with special educational needs who qualify for access to SNA support, in accordance with the terms of my Departments criteria, as set out in DES Circular 30/2014, have been able to access such support.
Separately, the NCSE allocates additional resource teaching hours to schools for children who have been assessed within the low incidence, or more complex, category of special need. Budget 2016 made additional provision, increasing the number from 6705 at the end of 2015 to 6852 at the end of June 2016, which is an increase of 29% over the numbers allocated since 2011.
Provision has been made for 7452 posts to the end of 2016.
This additional provision has meant that resource teaching allocations have been provided to schools in respect of all children who have qualified for resource teaching support, in accordance with the terms of my Departments criteria which are set out in DES Circular 02/05.
All schools were asked to apply for Resource Teaching and 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 advised schools of their resource teaching allocations for the 2016/17 school year in May of this year and will advise all schools of their allocations for SNA support for 2016/17 as soon as possible in advance of the coming school year.
As the Deputy's question relates to the number of invalid applications received by the NCSE for resource hours and SNA support I have referred this question to the NCSE for their consideration and direct reply to the Deputy.
177. Deputy Carol Nolan asked the Minister for Education and Skills the number of third level graduates with level 8, level 9 and level 10 qualifications who are currently unemployed in tabular form; the number of these who have been employed for a period of one year or more; and if he will make a statement on the matter. [11558/16]
Amharc ar fhreagraThe information sought by the Deputy is being compiled by the Department and will be forwarded to the Deputy as soon as possible.
178. Deputy Carol Nolan asked the Minister for Education and Skills the number of students who commence a third level course but who fail to progress to completion, leaving after one and after two years by institution in each of the years 2005 to 2015 to date in tabular form; and if he will make a statement on the matter. [11559/16]
Amharc ar fhreagraThe progression of students into, and through, higher education is supported at national level through a range of initiatives, including the on-going reform of the transitions from second-level to higher education, the National Plan for Equity of Access to Higher Education 2015–2019, and the National Forum for the Enhancement of Teaching and Learning.
The HEA is also monitoring higher education institutions' success in improving progression rates through the process of strategic dialogue. Appropriate targets have been included in the compacts agreed between the HEA and individual institutions.
The HEA's studies on student progression, along with the qualitative data generated through the Irish Survey of Student Engagement (ISSE), enhance the evidence-base for the development of policy and practice to tackle non-progression amongst students in higher education. The fourth Study in Progression in Higher Education 2012/13 to 2013/14 was published in January 2016 and is available at http://www.hea.ie/sites/default/files/hea-progression-irish-higher-education_final.pdf.
The following tables outline details of non-progression from Year 1 to Year 2, divided by institution and by NFQ level.
To date, the HEA has not carried out a completion study. It is however a key priority of the HEA's 'Data Development and Knowledge Management Strategy (2015-2018)'.
Institutional non-progression rates
Table 1: Level 8 Non-Progression Rates University Sector
|
University |
Level 8 Non-progression 2007/08-2008/09 |
Level 8 Non-progression 2010/11-2011/12 |
Level 8 Non-progression 2011/12-2012/13 |
Level 8 Non-progression 2012/13-2013/14 |
|
Dublin City University |
11% |
9% |
10% |
12% |
|
University College Dublin |
9% |
7% |
10% |
11% |
|
University College Cork |
9% |
8% |
7% |
10% |
|
National University of Ireland Galway |
9% |
9% |
11% |
13% |
|
University of Limerick |
9% |
11% |
12% |
13% |
|
Maynooth University |
10% |
10% |
9% |
9% |
|
Trinity College Dublin |
8% |
8% |
9% |
7% |
|
All Universities |
9% |
9% |
10% |
11% |
|
National Average |
11% |
11% |
11% |
12% |
Table 2: Level 8 Non-Progression Rates Institutes of Technology Sector
|
Institute of Technology |
Level 8 Non-progression 2007/08-2008/09 |
Level 8 Non-progression 2010/11-2011/12 |
Level 8 Non-progression 2011/12-2012/13 |
Level 8 Non-progression 2012/13-2013/14 |
|
Athlone Institute of Technology |
11% |
18% |
19% |
17% |
|
Institute of Technology Blanchardstown |
18% |
20% |
15% |
22% |
|
Cork Institute of Technology |
23% |
15% |
16% |
14% |
|
Institute of Technology Carlow |
18% |
13% |
19% |
18% |
|
Dundalk Institute of Technology |
13% |
17% |
16% |
13% |
|
Dunlaoghaire Institute of Art, Design and Technology |
14% |
14% |
13% |
13% |
|
Dublin Institute of Technology |
13% |
19% |
16% |
16% |
|
Galway-Mayo Institute of Technology |
22% |
24% |
29% |
18% |
|
Limerick Institute of Technology |
18% |
18% |
17% |
17% |
|
Letterkenny Institute of Technology |
4% |
22% |
14% |
17% |
|
Institute of Technology Sligo |
10% |
20% |
20% |
13% |
|
Institute of Technology Tallaght |
25% |
19% |
16% |
18% |
|
Institute of Technology Tralee |
12% |
17% |
15% |
19% |
|
Waterford Institute of Technology |
21% |
15% |
19% |
19% |
|
All Institutes of Technology |
16% |
17% |
17% |
17% |
|
National Average |
11% |
11% |
11% |
12% |
Table 3: Level 8 Non-Progression Rates Other Colleges Sector
|
Other Colleges |
Level 8 Non-progression 2007/08-2008/09 |
Level 8 Non-progression 2010/11-2011/12 |
Level 8 Non-progression 2011/12-2012/13 |
Level 8 Non-progression 2012/13-2013/14 |
|
National College of Art and Design |
5% |
7% |
5% |
6% |
|
Mater Dei Institute of Education |
4% |
6% |
4% |
12% |
|
Mary Immaculate College Limerick |
5% |
5% |
4% |
5% |
|
St. Patrick’s College Drumcondra |
3% |
2% |
3% |
4% |
|
St. Angela’s College |
- |
- |
9% |
10% |
|
All Other Colleges |
4% |
4% |
4% |
6% |
|
National Average |
11% |
11% |
11% |
12% |
Table 4: Level 7 Non-Progression Rates Institutes of Technology
|
Institute of Technology |
Level 7 Non-progression 2007/08-2008/09 |
Level 7 Non-progression 2010/11-2011/12 |
Level 7 Non-progression 2011/12-2012/13 |
Level 7 Non-progression 2012/13-2013/14 |
|
Athlone Institute of Technology |
26% |
24% |
27% |
25% |
|
Institute of Technology Blanchardstown |
27% |
32% |
33% |
34% |
|
Cork Institute of Technology |
21% |
22% |
21% |
23% |
|
Institute of Technology Carlow |
26% |
23% |
26% |
25% |
|
Dundalk Institute of Technology |
30% |
33% |
25% |
24% |
|
Dunlaoghaire Institute of Art, Design and Technology |
24% |
32% |
33% |
25% |
|
Dublin Institute of Technology |
25% |
32% |
27% |
30% |
|
Galway-Mayo Institute of Technology |
30% |
31% |
39% |
31% |
|
Limerick Institute of Technology |
23% |
28% |
26% |
33% |
|
Letterkenny Institute of Technology |
25% |
33% |
41% |
26% |
|
Institute of Technology Sligo |
24% |
28% |
27% |
31% |
|
Institute of Technology Tallaght |
33% |
24% |
25% |
27% |
|
Institute of Technology Tralee |
20% |
22% |
29% |
29% |
|
Waterford Institute of Technology |
22% |
24% |
23% |
23% |
|
All Institutes of Technology |
26% |
28% |
29% |
28% |
Table 5: Level 6 Non-Progression Rates Institutes of Technology
|
Institute of Technology |
Level 6 Non-progression 2007/08-2008/09 |
Level 6 Non-progression 2010/11-2011/12 |
Level 6 Non-progression 2011/12-2012/13 |
Level 6 Non-progression 2012/13-2013/14 |
|
Athlone Institute of Technology |
24% |
27% |
26% |
22% |
|
Institute of Technology Blanchardstown |
29% |
46% |
30% |
35% |
|
Cork Institute of Technology |
22% |
31% |
30% |
32% |
|
Institute of Technology Carlow |
28% |
29% |
24% |
25% |
|
Dundalk Institute of Technology |
21% |
20% |
22% |
28% |
|
Dunlaoghaire Institute of Art, Design and Technology |
19% |
- |
20% |
N/A |
|
Dublin Institute of Technology |
15% |
24% |
45% |
22% |
|
Galway-Mayo Institute of Technology |
34% |
37% |
30% |
30% |
|
Limerick Institute of Technology |
28% |
29% |
62% |
31% |
|
Letterkenny Institute of Technology |
19% |
25% |
34% |
21% |
|
Institute of Technology Sligo |
38% |
34% |
31% |
28% |
|
Institute of Technology Tallaght |
31% |
38% |
44% |
26% |
|
Institute of Technology Tralee |
21% |
33% |
38% |
36% |
|
Waterford Institute of Technology |
26% |
35% |
31% |
26% |
|
All Institutes of Technology |
25% |
31% |
30% |
26% |
180. Deputy Pat Deering asked the Minister for Education and Skills his plans to invest in single sex schools or if his future emphasis is on co-educational schools; the statistics he uses to forecast the need for primary school places in Tullow, County Carlow; the relevant statistics; and if he will make a statement on the matter. [11618/16]
Amharc ar fhreagraWhere new schools are not needed but some level of additional accommodation is required in an area to meet demographic demand, a range of factors are considered as to which school or schools should be provided with this accommodation. These factors include the level of diversity of provision in the area and the ability or otherwise of existing school sites to facilitate the extra accommodation.
My Department's focus at this time is on the need to prioritise available funding towards the provision of essential school classroom accommodation. It is open to all schools to submit an application for capital funding. My Department prioritises applications on the basis of an immediate accommodation requirement because of increased enrolments and where an additional teacher is being appointed.
My Department uses a Geographical Information System (GIS) to identify where the pressure for school places across the country will arise. The GIS uses data from the Central Statistics Office, Ordnance Survey Ireland and the Department of Social Protection together with information from my Department's school databases. With this information, my Department carries out nationwide demographic exercises at primary and post-primary level to determine where additional school accommodation is needed.
The outcome of the latest demographic exercises was that in November 2015 the establishment of 13 new schools to open nationwide in 2017 and 2018 was announced. All school planning areas including Tullow, Co. Carlow are being kept under ongoing review by my Department to take account of updated child benefit data and enrolment data and also the impact of existing and planned capacity increases to schools in these areas.
181. Deputy Robert Troy asked the Minister for Education and Skills his priority legislation for the coming year, as outlined to the Chief Whip in response to her recent correspondence; and if he will make a statement on the matter. [11623/16]
Amharc ar fhreagraI can confirm to the Deputy that the Government will shortly be publishing a legislation programme for the current session and that this will identify the priority legislation for my Department, which will be based on the priorities set out in the Programme for Government.
182. Deputy Robert Troy asked the Minister for Education and Skills if he has begun work on his Department's new three-year strategy; when he will announce it; and if he will make a statement on the matter. [11624/16]
Amharc ar fhreagraAs the Deputy will be aware, the Programme for a Partnership Government provides for a three year statement of strategy for my Department within the first 100 days and a framework for measuring its progress. The Strategy will be informed by the Government's Programme for a Partnership Government and aims to advance the transformation of the education system to support the principles of the Programme in the development of a strong economy and a fair and compassionate society.
The Programme sets out the following eight areas of priority:
1. Prioritising Early Years
2. Tackling Disadvantage
3. Diversity and Choice for Parents
4. Promoting Excellence and Innovation in Schools
5. Promoting Creativity and Entrepreneurial Capacity in Students
6. Making Better use of Educational Assets within Communities
7. Special Needs Education
8. Meeting the Skills Needs of the Future.
I have recently launched a call for stakeholder consultation to gather views on the development of the new strategy.
183. Deputy Noel Grealish asked the Minister for Education and Skills the number of retired staff from his Department who are deemed to be overpaid due to the payment of a supplementary pension in the past five years; how this situation arose and how these pensions were calculated incorrectly; the value of the overpayment; if the retired staff can appeal this overpayment; and if he will make a statement on the matter. [11629/16]
Amharc ar fhreagraSupplementary pension is a top-up pension paid by the occupational pension provider in the period between retirement and age 66 (previously age 65) to public servants who paid Class A PRSI during some or all of their employment. Supplementary pension is paid in order to ensure that these public servants are not disadvantaged between the date of retirement and state pension age. It is a rule of the pension scheme that a supplementary pension should cease or be abated as appropriate when a pensioner applies for and comes into receipt of the state pension. The limited circumstances in which supplementary pension is payable is included in documentation which issues to pensioners at their retirement. Responsibility in the first instance rests with the pensioner to inform the occupational pension provided (the Department in this case) once the person applies for and becomes eligible for a social welfare payment from the Department of Social Protection.
The advent of new pension legislation in late 2012 facilitated the sharing of information between this Department and the Department of Social Protection. In late 2012/early 2013 the Department conducted an analysis of those pensioners over age 65 who were in receipt of a supplementary pension. On completion of this analysis and a follow-up exercise some c320 teacher-pensioners, out of a total population of more than 25,000 retired school staff, were identified as in receipt of a supplementary pension to which they were no longer entitled as they were also in receipt of a state pension from the Department of Social Protection. Payment of supplementary pension to these pensioners was ceased in May 2013. Payment of the occupational pension has continued in the normal way. Additionally the pensioners continue to benefit from receipt of their social welfare pension.
Overpayment of individual supplementary pension was subsequently calculated. Gross overpayment amounted to €2.7 million. It is estimated that the overpayment net of statutory deductions (PAYE, PRSI etc.) is likely to be in the region of €1.5m however net figures have not yet been finalised as a small number of complex cases are still being worked through.
The Department was conscious that the recovery of the overpayment would have implications in terms of tax treatment for the individuals. Revenue rules provide that relief from income tax paid is granted on repayment only where the overpayment occurs within the previous 4 years. In the instance of these cases some proportions of the overpayment accrued in a period outside the 4 year Revenue limit. In the case of overpayments which fall outside the 4 year Revenue limit, the Department has put in place a method which involves repayment of a net amount calculated using historic pay data from the P60 statements of the individual. This method allows the pensioner to repay the overpayment net of statutory deductions. This approach, which, following consultations with the Revenue Commissioners, was agreed with the Department of Public Expenditure and Reform, represents a fair and equitable response to the issue as it ensures that those affected do not refund pension overpayments to the State to which they subsequently cannot claim tax refunds.
The pension paid by the Department was correctly calculated based on the information provided by the pensioners in question but the overpayment arose when those pensioners also came into receipt of a state pension from Department of Social Protection. The pensioners were not entitled to concurrent payment of supplementary pension and state pension.
To-date just over 200 of the 320 pensioners who incurred the overpayment have already entered into repayment arrangements with my Department or discharged the overpayment in full. My Department is continuing to received undertakings and cheque payments on a daily basis.
The Department is continuing to work with remaining individuals with a view to achieving a mutually satisfactory arrangement for repayment. While the Department's approach to the arrangements for repayment will continue to be flexible in terms of method and timescale for repayment, it must insist on recovery of the outstanding amounts.
The statutory superannuation provision for teachers, under which pensions are awarded, provides that where at any time a person receives payment of pension and the person is not entitled to it under the Scheme or receives payment of pension which exceeds those which are appropriate under the Scheme, the person shall repay the amount to the Minister on demand. In addition in default of payment, the amount shall be recoverable as a simple contract debt in any court of competent jurisdiction.
The Department operates an Internal Disputes Resolution process for pension matters generally where a person is aggrieved by any decision affecting their pension. Additionally a person who is not satisfied with the outcome of the Internal Dispute Resolution may refer the complaint or dispute to the Pensions Ombudsman who will determine whether or not this is an issue which falls under his jurisdiction.
184. Deputy Micheál Martin asked the Minister for Education and Skills his plans for a school (details supplied); for the development of the building which is no longer fit for purpose, and for staffing from 2017 onwards. [11634/16]
Amharc ar fhreagraThe school to which the Deputy refers is a recognised special school. In the case of special schools, the National Council for Special Education allocates staffing resources on an ongoing basis to provide for the number of pupils enrolling taking into account the disability categorisation of those pupils, and in accordance with the criteria set out in my Departments Circular 0042/2011.
In relation to school accommodation needs, it is open to schools to submit an application to my Department so that long-term accommodation requirements can be addressed. In that regard, funding was approved on a devolved basis to the school concerned by my Department in April last year for building improvement works and also for additional accommodation to meet the schools immediate accommodation needs. My Department has not since received a further application from the school concerned.
185. Deputy Brendan Ryan asked the Minister for Education and Skills when he will inform a school (details supplied) of a location, given that it is outgrowing its current location; and if he will make a statement on the matter. [11657/16]
Amharc ar fhreagraThe school referred to by the Deputy is currently operating out of suitable start-up accommodation and will continue to operate in this accommodation for the coming 2016/17 academic year.
A suitable permanent site has been identified for the school and the acquisition process is underway. Given the commercial sensitivities associated with land acquisitions generally I am not in a position to provide further details at this time. I can, however, assure the Deputy that the acquisition of a new site for the school is a priority for the Department and that the patron body will be informed of the location for the school as soon as it is possible to do so.
186. Deputy Maurice Quinlivan asked the Minister for Education and Skills his plan of action for training for apprenticeships for trades, given the urgent need for certain skills and to build houses in the next number of months and years; his views on recent developments; his plans for apprenticeship training for trades; and the funding he will allocate for training apprenticeships for trades in each of the years 2017 to 2021 in tabular form. [11665/16]
Amharc ar fhreagraFollowing a number of years of decline, registrations in the 27 existing apprenticeship trades are rising as the employment and economic situation improves. At the end of 2014, registrations were up 40% on 2013. In 2015 there were 3,153 registrations in the existing trades which represents a further 17% increase in registrations on 2014.
SOLAS have informed me that registrations are forecast to increase to 3,390 in 2016, 4,219 in 2017 and 5,089 in 2018. SOLAS do not yet have forecasts beyond 2018 but will continue to update their forecasts based on their formal economic model. Off the job provision in the 27 existing trades is planned and funded by SOLAS and the Higher Education Authority in the light of forecast registrations.
Based on these forecast figures, SOLAS estimate that the cost of existing apprenticeship programme will be €69.9 million in 2016, €81.3 million in 2017 and €96.9 million in 2018. SOLAS cannot estimate these costs beyond 2018. It should be noted that these costs refer to the payment of allowances to apprentices during their off-the-job training and the provision costs in further education and training settings for the 27 existing trades.
In the Programme for Partnership Government we have committed to double the number of apprenticeships by 2020, together with the Apprenticeship Council, SOLAS, the ETBs and with Industry. We will target 100 different apprenticeship schemes spread across sectors of the economy and in every region of Ireland.
187. Deputy Billy Kelleher asked the Minister for Education and Skills to allocate a special needs assistant to a person (details supplied). [11669/16]
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) is responsible, through its network of local Special Educational Needs Organisers (SENOs) for allocating a quantum of Special Needs Assistant (SNA) support for each school annually taking into account the assessed care needs of children qualifying for SNA support enrolled in the school. Where children have significant care needs whereby they may need additional support to be able to attend school, the NCSE may make an allocation of SNA support to the school to assist that child.
The NCSE operates within my Department's criteria in allocating such support, 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 will consider all applications for SNA support which have been made by schools. SENOs will continue to process applications for access to SNA support which are received after this deadline. Such applications will be processed in the order in which the applications have been received.
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. Schools will be advised of their revised SNA allocations for the 2016/17 school year, prior to the end of the current school year.
All schools have the names and contact details of their local SENO. Parents may also contact their local SENO directly to discuss their child's special educational needs, using the contact details available on www.ncse.ie.
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.
188. Deputy Josepha Madigan asked the Minister for Education and Skills to consider installing solar panels in schools as a form of energy for heating and water and as a potential cost saving; and if he will make a statement on the matter. [11693/16]
Amharc ar fhreagraI wish to advise the Deputy that my Department is at the forefront of design with respect to sustainable energy in school buildings and this performance has been recognised at both National and International level with sustainable energy awards for excellence in Design and Specification.
My Department's Technical Guidance Documents (TGDs) set the benchmark for sustainable design in school buildings with a clear focus on energy efficiency and they are based on solid energy research projects. The Department's policy is supported by a strong research programme with forty six research projects at various stages including its joint Sustainable Energy Authority Ireland (SEAI) partnership energy website project www.energyineducation.ie. Schools that are designed and built in accordance with the Department's TGDs for schools must achieve an A3 Building Energy Rating.
Research and trials of hot water generation in schools have shown that solar thermal generation is not considered an optimum design solution for schools due to schools operating profile i.e. closed during summer months, mid-term, short days and closed for weekends, together with the minimum and irregular hot water demand present.
The potential for renewables in schools is under continued review as part of my Department's Energy Research Programme through continued research and by monitoring improvements in technology and changes in the market place.
189. Deputy Thomas Pringle asked the Minister for Education and Skills why he has declined a reader to a person (details supplied); and if he will make a statement on the matter. [11706/16]
Amharc ar fhreagraThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
The State Examinations Commission operates a scheme of Reasonable Accommodations in the Certificate Examinations. Full details of the scheme are available from their website: www.examinations.ie/candidates/reasonableaccommodations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
190. Deputy Patrick O'Donovan asked the Minister for Education and Skills to revert to this Deputy on a matter regarding a secondary school (details supplied); and if he will make a statement on the matter. [11716/16]
Amharc ar fhreagraThe delivery of the new post-primary school referred to by the Deputy has been devolved to Limerick and Clare Education and Training Board (ETB) under a Service Level Agreement. A planning application was submitted to Limerick County Council by the ETB in January this year and the local authority has sought further information in relation to this application.
The ETB and their Design Team are currently preparing a response to the request for further information.
191. Deputy Carol Nolan asked the Minister for Education and Skills if he is aware that a staff member at the National University of Ireland, Galway has sought protection under the whistleblower legislation after making a series of disclosures to the Higher Education Authority involving alleged wrongdoing and irregularities where a central feature of the complaint relates to the appointment of persons to positions within the National University of Ireland, Galway and to the use of consultants; how he is addressing the issues raised; and if he will make a statement on the matter. [11735/16]
Amharc ar fhreagra192. Deputy Carol Nolan asked the Minister for Education and Skills his views on the level of spending on consultants contracted across National University of Ireland, Galway from 2013 onwards including details of company names, units where they were used, fees, expenses, value added tax and other associated costs they were paid; on the use of consultants in a State-funded third level institution; and if he will make a statement on the matter. [11736/16]
Amharc ar fhreagra193. Deputy Carol Nolan asked the Minister for Education and Skills when the term of the president of the National University of Ireland, Galway will end and his preparations to appoint a successor including the timescale and process he envisages; and if he will make a statement on the matter. [11737/16]
Amharc ar fhreagraI propose to take Questions Nos. 191 to 193, inclusive, together.
In October 2015 my Department received a Protected Disclosure from a staff member at the National University of Ireland, Galway (NUIG). As outlined by the Deputy the disclosure makes a number of allegations in relation to wrongdoing at the University. The correspondence was referred to the Higher Education Authority (HEA) as the Chief Executive Officer of the HEA is the designated official for such disclosures for the higher education sector.
Since then the HEA has met with the discloser and has referred the allegations to NUIG with a requirement to establish a robust and independent review process. Based on the response received from the University, as well as further engagement with the discloser, the HEA has written to the parties concerned in relation to the findings of the review and the next steps to be taken, including a procurement issue which is being brought to the attention of the Office of the Comptroller & Auditor General.
Unfortunately due to time constraints, NUIG was unable to provide the details on consultancy spend in the manner requested by the Deputy, however, officials of my Department have asked the HEA to request the information from NUIG and I will arrange for it to be forwarded to you as soon as it is available.
In relation to the position of President at NUIG, I understand that the current President was appointed in March 2008 for a period of 10 years. NUIG is an autonomous institution within the meaning of the Universities Act 1997 and under S.24(1) of the Universities Act it is the responsibility of the Governing Authority of NUIG to appoint the President of the University. Accordingly, I have no function in relation to this matter.
