Tuesday, 4 Oct 2016

Written Answers Nos. 1-42

Referendum Campaigns

Ceisteanna (8, 9)

Richard Boyd Barrett

Ceist:

8. Deputy Richard Boyd Barrett asked the Taoiseach the referenda he proposes to hold during the term of Government. [27126/16]

Bríd Smith

Ceist:

9. Deputy Bríd Smith asked the Taoiseach the plans he has for any referenda in the coming year. [27372/16]

Freagraí scríofa

The Taoiseach

I propose to take Questions Nos. 8 and 9 together.

Under the Programme for a Partnership Government, the Government is committed to holding Constitutional referendums on the following matters:

- Article 41.2.1, regarding a "woman's life within the home"

- Article 40.6.1, on the offence of blasphemy

- Ireland's participation in the Unified Patent Court

- Giving the Office of Ceann Comhairle constitutional standing.

The Programme for a Partnership Government also commits the Government to establish a Citizens' Assembly with a mandate to look at a limited number of key issues. While not all these issues relate to the Constitution, the Citizen's Assembly will be asked to make recommendations to the Dáil on the Eighth Amendment, on fixed-term parliaments and on the manner in which referendums are held.

The Programme for a Partnership Government also says that on foot of the recommendation of the Banking Inquiry, the Government will seek a review of the powers of Oireachtas Committees in conducting inquiries and, based on this review, will consider whether there should be a Constitutional referendum to strengthen Committees' powers.

As regards timing, no decision has been made on this as yet. I should add that before any referendum would be scheduled, I would of course bring a proposal to Government and hold discussions with Opposition Leaders.

Questions Nos. 10 to 16 resubmitted.

Questions Nos. 17 to 24, inclusive, answered orally.

Schools Site Acquisitions

Ceisteanna (25)

Josepha Madigan

Ceist:

25. Deputy Josepha Madigan asked the Minister for Education and Skills when his Department will make a decision on the permanent location of a school (details supplied); and if he will make a statement on the matter. [28041/16]

Freagraí scríofa

Minister for Education and Skills

I wish to thank the Deputy for raising this matter.

The school to which the Deputy refers opened in temporary accommodation in September 2016.

My Department has been seeking to acquire a suitable permanent site in the area for the school in question for some time and has been in liaison with officials in Dun Laoghaire Rathdown County Council in this respect.

As the Deputy will appreciate, land availability in the area is extremely limited and this has resulted in a challenging and lengthy site acquisition process.  Nonetheless, a suitable location has been identified and the acquisition process in respect of this has commenced.  Officials in my Department are considering and addressing certain technical complications pertaining to the site in question.  My officials are currently evaluating the best course of action in order to expedite the provision of permanent accommodation for this school.

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 you that the provision 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.

Education Funding

Ceisteanna (26)

Bernard Durkan

Ceist:

26. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which he will respond to the various requests received from primary, secondary and third level educational interests wherein the various bodies prioritised their respective needs; his plans for the future in respect of the educational sector in general; and if he will make a statement on the matter. [28390/16]

Freagraí scríofa

Minister for Education and Skills

Since I took office, I have made clear that my priorities as Minister will be to ensure that we do everything we can to improve outcomes for the learners who depend on our education and training system, to break the cycles of disadvantage, to support out teachers and institutions to continually improve, to build better links between education and the broader community including the enterprise sector and to improve our systems to deliver on this ambitious agenda.

These priorities are reflected in the Action Plan for Education, published earlier this month.   The development of this Action Plan and Statement of Strategy included an extensive consultation process with education partners and stakeholders.

As signalled by the Minister for Public Expenditure and Reform, there will be a limited amount of additional funding available for new budgetary measures next year, amid a range of competing demands within and across Departments.

With limited room for manoeuvre I, like all Ministers, will have to take a targeted and balanced approach to directing any additional investment, with the objective of progressively delivering on the goals set out in the Action Plan.

As part of this process, I had a productive engagement last week with the Oireachtas Joint Committee on Education and Skills to hear their expenditure priorities.

I am in currently in ongoing discussions with my colleague the Minister for Public Expenditure and Reform regarding expenditure proposals for next year, which will be announced next week as part of Budget 2017. 

Questions Nos. 27 to 32, inclusive, answered orally.

Residential Institutions Redress Scheme

Ceisteanna (33)

Clare Daly

Ceist:

33. Deputy Clare Daly asked the Minister for Education and Skills if his attention has been drawn to the growing number of complaints and delays regarding the processing of applications to Caranua; and if he will make a statement on the matter. [28182/16]

Freagraí scríofa

Minister for Education and Skills

As the Deputy is aware Caranua is an independent statutory body and I have no role in regard to its day to day operations. It is a matter for Caranua's Board and executive to manage its activities and to put in place systems and processes that are appropriate having regard to the organization's statutory remit.

I would like to point out that, up to the end of June 2016, Caranua had spent some €50 million in supports to or on behalf of 3,545 applicants.  A significant level of funding has been provided to a large number of former residents which is to be welcomed.

I understand that Caranua takes all complaints seriously and that it has a Customer Service Charter and Feedback and Complaints Policy which may be accessed on the organisation's website (www.caranua.ie). The website allows applicants to provide feedback, submit comments and make formal complaints in cases where there is dissatisfaction with the quality of service provided. Furthermore, Caranua comes within the scope of the Ombudsman Acts 1980 to 2012 and its administrative actions are subject to review by the Ombudsman. It is worth noting also that Caranua is amenable to scrutiny by the Oireachtas, including its committees.

I understand that as part of the applications process there are extensive levels of communications between Caranua and applicants. Each applicant is assigned an Application Advisor who is responsible for guiding an applicant through the applications process, helping them to identify the full range of needs they have and providing them with any supporting information that may be needed to complete the application. While there have been delays in the past, I am not aware of there being significant delays in the application process at present.  If the Deputy is aware of a particular case where there has been an inordinate delay in the processing of an individual application I would encourage her to raise the matter directly with Caranua.

Pupil-Teacher Ratio

Ceisteanna (34)

Mick Barry

Ceist:

34. Deputy Mick Barry asked the Minister for Education and Skills his views on the concerns of a group of parents whose children attend a school (details supplied) that classes are too big in the school; and if he will make a statement on the matter. [28388/16]

Freagraí scríofa

Minister for Education and Skills

The criteria used for the allocation of teaching posts to primary schools is published annually on my Department's website. The key factor for determining the number of classroom teaching posts allocated to each school is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September.  

However, the staffing arrangements also include a provision whereby schools experiencing rapid increases in enrolment can apply for additional permanent classroom posts for the coming school year, on developing school grounds.

The school referred to by the Deputy has been approved for 1 additional classroom post on this developing school criteria for the 2016/17 school year. This post is subject to the school achieving projected enrolments on 30 September 2016. 

The configuration of classes and the deployment of classroom teachers are managed at local school level. My Department's guidance to schools is that the number of pupils in any class is kept as low as possible, taking all relevant contextual factors into account, for example, available classroom accommodation, fluctuating enrolments etc. School authorities are also requested, where possible, to use their autonomy under the staffing schedule to implement smaller class sizes for junior classes.

Legislative Programme

Ceisteanna (35)

Thomas Pringle

Ceist:

35. Deputy Thomas Pringle asked the Minister for Education and Skills when the Education (Admission to Schools) Bill will reach Committee Stage; and if he will make a statement on the matter. [28381/16]

Freagraí scríofa

Minister for Education and Skills

The Education (Admission to Schools) Bill was published on 6th July 2016.

Publication of the Bill reflects the commitment in the Programme for Government to publish new School Admissions legislation taking account of current draft proposals and addressing issues including publication of school enrolment policies, an end to waiting lists, introduction of annual enrolment structures, and transparency and fairness in admissions for pupils and their parents.

The Bill provides an over-arching framework for greater transparency and fairness in school enrolment generally and thereby gives greater confidence to parents that the admission criteria laid down by schools and the procedures used by them are legitimate, reasonable and fair.

The Programme for Government targets enactment of this legislation before September 2017. The Bill is a priority listing on the current legislative programme and I hope the Bill will move to Second Stage shortly and Committee Stage later in this term.

The Second and Subsequent Stages of the Bill will provide an opportunity for detailed examination of the provisions of the Bill as it passes through the Houses of the Oireachtas.

Third Level Funding

Ceisteanna (36)

Ruth Coppinger

Ceist:

36. Deputy Ruth Coppinger asked the Minister for Education and Skills if, in view of the Union of Students in Ireland survey (details supplied) showing 87% of students feared leaving third level education due to the cost of education, he will implement policies to reduce the cost of education for students; and if he will make a statement on the matter. [28387/16]

Freagraí scríofa

Minister for Education and Skills

The Future Funding of Third Level Education including the charges and supports to students has been considered by an Expert Group chaired by Peter Cassells.

In line with the commitment in the Programme for Government I have referred the expert group's report to the relevant Oireachtas Committee with a view to obtaining political consensus on achieving a sustainable funding model for the higher education sector in the future.

In addition the Programme for Government contains a commitment to increase financial support for postgraduate students with a particular focus on those from low income households and to review the barriers to lone parents accessing higher education. Options in both of these areas are under review.  

A major objective set out in the Action Plan for Education is to increase by 30% entrants from groups which have traditionally low participation in higher education.  Any future funding model will need to deliver on this and other objectives for our higher education system. 

My Department provides a suite of supports that are intended to assist students from disadvantaged backgrounds, and other under-represented groups, to overcome financial barriers to accessing and completing higher education.

In 2015/16 my Department spent €414million on such financial supports.

More than 80,000 students were supported under the Student Grant Scheme last year, at a cost of approximately €380 million. A similar number of students will benefit this academic year.

Some 15,000 students were assisted in 2015/16 through the Student Assistance Fund, at a cost of €6.34m.

In addition, 10,500 students were provided with additional supports through the Fund for Students with Disabilities, at a cost of €10.4m.

My Department also provides scholarships and bursaries to students from disadvantaged backgrounds. In 2015/16, over 450 students benefitted at a cost of €1.5m.

Special Education Review

Ceisteanna (37)

Mick Wallace

Ceist:

37. Deputy Mick Wallace asked the Minister for Education and Skills his plans to carry out a specific assessment of the educational outcomes of children with special educational needs, as recommended by the Children's Rights Alliance, to complement the promised assessment of special needs assistants as outlined in the recently published Action Plan for Education; and if he will make a statement on the matter. [28373/16]

Freagraí scríofa

Minister for Education and Skills

I have recently requested the National Council for Special Education (NCSE) to undertake a comprehensive assessment of the Special Needs Assistant Scheme and in my request I specifically asked the NCSE to define and examine outcomes of students under current arrangements.

The Programme for a Partnership Government includes a commitment to examine the adequacy of the present policies and provision, and their scope for improvement.

In recent years, the NCSE has provided my Department with a number of policy advice papers including ‘Supporting Students with Special Educational Needs in Schools’ (2013) and ‘Delivery for Students with Special Educational Needs: A proposed new model for allocating teaching resources for Students with Special Needs.’ (2014). 

These Reports made a number of recommendations regarding the development of a new model for allocating teaching resources to schools.

They noted the importance of measuring educational progress and outcomes for pupils, noting that research had identified that a range of different outcome measures can be used to evaluate how students are progressing in school, such as; academic achievement; attendance, and happiness and independence related outcomes.

The majority of schools now record outcomes for pupils as part of the pupil planning process.

Improvements in the manner in which outcomes can be recorded and reported for children with special educational needs are currently being considered in the context of the development of the new resource allocation model. It is intended that any such proposals, along with other proposals to improve the existing resource allocation system will be explored with education partners, prior to implementation.

Third Level Funding

Ceisteanna (38)

Thomas P. Broughan

Ceist:

38. Deputy Thomas P. Broughan asked the Minister for Education and Skills his views on the proposal from the Union of Students in Ireland for a Government injection of an additional €140 million into the higher education sector during 2017; and if he will make a statement on the matter. [28354/16]

Freagraí scríofa

Minister for Education and Skills

I am aware of the USI pre-budget submission and its recommendations for increased funding to the sector. The Report of the Expert Group on Future Funding for Higher Education, published in July, clearly outlines the funding challenges in the higher education sector and offers a number of approaches and recommendations for consideration. As committed to in the Programme for Government, I have referred the report to the Education Committee as part of the process for formulating a plan for the future of the sector. This will ensure that all views can be heard and considered.

In welcoming the publication of the report I indicated my belief that additional funding for the sector must be accompanied by new performance based funding mechanisms and new targets for improved outcomes for the users and funders of the service. 

We will require reasonable consensus to enable us to move forward with a realistic and achievable strategy for funding the system into the future. I shall work with the Education Committee as it analyses all of the options put forward by the Expert Group and hears the voice of all stakeholders and all sides of the debate.

In addition, my Department is working with the Higher Education Authority (HEA) on a revised System Performance Framework of strategic dialogue with higher education institutions which will establish clear goals for the system for the next 5 years across priority areas such as access, research and developing our pipeline of human capital. My Department, in co-operation with the HEA, is also undertaking a review of current state funding mechanisms to ensure the right tools and incentives are in place to achieve these goals.

Croke Park Agreement

Ceisteanna (39)

Bríd Smith

Ceist:

39. Deputy Bríd Smith asked the Minister for Education and Skills his views on whether his Department's withholding of certain payments from members of the ASTI will help achieve the Government's aim of modernising the education system or promote excellence and innovation in schools. [28375/16]

Freagraí scríofa

Minister for Education and Skills

ASTI has issued a directive to their members to withdraw from the Croke Park hours. These are the 33 hours of additional work per year (less than one hour per week) that were agreed under the Croke Park agreement, to facilitate staff meetings, parent-teacher meetings etc. without closing schools. ASTI's decision to withdraw from these hours means that the union has repudiated the Lansdowne Road Agreement.

The Government has committed to fully implementing the Lansdowne Road Agreement in accordance with the timelines agreed, subject to the continued cooperation of the unions. The Lansdowne Road Agreement remains the framework for public service pay. It is the only framework available for managing the needs of the public service while implementing the reforms that enable us to deliver better public services in the future.

In opting to withdraw from the LRA, ASTI members are also opting to forego a series of benefits and protections. These include avoiding an increment freeze, continuation of the alleviation of the FEMPI Act 2013 pay cut for higher earners, the addition of the €1,592 Supervision and Substitution allowance to the pay scale and protection against compulsory redundancy.

Further significant consequences of withdrawing from the Lansdowne Road Agreement are the withdrawal of the benefits introduced under the Ward Report and the non-application of the revised sequence for the filling of posts/hours, both of which measures enable new teachers to gain permanent employment and full hours more quickly than before. In addition, newly qualified ASTI members will not receive the benefits of the recent agreement reached with TUI and INTO on new entrant pay.

I previously offered that my Department would suspend the implementation of measures associated with ASTI’s repudiation of the Lansdowne Road Agreement, if the union suspends their directive to withdraw from the Croke Park hours. This would provide a more constructive context for talks to take place and would avoid disruption in schools. It would also mean that thousands of ASTI teachers would receive the payment for supervision and substitution as well as other benefits and protections under the Lansdowne Road agreement. Unfortunately, ASTI have refused this offer thus far but it remains open.

Despite this, my Department is making arrangements to continue the ongoing discussions with ASTI in relation to their issues of concern. I believe that continuing dialogue between my Department and the ASTI would be in the best interests of schools, parents, students and teachers as is evidenced by the agreements reached with the INTO and TUI. It is regrettable that ASTI seem determined to pursue a route of confrontation rather than dialogue.

Special Educational Needs Service Provision

Ceisteanna (40)

Margaret Murphy O'Mahony

Ceist:

40. Deputy Margaret Murphy O'Mahony asked the Minister for Education and Skills his plans to improve access to special educational supports; and if he will make a statement on the matter. [28393/16]

Freagraí scríofa

Minister for Education and Skills

Funding for special education provision has increased substantially in recent years and in 2016 will amount to some €1.5 billion, which is equivalent to approximately 17% of the gross overall current allocation for education and training.

This funding provides for a range of supports and services including:

-  12,900 Special Needs Assistants (Ss) at a full year cost of €426m are available for allocation to the end of 2016. This is a 22% increase over 10,575 posts available since 2011.

- Over 11,800 learning support and Resource Teacher posts, at a full year cost of €722m, are provided in mainstream primary and post primary schools, of which 7,452 resource teacher posts are available for 2016/17, which represents an increase of 41% from 5265 posts available in 2011.

- Over 150 new Special Classes have been opened for the 2016/17 school year, bringing the total to 1,150 special classes in place, compared to 548 special classes in 2011.

- 125 special schools with over 1,100 teachers also provide specialist education for those pupils who need it.

It also includes special transport arrangements, building adaptations, enhanced capitation, specialised equipment, the National Educational Psychological Service (NEPS); additional teacher training and Home Tuition support for pupils with special educational needs who are awaiting a school placement. 

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

Each of these reports has assisted in the development of policies in my Department which, allied with the additional resources provided, have brought substantial improvements to access and outcomes for children with special Educational needs.

I have also recently requested the NCSE to undertake a comprehensive assessment of the Special Needs Assistant Scheme. 

There is still some way to go and as committed to in the Programme for a Partnership Government, it is planned to further examine the adequacy of the present policies and provision, and the scope for further improvements.

Multidenominational Schools

Ceisteanna (41)

Thomas Pringle

Ceist:

41. Deputy Thomas Pringle asked the Minister for Education and Skills his plans to achieve by the end of 2016 the Acton Plan for Education objective to map out new approaches in order to reach the target of 400 new non-denominational and multi-denominational schools by 2030; and if he will make a statement on the matter. [28380/16]

Freagraí scríofa

Minister for Education and Skills

The Government is committed to progressing the development of a dynamic and innovative education system that reflects the diversity of twenty first Century Ireland. The Programme for a Partnership Government reflects the Government's objective of strengthening parental choice and further expanding diversity in our school system. The desire of parents for diversity in education is primarily being pursued by increasing the number of non-denominational and multi-denominational schools with a view to reaching 400 by 2030.

In addition to the phased transfer of Catholic schools to new patrons already under way, this requires considering new ideas and new approaches to substantially accelerate the changes in school provision in order to achieve greater diversity.  By developing new approaches I am convinced that we can significantly increase the number of non-denominational and multi-denominational schools.  I am progressing these matters as a priority and have already commenced a round of consultations with patron bodies in this regard.  I aim to be in a position to announce these new approaches within the timeframe indicated in the Acton Plan for Education.

Having regard to the desirability of providing a diverse range of education and training opportunities for students and learners, ETBs have an important role in identifying demand for diversity in their functional areas and in working with existing providers to ensure that provision can be appropriately configured to best meet that demand. 

Schools Building Projects Status

Ceisteanna (42)

Charlie McConalogue

Ceist:

42. Deputy Charlie McConalogue asked the Minister for Education and Skills the status of a new building for a school (details supplied); when construction will commence and be completed; and if he will make a statement on the matter. [28184/16]

Freagraí scríofa

Minister for Education and Skills

The project to which the Deputy refers was announced as part of the Six Year Capital Programme last year.  The project is scheduled to go to tender and construction in 2019-2021.

The Deputy will be aware that officials from my Department have been working closely with officials from Donegal County Council under the Memorandum of Understanding for the acquisition of school sites in order to identify and procure a suitable site for this project.

Following a comprehensive technical assessment of a significant number of identified site options by my Department in conjunction with the Local Authority, a preferred site option was identified.  Officials from the Local Authority have since engaged with the relevant landowner and are progressing with negotiations.

My officials continue to liaise with both officials from the Local Authority and with representatives of the school authorities and all parties are working to complete this acquisition as soon as possible.