Aengus Ó Snodaigh
Ceist:1. Deputy Aengus Ó Snodaigh asked the Tánaiste and Minister for Justice and Equality the reason a person (details supplied) continues to have their application for citizenship refused. [29964/16]
Amharc ar fhreagraCitizenship Applications
Ceisteanna (1)
Freagraí scríofa
I am advised by the Irish Naturalisation and Immigration Service (INIS) of my Department that there is no current application for a certificate of naturalisation from the person referred to by the Deputy. Previous applications have been refused for reasons provided to the person concerned, the most recent in a letter issued on 7 October 2013 advising of the decision.
It is open to any individual to lodge an application for citizenship if and when they are in a position to meet the statutory requirements as prescribed in the Irish Nationality and Citizenship Act 1956 as amended. The fact that a person may have had an application refused does not preclude or disqualify them from submitting a fresh application in the future, however when considering making such a re-application, the person should give due regard to the reasons for the refusal which were contained in the submission attached to the refusal letter. Any further application will be considered taking into account all statutory and administrative conditions applicable at the time of application. Detailed information on Irish citizenship and naturalisation is available on the INIS website at www.inis.gov.ie. The website also contains an on-line naturalisation residency calculator which individuals may find of assistance in establishing if the residency requirements are met.
Queries in relation to the status of individual immigration cases may be made directly to INIS by e-mail using the Oireachtas Mail facility which has been specifically established for this purpose. This service enables up to date information on such cases to be obtained without the need to seek information by way of the Parliamentary Questions process. The Deputy may consider using the e-mail service except in cases where the response from INIS is, in the Deputy’s view, inadequate or too long awaited.
Peace Commissioners
Ceisteanna (2)
Jonathan O'Brien
Ceist:2. Deputy Jonathan O'Brien asked the Tánaiste and Minister for Justice and Equality the position regarding peace commissioners charging fees for their services; if she will clarify the matter and notify the appointed peace commissioners of same; and if she will make a statement on the matter. [29978/16]
Amharc ar fhreagraFreagraí scríofa
Peace Commissioners are appointed by the Minister for Justice and Equality under Section 88 of the Courts of Justice Act, 1924. It is an honorary position and a Peace Commissioner receives no remuneration or compensation from public funds. Before appointment applicants are informed that they are not entitled to charge or receive for their own benefit any fee for performing the duties attaching to their office.
Any complaint relating to Peace Commissioners in the performance of their duties should be brought to my attention.
Ireland Strategic Investment Fund Investments
Ceisteanna (3)
Thomas Pringle
Ceist:3. Deputy Thomas Pringle asked the Minister for Finance if he will support a recommendation to divest the Ireland Strategic Investment Fund of its investments in fossil fuels as an outcome of the mid-term review of the ISIF investment strategy this autumn (details supplied); and if he will make a statement on the matter. [29899/16]
Amharc ar fhreagraFreagraí scríofa
I am informed by the Ireland Strategic Investment Fund (ISIF) that its shareholdings in companies outside Ireland are held in the global portfolio. The global portfolio has been restructured and is being sold over time to fund Irish investment commitments as they arise, in keeping with ISIF's mandate to invest on a commercial basis to support economic activity and employment in Ireland.
In terms of Fossil Fuel exposure, ISIF's equity holdings in the Energy sector are valued at €11 million (0.14% of ISIF's assets under management). ISIF is also invested in circa. €97 million of short term fixed income investments in energy corporations representing just over 1% of the ISIF's assets.
Such investments should be considered in the context of ISIF's Irish portfolio and its significant commitment to renewables. ISIF's investment strategy is aligned with government policy and the State's commitment to make the transition to a low carbon, climate resilient and sustainable economy. The strategy states that ISIF's €800m energy allocation will include a significant element of renewables investment. To date such investment commitments include:
- €44 million for the €500 million Dublin Waste to Energy project.
- €35 million commitment to NTR's onshore wind fund.
- Investment in Bluebay SME credit fund which has made loans to Gaelectric and Mainstream, Irish headquartered renewable energy developers.
- Being a cornerstone investor in the Irish Infrastructure Fund (IIF) which holds a number of Irish onshore wind assets, forestry, and a designer/manufacturer of high power density high efficiency power supplies.
As part of its on-going commitment to operate to high international standards ISIF has recently published its Sustainability and Responsible Investment Policy which is available online at: http://www.isif.ie/wp-content/uploads/2016/07/SustainabilityandResponsibleInvestingPolicyJuly2016.pdf.
The Policy emphasises climate change as part of the integration of Environmental, Social and Governance (ESG) into its investment decision making.
Many major funds internationally have made significant divestments from fossil fuels such as coal, while other such funds have adopted an approach of engagement with energy companies to establish their strategy and positioning for the transition to a low carbon economy. ISIF continually reviews its carbon exposure and the investment case for companies that may not be aligned with the long term transition to a low-carbon economy.
The National Treasury Management Agency (Amendment) Act 2014, which established ISIF on a statutory basis provides that ISIF shall review its investment strategy after 18 months of operation and that in reviewing its investment strategy shall consult with the Minister for Finance and the Minister for Public Expenditure and Reform, and that the Minister for Finance may consult with other Government Ministers, as appropriate. This review will be completed in Q4 2016 and the issues of decarbonisation and Ireland's long term transition towards a low carbon economy are being considered as part of this process.
Credit Union Regulation
Ceisteanna (4)
John Lahart
Ceist:4. Deputy John Lahart asked the Minister for Finance if his attention has been drawn to the fact that, in the absence of a dedicated treasurer in credit unions, branch accounts are prepared and finalised by operations, with no checks carried out by a director of the branch, and the board is required to sign off on the branch accounts without having had any input or without knowing if they are accurate or not; and if he will make a statement on the matter. [29931/16]
Amharc ar fhreagraFreagraí scríofa
The Report of the Commission on Credit Unions, published in 2012, made a number of recommendations, including in relation to governance requirements for credit unions. Recommendations made were agreed by all stakeholders including credit union representative bodies. These governance requirements set out the role and responsibilities of two key positions within the credit union - those of chair of the board and the manager of the credit union. Section 64 of the Credit Union Act 1997 (1997 Act) identifies the treasurer as the 'managing director' of the credit union and his/her responsibilities included executive responsibilities such as submitting financial statements to the board. In order to ensure that the role and responsibilities of board and management do not overlap and that board members have governance rather than executive responsibilities, the Commission recommended that the 1997 Act be amended to remove the role of treasurer and assign executive responsibilities to the management of the credit union. This recommendation is reflected in section 21 of the Credit Union and Co-operation with Overseas Regulators Act 2012 (2012 Act).
More generally, in terms of board composition and competence and capability, under the 1997 Act, a board of directors of a credit union must be of sufficient number and expertise to adequately oversee the operations of the credit union while the nomination committee must review the composition of the board for the purpose of identifying any deficiencies in composition of the board. In addition, under the Fitness and Probity Regime for credit unions, a credit union must not permit a person to perform a Controlled Function (which includes all members of the board) unless it is satisfied on reasonable grounds that the person is, amongst other things, competent and capable to perform their role.
The governance requirements emphasise the importance of, and provide a framework to implement in practice, a separation between the two distinct sets of roles in a credit union, i.e. the executive or operational roles, and the non-executive or governance roles. This separation allows the respective roles to be clearly defined and for their responsibilities to be distinct. The executive or operational roles are performed by the manager, the management team, staff and voluntary assistants. The non-executive or governance roles are performed by the board of directors.
The governance requirements also require a credit union to have a board oversight committee, an internal audit function, a risk management officer and a compliance officer.
Under section 63A(4) of the 1997 Act functions of the manager of a credit union include:
- updating the board of directors on the financial position of the credit union, including submitting to the board of directors on a monthly basis unaudited financial statements that set out the financial position of the credit union; and
- preparing or causing to be prepared such financial reports and returns as may be required by the auditor of the credit union.
Under section 55(1) of the 1997 Act, one of the functions of the board of directors is to review and consider any update of financial statements provided to the board by the manager under section 63A(4)(c).
Section 111 of the 1997 Act further provides for the preparation of annual accounts in a credit union and requires that the income and expenditure account, balance sheet or statement cannot be published until it has been audited by an auditor, signed by a member of the supervisory committee and a member of the board acting on behalf of the board of directors.
I am advised by the Central Bank that where matters arise in relation to a credit union's accounts the board should ensure that it obtains the necessary clarification to inform it in carrying out its functions in relation to the accounts of the credit union. In the event that such matters are not addressed to the satisfaction of the board, the board must determine whether it is appropriate for a member of the board to sign the annual accounts on its behalf.
I am satisfied that there is an appropriate framework in place to adequately oversee and manage the preparation and publication of accounts in a credit union.
Third Level Education
Ceisteanna (5, 10)
Noel Rock
Ceist:5. Deputy Noel Rock asked the Minister for Education and Skills his views on the lack of third level graduates in software development; and if he will make a statement on the matter. [29915/16]
Amharc ar fhreagraNoel Rock
Ceist:10. Deputy Noel Rock asked the Minister for Education and Skills his plans to attract students to third level education courses in software development; and if he will make a statement on the matter. [29914/16]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 5 and 10 together.
The Deputy will be aware that in March 2014, my Department and the Department of Jobs Enterprise and Innovation, launched an ICT Skills Action Plan 2014 - 2018. The Plan was developed in close collaboration with industry. The plan sets out a collaborative, system-wide response, across Departments, agencies and the education and enterprise sectors aimed at building the domestic supply of graduates from the education system and ensuring Ireland maintains a strong ICT talent pool and promoting Ireland internationally as a centre for high-level ICT skills. Implementation of the Plan is underway, with oversight of a high level steering group comprising DES, DJEI and representatives from industry and the education sector.
A number of significant developments have taken place since the ICT Action Plan was published in 2014. In 2015, my Department published the Digital Strategy for Schools and commenced work on the development of the Regional Skills Fora. The Department has also commenced funding for the Associate Profession ICT and new Apprenticeship models are now being developed. The National Skills Strategy 2025 was published in January 2016, which includes a range of relevant actions.
In this context, the Action Plan for Education includes an action related to the review of the existing ICT Action Plan and publication of a new Plan. This review has already commenced and it is expected to be completed by Q4 2016.
Updated data on progress in increasing the supply of ICT graduates levels 8 to 10 and updated projections for the period to 2018 are set out in the following table. The updated figures show that the actual number of graduates on mainstream programmes at levels 8 to 10 was higher than previously projected for 2014. The First Destinations Report for the 2014 graduate cohort also shows that a higher proportion of graduates entered the labour market as opposed to pursuing further studies compared to the 2013 cohort.
These new projections include data for graduate output from publicly funded programmes (publicly funded HEI mainstream programmes at levels 8 to 10 and all Springboard+ programmes) and output from private colleges.
ICT Action Plan target update
|
Source |
2014 |
2015 |
2016 |
2017 |
2018 |
|
L 8/9/10 mainstream net graduate supply |
2,699 |
2,669 |
2,984 |
3,035 |
3,435 |
|
L8 ICT Conversion Graduate Supply (1-year full-time) |
523 |
633 |
852 |
888 |
888 |
|
L8 ICT Conversion Graduate Supply (2-year part-time) |
0 |
0 |
0 |
0 |
499 |
|
Total L8/9 Springboard part-time graduate supply |
574 |
674 |
436 |
203 |
203 |
|
Private Colleges (excluding Springboard) L8/9/10 graduate output |
225 |
225 |
225 |
225 |
225 |
|
Total Irish-based Level 8+ graduate supply |
4,021 |
4,201 |
4,497 |
4,351 |
5,250 |
|
Projected Level 8+ Job Openings |
5,849 |
6,512 |
6,891 |
7,114 |
7,284 |
|
74% Target |
4,328 |
4,819 |
5,099 |
5,264 |
5,390 |
|
Total NFQ Level 8 - 10 graduates supply as % of job openings |
70% |
66% |
66% |
62% |
73% |
Third Level Funding
Ceisteanna (6)
Michael Healy-Rae
Ceist:6. Deputy Michael Healy-Rae asked the Minister for Education and Skills if he will address the unsustainable model for third level education funding through an increase of capital spending by €10 million in order for Ireland to retain a highly educated workforce; and if he will make a statement on the matter. [29940/16]
Amharc ar fhreagraFreagraí scríofa
In recognition of funding pressures in the higher education sector, an Expert Group chaired by Peter Cassells was established in summer 2014 to examine funding arrangements for higher education. The Report of the Expert Group, 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.
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.
While Cassells deals with the medium and long term funding needs of higher education we also have to consider the immediate challenges and these are the subject of discussions currently taking place in the context of Budget 2017.
Apprenticeship Programmes
Ceisteanna (7)
Michael Healy-Rae
Ceist:7. Deputy Michael Healy-Rae asked the Minister for Education and Skills if he will assist in reducing unemployment and sustaining existing employment by allocating ring fenced funding for the development of new apprenticeships and training programmes to promote new skills and for in-work training; and if he will make a statement on the matter. [29952/16]
Amharc ar fhreagraFreagraí scríofa
Within the further education and training sector there is a range of flexible high quality education and training on offer to meet the skill needs of individuals who are unemployed. To provide for the skill needs of those who are in employment a number of initiatives are also in place to provide in-work training and sustain and support existing employment.
Funded from the National Training Fund by my Department, Skillnets Limited funds and facilitates training provision through over 60 networks of private sector companies under the Training Networks Programme in a range of sectors and regions across the country. These networks identify their own common training needs, typically on a regional or sectoral basis. They also source their own training providers and develop their own learning solutions. This ensures projects remain enterprise-led and aligned with their needs. Last year, employer participation in Skillnets training grew by 15% resulting in almost 12,000 businesses collaborating with Skillnets to deliver training provision to almost 40,000 employees.
In Budget 2017, an increase of €2 million has been provided under the National Training Funding for Skillnets.
The Apprenticeship Council is overseeing the expansion of the apprenticeship system into a range of new areas, following a call for proposals from employers and education and training providers. 25 proposals have been prioritised by the Council for development. The Insurance Practitioner Apprenticeship, the first of the new programmes developed, launched in September. Further new apprenticeships are due to launch in the coming months in various sectors including medical devices, polymer processing and financial services. The last number of years have also seen a marked increase in new registrations in the 27 existing apprenticeships. As a result an additional €20 million is being made available from within the National Training Fund to provide for increased apprenticeship activity in 2017. This is being funded through savings arising from reduced demand for training for unemployed people in line with the strong growth in employment.
A new career traineeship initiative, instigated by SOLAS in collaboration with the Education and Training Boards and Enterprise to develop a more effective model of work-based learning, primarily at NFQ levels 4 and 5, is currently being piloted within the Hospitality and Engineering sectors. Based on the model further programmes are being developed. A target has been set to achieve 5,000 traineeship registrations by 2019.
SOLAS is working on the development of a policy framework for employee development within further education and training with reference to the actions and targets as set out in the National Skills Strategy to 2025. Progress is well advanced and it is planned that the framework will be complete by the end of the year.
Special Educational Needs
Ceisteanna (8)
Anne Rabbitte
Ceist:8. Deputy Anne Rabbitte asked the Minister for Education and Skills the provisions in the Education for Persons with Special Educational Needs Act 2004 relating to his Department which are yet to be commenced and implemented in full; the estimated cost of implementing the Act in full for his Department; and if he will provide a breakdown of the areas in which these costs would be incurred. [29984/16]
Amharc ar fhreagraFreagraí scríofa
A number of sections of the Education for Persons with Special Educational Needs Act 2004 have been commenced, including those establishing the National Council for Special Education and those promoting an inclusive approach to the education of children.
The following sections of EPSEN were commenced in 2005:
Section 1 – Interpretation
Section 2 - providing for the inclusive education of children with Special Educational Needs
Section 14 – placing certain duties on schools
Sections 19 to 37 - placing the Council on a statutory footing.
Section 39 - placing certain duties on Health Boards
Sections 40 to 53 - amending the Education Act
Schedule 1 – providing for meetings and membership of the Council
Schedule 2 providing for the Chief Executive Officer of the Council.
The remaining sections of the Act have yet to be commenced. Legal advice provided to my Department indicates that the EPSEN Act, as it is currently constituted, may not be implemented on a phased, or age cohort, basis.
The Sections of the EPSEN Act which have not been implemented are those which would have conferred a statutory entitlement to –
- an educational assessment for all children with special educational needs.
- consequent development of a statutory individual educational plan (IEP).
- the delivery of detailed educational services on foot of this plan.
- an independent appeals process.
Estimates would also have to be made as to the number of pupils who might qualify for the statutory service provisions envisaged by the EPSEN Act.
The NCSE published a Plan for the Implementation of the EPSEN Act in 2006. This report concluded that additional investment over a period of years of up to €235m per annum, across the education and health sectors, would be required to fully implement the EPSEN Act.
My Department's opinion is that the level of investment required could be significantly greater than that envisaged in the NCSE report.
Revised estimates of the amount of additional expenditure required to fully implement remaining sectors of the EPSEN Act have not recently been conducted. The level of additional expenditure required would have to take into account annual demographic growth and service developments in the area of special educational needs, pricing adjustments and salary cost differentials on an ongoing basis. Accordingly it is not possible to provide an accurate breakdown of the areas in which these costs would be incurred.
While awaiting the full implementation of the EPSEN Act, the NCSE has published a number of policy advice papers which make recommendations aimed at developing a better or more effective alternative to the current resource allocation model, and which aims to move the system towards ultimate implementation of the EPSEN Act.
These reports include the NCSE policy advice on Supporting Students with Special Educational Needs in Schools, published in 2013, and the Report of the Working Group on a Proposed New Model for Allocating Teaching Resources for pupils with Special Educational Needs, published in 2014.
The alternative model was piloted in 47 schools during 2015/16 school year and the effectiveness of the pilot is currently being reviewed. This review 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.
It is therefore intended to bring into effect many of the good ideas contained in the EPSEN Act, on a non-statutory basis initially, through policy developments across a range of areas, in conjunction with NCSE policy advice. Under the Programme for a Partnership Government, I have also committed to consulting with stakeholders to see how best to progress sections of the EPSEN Act that were introduced on a non-statutory basis.
Broadband Service Provision
Ceisteanna (9)
Catherine Martin
Ceist:9. Deputy Catherine Martin asked the Minister for Education and Skills the progress being made on providing a telephone line for a school (details supplied) in order that it can receive the free broadband package under the schools broadband initiative; and if he will make a statement on the matter. [29902/16]
Amharc ar fhreagraFreagraí scríofa
Through the Schools Broadband Access Programme, my Department provides for the supply of internet connectivity for all recognised primary, post-primary and special schools. The overall policy of my Department is to offer the best quality connectivity to all schools in line with technical solutions available in the market and within required financial parameters. My Department continually reviews the availability of services and upgrades schools where the opportunity arises.
A framework involving 14 providers was put in place in 2012 which has ensured improved solutions are available to primary schools. A recent drawdown off the framework saw approximately 90% of school connections retendered, with over 1,100 schools awarded connections of 30Mbit/s or greater.
In the case of the school referred to by the Deputy, the provider, who was awarded a contract under the framework, has been unable to provide the broadband service as anticipated due to issues outside of its control. My Department is currently working with this broadband provider to investigate alternative solutions to put the service in place.
In general terms, the need to improve broadband connectivity to primary schools is recognised in the new Digital Strategy for Schools and my Department will collaborate with the Department of Communications, Climate Action and Environment to address this as a priority action. Work on the implementation of the Strategy is now underway.
Question No. 10 answered with Question No. 5.
Schools Building Contractors
Ceisteanna (11)
Joan Burton
Ceist:11. Deputy Joan Burton asked the Minister for Education and Skills the steps which can be taken by sub-contractors working on school projects that have not been paid by the principal contractor for a period of greater than three months; the process his Department has in place to assist an unpaid school sub-contractor in such situations; and if he will make a statement on the matter. [29919/16]
Amharc ar fhreagraFreagraí scríofa
A building project is a complex arrangement of contractual relationships between the client, the main contractor, specialist sub-contractors, domestic sub-contractors, suppliers of materials, suppliers of plant etc. In general all sub-contractors employed on education sector building projects are employed directly by the Main Contractor or indirectly by the Main Contractor through other sub-contractors. It is a matter for all sub-contractors to agree terms and conditions and a schedule of payments with the Main Contractor as their direct employer.
As these contracts involve contractual matters between private companies as such my Department has no authority to intervene in these matters.
The Construction Contracts Act 2013 is intended to provide statutory arrangements for payments under construction contracts. The Act which was signed on the 13 April 2016 provides certain protections for companies and individuals, including sub-contractors, engaged in construction related activities who enter into construction contracts covered by the Act.
European Globalisation Fund
Ceisteanna (12)
Peter Burke
Ceist:12. Deputy Peter Burke asked the Minister for Education and Skills the way in which workers of a company (details supplied) can access the European Globalisation Adjustment Fund; and if he will make a statement on the matter. [29923/16]
Amharc ar fhreagraFreagraí scríofa
The European Globalisation Adjustment Fund (EGF) assists Member States to provide active labour market supports for workers who are made redundant due to globalisation or a global economic and financial crisis. Eligible redundancy situations are those involving at least 500 redundancies in a specific company (including suppliers/downstream producers) in a 4 month period, or at least 500 redundancies in a specific sector in a 9 month period. Applications for co-financing from the EGF are made by individual Member States and redundancies occurring in sites in other Member States cannot be aggregated to meet the eligibility criteria.
However, in exceptional circumstances applications can be considered where these criteria are not entirely met. In such cases a Member State is required to substantiate that exceptional circumstances pertain and that the redundancies have a serious impact on employment and the local, regional or national economy. These exceptional circumstances cases cannot exceed 15% of the annual maximum amount of EGF funding.
The EGF Managing Authority in my Department is currently assessing the circumstances pertaining to the proposed redundancies in question to ascertain whether the making of an EGF application is a feasible option. This assessment will address the circumstances leading to the redundancies and the extent to which exceptional circumstances pertain.
Schools Building Projects
Ceisteanna (13)
James Browne
Ceist:13. Deputy James Browne asked the Minister for Education and Skills the position regarding the provision of a new secondary school in Wexford town; if the patronage is decided; and if he will make a statement on the matter. [29927/16]
Amharc ar fhreagraFreagraí scríofa
For school planning purposes, my Department divides the country into 314 geographic areas known as school planning areas. These defined areas facilitate the orderly planning of school provision and accommodation needs. In identifying the requirement for additional school places in a school planning area, my Department uses a Geographical Information System to identify the areas under increased demographic pressure nationwide. The GIS uses data from the Central Statistics Office, Ordnance Survey Ireland, the Department of Social Protection and my Department's own databases. With this information, my Department carries out nationwide demographic analyses to determine where additional school accommodation is needed at primary and post-primary level. Following the 2015 demographic analyses, four new primary schools and nine new post-primary schools were announced to open in 2017 and 2018 to cater for increased demographic needs in these areas.
The demographic analysis for the Wexford Town school planning area does not indicate a requirement for a new post-primary school for the area. My Department is satisfied that the existing five post-primary schools in the Wexford town school planning area can cater for the students who require a school place in the area.
The Wexford town school planning area is an area experiencing demographic growth and the demographic data for this school planning area and the adjacent school planning areas are being kept under ongoing review by my Department to take account of updated child benefit data and updated enrolment data and also the impact of ongoing and planned capacity increases in these, and adjoining, school planning areas.
Gaeltacht Policy
Ceisteanna (14)
Michael Healy-Rae
Ceist:14. Deputy Michael Healy-Rae asked the Minister for Education and Skills the measures which will be taken to ensure that the Gaeltacht education policy is published and funded in the near future with regard to the Gaeltacht curriculum referenced in his Department's strategy statement for 2016-2019; and if he will make a statement on the matter. [29946/16]
Amharc ar fhreagraFreagraí scríofa
In the Action Plan for Education 2016-2019, which was published in September, I committed to publishing a Gaeltacht Education Strategy before the end of the year. To this end I am currently finalising the Policy for Gaeltacht Education, which will outline the measures that will be taken to successfully implement the commitment, outlined in Action 33 of the Action Plan, to strengthen Irish language learning in Gaeltacht areas. I hope to publish the Gaeltacht Education Policy by the end of this year and to commence implementation of the Policy on a phased basis in 2017, as resources permit.
School Transport Provision
Ceisteanna (15)
Kevin O'Keeffe
Ceist:15. Deputy Kevin O'Keeffe asked the Minister for Education and Skills if he will ensure that school bus transport is provided to pupils who wish to attend specific schools in their area (details supplied). [29950/16]
Amharc ar fhreagraFreagraí scríofa
School transport is a significant operation managed by Bus Éireann on behalf of the Department.
During the 2015/16 school year in the region of 114,000 children, including some 10,000 children with special educational needs, were transported in approximately 4,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres annually.
As the Deputy is aware, under the terms of my Department's Post Primary School Transport Scheme children are eligible for school transport where they reside not less than 4.8 kilometres from and are attending their nearest education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
In general children who are not eligible for school transport may apply for transport on a concessionary basis subject to a number of terms and conditions that are detailed in the scheme. The availability of concessionary transport may vary from year to year and is not available on public scheduled services.
While it is the prerogative of parents to send their children to the school of their choice, eligibility for school transport is to the nearest education centre/school.
The terms of the Scheme are applied equitably on a national basis.
Schools Site Acquisitions
Ceisteanna (16)
Joan Burton
Ceist:16. Deputy Joan Burton asked the Minister for Education and Skills if his attention has been drawn to any exercise by his Department to assess the future educational building needs in Dublin city area, at primary, secondary and third level, in the context of the consolidation of the DIT on the Grangegorman campus and the future disposal of the DIT properties in Kevin Street, Aungier Street, Cathal Brugha Street, Mountjoy Square, Chatham Row and Bolton Street; and if he will make a statement on the matter. [29957/16]
Amharc ar fhreagraFreagraí scríofa
For school planning purposes, my Department divides the country into 314 geographic areas known as school planning areas. These defined areas facilitate the orderly planning of school provision and accommodation needs. A number of these school planning areas cover Dublin City. In Dublin City, as elsewhere, my Department is using a Geographical Information System to identify the areas under increased demographic pressure and requirements for additional school places. The demographic data used is kept under ongoing review to take account of updated child benefit data, updated enrolment data, and also the impact of ongoing and planned capacity increases in these, and adjoining, school planning areas.
With regard to school site acquisitions, decisions in relation to the specific locations for new school accommodation in the Dublin City area are determined in the context of the overall portfolio of sites acquired, the feasibility of development of individual sites, and the timelines for acquisition, planning permission and development. Due to commercial sensitivities, it is not possible to provide details of specific site acquisitions under consideration by the Department.
With regard to DIT, my Department works closely with the Grangegorman Development Agency and DIT in relation to all aspects of the campus development at Grangegorman, including issues related to the proposed disposal of DIT properties.
Departmental Funding
Ceisteanna (17)
Patrick O'Donovan
Ceist:17. Deputy Patrick O'Donovan asked the Minister for Education and Skills the financial assistance available from his Department to a person (details supplied) who wishes to complete the experienced operator programme; and if he will make a statement on the matter. [29958/16]
Amharc ar fhreagraFreagraí scríofa
There is no financial assistance available from my Department to cover the cost of completion of the Experienced Operator Programme.
Support may be available from the Training Support Grant which is administered by the Department of Social Protection and is designed to fund quick access to short term training or related interventions for individual jobseekers who have identified work opportunities. Contact should be made with the local Intreo office for further information on support that may be available to the individual in question.
Education Policy
Ceisteanna (18, 19)
Jim Daly
Ceist:18. Deputy Jim Daly asked the Minister for Education and Skills the progress made on the development of an entrepreneurial education strategy for primary and post-primary schools as per Objective 4.6: Create a stronger focus on Entrepreneurship, Creativity and Innovation, No. 111, in the Action Plan for Education 2016 - 2019; and if he will make a statement on the matter. [29962/16]
Amharc ar fhreagraJim Daly
Ceist:19. Deputy Jim Daly asked the Minister for Education and Skills his proposals for the development of new entrepreneurship education guidelines for schools as per Objective 4.6: Create a stronger focus on Entrepreneurship, Creativity and Innovation, No. 112, in the Action Plan for Education 2016 - 2019; and if he will make a statement on the matter. [29963/16]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 18 and 19 together.
Work is currently underway on the development of an Entrepreneurial Education Policy Statement. It is the intention that the Policy Statement will cover the whole of the education and training system including primary and post primary schools.
The new Entrepreneurship Education Guidelines for Schools will be informed by the Policy Statement.
DEIS Scheme
Ceisteanna (20, 21)
Jackie Cahill
Ceist:20. Deputy Jackie Cahill asked the Minister for Education and Skills if a school (details supplied) will be assessed for inclusion in the DEIS programme, which is currently under review, as all research carried out in its catchment area emphasises the need for the school's inclusion in the programme given that the second level schools in the area that it feeds into are currently included; and if he will make a statement on the matter. [29968/16]
Amharc ar fhreagraJackie Cahill
Ceist:21. Deputy Jackie Cahill asked the Minister for Education and Skills if a school (details supplied) will be immediately assessed for inclusion in the DEIS programme, which is currently under review, in view of the fact that all research carried out in its catchment area emphasises the need for its inclusion in the programme; and if he will make a statement on the matter. [29975/16]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 20 and 21 together.
As the Deputy may be aware, a review of the DEIS programme is currently underway and, as I have recently announced, a New Action Plan for Educational Inclusion will be published before the end of this year. The review is looking at all aspects of DEIS, including the range and impact of different elements of the School Support Programme, particularly the scope for increased integration of services provided by other Departments and Agencies, in order to improve effectiveness.
As I have already announced, among the measures to be included in the plan are a series of pilot schemes aimed at introducing measures which have been shown to work well in improving results for disadvantaged children and students. The plan is expected to include targeted measures in the areas of:
- Supporting school leadership. We are lucky in Ireland to have exceptionally strong school principals in disadvantaged schools – even small improvements in supports for and retention and performance of school leaders in these schools can have a dramatic impact on outcomes;
- Networks and clusters for DEIS teachers and schools – including greater supported self-evaluation. Stronger networks of peer groups for teachers can help develop new methods and improve outcomes;
- Teaching methodologies. There is evidence that, for example, changing the way literacy is taught to children who struggle can achieve major improvements in results;
- Explore ways in which the work of schools could be better integrated with other state supports within the community.
The results of pilot programmes will be carefully monitored before any decisions around mainstreaming are considered.
Also under consideration is the development of a new assessment framework using centrally held CSO and DES data for the identification of schools for inclusion in a new programme to tackle educational disadvantage. The number of schools to be included in the programme will be determined by this proposed new identification process which will assess all schools in the country, including the two schools in question.
The Review process has included extensive stakeholder consultation, in particular engagement with relevant education partners.
The work undertaken by the Technical and Advisory Group is ongoing and its outcome will form part of the Action Plan, when published.
It is envisaged that actions arising from a new Action Plan for Educational Inclusion plan will be implemented in the 2017/2018 school year.
Further details on the Review Process and the groups involved are available at www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/.