Wednesday, 26 Oct 2016

Written Answers Nos. 71-76

Special Educational Needs Staff

Ceisteanna (71)

Mattie McGrath

Ceist:

71. Deputy Mattie McGrath asked the Minister for Education and Skills if he has reviewed the arrangements for the employment of SNAs as the current arrangements prevent newly qualified SNAs from gaining employment; his views on whether the current arrangements as laid out in circular 0035/2016 are overly restrictive and causing difficulties for newly qualified SNAs; the efforts that he will make to open the panels up to newly qualified applicants; and if he will make a statement on the matter. [32244/16]

Freagraí scríofa

Minister for Education and Skills

The supplementary assignment arrangements for Special Needs Assistants (SNAs) were established on foot of proposals brought forward by the Labour Relations Commission when the Haddington Road Agreement was being agreed. These supplementary assignment arrangements for SNAs continue to operate under the Lansdowne Road Agreement, and both unions representing SNAs, namely SIPTU and IMPACT, have signed up to that agreement. As set out in the LRC proposals, the supplementary assignment arrangements for SNAs only apply to current SNAs who are notified that they are to be made redundant. Accordingly, the purpose of these arrangements is to facilitate eligible SNAs who are being made redundant by one employer in filling SNA vacancies that may become available in another school/ETB.

Once an SNA with a minimum of one year's service (service in a substitute capacity i.e. covering for maternity leave, sick leave, career breaks, job-sharing etc. does not count) is notified by his/her employer that s/he is to be made redundant then s/he shall be deemed to be a member of a supplementary assignment panel for SNAs. The detailed supplementary assignment arrangements for SNAs for the 2016/2017 school year are set out in Departmental Circular 0035/2016 which issued on 20 May 2016 and which is available on the Department's website at the following address: www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0035_2016.pdf

The operation of this panel is described and outlined in Circular 0035/2016 and it is designed to be as flexible as possible which enables all eligible SNAs, who have the requisite Panel Form 1 completed by their former employer, to apply for any SNA position that is advertised by a school or an ETB with no sectoral, diocesan or geographical limitations imposed. Every eligible SNA will remain on the panel for two years with a view to getting further employment. If they are not successful over that period of time in obtaining a further SNA position then they will be eligible for a redundancy payment. Furthermore, an SNA may opt out of this supplementary assignment panel at any point in time triggering the processing of his/her redundancy payment in line with the terms set out in the SNA redundancy scheme (DES Circular 58/06) or any revision of same that is applicable at that time.

It should be noted that this does not prevent any person, including newly qualified SNAs, from applying for SNA vacancies but employers are obliged to give precedence to applicants who are members of the SNA Supplementary Assignment Panel.

The Supplementary Assignment Panel arrangements are reviewed by my Department on an annual basis in conjunction with an independent Supplementary Assignment Manager, the school management bodies and the two unions representing SNA staff (IMPACT and SIPTU).

My Department has set up a dedicated e-mail address to deal with all queries in relation to the SNA Supplementary Assignment Panel and any queries in respect of the operation of the Panel can be directed to this dedicated e-mail address: [e-mail].

Schools Building Projects Status

Ceisteanna (72)

Michael Harty

Ceist:

72. Deputy Michael Harty asked the Minister for Education and Skills the status of a school (details supplied) in County Clare; and if he will make a statement on the matter. [32245/16]

Freagraí scríofa

Minister for Education and Skills

The Deputy will be aware that a project for the school to which he refers is included in my Department's 6 Year Capital Programme which was announced last November.

I can confirm that a site acquisition process for the school is currently underway. However, given the commercial sensitivities associated with land acquisitions generally, I am not in a position to comment further at this time.

When a site has been acquired, the architectural planning process to deliver the building project will be initiated.

Third Level Funding

Ceisteanna (73)

Brendan Griffin

Ceist:

73. Deputy Brendan Griffin asked the Minister for Education and Skills his views on a matter (details supplied) regarding third level funding; and if he will make a statement on the matter. [32265/16]

Freagraí scríofa

Minister for Education and Skills

The Report of the Expert Group on Future Funding for Higher Education, published in July, clearly outlines the funding challenges and offers a number of approaches and recommendations for consideration for the medium term. As committed to in the Programme for Government, the report has been referred to the Education Committee as part of the process for formulating a plan for the future of the sector.

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 in that context I am pleased that in Budget 2017 I secured additional funding for the sector for the first time in nine years. In 2017 an additional €36.5 million will be made available with €160 million additional over the next three years. This will allow the sector keep pace with demographic increases and introduce targeted initiatives in areas such as disadvantage, skills, research and flexible learning. Among those who will benefit from the additional  third level funding being made available are, students from disadvantaged backgrounds, lone parents and Travellers.

It is also intended to carry out a policy review in order to implement a sustainable and predictable multi-annual funding model for higher and further education and training involving increased Employer and Exchequer contributions from 2018. This review will be in line with the policy framework set out in the National Skills Strategy and will complement the ongoing work by the Oireachtas Committee in relation to the Cassells report.

School Enrolments Data

Ceisteanna (74)

Bobby Aylward

Ceist:

74. Deputy Bobby Aylward asked the Minister for Education and Skills the total number of post-primary school places which were available in advance of the commencement of the 2016/2017 academic year in schools within the Kilkenny city district; the number of applications received in respect of same; and if he will make a statement on the matter. [32269/16]

Freagraí scríofa

Minister for Education and Skills

One of my Department's responsibilities is to ensure that schools in an area can, between them, cater for all pupils seeking places in an area. Enrolment policies are a matter for individual school authorities and my Department would not have access to details of applications received by individual schools in Kilkenny city.

The Deputy will be aware that as part of my Department's School Capital Investment Programme, a number of building projects for post-primary schools in Kilkenny will be progressed.

Student Grant Scheme Eligibility

Ceisteanna (75)

Brendan Smith

Ceist:

75. Deputy Brendan Smith asked the Minister for Education and Skills his plans to exclude a student's part-time earnings from the family's income assessment for higher education grant eligibility; his views on whether the inclusion of a student's part-time earnings is a disincentive to work, particularly where family incomes are under pressure; if his attention has been drawn to the fact that such earnings have in many instances put the family income marginally above the qualifying limit and caused student dropout; and if he will make a statement on the matter. [32270/16]

Freagraí scríofa

Minister for Education and Skills

The assessment of means under my Department's student grant scheme is based on gross income from all sources, with certain social welfare and health service executive payments being exempt.

In the assessment of means, a deduction can be made for holiday earnings made by the applicant from employment outside of term time but within the reference period. I increased the value of this income disregard from €3,809 to €4,500 in the 2016 scheme.

The student grant scheme contains a number of qualifying thresholds for various grant values. These gradations allow students just over a threshold margin, to remain in receipt of a grant, albeit at a reduced rate that reflects their relative income vis-à-vis other applicants.

Disadvantaged Status

Ceisteanna (76)

Louise O'Reilly

Ceist:

76. Deputy Louise O'Reilly asked the Minister for Education and Skills if he will meet with representatives from a school (details supplied) who have been in touch with him regarding urban DEIS status; and if he will make a statement on the matter. [32286/16]

Freagraí scríofa

Minister for Education and Skills

As the Deputy is aware, a process to review DEIS which began last year is nearing completion and it is my intention to publish a new Plan for Educational Inclusion 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, the potential for innovation within and between schools and its scope for increased integration of services provided by other Departments and Agencies, in order to improve effectiveness.

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 area of:

- School leadership

- School networks and clusters

- Teaching methodologies

- Integration of schools and other State supports within communities

- Greater use of Home School Community Liaison services

As you know no new school has been included in DEIS since 2009, now a new assessment framework is being developed using centrally held CSO and DES data for the identification of new schools for inclusion. 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 those not currently participating in DEIS. It will not be necessary for schools to make an application.

While we await the outcome of the identification process, it is not my intention to change the DEIS status of any school including Mary Queen of Ireland National School. They will be assessed on the same basis as every other school in the country.

Implementation of actions arising from the Plan for Educational Inclusion will begin in the 2017/18 school year, and will be a continuing theme in our wider Annual Action Plan for Education.