Thomas Pringle
Ceist:56. Deputy Thomas Pringle asked the Minister for Education and Skills his plans to end the baptism barrier; and if he will make a statement on the matter. [2009/17]
Amharc ar fhreagraSchool Admissions
Ceisteanna (56)
Freagraí scríofa
I believe that it is unfair that preference is given by publicly-funded religious schools to children of their own religion who might live some distance away, ahead of children of a different religion or of no religion who live close to the school.
I also believe that it is unfair that parents, who might otherwise not do so, feel pressure to baptise their children in order to gain admission to the local school and I intend to reform the school admissions system in relation to the role that religion can play in that process.
I have set out four possible approaches for dealing with the issue, in primary schools in the first instance, including:
- A catchment area approach, prohibiting religious schools from giving preference to children of their own religion who live outside the catchment area ahead of non-religious children who live inside the catchment
- A 'nearest school rule', allowing religious schools to give preference to a religious child only where it is that child's nearest school of that particular religion
- A quota system, which would allow a religious school give preference to children of its own religion in respect of only a certain proportion of places, meaning that the remaining places would be allocated based on other admissions criteria – proximity to the school, lottery etc.
- An outright prohibition on religious schools using religion as a factor in admissions, meaning that all places would be allocated based on other factors. Within this approach, there is capacity to allow religious schools to require parents or students to indicate some support or respect for the ethos of the school.
I am also mindful of the need to avoid possible pitfalls and unintended consequences with each of these approaches, including most importantly possible impacts on minority religions and on the wishes of Protestant, Jewish, Islamic and other communities to be able to run schools in accordance with their ethos and admit children from their communities to attend those schools.
Other possible consequences to be avoided include possible breaches of the constitution, technical and administrative difficulties impacting on the capacity to effectively run the system of over 4000 schools and the possibility of creating 'postcode lotteries', such as other countries have experienced, resulting in pronounced divergence in the quality of schools in more advantaged compared to less advantaged areas.
I will be commencing a short, 10-12-week process of consultation, on this issue and I am interested in hearing the views of the groups who stand to be impacted by changes as well as any members of the public with views on the issue. After that I will progress to develop and implement measures to deal with this issue.
These issues should be dealt with on a separate track to the Education (Admission to Schools) Bill, shortly to progress to Committee Stage. This view that the two issues should progress on separate tracks was passed by a large majority of the Dáil in a motion last June.
The Admissions Bill includes a series of practical common-sense reforms to the process of admissions to schools, commands broad support across the Dáil, and is on target to be enacted in the coming months.
The issues involved here are complex and potentially controversial, and by linking them in with the Admissions Bill the danger is that the Admissions Bill would be substantially delayed as these issues are worked out.
Multidenominational Schools
Ceisteanna (57)
Thomas Pringle
Ceist:57. Deputy Thomas Pringle asked the Minister for Education and Skills when he will announce his action plan objective to map new approaches to reach the target of 400 multidenominational schools by 2030; and if he will make a statement on the matter. [2010/17]
Amharc ar fhreagraFreagraí scríofa
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 which enable engagement with the landowner, 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 held a round of consultations with patron bodies in this regard. I aim to be in a position to announce these new approaches shortly.
In addition to progressing the reconfiguration of existing school provision to provide greater choice to parents in areas of stable population, the Government is committed to ensuring that parental preferences will continue to be key to patronage decisions on new schools established in areas of demographic growth.
Education Grants
Ceisteanna (58)
Michael Healy-Rae
Ceist:58. Deputy Michael Healy-Rae asked the Minister for Education and Skills if he will review the position regarding SUSI grants whereby persons are finding it extremely difficult every year to prove independent living as the guidelines are too strict; and if he will make a statement on the matter. [1996/17]
Amharc ar fhreagraFreagraí scríofa
Very significant numbers of third-level students move out of home to go to college and continue to be supported by their parents while in full-time education. Confirmation that a student is living separately from his/her parents is of itself, not sufficient to establish independent status. When considering whether a student meets the conditions to be assessed independently of his or her parents, grant awarding authorities like SUSI are obliged to satisfy themselves beyond doubt that an acceptable degree of proof of independent living in the relevant period has been submitted by the grant applicant. For student grants purposes, a student may be assessed as an independent student if he/she has attained the age of 23 on the 1st of January of the year of first entry to an approved post leaving certificate course or an approved higher education course or of re-entry to an approved course following a break in studies of at least three years, and is not ordinarily resident with his/her parents from the previous 1 October. Otherwise he/she would continue to be assessed on the basis of his/her parents' income. The onus is on the grant applicant to provide the necessary documentary evidence as requested by the relevant grant awarding authority. Such documentary evidence will vary from student to student, depending on each individual's particular set of circumstances.
It is important to note that each year a significant number of student grant applicants are assessed as 'independent' students and awarded student supports on that basis.
If an individual applicant considers that he/she has been unjustly refused a student grant, he/she may appeal, in the first instance, to his/her awarding body. Where an individual applicant has had an appeal turned down in writing by the awarding authority and remains of the view that the scheme has not been interpreted correctly in his/her case, an appeal outlining the position may be submitted by the applicant to the independent Student Grants Appeals Board.
National Educational Psychological Service Administration
Ceisteanna (59)
Thomas Byrne
Ceist:59. Deputy Thomas Byrne asked the Minister for Education and Skills his views on the length of time it takes for children to be publicly assessed by the National Educational Psychological Service; his further views on whether these waiting times are acceptable; and the measures his Department is taking to improve access to psychological assessment for school children. [1897/17]
Amharc ar fhreagraFreagraí scríofa
The Deputy will be aware that my Department's National Educational Psychological Service (NEPS) provides educational psychology service to all primary and post primary schools through an assigned NEPS psychologist and in some cases through the Scheme for Commissioning Psychological Assessments (SCPA).
NEPS does not maintain waiting lists but, in common with many other psychological services and best international practice, NEPS has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution oriented consultative approach to maximise positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Only in the event of a failure to make reasonable progress, in spite of the school's best efforts in consultation with NEPS, will the psychologist become involved with an individual child for intensive intervention or assessment.
This system allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually. It also ensures that children are not referred unnecessarily for psychological intervention.
I can inform the Deputy that once a pupil referral to NEPS is agreed an assessment is normally undertaken and a formal report submitted to parents and school authorities within an average of 9 weeks. This data is derived from the NEPS Casetrack system which records short-hand details of NEPS psychologist pupil referrals.
I can also inform the Deputy that these time differentials do not accurately reflect the gap in time between the raising of a referral and the provision of advice and support to the school and parents on the concerns raised in relation to children undergoing assessment. This in fact is usually imparted much earlier through post assessment feedback followed by a later provision of a formal written report.
My Department, over the course of recent economic difficulties, has not only maintained psychologist staffing levels within NEPS, but has increased them by some 10% since late 2008, to 165 whole time equivalent (w.t.e. psychologists currently employed. A process is currently in place to fill vacancies in the coming months and bring the staffing complement up to the approved level of 173 w.t.e posts.
The Programme for a Partnership Government commits that we will invest additional resources in the National Educational Psychological Service to ensure earlier intervention and access for young children and teenagers and to offer immediate support to schools in cases of critical incidents. The Programme commits to bring the total number of NEPS psychologists to 238.
Special Educational Needs Data
Ceisteanna (60)
John Curran
Ceist:60. Deputy John Curran asked the Minister for Education and Skills the number of autism spectrum disorder, ASD, units attached to primary and post-primary schools in the Clondalkin catchment area and the Lucan catchment area; his views on whether there are sufficient ASD units available and, in particular, if there are enough ASD units available at post-primary level to meet the transition from those attending ASD units at primary level; and if he will make a statement on the matter. [1810/17]
Amharc ar fhreagraFreagraí scríofa
The National Council for Special Education (NCSE) is responsible for organising and planning provision for children with Special Educational Needs, including establishing special classes in mainstream primary and post primary schools.
Special classes are part of a continuum of educational provision that enables students with more complex special educational needs to be educated, in smaller class groups, within their local mainstream schools.
Special classes offer a supportive learning environment to students with ASD who are unable to access the curriculum in a mainstream class, even with support, for most or all of their school day. Special classes for students with ASD are staffed with a lower pupil–teacher ratio of 6:1 at primary level and 6:1.5 at post primary level, and also have Special Needs Assistant support normally amounting to 2 SNAs for a class of 6 children.
Students enrolled in special classes should be included in mainstream classes to the greatest extent possible, in line with their abilities.
Progress in developing the network of Special Classes has been significant and there are currently 1,153 available, which is an increase of over 100% on the number available in 2011, which was 548. Of these, 127 are ASD early intervention classes, 525 are primary ASD classes and 237 are post-primary ASD classes.
The continued growth in post primary special class numbers is a natural consequence of the earlier growth in primary special class numbers. However, it should not be assumed that the same levels of growth in post primary class numbers should apply. This is because, for children with Autism, transferring from a special class in primary to a special class in post primary school may not always be the optimal choice. Many children can progress to mainstream post primary with support of SNA and Resource Teaching hours, while more may transfer from primary to a special schools depending on their presentation and needs.
The National Council for Special Education has informed my Department that they are satisfied that there are sufficient ASD Post Primary special class placements to meet existing demand in the area referred to by the Deputy.
With regard to future potential need in this area, the NCSE has advised that they are continuing to engage with schools in the area to open special classes where there is an identified need for special class provision.
The Education (Admission to Schools) Bill was published on 6th July 2016. The Bill contains a provision which will empower the National Council for Special Education (NCSE) to designate a school for a child who has no school place for reasons related to the child's special educational needs and for the Child and Family Agency to designate a school for a child who has no school place (other than a child with special educational needs).
In line with recommendations from the NCSE in policy advices provided in 2011, it is the policy of the Department to include a Special Needs Unit in the accommodation brief for new school buildings, unless local circumstances indicate that it will not be required. In addition, the Department may also provide capital funding to schools to establish special needs provision e.g. reconfigure existing accommodation to provide a special class where this has been approved or recommended by the National Council for Special Education.
The NCSE recently launched guidelines for Boards of Management and Principals of Primary and Post Primary schools which provide information on setting up and organising special classes. These guidelines are available to download from www.ncse.ie.
Schools Establishment
Ceisteanna (61)
Shane Cassells
Ceist:61. Deputy Shane Cassells asked the Minister for Education and Skills if he will establish a second level educational campus in Enfield, County Meath, to cater for the accelerating population growth in this area of south County Meath; and if he will make a statement on the matter. [1888/17]
Amharc ar fhreagraFreagraí scríofa
My Department uses a Geographical Information System to identify the areas under increased demographic pressure nationwide. The system uses data from the Central Statistics Office, Ordnance Survey Ireland, the Department of Social Protection and information from 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. The outcome of such demographic analyses was the announcement in November 2015 that four new primary schools and nine new post-primary schools will open in 2017 and 2018 to cater for increased demographic needs. As part of that announcement it was noted that a range of areas nationwide, including Enfield (Kilcock school planning area), are experiencing increased demographic pressure and will be kept under review.
My Department is continuing to keep the Kilcock school planning area under review to take into account updated enrolment data and capacity developments in this and adjacent school planning areas.
Skills Shortages
Ceisteanna (62)
Bernard Durkan
Ceist:62. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which he remains satisfied regarding the adequacy of sufficient persons with suitable skills to meet the requirements of the modern workforce; if he has identified any specific areas requiring attention in this regard; if adequate apprenticeships are available to meet the demand; the extent to which the quality of education at primary, secondary and third levels here continues to compare favourably with others globally; and if he will make a statement on the matter. [1913/17]
Amharc ar fhreagraFreagraí scríofa
The National Skills Strategy 2025 identifies Ireland's current skills profile, provides a strategic vision and specific objectives for Ireland's future skills requirements, and sets out a road map for how the vision and objectives can be achieved across the education and training sector.
With over 140 Actions, the Strategy sets out the Government's commitment to improving and using skills for sustainable economic growth and outlines how we can develop a well-skilled, adaptable workforce.
The Programme for Government contains a commitment to increase the cumulative number of apprenticeship registrations to 31,000 by 2020, this figure is also in line with the target in the National Skills Strategy to increase registrations on apprenticeships in the period 2016-2020. A detailed action plan to deliver on these commitments will be published shortly.
The Action Plan for Education was launched in September 2016 and the vision of the Plan is that Irish Education and Training across primary, secondary and third level should become the best in Europe over the next decade. The plan contains hundreds of actions to be implemented with particular focus on skills, and continuous improvement within the education system. Whilst National and International assessments show that the Irish education and training system is performing well in a number of areas, there are a number of targets and indicators in the Plan focused on improving performances across the system in areas such as PISA performance in Science, Reading and Maths.
National Training Fund
Ceisteanna (63)
Carol Nolan
Ceist:63. Deputy Carol Nolan asked the Minister for Education and Skills his plans relating to the surplus of the National Training Fund. [1890/17]
Amharc ar fhreagraFreagraí scríofa
The National Training Fund is mainly resourced by a levy on employers of 0.7% of reckonable earnings in respect of employees in Class A and Class H employments, which represents approximately 75% of all insured employees. The levy is collected through the PAYE/PRSI system and funds are transferred monthly to my Department by the Department of Social Protection.
The amount collected has varied over the last number of years broadly in line with employment levels. Receipts went from a high of €413m in 2008 to €299m in 2012 and have increased to €390m in 2016.
There has been a shift recently in the focus of investment with more funding allocated to training those in employment and less allocated to training jobseekers due to the upturn in our economy and more people in employment. In 2017, by reducing the funding allocated to training for the unemployed I have provided an additional €24 million to training those in employment to meet demand which will arise mainly in the expansion of apprenticeship opportunities.
The accumulated surplus in the fund has been important in maintaining expenditure levels, particularly in the provision of training for the unemployed, in the years when receipts fell below the expenditure levels required. It is prudent to continue to maintain an adequate surplus in the Fund to meet demand in future years and it should be noted that, while the current surplus of €232 million represents a very significant sum, it would only cover 7 months NTF expenditure at current levels. In 2017, I am providing funding of €366 million for training activities from the NTF.
While the NTF does not form part of the Vote of the Department, the allocation for each scheme is determined as part of the annual Estimates process. The NTF is included as an annex to the published Estimates of the Department and such funding is included in the overall expenditure ceiling for the Department since 2011. This is important as it means that overall expenditure from the Fund cannot be increased, even where receipts increase, without a corresponding drop in voted expenditure.
I will continue to monitor the potential use of the Fund in the context of overall financing arrangements for education and training planned to meet current and emerging skill needs.
School Equipment
Ceisteanna (64)
Clare Daly
Ceist:64. Deputy Clare Daly asked the Minister for Education and Skills his views on the decision of the education procurement service, which is his Department's sector sourcing hub, to issue a tender (details supplied) for the national supply of library books and audiovisual material, which arguably discriminated against small companies here in the tender requirements; and if he will make a statement on the matter. [1297/17]
Amharc ar fhreagraFreagraí scríofa
The decision to issue the tender for the supply of library books and audiovisual material was taken by the Local Government Management Agency (LGMA) and local authorities. The role of the Education Procurement Service (EPS) is to conduct the procurement exercise on behalf of these bodies. The specification of goods and services, evaluation and award of winning tenders are decided by the LGMA with support from the Education Procurement Service.
The EPS ensures adherence with national procurement policy and regulation including advice on initiatives to assist SMEs in public procurement issued by the Office of Government Procurement. Pre-tender meetings were held between the buyers and suppliers in this case. The subdivision of the tender into lots, a relatively low turnover requirement, acceptance of consortium bids and a balance of quality over cost in award criteria were all designed to facilitate SME involvement. Four of the six lots were won by Irish SME Companies.
The EPS facilitates SME participation in tender competitions in line with government policy on this issue and will continue to encourage and facilitate the inclusion of SMEs in future procurement exercises.