Written Answers Nos. 168 - 191
168. Deputy Noel Grealish asked the Minister for Finance to outline the timeframe for the deployment of Apple Pay non-cash payment facilities by Irish banks; and if he will make a statement on the matter. [7460/17]
Amharc ar fhreagraI am very supportive of innovation, increased competition and efficiency in the payments market. In 2015 I announced a reduction in interchange fees, making it cheaper for merchants to accept debit cards. I also announced an increase in the limit on contactless payments from €15 to €30 and reformed stamp duty to remove it from debit cards; replacing it with a 12c charge per ATM transaction though with a cap to ensure no consumer would be worse off.
New service providers which bring innovative safe payment methods and additional consumer choice are to be welcomed. The decision on whether and when to provide payment services in the Irish market is ultimately a matter for the providers of such services, though I note that one such mobile payment platform entered this market just two months ago and I expect to see others do the same in due course.
169. Deputy Imelda Munster asked the Minister for Education and Skills to set out in tabular form the number of tourism and hospitality skills training positions allocated in each county in the State in 2015 and 2016; the type of courses; and the institutions in which the courses are available. [6667/17]
Amharc ar fhreagra180. Deputy Kathleen Funchion asked the Minister for Education and Skills to set out the number of tourism and hospitality skills training positions that were allocated to the Carlow-Kilkenny constituency in 2015 and 2016. [6817/17]
Amharc ar fhreagra181. Deputy Kathleen Funchion asked the Minister for Education and Skills to set out the amount of funding that was allocated to the Carlow-Kilkenny constituency for tourism and hospitality skills training in 2015 and 2016 by his Department. [6819/17]
Amharc ar fhreagra182. Deputy Kathleen Funchion asked the Minister for Education and Skills to specify the agency or Government body that has oversight and responsibility for hospitality and tourism skills development policy. [6821/17]
Amharc ar fhreagra199. Deputy Michael Harty asked the Minister for Education and Skills to set out in the number of tourism and hospitality skills training positions allocated to County Clare in 2015 and 2016; the amount of funding allocated to County Clare for tourism and hospitality skills training in 2015 and 2016; the agency or body that has oversight and responsibility for hospitality and tourism skills development policy; and if he will make a statement on the matter. [7010/17]
Amharc ar fhreagraI propose to take Questions Nos. 169, 180 to 182, inclusive, and 199 together.
My Department has overall responsibility for policy development for education and training provision across the economy including the hospitality and tourism sector. There are no plans to re-establish a dedicated training organisation for the sector, but rather to deliver the required education and training through the mainstream higher and further education and training sectors, in line with provision for other sectors.
The Expert Group on Future Skills Needs (EGSFN) carried out a study on the future skills needs of the sector and the report of the study was published in November 2015. The objective was to assess demand arising within the sector in Ireland including hotels, restaurants, bars, canteens and catering over the period to 2020. The aim was to ensure that there will be the right supply of skills to help drive domestic hospitality sector business and employment growth. The report provides a clear and coherent framework for the development of talent in the hospitality sector in the years ahead to help drive both hospitality business and employment growth which is one the key goals of the Government’s Tourism Policy Statement – People, Place and Policy-Growing Tourism to 2025.
The Study assesses skills demand at all NFQ levels, with a particular focus on career progression opportunities for those at lower skilled levels to help fill anticipated job openings. The report provides a set of recommendations designed to address the skills requirements of the sector over the period to 2020. A key recommendation in the report was the need to set up of a National Oversight and Advisory Group comprising all the key hospitality stakeholders. Following on this recommendation, the Hospitality Skills Oversight Group was established early last year, chaired by SOLAS for the first year. To date the group has held seven meetings.
Membership of the Group includes the Restaurant Association of Ireland, the Irish Hotel Federation, Irish Hospitality Institute, Licenced Vintners Association, Vintners Federation of Ireland, Fáilte Ireland, Department of Jobs, Enterprise and Innovation, Department of Education and Skills, Department of Social Protection, Higher Education Authority, Skillnets, SOLAS, ETBs, IoTs, DIT and Quality and Qualifications Ireland.
The role of the Group is to monitor progress on the implementation of the recommendations of the EGFSN and to provide a forum for on-going collaboration in addressing the skills needs of the sector and to identify and progress actions to overcome barriers on its implementation.
The Group plan to publish a progress report later this year. To date work has been undertaken on careers promotion via a range of fora, the launch of the Tourism Insight online programme –aimed at promoting careers in tourism and hospitality with particular reference to transition year and Youthreach participants. Audits of both higher and further education facilities and courses are underway as well as the establishment of a Restaurant and Hospitality Skillnet which aims to address key skills requirements of restaurants and catering companies to help drive the domestic hospitality sector, employment growth, talent attraction and retention.
Funded through the National Training Fund by my Department, the network plans to design tailored programmes covering all aspects of the restaurant, food and beverage industry to SMEs nationally, with a particular focus on career progression for those at lower skilled levels to help fill anticipated job openings and increase retention levels within the sector and is well placed to address key recommendations of the EGFSN 2015 Report on the Future Skills.
Last month, I launched the 2016-2020 Action Plan to expand Apprenticeship and Traineeship in Ireland, setting out how state agencies, education and training providers and employers will work together to deliver on the Programme for Government commitments on the expansion of apprenticeship and traineeship in the period to 2020. The Plan sets out how we will manage the pipeline of new apprenticeships already established through the first call for proposals in 2015 and also commits to a new call for apprenticeship proposals later this year, to provide for the needs of all sectors, including hospitality and tourism. Over the lifetime of the Action Plan, 50,000 people will be registered on apprenticeship and traineeship programmes representing a doubling of current activity.
Work is progressing on the development of a new Commis Chef Apprenticeship led by the Irish Hotels Federation and the Restaurants Association of Ireland working with Kerry Education and Training Board. It is planned that this programme will commence later this year. The Apprenticeship Council also recently approved development funding for a separate proposal to develop a Chef de Partie Apprenticeship. The Apprenticeship Council will continue to work with the proposers of these new programmes to develop them into sustainable apprenticeships that can be delivered on a nationwide basis. The funding for planned and forecast expansion in 2017 will see an additional €20 million provided.
In 2015 a new Career Traineeship initiative was begun by SOLAS in collaboration with ETBs and enterprise to develop a more effective model of work-based learning, primarily at NFQ levels 4 and 5, incorporating best national and international research and practice. Networks of Employers have been created to facilitate partnerships between ETBs and employers in identifying training needs, designing the training programmes, recruitment of learners and delivery of the training on and off the job. The Career Traineeship model of work-based learning is currently being piloted with the Hospitality and Engineering sectors, with the involvement of seven ETBs.
Given the breadth and range of programmes within the Further Education and Training (FET) sector, it is not possible to provide details of funding and places on a county by county basis across specific sectoral provision. However, one way in which Solas classify FET provision is by the career areas which it serves. The following table on provision in the FET sector, shows the total number of beneficiaries in the career areas of Food and Beverage and Tourism in each of the sixteen Education and Training Boards for 2015 along with that planned for 2016. As yet, final 2016 figures are not available. While it is not possible to give details of expenditure at the level of career areas, the scale of total investment in FET and the numbers served on both a full and part time basis are also included in the table.
In relation to the number of tourism and hospitality skills training positions within the higher education sector in 2015 and 2016 and the amount of funding allocated for tourism and hospitality skills training in the same years, it is not possible to give a breakdown by county as students can apply for courses throughout the country, through the CAO application process. However the table on provision in the higher education sector gives a breakdown outlining the number of training positions and the total estimated funding allocated which is categorised by each individual Institute.
In 2015 the total number of student in higher education courses in this sector was 8,220 with estimated funding allocated of approx. €47.4 million and in 2016 the total number of student for the sector was 8,033 with estimated funding allocated of approx. €48.4 m. The funding detailed in this response includes an estimation of grants allocated to these courses, student contribution and free fees. The student numbers are calculated as full time equivalents (FTE) which includes part time and full time student counts.
This analysis of the higher education sector includes all courses within the following categories:
- Tourism/Hotel/Leisure/Event
- Hospitality and Culinary
- Heritage and Cultural.
I also understand that a limited amount of complementary tourism-related business development and training supports are provided by Fáilte Ireland, the agency responsible for encouraging, promoting and supporting tourism as a leading indigenous component of the Irish economy. However, I have no role or responsibility in relation to Fáilte Ireland. Matters relating to that agency and its training and business supports are matters for my colleague, the Minister for Transport, Tourism and Sport.
Summary of 2015-2016 - Tourism and Hospitality Courses - FET Sector
|
2015 |
2016 |
|||
|
Inputs |
||||
|
ETB |
Skill Cluster |
Provision type |
Total Actuals |
Total Projected |
|
CAVAN AND MONAGHAN ETB |
Food and Beverage |
Total FULL TIME PROVISION |
94 |
114 |
|
Total PART TIME PROVISION |
222 |
162 |
||
|
Total COMMUNITY EDUCATION |
33 |
0 |
||
|
Total PROVISION |
349 |
276 |
||
|
Tourism |
Total FULL TIME PROVISION |
90 |
127 |
|
|
Total PART TIME PROVISION |
9 |
0 |
||
|
Total COMMUNITY EDUCATION |
0 |
0 |
||
|
Total PROVISION |
99 |
127 |
||
|
CITY OF DUBLIN ETB |
Food and Beverage |
Total FULL TIME PROVISION |
244 |
368 |
|
Total PART TIME PROVISION |
47 |
50 |
||
|
Total COMMUNITY EDUCATION |
0 |
0 |
||
|
Total PROVISION |
291 |
418 |
||
|
Tourism |
Total FULL TIME PROVISION |
1269 |
685 |
|
|
Total PART TIME PROVISION |
0 |
3 |
||
|
Total COMMUNITY EDUCATION |
0 |
0 |
||
|
Total PROVISION |
1269 |
688 |
||
|
CORK ETB |
Food and Beverage |
Total FULL TIME PROVISION |
366 |
422 |
|
Total PART TIME PROVISION |
43 |
36 |
||
|
Total COMMUNITY EDUCATION |
24 |
0 |
||
|
Total PROVISION |
433 |
458 |
||
|
Tourism |
Total FULL TIME PROVISION |
763 |
524 |
|
|
Total PART TIME PROVISION |
0 |
40 |
||
|
Total COMMUNITY EDUCATION |
0 |
0 |
||
|
Total PROVISION |
763 |
564 |
||
|
DONEGAL ETB |
Food and Beverage |
Total FULL TIME PROVISION |
0 |
0 |
|
Total PART TIME PROVISION |
0 |
0 |
||
|
Total COMMUNITY EDUCATION |
32 |
8 |
||
|
Total PROVISION |
32 |
8 |
||
|
Tourism |
Total FULL TIME PROVISION |
95 |
0 |
|
|
Total PART TIME PROVISION |
0 |
0 |
||
|
Total COMMUNITY EDUCATION |
0 |
0 |
||
|
Total PROVISION |
95 |
0 |
||
|
DUBLIN AND DUNLAOGHAIRE ETB |
Food and Beverage |
Total FULL TIME PROVISION |
3 |
46 |
|
Total PART TIME PROVISION |
56 |
28 |
||
|
Total COMMUNITY EDUCATION |
0 |
0 |
||
|
Total PROVISION |
59 |
74 |
||
|
Tourism |
Total FULL TIME PROVISION |
119 |
269 |
|
|
Total PART TIME PROVISION |
0 |
65 |
||
|
Total COMMUNITY EDUCATION |
22 |
0 |
||
|
Total PROVISION |
141 |
334 |
||
|
GALWAY AND ROSCOMMON ETB |
Food and Beverage |
Total FULL TIME PROVISION |
0 |
21 |
|
Total PART TIME PROVISION |
65 |
176 |
||
|
Total COMMUNITY EDUCATION |
0 |
0 |
||
|
Total PROVISION |
65 |
197 |
||
|
Tourism |
Total FULL TIME PROVISION |
0 |
74 |
|
|
Total PART TIME PROVISION |
30 |
73 |
||
|
Total COMMUNITY EDUCATION |
0 |
|||
|
Total PROVISION |
30 |
147 |
||
|
KERRY ETB |
Food and Beverage |
Total FULL TIME PROVISION |
56 |
94 |
|
Total PART TIME PROVISION |
20 |
20 |
||
|
Total COMMUNITY EDUCATION |
0 |
0 |
||
|
Total PROVISION |
76 |
114 |
||
|
Tourism |
Total FULL TIME PROVISION |
31 |
164 |
|
|
Total PART TIME PROVISION |
0 |
0 |
||
|
Total COMMUNITY EDUCATION |
0 |
80 |
||
|
Total PROVISION |
31 |
244 |
||
|
KILDARE AND WICKLOW ETB |
Food and Beverage |
Total FULL TIME PROVISION |
27 |
144 |
|
Total PART TIME PROVISION |
42 |
105 |
||
|
Total COMMUNITY EDUCATION |
10 |
8 |
||
|
Total PROVISION |
79 |
257 |
||
|
Tourism |
Total FULL TIME PROVISION |
93 |
122 |
|
|
Total PART TIME PROVISION |
29 |
54 |
||
|
Total COMMUNITY EDUCATION |
0 |
0 |
||
|
Total PROVISION |
122 |
176 |
||
|
KILKENNY AND CARLOW ETB |
Food and Beverage |
Total FULL TIME PROVISION |
0 |
|
|
Total PART TIME PROVISION |
42 |
54 |
||
|
Total COMMUNITY EDUCATION |
192 |
111 |
||
|
Total PROVISION |
234 |
165 |
||
|
Tourism |
Total FULL TIME PROVISION |
0 |
47 |
|
|
Total PART TIME PROVISION |
9 |
0 |
||
|
Total COMMUNITY EDUCATION |
0 |
0 |
||
|
Total PROVISION |
9 |
47 |
||
|
LAOIS AND OFFALY ETB |
Food and Beverage |
Total FULL TIME PROVISION |
23 |
|
|
Total PART TIME PROVISION |
17 |
121 |
||
|
Total COMMUNITY EDUCATION |
182 |
25 |
||
|
Total PROVISION |
199 |
169 |
||
|
Tourism |
Total FULL TIME PROVISION |
0 |
0 |
|
|
Total PART TIME PROVISION |
13 |
36 |
||
|
Total COMMUNITY EDUCATION |
0 |
0 |
||
|
Total PROVISION |
13 |
36 |
||
|
LIMERICK AND CLARE ETB |
Food and Beverage |
Total FULL TIME PROVISION |
127 |
186 |
|
Total PART TIME PROVISION |
178 |
158 |
||
|
Total COMMUNITY EDUCATION |
0 |
0 |
||
|
Total PROVISION |
305 |
344 |
||
|
Tourism |
Total FULL TIME PROVISION |
151 |
147 |
|
|
Total PART TIME PROVISION |
0 |
0 |
||
|
Total COMMUNITY EDUCATION |
0 |
0 |
||
|
Total PROVISION |
151 |
147 |
||
|
LONGFORD AND WESTMEATH ETB |
Food and Beverage |
Total FULL TIME PROVISION |
18 |
44 |
|
Total PART TIME PROVISION |
45 |
0 |
||
|
Total COMMUNITY EDUCATION |
0 |
0 |
||
|
Total PROVISION |
63 |
44 |
||
|
Tourism |
Total FULL TIME PROVISION |
40 |
147 |
|
|
Total PART TIME PROVISION |
0 |
0 |
||
|
Total COMMUNITY EDUCATION |
0 |
0 |
||
|
Total PROVISION |
40 |
147 |
||
|
LOUTH AND MEATH ETB |
Food and Beverage |
Total FULL TIME PROVISION |
58 |
155 |
|
Total PART TIME PROVISION |
0 |
0 |
||
|
Total COMMUNITY EDUCATION |
0 |
0 |
||
|
Total PROVISION |
58 |
155 |
||
|
Tourism |
Total FULL TIME PROVISION |
93 |
40 |
|
|
Total PART TIME PROVISION |
0 |
48 |
||
|
Total COMMUNITY EDUCATION |
0 |
0 |
||
|
Total PROVISION |
93 |
88 |
||
|
MAYO, SLIGO AND LEITRIM ETB |
Food and Beverage |
Total FULL TIME PROVISION |
110 |
127 |
|
Total PART TIME PROVISION |
76 |
172 |
||
|
Total COMMUNITY EDUCATION |
86 |
0 |
||
|
Total PROVISION |
272 |
299 |
||
|
Tourism |
Total FULL TIME PROVISION |
168 |
197 |
|
|
Total PART TIME PROVISION |
0 |
15 |
||
|
Total COMMUNITY EDUCATION |
0 |
0 |
||
|
Total PROVISION |
168 |
212 |
||
|
TIPPERARY ETB |
Food and Beverage |
Total FULL TIME PROVISION |
10 |
13 |
|
Total PART TIME PROVISION |
56 |
50 |
||
|
Total COMMUNITY EDUCATION |
0 |
0 |
||
|
Total PROVISION |
66 |
63 |
||
|
Tourism |
Total FULL TIME PROVISION |
67 |
49 |
|
|
Total PART TIME PROVISION |
0 |
0 |
||
|
Total COMMUNITY EDUCATION |
0 |
0 |
||
|
Total PROVISION |
67 |
49 |
||
|
WATERFORD AND WEXFORD ETB |
Food and Beverage |
Total FULL TIME PROVISION |
55 |
70 |
|
Total PART TIME PROVISION |
55 |
94 |
||
|
Total COMMUNITY EDUCATION |
75 |
64 |
||
|
Total PROVISION |
185 |
228 |
||
|
Tourism |
Total FULL TIME PROVISION |
160 |
286 |
|
|
Total PART TIME PROVISION |
16 |
75 |
||
|
Total COMMUNITY EDUCATION |
0 |
0 |
||
|
Total PROVISION |
176 |
361 |
||
|
Total ETB Provision |
Food and Beverage |
Total FULL TIME PROVISION |
1168 |
1827 |
|
Total PART TIME PROVISION |
964 |
1226 |
||
|
Total COMMUNITY EDUCATION |
634 |
216 |
||
|
Total PROVISION |
2766 |
3269 |
||
|
Tourism |
Total FULL TIME PROVISION |
3139 |
2878 |
|
|
Total PART TIME PROVISION |
106 |
409 |
||
|
Total COMMUNITY EDUCATION |
22 |
80 |
||
|
Total ETB PROVISION |
3267 |
3367 |
||
|
Total FULL TIME PROVISION |
4307 |
4705 |
||
|
Total PART TIME PROVISION |
1070 |
1635 |
||
|
Total ETB Provision |
Food and Beverage & Tourism |
Total COMMUNITY EDUCATION |
656 |
296 |
|
Total ETB PROVISION |
6033 |
6636 |
||
|
Momentum |
Food and Beverage & Tourism |
Total FULL TIME PROVISION |
1144 |
134 |
|
Total FULL TIME PROVISION |
5451 |
4839 |
||
|
Total PART TIME PROVISION |
1070 |
1635 |
||
|
Total FET Provision |
Food and Beverage & Tourism |
Total COMMUNITY EDUCATION |
656 |
296 |
|
Total FET PROVISION |
7177 |
6770 |
||
|
Inputs |
||||
|
ETB |
Skill Cluster |
Provision type |
Total Actuals |
Total Projected |
|
2015 |
2016 |
|
2015 |
||
|
Beneficiaries Actual |
Actual Expenditure |
|
|
Total FULL TIME PROVISION |
126,567 |
€405,919,922 |
|
Total PART TIME PROVISION |
152,212 |
€65,033,976 |
|
Total COMMUNITY EDUCATION |
66,616 |
€10,914,066 |
|
2016 |
||
|
Beneficiaries Planned |
Planned Expenditure |
|
|
Total FULL TIME PROVISION |
126,153 |
€400,622,733 |
|
Total PART TIME PROVISION |
134,839 |
€65,373,528 |
|
Total COMMUNITY EDUCATION |
51,999 |
€10,727,731 |
Summary of 2015-2016 - Tourism and Hospitality Courses Higher Education Sector
|
Institute |
2015 |
2016 |
Total |
|||
|
Student No's |
Amount € |
Student No's |
Amount € |
Student No's |
Total Amount € |
|
|
AIT |
427 |
2,538,000 |
384 |
2,477,000 |
811 |
5,015,000 |
|
ITB |
231 |
1,541,000 |
223 |
1,541,000 |
454 |
3,082,000 |
|
ITC |
109 |
730,000 |
143 |
910,000 |
252 |
1,640,000 |
|
CIT |
896 |
5,161,000 |
885 |
5,261,000 |
1781 |
10,422,000 |
|
DKIT |
450 |
2,272,000 |
462 |
2,521,000 |
912 |
4,793,000 |
|
DIT |
2482 |
14,143,000 |
2471 |
14,085,000 |
4953 |
28,228,000 |
|
DLIADT |
21 |
10,000 |
56 |
21,000 |
77 |
31,000 |
|
GMIT |
1130 |
6,051,000 |
1065 |
5,934,000 |
2195 |
11,985,000 |
|
LYIT |
219 |
1,475,000 |
203 |
1,455,000 |
422 |
2,930,000 |
|
LIT (incl LIT Tipp) |
447 |
2,657,000 |
438 |
3,015,000 |
885 |
5,672,000 |
|
ITS |
331 |
1,746,000 |
301 |
1,696,000 |
632 |
3,442,000 |
|
ITTD |
241 |
1,573,000 |
270 |
1,861,000 |
511 |
3,434,000 |
|
ITTR |
649 |
3,844,000 |
596 |
4,129,000 |
1245 |
7,973,000 |
|
WIT |
587 |
3,667,000 |
536 |
3,560,000 |
1123 |
7,227,000 |
|
Total |
8220 |
47,408,000 |
8033 |
48,468,000 |
16,253 |
95,874,000 |
170. Deputy Fiona O'Loughlin asked the Minister for Education and Skills to set out the funding available for the inclusive learning initiative with NUI Maynooth and an organisation (details supplied) to enable students with an intellectual disability to undertake courses of study; and if he will make a statement on the matter. [7323/17]
Amharc ar fhreagra215. Deputy Fiona O'Loughlin asked the Minister for Education and Skills to set out the funding available for the inclusive learning initiative with NUI Maynooth and an organisation (details supplied) to enable students with an intellectual disability to undertake courses of study; and if he will make a statement on the matter. [7322/17]
Amharc ar fhreagraI propose to take Questions Nos. 170 and 215 together.
The Inclusive Learning Initiative was a pilot initiative by Maynooth University that enabled a small group of students with an intellectual disability to participate in some modules of higher education programmes.
I understand that Maynooth University took the decision not to recruit any additional students for this pilot initiative in 2016. The existing students who are enrolled on the programme will be allowed to complete their studies.
This is an issue for Maynooth University in the first instance. It is up to each higher education institution to identify and manage its priorities within the budget allocated to it by the Higher Education Authority.
171. Deputy Brendan Griffin asked the Minister for Education and Skills to outline his views on a matter (details supplied) regarding a school in County Kerry; and if he will make a statement on the matter. [6672/17]
Amharc ar fhreagraAs the Deputy may be aware, DEIS Plan 2017 was launched yesterday.
The Plan builds on the experiences of existing DEIS schools and draws on international best practice. It sets out key goals, targets and actions to improve the supports available to schools to help children and young people at greatest risk of educational disadvantage to reach their full potential.
A key element of the Plan is the availability of a new identification process for the assessment of schools in terms of the socio-economic demographic of their pupil cohorts. All schools in the country across both the Primary and post Primary sectors are assessed in terms of the socio-economic background of their pupil cohort using centrally held CSO and DES data. This determines the level of concentrated disadvantage across the school system and identifies those schools which require the greatest level of support. There is no need for schools to apply for assessment as the data required is already available to the DES.
As an immediate action under the Plan over 100 additional schools identified with the highest levels of disadvantage will receive extra supports. Details of these schools are available on my Department's website at:http://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/DEIS-Plan-2017-New-DEIS-Schools-List.pdf.
The fact that a school has not been included in the programme on this occasion does not preclude its inclusion at a later date, should its level of disadvantage warrant the allocation of additional resources.
The new DEIS school support programme will be implemented from September 2017, with ongoing work with education partners and other stakeholders to ensure successful delivery of its objectives.
172. Deputy Sean Sherlock asked the Minister for Education and Skills to set out the individual cost to the State to train a medical doctor, nurse, occupational therapist and speech and language therapist in third level. [6694/17]
Amharc ar fhreagraThe HEA has a Recurrent Grant Allocation Model (RGAM) which allocates core recurrent funding to institutions. The grant is allocated as a block recurrent grant and the internal allocation of this grant is a matter for each institution. In the case of occupational therapy, speech and language therapy and some students doing medicine, these student numbers are included in the RGAM. Other medical students, arising from increased EU student intake on foot of the Fottrell Report, are covered by additional ring-fenced funding for undergraduate and graduate-entry medicine.
In the case of nursing students, State grant and fees are paid separately from ring-fenced funding (i.e. nursing students are not included in the RGAM).
All eligible undergraduate students in any subject area also have their tuition fees paid for by the State under the Free Fees Initiative (excluding the Student Contribution). The amounts in the table take the tuition fee element paid by the State into account but exclude the Student Contribution which may in some cases be paid on behalf of the student by SUSI depending on eligibility. It should also be noted that the amounts below are based on the cost to the Department of Education and Skills Vote.
|
- |
Estimated average cost to State per student per student |
|
Medicine |
€11,000 |
|
Nursing |
€7,000 |
|
Occupational Therapy |
€7,000 |
|
Speech and Language Therapy |
€7,000 |
173. Deputy James Browne asked the Minister for Education and Skills to outline when a school building project (details supplied) will be progressed in view of the fact the school is currently operating between two premises to accommodate the children attending; and if he will make a statement on the matter. [6709/17]
Amharc ar fhreagraThe major building project referred to by the Deputy is at an advanced stage of architectural planning - Stage 2(b), which includes the applications for Planning Permission, Fire Certificate and Disability Access Certificate and the preparation of Tender Documents. All statutory approvals have been secured.
The Design team are currently working on the completion of the stage 2(b) submission. Once the Stage 2b (Detailed Design) submission is received and reviewed by my Department and subject to no further issues arising my officials will revert to the school with regard to the further progression of the project at that time.
174. Deputy Jonathan O'Brien asked the Minister for Education and Skills to outline the details of plans to change the history course in the junior cycle; and the timeframe during which this will be implemented. [6710/17]
Amharc ar fhreagraA new specification for Junior Cycle History is being developed by the National Council for Curriculum and Assessment (NCCA). This involved extensive consultation with key stakeholders and the public, during which over 200 submissions were received.
The consultation on the background paper for History is now closed. A consultation report will be published shortly.
The new specification will be available for implementation in all schools from September 2018.
175. Deputy Eoin Ó Broin asked the Minister for Education and Skills to specify the person or body that is responsible for providing and funding readers for children with dyslexia who are undertaking State examinations, such as the leaving or junior certificate examinations or mock examinations; and the procedure for securing this vital support. [6724/17]
Amharc ar fhreagra176. Deputy Eoin Ó Broin asked the Minister for Education and Skills if a person (details supplied) will be provided with a reader funded by the relevant authority to facilitate the taking of State examinations in 2017. [6725/17]
Amharc ar fhreagraI propose to take Questions Nos. 175 and 176 together.
The State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations. The Commission in this regard operates a scheme of Reasonable Accommodations in the Certificate Examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
177. Deputy Niamh Smyth asked the Minister for Education and Skills if he will address the concerns of a school (details supplied); the timeframe for the consultation on school admissions; the reason this timeframe has been reduced; if he will directly address its concerns regarding the role of the school in this process and if he will agree that a longer timeframe for consultation is essential; if he will extend same; and if he will make a statement on the matter. [6727/17]
Amharc ar fhreagraAs the Deputy is aware I have recently commenced a consultation process on the role of denominational religion in the school admission process and possible approaches for making changes.
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 initially allocated 4 weeks for receipt of submissions to the consultation, however, I received a number of representations from stakeholder groups who stand to potentially be impacted by any changes, coming from different sides of the debates involved, as well as from Oireachtas colleagues on different sides of the Houses urging that the time period for the consultation be extended.
I have also been made aware of the impact of the mid-term break and the need to allow groups who depend on volunteers, such as the boards of management of schools, to have the time to consult their members and communities and submit responses which are properly considered and comprehensive. I am anxious to facilitate the fullest possible engagement from all stakeholders and I recognise and appreciate the work and commitment of members of boards of management and I value their input in this consultation.
Consequently, I have announced an extension of the time period for the receipt of written submissions in this consultation process by 4 weeks, meaning that the new deadline is Monday 20 March. This means that the total time available for written submissions is 8 weeks.
This phase of receiving written submissions is part of the broader 12 week consultation process which will include additional steps, including any follow-up consultation that is required, collation of responses and development of next steps. These steps will require additional time, and I am conscious of legislative deadlines impacting on this work, in particular the Equal Status (Admissions to Schools Bill) which is due before the House again shortly.
178. Deputy Danny Healy-Rae asked the Minister for Education and Skills whether mechanical works will be short listed under the summer works scheme 2016-17 with regard to building works for the construction, extension and refurbishment of schools; and if he will make a statement on the matter. [6735/17]
Amharc ar fhreagraI wish to advise the Deputy that nearly 50% of schools have applied for inclusion under the Summer Works Scheme (SWS) which reflects a very high demand. School applications are categorised on a top down basis, from category 1 to category 10, in accordance with the criteria outlined in the Circular Letter (0055/2015) inviting applications under the scheme, which may be accessed on my Department's website, www.education.ie. In that regard mechanical works are assessed under Category 3.
Details of successful school applicants in respect of Categories 1 and 2 were announced in April last and are also published on my Department's website. Assessment of valid projects in further categories, including category 3, mechanical works, is now being undertaken by my Department, subject to the overall availability of funding, in accordance with the terms and conditions of the scheme.
179. Deputy John McGuinness asked the Minister for Education and Skills when a decision will be made on an application for funding to insulate the section of a school building (details supplied) under the summer works scheme. [6751/17]
Amharc ar fhreagraI can confirm that the school to which the Deputy refers has submitted an application to my Department under the Summer Works Scheme (Category 9 - Structural Improvements).
Nearly 50% of schools have applied for inclusion under the scheme which reflects a very high demand. Details of successful school applicants in respect of Categories 1 and 2 were announced in April last and are published on my Department’s website www.education.i.e.
Assessment of valid projects in further categories is now being undertaken by my Department, subject to the overall availability of funding, in accordance with the terms and conditions of the scheme as outlined in Circular Letter (0055/2015), which may be accessed on my Department's website. The application from the school in question is available to be considered in this context.
183. Deputy Niamh Smyth asked the Minister for Education and Skills to outline the reason a school (details supplied) has not received grant aid for the provision of an extra classroom; the status of this application; when moneys are likely to be granted; if he will review same; and if he will make a statement on the matter. [6830/17]
Amharc ar fhreagraI can confirm to the Deputy that an application for additional accommodation was received from the school referred to. My Department is assessing the application and a decision will be conveyed directly to the school authorities as soon as the assessment process has been completed.
184. Deputy Seán Crowe asked the Minister for Education and Skills to outline the action being taken to support schools in which less than 65% of students continue education to third level, to ensure more of these students can continue to third level. [6850/17]
Amharc ar fhreagraA number of measures are supporting increased rates of transition to further and higher education by students in second level schools. These include the actions that are being progressed as part of the implementation of the National Plan for Equity of Access to Higher Education 2015-2019 and the new DEIS Plan launched this week.
The new DEIS Plan identifies more than 100 actions targeted at our most disadvantaged schools. This includes:
- Operation of a Book Rental Scheme will become a mandatory requirement for schools participating in the School Support Programme by September 2017
- A series of pilot schemes will aim is to encourage innovation and creativity in schools and the development of these initiatives will be supported by a School Excellence Fund; encouraging innovation through school clustering
- Target supports for School leaders and teachers to equip them to support children to achieve their full potential (e.g. professional leadership training, preparation courses for newly appointed principals, mentoring and coaching courses)
- All post-primary schools participating in the School Support Programme will have access to a dedicated career guidance counsellor
- Improve the transition for children from pre-schools to primary schools in communities, building on the strength of programmes like ABC
- Appointment of an additional 10 NEPS psychologists to improve supports to DEIS schools.
My Department also provides a range 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. Funding supports include the Student Grant Scheme, the Student Assistance Fund, the Fund for Students with Disabilities and a number of scholarship and bursary schemes targeted at students from disadvantaged backgrounds.
In addition, the HEA allocates funding to support the work of Higher Education Access Programmes with schools. These aim to support more students from linked schools in making the transition to higher education. Initiatives include mentoring for students in schools, support for teachers, guidance seminars, orientation and pre and post entry academic and pastoral support.
In total, my Department will invest approximately €450 million in higher education access measures in 2017.
The universities also collaborate in operating the Higher Education Access Route (HEAR) scheme through the CAO. Under this scheme second level students from socio-economically disadvantaged backgrounds are supported in competing for a higher education place on the basis of lower Leaving Certificate points.
185. Deputy Noel Rock asked the Minister for Education and Skills to outline the actions his Department is taking to strengthen against cyber attacks after the National Treasury Management Agency website was temporarily down for several hours after a suspected hacking attack; and if he will make a statement on the matter. [6879/17]
Amharc ar fhreagraThe Department of Education and Skills is highly dependent on information and communications technology, for the conduct of its business and is cyber-security aware.
My Department has a number of security policies and safeguards in place to mitigate the threats and risks as far as possible. Policies and procedures cover a wide range of issues, including Internet access, e-mail usage, mobile device and remote access arrangements, password management and user authentication methods. To this end my Department uses industry leading security products to filter e-mail and web traffic to automatically stop spam, viruses and other malware agents from infiltrating my Department’s computer networks.
My Department has a contract with an external IT security firm, to advise on system hardening procedures. My Department also monitors communications regarding cyber security threats from the governmental Computer Security Incident Response Team, CSIRT-IE, in the National Cyber Security Centre, and undertakes the appropriate follow-up action.
186. Deputy Pearse Doherty asked the Minister for Education and Skills to outline the efforts being made to encourage schools to continue to embrace and reflect on all aspects of the 1916 Easter Rising, including its cultural, political, social and historical relevance, as well as to honour the heroism and vision of those who took part in the Rising; and if he will make a statement on the matter. [6924/17]
Amharc ar fhreagraWhile the centenary of 1916 has come, been commemorated appropriately by schools and has now gone, a number of important supports to students’ engagement with the cultural, political, social and historical relevance of the events of 100 years ago are ongoing. Some of this will undoubtedly be achieved through the lens of the new ‘Creative Ireland’ initiative, being led by the Department of Arts, Heritage, Regional, Rural and Gaeltacht Affairs, and the Department of Education and Skills has significant commitments under what is called Pillar One of this initiative.
From the more specific perspective of History, I am satisfied that there are a number of key supports to the study of 1916. For one thing, many of the history-specific resources which have been developed for the Ireland 2016 commemorative programme retain a currency as we move further into the Decade of Centenaries. The supports for teachers, and often generated by teachers, which are provided on the Department’s education portal Scoilnet remain available to teachers and students. So too, the fabulous resources available from the Bureau of Military History, the Letters of 1916 and other repositories, which were partners in the Department’s work under Ireland 2016, will continue to be available to students, researchers and teachers as we close in on centenaries of other key years in the emergence of modern Ireland.
The Department will also continue its support for the all-island schools history competition, now in its fourth year and with a specific ‘Decade of Centenaries’ focus. We are also looking at appropriate ways of archiving the Proclamations for a New Generation, of which over a thousand were developed by schools during 2016. These are a vivid reminder of the importance of learning from the past in order to reimagine and improve modern Ireland too.
A full revision of the History specification is now underway at the National Council for Curriculum and Assessment (NCCA). It is expected that this review will produce a draft specification, for public comment, in the first half of 2017, and that both the events of 100 years ago, and the skills that students need to interpret and understand them, will form key elements of the eventual specification. The new specification is scheduled for implementation in the autumn of 2018.
187. Deputy Bernard J. Durkan asked the Minister for Education and Skills to outline the extent to which he expects to be in a position to accede to the request for extra facilities including a much needed sports hall at a school (details supplied); and if he will make a statement on the matter. [6946/17]
Amharc ar fhreagraAs the Deputy is aware the school in question has submitted an application to my Department, for significant capital funding for additional school accommodation. The application will be considered in the context of the very significant challenges facing my Department in prioritising available capital funding for essential mainstream classrooms to meet the demand for extra school places and in cases where additional teachers have been appointed.
A decision will be conveyed to the school authority as soon as the assessment process has been completed.
188. Deputy Joan Burton asked the Minister for Education and Skills if the design team for a new school (details supplied) has submitted the review of the impact to tender documents for the project arising from changes introduced in public works contracts; if the design team has submitted revised tender documents for the project; if the review and tender documents have been approved by his Department; when tenders will be invited for the project; and if he will make a statement on the matter. [6970/17]
Amharc ar fhreagraIn September 2016, the Board of Management and its Design Team were requested to review the impact of the recently introduced changes to the Public Works Contracts (PWC) and to revert to my Department with an assessment of what, if any, additional works are required to bring the tender documents into line with those changes.
The Design Team have confirmed that they are working on this report in parallel with the progression of the Stage 2b documentation and will submit the documentation to my Department shortly.
Upon receipt and review of this outstanding documentation my Department will revert to the Board of Management with regard to the further progression of the project.
189. Deputy Joan Burton asked the Minister for Education and Skills if he has reviewed the costed brief change for a new school (details supplied); if approval for the preparation of tender documents has issued to the school; and if he will make a statement on the matter. [6971/17]
Amharc ar fhreagraMy Department has completed its review of the Brief Change Request and the School Authority has been informed.
The School's Design Team has been requested to finalise the Stage 2(b) Report which includes tender documents and submit the report to my Department for review. Upon review of the Stage 2(b) report my Department will revert to the school with regard to the further progression of the project at that time.
190. Deputy Louise O'Reilly asked the Minister for Education and Skills to outline the position regarding the future of school placements in Swords in view of the growing population; the construction work scheduled; and if he will make a statement on the matter. [6976/17]
Amharc ar fhreagra191. Deputy Louise O'Reilly asked the Minister for Education and Skills to outline his plans for persons who are currently on the school list but cannot get a placement in Swords; and if he will make a statement on the matter. [6977/17]
Amharc ar fhreagraI propose to take Questions Nos. 190 and 191 together.
I wish to advise the Deputy that my Department is monitoring the pupil enrolment position in the area in question, together with all areas nationally, to take account of updated demographic data. In that regard, my Department is aware of the demand for junior infant places in the area referred to and is liaising directly with the relevant schools.
As the Deputy may be aware, there are 13 primary schools serving the Swords area, five of which have had new state-of-the-art buildings provided since 2008. Two of the primary schools are included in the current capital programme and a number of the other schools have undertaken smaller extensions via my Department’s Additional Accommodation Scheme.
At post primary level, a new school is due to be established in September 2017, bringing to five the number of post primary schools serving the area. Two of the existing post primary schools will be extended as part of the current capital programme.
