Carol Nolan
Ceist:173. Deputy Carol Nolan asked the Minister for Education and Skills if all DEIS schools currently avail of a school book grant; the number that do not; and if he will make a statement on the matter. [9237/17]
Amharc ar fhreagraSchool Textbooks
Ceisteanna (173)
Freagraí scríofa
I wish to advise the Deputy that all primary and post primary schools in the country, including DEIS schools, are automatically provided with an annual grant towards the cost of schoolbooks. The grant is paid to schools based on their total pupil enrolment.
Whereas non-DEIS primary schools receive a grant of €11 per pupil, DEIS primary schools receive a grant of €21 per pupil. Similarly, at post primary level, DEIS schools receive a grant at the rate of €39 per pupil with non-DEIS post primary schools receiving a grant of €24 per pupil.
EU Funding
Ceisteanna (174)
Carol Nolan
Ceist:174. Deputy Carol Nolan asked the Minister for Education and Skills the number of projects in receipt of EU funding under his Department in which partnership between an institution here and in the North was necessary to receive the funding; and if he will make a statement on the matter. [9239/17]
Amharc ar fhreagraFreagraí scríofa
My recent follow-up reply to your PQ No. 124 of 2 February 2017 provided details of the recipients of INTERREG funding within our education system. There are no other instances where it was necessary to have a partnership between an institution here and in Northern Ireland in order to receive EU funding under this Department.
In reply to another recent PQ you submitted (ref: 5015/17) I informed you that no EU funds have been provided to my Department for the purposes of cross-border education projects. The reply goes on to say that my Department supports cross-border co-operation and exchange projects which are managed by parties external to the Department. Applicants for funding must adhere to the following eligibility criteria:
- Clear and meaningful cross border collaboration
- Cross-community and interdenominational participation
- Social inclusion attributes
- Adding value to the education systems of both jurisdiction
- Pedagogical value of collaborative activity proposed
There is no requirement for applicants to engage in a partnership to acquire funding under my Departments cross-border education initiative.
Third Level Funding
Ceisteanna (175)
Carol Nolan
Ceist:175. Deputy Carol Nolan asked the Minister for Education and Skills the amount his Department has provided for demographic growth in the higher education sector for the next five years; the amount provided in budget 2017; if the figure provided is taken into account when calculating the fiscal space; the number of staff who have been hired over each of the past five years specifically to address demographic growth in the higher education sector; and if he will make a statement on the matter. [9240/17]
Amharc ar fhreagraFreagraí scríofa
In Budget 2017 I secured, for the first time in nine years, additional funding for the sector of €36.5 million for 2017. This includes an allocation of €14 million towards demographics increases in the sector. €160 million additional funding overall over the next three years has also been agreed. As the Deputy will be aware, the Report of the Expert Group on the Future Funding for Higher Education is currently with the Oireachtas Committee for consideration and following its deliberations it is hoped to put in place an agreed approach as to how the sector should be funded in the long term.
As the Deputy will be aware, since the introduction of the moratorium on public sector recruitment, an Employment Control Framework (ECF) has been in place for the higher education sector which provides institutions with considerable flexibility to fill vacancies, through recruitment or promotions on the basis of meeting an overall ceiling of posts. It also allows institutions to fill positions where the funding for the post is from 'non-core' sources.
My Department allocates the recurrent funding to the Higher Education Authority (HEA) for direct disbursement to the HEA designated higher education institutions. The HEA allocates this funding to the institutions and the internal disbursement of funding is then a matter for the individual institution. Higher education institutions are autonomous bodies and are responsible for their own day to day affairs, including the allocation of all of its income (both public and private) and for the management of its staffing compliment.
Third Level Staff Data
Ceisteanna (176)
Carol Nolan
Ceist:176. Deputy Carol Nolan asked the Minister for Education and Skills the total number of staff in the higher education sector in each of the past ten years; and if he will make a statement on the matter. [9241/17]
Amharc ar fhreagraFreagraí scríofa
The details sought by the Deputy are not readily available in my Department. I will arrange for the information to be forwarded to the Deputy as soon as it is available.
The deferred reply under Standing Order 42A was forwarded to the Deputy.
Capitation Grants
Ceisteanna (177)
Carol Nolan
Ceist:177. Deputy Carol Nolan asked the Minister for Education and Skills the average rate of capitation per primary and post-primary pupil over each of the past ten years; and if he will make a statement on the matter. [9242/17]
Amharc ar fhreagraFreagraí scríofa
The average rates of capitation per primary and post primary pupil over the past ten years are as follows:
Primary - €180
Post primary - €316
Funding for post-primary schools in the ETB and Community and Comprehensive sectors operate on a budget basis.
Schools are notified about capitation rates through circulars issued by my Department. The most recent circulars (Circular 0028/2016 for primary schools and Circular 0029/2016 for voluntary secondary schools) issued in April 2016 and are available on my Department’s website.
The Action Plan for Education outlines hundreds of actions to be implemented over the 3 year period 2016 to 2019. One of these actions relates to restoring capitation funding over a three-year period as resources permit.
Budget 2017 represents the start of a major programme of reinvestment in education, and the first phase of implementation of the Action Plan for Education, aimed at becoming the best education system in Europe within a decade.
DEIS Expenditure
Ceisteanna (178)
Carol Nolan
Ceist:178. Deputy Carol Nolan asked the Minister for Education and Skills the estimated costs of providing an administrative principal to all urban DEIS schools and for rural DEIS schools with more than 100 pupils; and if he will make a statement on the matter. [9243/17]
Amharc ar fhreagraFreagraí scríofa
Under the DEIS Plan 2017 and the previous DEIS programme, the allocation of an administrative principal is on a lower enrolment and staffing figures that apply in primary schools generally. All primary schools are allocated an administrative principal on the basis of an enrolment of 177 pupil. DEIS Band 1 schools are allocated an administrative principal based on an enrolment of 116 and DEIS Band 2 are entitled to an administrative principal based on an enrolment of 144.
Administrative Principals in rural schools participating in DEIS are allocated on the same basis as in non-DEIS primary schools.
There are currently 175 administrative principals in DEIS Band 1 schools and 119 in DEIS Band 2. Applying the costing generally used when costing primary teachers of €60,000, this amounts to a total of €17.6 million.
School Staff
Ceisteanna (179)
Carol Nolan
Ceist:179. Deputy Carol Nolan asked the Minister for Education and Skills the estimated costs of the establishment of 100 assistant principal posts; and if he will make a statement on the matter. [9244/17]
Amharc ar fhreagraFreagraí scríofa
Budget 2017 provides for the commencement of the restoration of middle management posts to lift the rigidity of the longstanding moratorium on these posts in both the primary and post-primary sector. A Department circular will issue shortly in relation to these new arrangements.
The estimated cost of 100 Assistant Principal posts is €850,000 per annum.
Higher Education Schemes
Ceisteanna (180)
Carol Nolan
Ceist:180. Deputy Carol Nolan asked the Minister for Education and Skills the estimated costs of extending the HEAR and DARE schemes to students undertaking level 6 and level 7 courses; and if he will make a statement on the matter. [9245/17]
Amharc ar fhreagraFreagraí scríofa
The Disability Access Route to Education (DARE) is a third-level admissions scheme for students with a disability offering places on reduced points basis to school leavers with disabilities who are under 23. HEAR is a college and university admissions scheme offering places on reduced points and extra college support to school leavers from socio-economically disadvantages backgrounds.
Both the HEAR and the DARE schemes are operated by a number of higher education institutions and not by my Department and are regulated by the institutions themselves. Any requests for more detailed information about HEAR and DARE should be directed to the Irish Universities Association (IUA) who coordinate the DARE scheme for participating institutions.
Modern Language Teaching
Ceisteanna (181)
Carol Nolan
Ceist:181. Deputy Carol Nolan asked the Minister for Education and Skills if he will provide an estimated cost of the re-establishment of the modern languages in primary schools; and if he will make a statement on the matter. [9248/17]
Amharc ar fhreagraFreagraí scríofa
The Modern Languages in Primary Schools Initiative (MLPSI) was introduced in September 1998. It involved the introduction of Italian, Spanish, German and French for 5th and 6th classes. The MLPSI was a pilot scheme across 550 schools with an annual budget of approximately €2.5 million.
The decision to end the MLPSI was taken in the context of a very challenging budgetary environment where difficult decisions had to be taken. A 2008 Report by the National Council for Curriculum and Assessment recommended against a further expansion of the MLPSI, citing issues of curriculum overload and difficulties relating to the replicability of the model across the system.
The priority at primary level is to provide high-quality language learning in our two languages, Irish and English. A new Primary Language Curriculum, incorporating Irish and English, was introduced in classes from Junior Infants to 2nd class from September 2016. This curriculum aims to ensure that students acquire transferable language skills which will assist them in learning Irish and English and additional languages at second level. Work is currently underway in developing the Primary Language Curriculum for third to sixth class.
My Department is currently finalising a strategy on Foreign Languages in Education and this will be published shortly. The Action Plan for Education refers to the importance of the roll-out of that strategy, together with the implementation of revised curricula at primary level, in supporting increased levels of participation and competence in language learning.
Modern Language Teaching
Ceisteanna (182)
Carol Nolan
Ceist:182. Deputy Carol Nolan asked the Minister for Education and Skills his plans to address the need for greater uptake of modern languages at secondary level; and if he will make a statement on the matter. [9249/17]
Amharc ar fhreagraFreagraí scríofa
I am committed to further developing our provision for languages in post-primary education.
In 2015 the Framework for Junior Cycle was published and new subject specifications are being introduced on a phased basis. A new specification for Modern Languages will be introduced from September 2017. This will involve French, German, Spanish and Italian. In addition, Junior Cycle students may study short courses in other languages such as Polish.
In Senior Cycle there are a number of languages available, including French, German, Spanish and Italian. There are also Russian, Japanese and Arabic available in the Leaving Certificate examination. For students whose mother tongue is an EU language other than those listed above, they can present for examination in a non-curricular EU language.
Under the Action Plan for Education my Department is developing a new Foreign Languages in Education Strategy focussing on post-primary, further and higher education. The strategy will be published shortly and will set out clear actions to further improve the quality and delivery of our provision for foreign languages. It would be hoped with the emphasis that will be placed on foreign languages that more students will study these languages and that the diversity of languages studied will be greater.
School Guidelines on Obesity
Ceisteanna (183)
Carol Nolan
Ceist:183. Deputy Carol Nolan asked the Minister for Education and Skills his plans to implement policy measures in schools to tackle the growing issue of obesity and to encourage healthy eating and awareness of a balanced lifestyle among children and teenagers; the funding that has been allocated to this issue; the resources that have been put in place to implement the measures proposed by his Department; and if he will make a statement on the matter. [9250/17]
Amharc ar fhreagraFreagraí scríofa
My Department is very proactive in the area of health and well-being in schools. The issue of promoting healthy eating is addressed in schools through subjects such as Social, Personal and Health Education (SPHE), and Home Economics as well as in Physical Education. The aim is to equip them with such skills and knowledge to enable them to make appropriate choices. This informed approach will help to reduce the incidence of obesity in our young people.
The SPHE syllabus at both primary and post-primary levels contains modules which educate students on the elements of a balanced diet and the importance of healthy eating for physical and mental well-being.
The Government published "Healthy Ireland - A Framework for Improved Health and Wellbeing 2013 - 2025". "Healthy Ireland" aims to improve the health not only of our students, but also of our nation. My Department, having consulted with the Department of Health and the HSE, issued guidance for primary and post-primary schools, on promoting healthy lifestyles, in the form of Departmental Circulars. At the same time, the Department of Health published updated guidelines for post primary schools on the development of healthy eating policies.
The Social Personal and Health Education (SPHE) programme is a mandatory part of the curriculum in primary schools and in junior cycle. The programme is supported by comprehensive teacher guidelines and curriculum support services which provide training and advice for schools and also a resource directory. Physical Education also forms a mandatory part of the primary curriculum.
At primary level, one of the SPHE strand units 'Taking care of my body' specifically addresses the need for regular exercise and activity as well as the area of nutrition and food and the need for a balanced diet. This unit is built upon from Infants classes onwards. By Fifth and Sixth classes children are encouraged to realise and accept responsibility for making wise food choices and for adopting a healthy, balanced diet, and in that, exploring and examining the food pyramid. Many primary schools operate healthy eating policies with the support of parents.
Elements of this strand are supported by the "Food Dudes" programme which encourages children to eat more fruit and vegetables both in school and in the home. The programme is managed by Bord Bia and funded by the Department of Agriculture, Food and Fisheries and also by the EU through the School Fruit Scheme.
At post-primary level, SPHE for Junior Cycle builds on the primary SPHE Curriculum. Nutrition and physical activity are specifically addressed in the SPHE module on 'Physical Health'. In addition cross-curricular links with other subjects such as Home Economics, PE and Junior Science that deal with SPHE-related topics are encouraged.
Physical Education
Ceisteanna (184)
Carol Nolan
Ceist:184. Deputy Carol Nolan asked the Minister for Education and Skills if his Department has put in place a strategy to encourage children to be more physically active in schools; the resources that have been allocated to the plan; and if he will make a statement on the matter. [9251/17]
Amharc ar fhreagraFreagraí scríofa
All schools are required to deliver physical education as part of the curriculum. Primary schools are required to deliver a minimum of 1 hour per week while post primary schools are required to deliver a minimum of 2 hours per week.
Healthy Ireland, A Framework for Improved Health and Wellbeing 2013-2025 is the national framework for whole of Government and whole of society action to improve the health and well-being of people living in Ireland. The Framework identifies a number of broad inter-sectoral actions, one of which commits to the development of a plan to promote increased physical activity levels. The National Physical Activity Plan (NPAP) was published in 2016 and contains a range of measures to promote physical activity across society, including in the education sector.
My Department has a number of actions under the NPAP as follows:
- Raise awareness among schools, particularly Primary schools, of opportunities to educate through physical activity
- Develop guidance to support schools adopt and implement policies that promote the well-being of their communities under the Get Active! Framework
- Extend the Active School Flag programme
- Fully implement the Physical Education curriculum for all primary and post-primary pupils to meet Department of Education and Skills guidelines
- Evaluate the quality of teaching and learning in Physical Education in a sample of primary and post-primary schools annually
- Develop and provide a programme of continuous professional development in physical education
- Promote the assessment of PE by facilitating teachers and students in managing the assessment dimension of senior cycle physical education through the development of an App (for phones/tablets) and to trial the App with a number of schools.
- Conduct the LifeSkills Survey every three years
- Include children and young people in the development and implementation of programmes in which they are involved.
- Include the promotion of physical activity in children, including through play, as an integral component of education and training programmes that lead to qualifications in early childhood care and education.
- Evaluating the quality of teaching and learning in Physical Education in a sample of primary and post-primary schools annually
- Raising awareness among schools, particularly Primary schools, of opportunities to educate through physical activity
I am progressing these commitments according to the timelines laid out in the National Physical Activity Plan.
School Curriculum
Ceisteanna (185)
Carol Nolan
Ceist:185. Deputy Carol Nolan asked the Minister for Education and Skills if he will provide a breakdown of all funding allocated to his Department over the past ten years in order to implement curriculum reform, either current or capital; the amount spent and details of the projects on which it was spent; and if he will make a statement on the matter. [9252/17]
Amharc ar fhreagraFreagraí scríofa
Funding in my Department to support curriculum reform varies from year to year and is spread across a number of areas of the Department’s expenditure allocation. The breakdown of information requested by the Deputy in respect of the last ten years is not readily available and would take an inordinate amount of time to compile.
However, I can advise the Deputy regarding certain key elements of expenditure in relation to the curriculum development and reform process in my Department. The National Council for Curriculum and Assessment (NCCA) is the body with statutory responsibility for advising me on curriculum reform, from early childhood to the end of second level. Over the past 10 years the NCCA have systematically revised these curricula subject by subject and this work continues. Currently the structure and time allocation at primary level is being reviewed by the NCCA. At post primary level the reform of the Junior Cycle is underway and work is also being carried out on a number of subjects at Senior Cycle, as well as an overall review of senior cycle programmes. Further curricular resources are also being developed in relation to early years education.
The expenditure by the NCCA over the past ten years is as follows:
|
NCCA |
Expenditure €m |
|
2007 |
3.848 |
|
2008 |
4.749 |
|
2009 |
4.637 |
|
2010 |
3.837 |
|
2011 |
3.447 |
|
2012 |
3.225 |
|
2013 |
4.162 |
|
2014 |
4.441 |
|
2015 |
4.341 |
|
2016 |
4.664 |
A further significant funding element in relation to curriculum reform arises in the form of continuous professional development (CPD) to support the implementation of revised curricula.
The costs to my Department of providing CPD in support of curriculum reform over the past seven years are as follows:
|
Continuous Professional Development |
Expenditure €m |
|
2010 |
29.381 |
|
2011 |
29.591 |
|
2012 |
29.385 |
|
2013 |
28.873 |
|
2014 |
30.288 |
|
2015 |
31.049 |
|
2016 |
35.170 |
School Staff
Ceisteanna (186)
Carol Nolan
Ceist:186. Deputy Carol Nolan asked the Minister for Education and Skills the number of teaching posts as additional English language posts over each of the past ten years; and if he will make a statement on the matter. [9253/17]
Amharc ar fhreagraFreagraí scríofa
The level of extra teaching support provided in respect of language support to schools is determined by the numbers of eligible pupils enrolled and the associated levels of those pupils' language proficiency.
Reforms introduced in the 2012/13 school year created a single simplified allocation process for both learning and language support. At primary level, learning/language support hours are allocated on the basis of mainstream classroom teaching posts in the school. Schools have autonomy to deploy this resource between learning support and language support depending on the specific needs of the school. These arrangements also provided for additional permanent teaching posts to be given to schools with high concentration of pupils that require language support.
On the post primary side, with effect from the 2012/13 school year, learning support and language support has been combined into a single allocation process. Each school with an enrolment of less than 600 recognised pupils (excluding pupils on PLC Programmes) receives an allocation of .9 of a post. Schools with an enrolment of 600 pupils or more receive an allocation of 1.4 whole time equivalent posts (wtes). In addition, schools which had significant concentrations of pupils that required language support in the 2011/12 school year were allocated 0.5 or 1 permanent EAL post with effect from the 2012/13 school year. These EAL posts have been retained by the schools in the current school year.
Further additional temporary EAL support is also provided, as necessary, to schools that have high concentrations of pupils that require language (EAL) support. At primary level, these allocations are made on the basis of appeals by schools to the Primary Staffing Appeals Board and at post-primary level to the Post Primary Staffing Appeals Board.
Last month, I announced that a new model for allocating Special Education Teaching Resources to mainstream primary and post primary schools will be introduced from September 2017. The new model will allocate teachers to schools on the basis of the profiled educational needs of each school. This new model will encompass the Learning/Language support allocation that schools were allocated in previous years.
I will arrange for the information sought by the Deputy in relation to the number of EAL posts to be forwarded to her separately.
The deferred reply under Standing Order 42A was forwarded to the Deputy.
School Transport Eligibility
Ceisteanna (187)
Carol Nolan
Ceist:187. Deputy Carol Nolan asked the Minister for Education and Skills if he will provide an estimated cost of extending free school transport to concessionary pupils who hold a medical card; and if he will make a statement on the matter. [9254/17]
Amharc ar fhreagraFreagraí scríofa
School transport is a significant operation managed by Bus Éireann on behalf of my Department.
Currently in the region of 114,000 children, including some 10,000 children with special educational needs, are being transported in over 4,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million km annually.
The Programme for Government committed to a review of the concessionary charges and rules element of the School Transport Scheme. This review was published in December 2016 and made recommendations on both the charges and the rules element of concessionary school transport.
As outlined in the review it is estimated that allowing a waiver of the school transport charge for children who are not eligible for school transport but are availing of transport on a concessionary basis would cost an additional €2 million annually.
School Transport
Ceisteanna (188)
Carol Nolan
Ceist:188. Deputy Carol Nolan asked the Minister for Education and Skills if his Department has put in place guidelines or issued circulars to schools on the standards of vehicles to be used when transporting children during school hours on trips, lessons and so on outside of the school transport scheme; and if he will make a statement on the matter. [9255/17]
Amharc ar fhreagraFreagraí scríofa
School transport is a significant operation managed by Bus Éireann on behalf of the Department.
Currently over 114,000 children, including some 10,000 children with special educational needs, are being transported in approximately 4,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million km annually.
Buses provide services to carry schoolchildren both under the Department of Education & Skills School Transport Scheme and also in a private capacity hired by, for example, parents of schoolchildren or schools. My Department and Bus Éireann have no remit over services operating outside the Scheme.
Bus Éireann has advised that every school bus is required to be tested under the Road Safety Authority's (RSA) Commercial Vehicle Roadworthiness Test (CVRT), which is the primary annual vehicle safety inspection.
The Department has made its EsiNet system available to circulate the RSA's road safety message to schools and is willing to assist the RSA in disseminating information to schools on bus safety issues.
Disadvantaged Status
Ceisteanna (189)
Carol Nolan
Ceist:189. Deputy Carol Nolan asked the Minister for Education and Skills the reason a school (details supplied) was not included on the DEIS list; if he will reconsider the exclusion in view of the fact that the corresponding boys school at which many siblings of pupils of the school attend has been granted DEIS status; and if he will make a statement on the matter. [9256/17]
Amharc ar fhreagraFreagraí scríofa
DEIS is my Department's main policy initiative to tackle educational disadvantage. The DEIS Plan for 2017 sets out our vision for future intervention in the critical area of social inclusion in education policy.
A key element of DEIS Plan 2017 Plan is the availability of a new identification process for the assessment of schools for inclusion in DEIS using centrally held CSO and DES data.
The key data sources are the DES Primary Online Database (POD) and Post-Primary Online (PPOD) Databases, and CSO data from the National Census of Population as represented in the Pobal HP Index for Small Areas which is a method of measuring the relative affluence or disadvantage of a particular geographical area. Variables used in the compilation of the HP Index include those related to demographic growth, social class composition and labour market situation. This data is combined with pupil data, anonymised and aggregated to small area, to provide information on the relative level of concentrated disadvantage present in the pupil cohort of individual schools. Further information on the development of the identification process is available in the DEIS Review report which can be found on my Department's website at www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/.
In its initial application, the new identification model has identified that there are schools in disadvantaged areas, not previously included in DEIS, whose level of disadvantage is significantly higher than many schools already in the programme. Accordingly, we are moving as a first step to include these schools within the DEIS School Support Programme.
Schools included in the list published by the Department on 13 February are those whose level of concentrated disadvantage has been identified as being at the same level as the current DEIS category for schools serving the highest concentrations of disadvantage.
Schools which have not been included at this stage, including the school referred to by the Deputy, are those which have not been identified as having the highest levels of concentrated disadvantage amongst their pupil cohort, under the new model which is fair and objective.
The new DEIS Plan provides for a verification process and any school wishing to seek verification of the information used to assess the level of disadvantage of its pupil cohort may submit an application for same to social_inclusion@education.gov.ie.
It is important to note that the school details published on 13 February represent a first step in the application of the assessment process to support pupils in schools with the highest concentrations of disadvantage. I am fully aware that there are further schools whose concentrated level of disadvantage may not be at the highest level, but may nevertheless be at a level which warrants additional supports for pupils under DEIS.
However, as noted in the DEIS Plan, the implementation of a new objective central data-based model of identifying levels of disadvantage within school populations will be followed by a further programme of work to create a more dynamic model where levels of resource more accurately follow the levels of need identified by that model.
Once this work has been completed, consideration will be given to extending DEIS supports to a further group of schools as resources permit.
In delivering on the DEIS Plan 2017 we must be conscious that there are ongoing changes in demographics which may be more marked in some areas than others. Populations in some areas have changed considerably since schools were originally evaluated for inclusion in DEIS in 2006. The new model may reveal that some schools currently included in DEIS have a level of disadvantage within their school population much lower than that in some schools not included within DEIS. If this turns out to be the case, then we must consider whether it is fair that those schools continue receiving these additional resources, using resources that may be more fairly allocated to the schools with greater levels of disadvantage.
It is important to note that the fact that a school has not been included in the DEIS programme on this occasion does not preclude its inclusion at a later date, should its level of disadvantage warrant the allocation of additional resources.
International Study Opportunities
Ceisteanna (190, 191)
Carol Nolan
Ceist:190. Deputy Carol Nolan asked the Minister for Education and Skills if an Irish citizen, enrolled on a course of study in an Irish university, should be subject to the same fees in an institution in another EU member state when undertaking a year of study at that institution with the support of the Irish university with which he or she is enrolled. [9257/17]
Amharc ar fhreagraCarol Nolan
Ceist:191. Deputy Carol Nolan asked the Minister for Education and Skills if he will review a matter in which a person (details supplied) is studying in another EU member state and is subject to visiting students' fees that are higher than those levied on students of that member state and do not take into account this person's status as an EU citizen. [9258/17]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 190 and 191 together.
The position is that under my Department's free fees schemes, the Exchequer provides funding towards tuition fee costs in respect of eligible students who are pursuing full-time undergraduate courses of study. The main conditions of the scheme are that students must be first-time undergraduates, hold inter alia EU/EEA/Swiss nationality in their own right, and have been ordinarily resident in an EU/EEA/Swiss state for at least three of the five years preceding their entry to an approved third level course. Funding under the schemes is only available in respect of approved courses in this State.
Under EU legislation, students from this State wishing to study in another EU State are entitled to avail of whatever supports are available in the EU State in which they wish to study. However, the level of fee payable by a student attending a higher education institution in the UK is a matter for that particular institution to determine and my Department has no role in relation to such matters.
School Enrolments
Ceisteanna (192)
Carol Nolan
Ceist:192. Deputy Carol Nolan asked the Minister for Education and Skills if he will provide an update on the establishment of a third stream in a school (details supplied) to meet local demand for the children to be educated through the medium of Irish; and if he will make a statement on the matter. [9259/17]
Amharc ar fhreagraFreagraí scríofa
As the Deputy is aware, the Department recently met with representatives of the school referred to and it was agreed that a further meeting would be convened within the coming weeks.
It was agreed that this would allow adequate time for updated demographic data, taking into account overall current and projected pupil numbers in the area, and the enrolment position in the case of the school in question and other schools in the area; the various factors that contribute to the compilation and operation of any waiting lists; the impact of expansion of school capacity in the case of the school in question on other schools in the area to be clarified and assessed. As part of this process, further information was supplied by the school to the Department and this is currently being considered. In addition, my Department is aware that the Patron is presently engaging directly with the three schools in the area in question relating to enrolment matters.
Junior Cycle Reform
Ceisteanna (193)
John Brassil
Ceist:193. Deputy John Brassil asked the Minister for Education and Skills if he will reinstate history as a core subject for the junior cycle; and if he will make a statement on the matter. [9289/17]
Amharc ar fhreagraFreagraí scríofa
Through comparing education systems internationally, it has been found that in high performing systems such as New Zealand, Queensland, Estonia and Finland, schools have been given greater autonomy and flexibility in the programmes they offer.
When schools in Ireland are implementing the new Framework for Junior Cycle, they too have the autonomy and flexibility to design programmes within the parameters of the framework, mindful in particular of the needs of their students and their teaching resources. I am in favour of leaving the decisions on what is offered to the discretion of the school, and of students having as broad a range of options to choose from as possible.
Because the total number of full subjects which can be done for assessment in junior cycle is ten, it is likely that schools will retain most or all of their current subjects in their junior cycle going forward.
Currently, over 90% of students choose History, although it is compulsory only in voluntary secondary schools, not much more than half our post-primary schools. Curriculum choice is important in motivating students to learn and to remain in school to completion of senior cycle.
Schools across all sectors offer History. History teachers attract students to their subject through their own love and passion for History, and by engaging the natural curiosity of their students in, for example, the lives of people, the origins of the modern world and in objects and documents from the past. History is generally the 5th most popular subject in the Junior Certificate examination.
I have every confidence that, through the implementation of the Framework for Junior Cycle the place of History will be retained and given a new impetus across the junior cycle curriculum. A new specification for Junior Cycle History is being developed by the NCCA. This involved extensive consultation with key stakeholders and the public, which finished recently, during which over 200 submissions were received. The new specification will be available for implementation in all schools from September 2018.
The Leaving Certificate History syllabus attracts about 25% of the total cohort of students. The aim is to make the new specification for Junior Cycle History more attractive, so young people can see it as a realistic option, rather than focusing on learning content by heart. Many people believe that uptake in senior cycle could be improved if the junior cycle History was made more attractive, more relevant and perhaps less of a race against time.
In the new Framework for Junior Cycle, all schools are expected to provide opportunities for students to achieve 24 statements of learning over the period of junior cycle. These statements include valuing local, national and international heritage and understanding the importance of the relationship between past and current events, the forces that drive change, and understanding the origins and impacts of social, economic and environmental aspects of the world around them. Even where students do not take History as a full subject, it is to be hoped that opportunities to achieve such statements through other forms of historical study can be provided to them.
The minimum time allocated for subjects such as History will be 200 hours over the three years of junior cycle, or the equivalent of three 40-minute periods per week over three years. For many schools, this will lead to an increased time provision for History as a subject, and it will no longer be nominally linked to Geography as previously.
This new minimum time stipulation for History as a subject should allow not only for a deepening of a student's historical knowledge but also of his or her ability to analyse, interpret, write and develop historical skills more thoroughly. Those skills and attitudes can be hugely important in ensuring that students are able to understand and interpret all forms of history, news and current affairs too.
Departmental Records
Ceisteanna (194)
Catherine Murphy
Ceist:194. Deputy Catherine Murphy asked the Minister for Education and Skills the cost per year for the past three years for the retrieval and return of hard copy files stored at off site locations; and if he will make a statement on the matter. [9305/17]
Amharc ar fhreagraFreagraí scríofa
The cost per year for the past three years for the retrieval and return of files from the Department's off-site location is outlined as follows. The cost is inclusive of VAT.
2016 - €34,018.11, 2015 - €35,111.58, 2014 - €36,978.56.
Education Expenditure
Ceisteanna (195)
Thomas P. Broughan
Ceist:195. Deputy Thomas P. Broughan asked the Minister for Education and Skills the level of public spending on education institutions per pupil here; the position of Ireland in this regard among the OECD and EU nations; and if he will make a statement on the matter. [9352/17]
Amharc ar fhreagraFreagraí scríofa
The information requested by the Deputy is available in the following table.
Further information on this is available in indicators B1 and B3 of the OECD's Education at a Glance report, available at the following link.
www.oecd-ilibrary.org/education/education-at-a-glance-2016_eag-2016-en .
B3.3: Annual public expenditure on public* educational institutions per student (2013)
(In equivalent US$ converted using purchasing power parities for GDP)
|
- |
Primary |
Lower Secondary |
Upper Secondary |
Tertiary |
All levels |
|
Ireland |
7,845 |
10,064 |
10,216 |
10,321 |
9,201 |
|
OECD average |
8,383 |
9,774 |
9,252 |
12,263 |
9,433 |
|
EU 22 average |
8,393 |
9,973 |
9,565 |
12,872 |
9,672 |
Summer Works Scheme Applications
Ceisteanna (196)
Brendan Griffin
Ceist:196. Deputy Brendan Griffin asked the Minister for Education and Skills if a school (details supplied) in County Kerry will receive funding under the summer works scheme; and if he will make a statement on the matter. [9388/17]
Amharc ar fhreagraFreagraí scríofa
I wish to advise the Deputy that my Department is in receipt of an external environment project (Category 10) application under the Summer Works Scheme (2016-2017) from the school to which he refers.
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.ie.
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.
Departmental Records
Ceisteanna (197)
Catherine Murphy
Ceist:197. Deputy Catherine Murphy asked the Minister for Education and Skills the cost per year for the past three years for the storage of data and-or files on cloud storage or third-party servers; and if he will make a statement on the matter. [9403/17]
Amharc ar fhreagraFreagraí scríofa
Expenditure to date on cloud computing since its adoption by my Department in 2015, has amounted to €24,699 (exclusive of VAT). No other costs were incurred by my Department in the past three years, in respect of third-party data or file storage.
Regulatory Impact Assessment Data
Ceisteanna (198)
Niall Collins
Ceist:198. Deputy Niall Collins asked the Minister for Education and Skills if all regulatory impact assessments for his legislative proposals are published on his Department websites; the web address for each such site; and if he will make a statement on the matter. [9419/17]
Amharc ar fhreagraFreagraí scríofa
I can confirm to the Deputy that where legislation has an impact on the regulatory environment, a RIA is carried out and published on my Department's website at www.education.ie.
Special Educational Needs Service Provision
Ceisteanna (199)
Martin Heydon
Ceist:199. Deputy Martin Heydon asked the Minister for Education and Skills the status of the provision of ASD units at secondary level in County Kildare; the number of ASD places available at secondary level in County Kildare; the number of new places proposed for school year 2017/2018; and if he will make a statement on the matter. [9507/17]
Amharc ar fhreagraFreagraí scríofa
The Deputy will be aware that 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 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.
The NCSE continues to engage with schools in opening special classes where there is an identified need for special class provision.
Progress in developing the network of Special Classes has been significant and there are currently 1,153 special classes available, which is an increase of over 100% in the number of special classes which were available in 2011, which were 548.
Of the 1,153 classes available some 127 are ASD early intervention classes, 525 are primary ASD classes and 237 are post-primary ASD classes. The remaining classes are for children with a range of Special Educational Needs other than Autism.
The Department considers that it is essential that in assessing the need for special class options in certain areas, the individual needs of children should be properly assessed to determine the appropriateness of special class provision for them.
It should not be presumed that there should be a special class placement in post primary school for every child that leaves a special class in primary school as many of these children should be able to consider transferring to mainstream or special schools as appropriate.
With regard to Kildare in particular there are 942 students with ASD attending schools in the county. Of these 520 students attend mainstream schools and are accessing in-school supports including Resource teaching and SNA support. 322 students are attending 59 ASD special classes, including 6 early intervention classes, 41 primary ASD classes and 12 post primary ASD classes. A further 100 students with ASD are placed in 4 special schools.
The NCSE has indicated that it is currently satisfied that there will be sufficient ASD special class placements available to meet demand in the region for the forthcoming school year.
However both the Department and the NCSE recognise that there have been challenges in opening special classes in some Post primary schools in Kildare.
The NCSE has indicated that, in general, this is related to the availability of accommodation in these schools. The Department's Building Unit has advised that Special Needs Units (SNUs) are currently under construction at St Conleth's Vocational School, Newbridge and Ard Scoil na Trionóide, Athy.
In addition, major building projects for a number of schools in Kildare are included on the Department's 6 Year Construction Plan and Special Needs units (SNUs) will be included in these Developments. The schools in question are:
St Paul’s Secondary School, Monasterevin
Naas Community College, Naas
Cross and Passion College, Kilcullen
Athy Community College
St Farnan’s Post Primary, Prosperous.