Joan Burton
Ceist:141. Deputy Joan Burton asked the Minister for Education and Skills the status of the roll-out of the junior cycle reform process; and if he will make a statement on the matter. [10682/17]
Amharc ar fhreagraJunior Cycle Reform
Ceisteanna (141)
Freagraí scríofa
Implementation of the Framework for Junior Cycle is proceeding and the new subject specifications for Business Studies and Science, along with English, have now been introduced to schools. The teachers involved are benefitting from extensive continuing professional development and are availing of professional time to support implementation. In June 2017, English will be the first subject to be taken by students as part of the reformed Junior Cycle assessment arrangements. Business Studies and Science will be examined under the new arrangements in June 2019.
Phase 3 of the Framework will begin implementation in September 2017, with the introduction of new subject specifications in Irish, Visual Arts and Modern Languages, covering French, German, Spanish and Italian. The new curriculum area of Wellbeing will also be introduced at that time.
Phase 4 will begin implementation in September 2018 with the introduction of Mathematics, Home Economics, History, Music and Geography, with the final phase 5 being implemented from September 2019. Phase 5 subjects will include Technology subjects, Religious Education, Jewish Studies and Classics.
Skills Shortages
Ceisteanna (142)
Joan Burton
Ceist:142. Deputy Joan Burton asked the Minister for Education and Skills his views on the areas that have been highlighted as having skills shortages by the skills and labour market research unit such as business administration and management, the green economy, financial services, information technology, manufacturing, engineering, sales, marketing and transport; his plans to tackle these skills shortages; and if he will make a statement on the matter. [10683/17]
Amharc ar fhreagraFreagraí scríofa
The SOLAS Skills and Labour Market Research Unit (SLMRU) is one of a number of research sources that identifies specific skills needs in different sectors in our economy.
The work of the SLMRU has been invaluable in the development and implementation of a range of strategies including the ongoing SOLAS Further Education and Training Strategy, the National Skills Strategy 2025, and The Action Plan for Education, which was launched in September 2016.
The National Skills Council will oversee research and provide advice on the prioritisation of identified skills needs and how to secure the delivery of identified needs. Information from the SLMRU will be critical for the work of the Council.
In addition the SLMRU research provides an input to the work of the Regional Skills Fora where education and training providers engage with enterprise to identify regional skills needs and devise responses to them.
The skills needs identified through all of these processes inform the allocation of resources and the planning of education and training provision.
Child Care Services
Ceisteanna (143)
Joan Burton
Ceist:143. Deputy Joan Burton asked the Minister for Education and Skills his views on the suggestions by the Irish National Teachers’ Organisation that related capital investment will be necessary if the programme for Government commitment on having schools available for child care services can be successfully implemented; and if he will make a statement on the matter. [10684/17]
Amharc ar fhreagraFreagraí scríofa
In accordance with key commitments in the Programme for a Partnership Government (May 2016) in relation to establishing a quality system of school age childcare, my Department is working closely with the Department of Children and Youth Affairs in considering how to facilitate schools who wish to make their facilities available as part of the range of options available to parents where there is demand. A cross-departmental group is now finalising an Action Plan for School Age Childcare which has been considered by me and my colleague, Minister Zappone, T.D. and will be published shortly. The Action Plan contains a commitment that my Department will engage further with the relevant education stakeholders and school property owners to formulate guidelines for schools to facilitate the use of school buildings out-of-hours.
There is no provision contained in this year’s budget for additional capital investment by my Department specifically in relation to pre-school and after-school services. In general, capital funding by my Department is reserved for provision of school accommodation for primary education upwards. Funding for pre-school services is a matter for either my Colleague, the Minister for or the Department of Children and Youth Affairs.
Education Policy
Ceisteanna (144)
Joan Burton
Ceist:144. Deputy Joan Burton asked the Minister for Education and Skills his plans to progress the three areas in the education sector that he has identified as his core priority areas of focus in the sector, including assisting children with special needs, supporting schools and building a stronger bridge between education and the workplace; the reason he has prioritised these three areas; and if he will make a statement on the matter. [10685/17]
Amharc ar fhreagraFreagraí scríofa
The basic aim of this Government is to sustain our economic progress and use it to build a fair and compassionate society. Education is the best means of delivering a fairer society, breaking down cycles of disadvantage and ensuring that all our people, in particular those with special educational needs, are able to participate in that progress and fulfil their potential. Excellent and innovative education and training are the pivot around which personal fulfilment, a fair society and a successful nation should revolve. It is central to sustaining economic success and in converting economic success into building a strong community. Having the best education and training service in Europe will allow us to provide better opportunities for more people from disadvantaged groups, as well as ensuring that we create more sustainable well-paying jobs.
This February, I launched the Action Plan for Education 2017, building on the first ever Action Plan for Education 2016 - 2019, which was published in September last year. The central vision of the Action Plan for Education is that the Irish education and training system becomes the best in Europe over the next decade. The Plan’s high-level goals are based on the five policy areas which I believe will help us to achieve this ambition. The goals are:
1.1 Improve the learning experience and the success of learners
2.2 Improve the progress of learners at risk of educational disadvantage or learners with special educational needs
3.3 Help those delivering education services to continuously improve
4.4 Build stronger bridges between education and wider community
5.5 Improve national planning and support services.
Focussing on these five areas allows us to adopt a whole-of-system approach to reform. Such an approach will allow us to deliver to the highest international standards; equip learners of all ages to participate and succeed in a changing world; allow Ireland be a leader across a broad range of endeavours; and harness education and training to break down barriers for groups at risk of exclusion. Such an approach will allow us to achieve our overall ambition.
Reflecting on our high level goals, we have identified key ambitions for the coming years which will represent important milestones of progress. These include:
- Promoting wellbeing in our school communities to support success in school and life
- Significantly reducing the gap with the top European performers in areas of numeracy and science
- Significantly reducing the gap between low achieving students in literacy and numeracy in DEIS and those in non-DEIS schools
- Increasing the take up of gateway subjects and increasing opportunities for learning in the areas of coding and computer science
- Enriching teaching and learning with new curricula, new assessment methods, and technology assisted learning
- Continuing to improve retention rates at second-level in DEIS schools, from their current rate of 82.7% to the national norm, currently 90.2%, by 2025
- Increasing by 7 points (equivalent to 30%) the proportion of students at risk of disadvantaged who proceed to Higher Education
- Systematically reducing the skills gap in areas of critical skill need in Higher Education by providing for 50,000 upskilling and reskilling places
- Increasing by a quarter the number of students undertaking a work placement or work project as part of their third level qualification by 2021
- Developing a strong stream of employer supported apprenticeships and traineeships, providing places for 13,000 young people in 2020, in 100 career areas
- Broadening the choice of schools available each year in line with the target of 400 multi/non-denominational by 2030
- Contributing to the delivery of the cross-departmental research targets in Innovation 2020 to enable Ireland become a Global Innovation Leader
- Increasing upskilling and reskilling opportunities in education and training for those in work.
A range of specific actions for this year are listed under each goal of the 2017 Plan.
These include:
Goal 1:
- Build on significant improvements in literacy and numeracy already achieved.
- Introduce and implement new subjects and short courses on a phased basis.
- Introduce an integrated national STEM Education Policy Statement.
- Implement the Digital Strategy for Schools 2015-2020.
- Implement the recommendations of Roadmap for Enhancement in a Digital World 2015-2017.
Goal 2:
- Tackle educational disadvantage through the recently announced new DEIS scheme, supported by €5 million in funding for 2017.
- Develop proposals for a Schools’ Excellence Fund.
- Implement strands of the National Plan for Equity of Access to Higher Education, so that higher education becomes more representative of the population in general.
- Publish a national policy on the Recognition of Prior Learning.
- Ensure FET is meeting the specific needs of unemployed people and other groups impacted by disadvantage.
Goal 3:
- Support the development of the workforce within the Early Years sector.
- Undertake a planned programme of inspection and advisory visits in all schools and increase the frequency of advisory visits.
- Implement the Further Education and Training Professional Development Strategy 2016-2019.
- Improve the impact of the PLC, VTOS and BTEI schemes, by reviewing each programme, publishing the review, and setting out time-bound implementation plans.
- Initiate a review of quality in Higher Education.
Goal 4:
- Introduce a stronger complaints procedure and charter for parents and students.
- Establish 400 multi-/ non- denominational schools.
- Develop innovative responses to skills gaps across key priority areas of the economy including ICT, languages and biopharma.
- Oversee the work of the Regional Skills Fora and monitor performance.
- Develop a new Systems Performance Framework for Higher Education for the period to 2021.
Goal 5:
- Support the operation of a high quality school system through the annual provision of teaching and financial supports to schools, based on agreed criteria and enrolment data.
- Develop a standardised approach to governance and accountability across the education sector to ensured consistent application across the sector of corporate governance compliance requirements.
- Continue to implement the 2016 - 2021 Construction Programme.
- Improve the quality of services across the sector through the introduction of shared services, in line with the Shared Services Plan.
- Manage EU co-financed programmes and exploit co-financing opportunities.
Under each goal, specific measures will be implemented to assist children with special educational needs, supporting schools and building a stronger bridge between education and the workplace.
These include:
- Establishing the new Inclusion Support Service.
- Allocating teachers to schools under the new allocation model to support children with special educational needs.
- Consulting with partners on the implementation of sections of the EPSEN Act and on the provision of services to children with Down Syndrome.
- Expanding the range of supports available through the Centre for School Leadership.
- Providing dedicated professional support to teachers to support the implementation of curricular and policy change.
- Developing and introducing a new postgraduate qualification for aspiring school leaders.
- Completing a National Survey of Employers to inform policy and programme development.
- Further Education and Training providers and Higher Education Institutions providing employability statements for courses/disciplines to better inform students and employers.
- Driving the growth of traineeships and apprenticeships.
- Ensuring the relevance of work placements and work-based projects.
- Increasing the diversity of opportunity in learning beyond school.
In order to ensure that progress is made in all of these areas, including helping children with special needs, supporting schools and building a stronger bridge between education and the workplace, updated annual Action Plans will be published each year, detailing the actions that will be implemented during that year. As part of this process, actions will be monitored against published timelines and progress reports will be published on a quarterly basis.
Educational Disadvantage
Ceisteanna (145, 147)
Joan Burton
Ceist:145. Deputy Joan Burton asked the Minister for Education and Skills the stage the review of the school support programme through the DEIS initiative is at; when this review will be completed and published; if he envisages any changes to the funding or delivery model of the DEIS programme; and if he will make a statement on the matter. [10686/17]
Amharc ar fhreagraJoan Burton
Ceist:147. Deputy Joan Burton asked the Minister for Education and Skills when the new national action plan for educational inclusion will be published; and if he will make a statement on the matter. [10688/17]
Amharc ar fhreagraFreagraí scríofa
I propose to answer Questions Nos. 145 and 147 together.
I wish to advise the Deputy that the review of DEIS has been completed and the new action plan for educational inclusion entitled 'DEIS Plan 2017', was published together with a report of the review, on the 13th February 2017.
A copy of the both reports, 'Report on the Review of DEIS' and the 'DEIS Plan 2017' are available on my Department’s website – www.education.ie.
School Curriculum
Ceisteanna (146)
Joan Burton
Ceist:146. Deputy Joan Burton asked the Minister for Education and Skills his plans to provide new courses in the leaving certificate, such as coding, physical education and politics; and if he will make a statement on the matter. [10687/17]
Amharc ar fhreagraFreagraí scríofa
My Department has committed to enriching teaching and learning with new curricula, in the Action Plan for Education 2016-2019. The central vision of the Plan is that the Irish Education and Training System should become the best in Europe over the next decade. This will contribute to delivering a “Step-Change” in the development of critical skills, knowledge and competences and providing the foundations for participation in work and society.
There are important developments in relation to coding across the primary and post-primary sector. The Action Plan for Education includes a commitment to develop a new subject specification for Leaving Certificate Computer Science which will help to harness and develop student interest in this strategically important discipline.
The National Council for Curriculum and Assessment (NCCA) has, in this regard, recently commenced the curriculum development process, with a view to the subject being introduced to schools from September 2018, following a period of professional development for teachers of the subject.
The formulation of curriculum and assessment arrangements is a complex and intensive process. It can involve research, analysis, action-research or piloting in schools and extensive consultation with stakeholders including students, parents, teacher unions and others. This is then followed by a period of professional development for teachers. I am exploring whether the projected timescale for Leaving Certificate Computer Science can be adjusted so that implementation in schools can commence sooner.
At Junior Cycle level a short course on Coding developed by the NCCA is available to schools on an optional basis. The course looks to build on the coding skills that primary students may have experienced while offering insight into possible future studies in computer science and software engineering.
The roll-out of the new Leaving Certificate subject of Politics and Society commenced in 41 schools from September 2016, following an open invitation to introduce this as an optional Leaving Certificate subject. Politics and Society aims to develop the student's ability to be a reflective and active citizen, in a way that is informed by the insights and skills of social and political science. The introduction of the specification is part of my Department's commemoration of 1916 and its commitment to education for sustainable development. The subject will be available to all schools from 2018.
Physical Education is being developed by the NCCA as a full subject that can be assessed for the Leaving Certificate in a manner similar to other subjects. A specification for Leaving Certificate Physical Education was finalised by the NCCA in late 2016. In addition, a Senior Cycle Physical Education Framework specification has recently been completed by the NCCA. The Framework will assist schools to design a P.E. programme for those students who may not choose to take P.E. as part of their Leaving Certificate examination. These developments are in keeping with the strong emphasis from my Department on promoting and encouraging Healthy Lifestyles for all students and commitments in the Programme for Partnership Government.
The Action Plan for Education also includes commitments to finalise and implement additional subject specifications at Leaving Certificate level as resources permit.
Question No. 147 answered with Question No. 145.
Teacher Recruitment
Ceisteanna (148, 158)
Joan Burton
Ceist:148. Deputy Joan Burton asked the Minister for Education and Skills when the moratorium on filling certain promoted posts in schools will be lifted, since it was introduced as an emergency measure in 2009; and if he will make a statement on the matter. [10689/17]
Amharc ar fhreagraJoan Burton
Ceist:158. Deputy Joan Burton asked the Minister for Education and Skills his plans to end the current ban on promotions at primary school level; and if he will make a statement on the matter. [10700/17]
Amharc ar fhreagraFreagraí scríofa
I propose to answer Questions Nos. 148 and 158 together.
Budget 2016 provided 250 posts to second level schools to enable Deputy Principals to be more fully available to assist the school principal with the leadership of the school. At primary level, Budget 2016 provided for additional release days for teaching principals to range between 15 and 25 days depending on the size of the school.
Budget 2017 provided for an additional €7.75m to strengthen school leadership which has provided for the equivalent of 170 additional posts to second level schools to employ an additional Deputy Principal to assist the school principal with the leadership of the school. With effect from September 2017, schools with pupil enrolment in excess of 700 will be allocated additional Deputy Principal posts.
Budget 2017 also provides for the commencement of the restoration of middle management posts in both the primary and post-primary sector with effect from the 2017/18 school year.
The recently established Centre for School Leadership (CSL) is a collaboration between my Department and the representative professional bodies for school principals. It has been created to offer professional and practical support to schools leaders. This support structure for leadership teams in schools will attempt to ensure that school leaders have opportunities to access, share and create knowledge and experience within their leadership roles. The work of the Centre draws on best international practice and research in the professional development of school leaders. Priorities for the Centre include a new post graduate qualification for aspiring school leaders, a mentoring programme for newly appointed school principals, coaching support for serving principals, a review and alignment of leadership programmes with Department standards.
Last year my Department published “Looking at Our School 2016", a quality framework for primary and post primary schools which is designed to support the efforts of teachers and school leaders, as well as the school system more generally, to strive for excellence in our schools.
The current review of the post of responsibility structure in schools will, in the context of restoration of posts, address the further development of a distributed leadership model.
Teachers' Professional Development
Ceisteanna (149)
Joan Burton
Ceist:149. Deputy Joan Burton asked the Minister for Education and Skills the ways, including total investment involved, in which his Department supports teacher continuous professional development at primary and post-primary levels; if he will provide this figure as a percentage of education spending overall; and if he will make a statement on the matter. [10690/17]
Amharc ar fhreagraFreagraí scríofa
A key objective in the Action Plan for Education 2016 – 2019 is to develop the continuum of teacher education to equip teachers with the right skills for 21st century teaching and learning and improve school leadership. The quality of our teaching profession is the single most critical factor in sustaining and enhancing the quality of education outcomes in our system. We know that providing the best possible professional development and ongoing practical support to these key people in the education sector is vital if we are to realise the ambitious objectives that we have for Irish education. Specific targets for 2017 will be outlined in the Action Plan for Education.
My Department spent approximately €46.5m on teacher continuing professional development (CPD) in 2016 across the primary and post primary sectors. The teacher CPD budget represents 0.56% of my Departments overall net expenditure.
The spend of €46.5m includes all costs associated with the provision of CPD at primary and post primary level funded by my Department.
The professional development needs of serving teachers in recent years have been addressed through the provision of an induction programme for newly qualified teachers, national in-service for new and revised curriculum areas including junior cycle, the new primary language curriculum and ongoing support for the curriculum generally with a particular focus on priority areas - literacy and numeracy, well-being, support for school leaders and for teachers to meet the needs of children with special educational needs.
The responsibilities of the recently established Centre for School Leadership, a partnership between my Department, IPPN and PD, cover the range of leadership development from pre-appointment training and induction of newly appointed principals, to CPD throughout leaders' careers.
Other areas of expenditure include training for child protection, Board of Management training, a Teacher Fee Refund Scheme, Teacher Professional Networks and a number of postgraduate programmes to meet particular identified needs such as the teaching of mathematics and special educational needs.
The Teaching Council is the professional body and regulator for teachers. It has published its policy, Cosán, on teacher learning and will continue to engage with stakeholders, including teachers, in preparation for the commencement of section 39 of the Teaching Council Acts 2001-2015 which will enable the Teaching Council to review and accredit programmes of CPD.
Question No. 150 answered with Question No. 133.
School Patronage
Ceisteanna (151)
Joan Burton
Ceist:151. Deputy Joan Burton asked the Minister for Education and Skills the location of all schools under religious patronage which he expects to be divested in 2016; and if he will make a statement on the matter. [10693/17]
Amharc ar fhreagraFreagraí scríofa
I presume the Deputy meant to refer to 2017 in her question.
The Government is committed to progressing the development of a dynamic and innovative education system that reflects the diversity of twenty-first Century Ireland. The Programme for a Partnership Government reflects the Government’s objective of strengthening parental choice and further expanding diversity in our school system. The desire of parents for diversity in education is primarily being pursued by increasing the number of non-denominational and multi-denominational schools with a view to reaching 400 by 2030.
The Deputy will be aware that I recently announced new plans aimed at providing more multi-denominational and non-denominational schools across the country, in line with the choices of families and school communities and the Programme for Government commitment in this area.
This will involve the Education and Training Boards in the initial phase, as the State’s local education authorities, identifying areas where there is likely to be demand for greater diversity and they will work with pre-school services to establish evidence of this demand among the cohort of pre-school parents. There will then be discussions between individual ETBs and the existing patrons/landowners concerning the possible transfer of schools to accommodate this demonstrated demand for diversity.
Each ETB will then prepare a report for the Department outlining the levels of demand within their functional areas and the responses of the existing patrons as to how this might be accommodated through the reconfiguration of existing school provision. The location of these schools is therefore unlikely to become available until after the reports have been submitted.
In the subsequent implementation phase, where the level of demand for multidenominational schools is sufficient to justify transfer of a school from denominational to multi-denominational patronage, a process will commence to give effect to that. There will be a role for the existing patron/landowner in consulting with local community and school interests and taking into account proposals from different prospective multi-denominational patrons. It is envisaged that transfers will largely be by way of voluntary transfer of live schools by existing patrons.
While these new structures are being introduced, my Department will continue to work with the main stakeholders to progress delivery of diversity in areas already identified, in 2017 and beyond.
In addition to progressing the reconfiguration of existing school provision to provide greater choice to parents in areas of stable population, the Government is committed to ensuring that parental preferences will continue to be key to patronage decisions on new schools established in areas of demographic growth.