Clare Daly
Ceist:64. Deputy Clare Daly asked the Minister for Education and Skills his views on the rise of precarious employment and short-term contracts in higher education. [10115/17]
Amharc ar fhreagraThird Level Staff
Ceisteanna (64)
Freagraí scríofa
In May 2016 I welcomed the publication of the Report of the Chair of the Expert Group on Fixed Term and Part-Time issues in Lecturing in Ireland. The Report contains a number of recommendations that will assist in addressing concerns raised about the level of part-time and fixed-term employment in lecturing in the third level sector.
My Department issued directions to the sector on the 4th July 2016 to implement the recommendations contained in the report in accordance with the terms of the Lansdowne Road Agreement and my understanding is that the Institutions are taking steps to do so.
The above-mentioned Report is specific to concerns raised about part-time and fixed-term employment in lecturing and its recommendations are not applicable to non-lecturing grades.
In line with the Universities Act, 1997, third-level institutions have autonomy in relation to human resource policies, subject to compliance with Government policy in respect of employment numbers and pay policy. Employers in the higher education sector are also required to operate in accordance with the provisions of national industrial relations agreements.
My Department is not aware of any instance in which a third level institution is not operating in accordance with good practice in relation to work and contract conditions. In the event that a union has concerns regarding work and contract conditions among staff in any third level institution, that union can seek to have the matter addressed using the dispute resolution procedures provided for in the Haddington Road Agreement, and any individuals who have issues of dispute have a variety of dispute resolution options open to them.
Departmental Funding
Ceisteanna (65)
Eugene Murphy
Ceist:65. Deputy Eugene Murphy asked the Minister for Education and Skills if he will sanction the €800,000 in capital funding for the upgrading of the old vocational education committee building in Roscommon town, which has been earmarked for use as a sub office of the Galway and Roscommon Education and Training Board as a matter of urgency; and if he will make a statement on the matter. [10323/17]
Amharc ar fhreagraFreagraí scríofa
My Department has received an application from Galway and Roscommon ETB regarding funding for the upgrading of the sub office located in Roscommon town. My Department has had engagement with personnel in the ETB in relation to this matter. There are many competing demands for capital investment within the education sector and this application will be considered within that context. Such consideration will also take account of the scope for any alternative cost-effective options which may be open to the ETB. In this context, further exploration will be required before a decision can be made in relation to the proposal and my Department has been in touch with the ETB in relation to same.
Third Level Staff
Ceisteanna (66)
Bríd Smith
Ceist:66. Deputy Bríd Smith asked the Minister for Education and Skills his views on recent plans announced by the board of Trinity College, which will make a secure future or career advancement for many staff an impossibility; the way this might impact on the Government strategy for the third level sector; and if he will make a statement on the matter. [10461/17]
Amharc ar fhreagraFreagraí scríofa
Following enquiries from my officials, I understand that discussions are taking place locally and under the auspices of the Workplace Relations Commission between Trinity College Dublin and the unions that are addressing the concerns of staff. Accordingly, it would not be appropriate for me to comment on these issues while these discussions are ongoing.
In May 2016 I welcomed the publication of the Report of the Chair of the Expert Group on Fixed Term and Part-Time issues in Lecturing in Ireland. The Report contains a number of recommendations that will assist in addressing concerns raised about the level of part-time and fixed-term employment in lecturing in the third level sector.
My Department issued directions to the sector on the 4th July 2016 to implement the recommendations contained in the report in accordance with the terms of the Lansdowne Road Agreement and my understanding is that the Institutions are taking steps to do so.
The above-mentioned Report is specific to concerns raised about part-time and fixed-term employment in lecturing and its recommendations are not applicable to non-lecturing grades.
In line with the Universities Act, 1997, third-level institutions have autonomy in relation to human resource policies, subject to compliance with Government policy in respect of employment numbers and pay policy. Employers in the higher education sector are also required to operate in accordance with the provisions of national industrial relations agreements.
State Examinations
Ceisteanna (67)
Carol Nolan
Ceist:67. Deputy Carol Nolan asked the Minister for Education and Skills the arrangements in place to ensure that junior certificate students do not lose marks as a result of the Association of Secondary Teachers in Ireland, ASTI, ballot. [10335/17]
Amharc ar fhreagraFreagraí scríofa
The State Examinations Commission (SEC) has responsibility for the administration of the Final Examinations that form part of the assessment procedures for Junior Cycle. The SEC has provided reassurance in relation to concerns that some students may not have opportunities to complete all elements of the SEC’s Junior Cycle Final Examination, in English, in 2017.
The Examination in English comprises an Assessment Task, undertaken in schools, which is worth 10% of the available marks and a Final Examination, in June 2017, representing 90% of the marks. Both elements are marked externally by the SEC.
Schools were advised of a second window for the completion of the second Classroom Based Assessment (CBA) and the Assessment Task (AT) in English. The new window will be in the week beginning 24 April 2017.
The SEC will shortly provide further guidance to schools regarding the completion of the Assessment Task. The SEC has assured parents and students that this guidance to schools will make clear that all their students will have an opportunity to undertake the AT, and in this way to complete all elements that are marked by SEC within the Junior Cycle Final Examination.
The class teacher role, in facilitating students to the complete the Assessment Task, is to engage with their students in relation to stimulus material and questions (provided by the National Council for Curriculum and Assessment), and then to supervise the class in completing the SEC-provided booklet. Class teachers have no role in marking the Assessment Task.
I welcome the reassurance provided by the State Examinations Commission on this issue and I am satisfied that all students will have the opportunity to complete the Assessment Task and Final Examination.
Education Policy
Ceisteanna (68)
Joan Burton
Ceist:68. Deputy Joan Burton asked the Minister for Education and Skills if his attention has been drawn to and if he had the opportunity to examine the report, A Whole School Approach to Guidance Counselling in a Voluntary School in the Irish Post Primary Sector, by University of Limerick and DIT; his plans on foot of the report; and if he will make a statement on the matter. [10116/17]
Amharc ar fhreagraFreagraí scríofa
My Department has received a copy of the report to which the Deputy refers and it is being considered by my officials. The National Centre for Guidance in Education (NCGE), which advises my Department in relation to guidance policy, has also been requested to provide an analysis of the report. I understand that the NCGE has been in contact with the authors to discuss aspects of the report.
The report is in the form of a case-study of a single, co-educational school in a DEIS area. The report examined how the concept of Whole-School Guidance was implemented in the school since changes to Guidance Counselling provision were announced in 2012. I welcome such research and I am happy to see the collaborative pooling of resources by the University of Limerick and DIT which is instanced in this case.
Under the Action Plan for Education 2017, my Department will commence a review of guidance services, tools and career information for students and adults. The report will provide an important input to this review.
Measures announced in Budget 2016 and 2017 will, between them, effectively restore two-thirds of the number of ex-quota guidance posts that were withdrawn from schools in Budget 2012. In that Budget, schools were required to make provision for guidance from within their general allocation of teachers. I am keen to ensure that in restoring these posts, schools will be required in their guidance plans to include specified time allocations for guidance counsellors to be available for one-to-one guidance counselling for students. I also want to ensure that there will be adequate time allocated for the role of the Guidance Counsellor in supporting the Student Support Team.
Quality and Qualifications Ireland
Ceisteanna (69)
Joan Burton
Ceist:69. Deputy Joan Burton asked the Minister for Education and Skills the status of the implementation of the Quality and Qualifications Assurance (Education and Training) Act 2012, in particular his Department's engagement with Quality and Qualifications Ireland regarding the implementation schedule for the international education mark; and if he will make a statement on the matter. [10118/17]
Amharc ar fhreagraFreagraí scríofa
Quality and Qualifications Ireland (QQI) was formally established on 6 November 2012 under the Qualifications and Quality Assurance (Education and Training) Act, 2012. The 2012 Act also provided for the dissolution of the Further Education and Training Awards Council (FETAC), the Higher Education and Training Awards Council (HETAC) and the National Qualifications Authority of Ireland (NQAI).
QQI was given responsibility for the functions of those bodies across further and higher education and training as well as for the external quality assurance function formerly carried out by the Irish Universities Quality Board (IUQB). The purpose of the establishment of QQI was to bring greater coherence to the sector, creating a single body to deliver a more efficient and integrated service.
However, a number of issues have been identified that have impeded QQI from fulfilling its intended role. In particular, the introduction of the International Education Mark (IEM) has been affected by the need for a number of revisions to the 2012 Act.
Officials in my Department, in consultation with QQI, are currently drafting the General Scheme of a Qualifications and Quality Assurance (Amendment) Bill that will address the issues that have arisen in relation to the 2012 Act. The passage of this Bill will allow for the introduction of the IEM.
I intend to bring the General Scheme of the Bill to Government for approval shortly. It is anticipated that the Bill will be enacted in 2018.
It should be noted that QQI have already published a Code of Practice for Provision of Programmes of Education and Training to International Learners. This will enable providers to put in place many of the necessary arrangements for the IEM, prior to the revised statutory scheme.
Schools Building Projects Status
Ceisteanna (70)
Brian Stanley
Ceist:70. Deputy Brian Stanley asked the Minister for Education and Skills the timeframe for the construction of a new school to allow a school (details supplied) to relocate to the site on the Borris road. [10326/17]
Amharc ar fhreagraFreagraí scríofa
The building project for an amalgamated school is currently under construction and subject to no issues arising is due to be completed in May/June 2017.
The school referred to by the Deputy will then relocate to a new school building on the vacated site. The building project for this new school is on my Department's Design and Build programme and is currently in Architectural Planning.
Until the first building project completes construction it is not possible to provide a timeframe for completion of the second building project.
Special Educational Needs Service Provision
Ceisteanna (71)
Thomas Byrne
Ceist:71. Deputy Thomas Byrne asked the Minister for Education and Skills if he will address concerns of school principals that they have not been provided with enough information on the way the allocations of resource and learning support teaching will be allocated for the 2017-18 school term; and if he will further address concerns that schools that experience a rise in identified special needs in 2017 and 2018 will have to consequently reduce current pupils' contact time in order that new special needs pupils can be supported. [10485/17]
Amharc ar fhreagraFreagraí scríofa
On 18th January last, 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 aim of this new model is to deliver better outcomes for children with special educational needs. Large amounts of research, analysis, consultation with service users and stakeholders, and piloting have gone in to the development of this model and all the evidence points to the fact that this new system will deliver better outcomes for children.
Over the course of the development of the new allocation model there have been extensive consultations with education partners at all stages, including in the development and implementation of the Pilot of the model.
The consultations included the Irish Primary Principals Network, the National Association of Principals and deputy Principals (post Primary), Management Bodies and Teacher representative bodies from the primary and post primary school sector. I can confirm that the principals' views have been fully accounted for in the development of the new model, the new circular which will accompany the new model, and the guidance material which will be provided to schools.
One primary and one post primary school principal also participated in the work of the National Council for Special Education (NCSE) Working Group which recommended the introduction of the new model for allocating additional support teachers to schools.
A pilot of the new allocation model was conducted over the course of the 2015/16 school year and education partners, including Principals, were consulted regarding the development and review of the pilot.
Officials from my Department, the National Council for Special Education (NCSE) and the National Educational Psychological Services also recently made additional presentations on the new allocation model to the Irish Primary Principals Network, the Irish National Teachers Organisation, and the Directors of the Education and Training Institutes, in January and February of this year.
A series of information days on the new model are also being arranged regionally, to which all school principals will be invited.
A new Circular will be issued to schools in the coming weeks which will provide details of how the scheme will operate while details of the allocations for each school will also be provided to schools.
Schools will also be provided with guidance on how to manage their resources to ensure that all pupils who have additional learning needs can be provided with support.
Education partners and school principals have also been consulted on the development of this Circular and guidance for schools.
Schools will also be able to discuss how the new model operates with their NCSE Special Educational Needs Officer.
No school will lose supports as a result of the implementation of the new model. In addition, no school will receive an allocation, for the support of pupils with complex needs, less than the allocation they received to support such pupils during the 2016/17 school year. No allocation made for such pupils by the NCSE will be removed from schools as long as that pupil remains in the school.
I also announced that an additional 900 teaching posts will be provided to support the introduction of this new allocation model. The provision of an additional 900 teaching posts is a very significant investment in the provision of additional teaching support for pupils with special educational needs in our schools. This is additional to an increase of 41% in the number of resource teachers allocated to schools annually by the NCSE since 2011, when 5265 teachers were allocated, as opposed to provision for 7542 posts in the current school year.
The additional funding will provide additional supports to over 1000 schools who are identified as needing additional supports as a result of the new model. Supports for children with special educational needs is a huge priority for this Government. We currently spend €1.6billion, or one fifth of the total education budget, on supports for children with special educational needs.
This investment will ensure that all schools receive a sufficient allocation of special education needs resources to provide additional teaching support to all pupils in their school who require such support.
Under the new allocation model, schools will be provided with total allocation which includes a baseline allocation for the school and an allocation based on the school profile.
The provision of a profiled allocation will give a fairer allocation for each school which recognises that all schools need an allocation for special needs support, but which provides a graduated allocation which takes into account the actual level of need and pupils in each school.
Schools will be frontloaded with resources, based on each schools profile, to provide supports immediately to those pupils who need it without delay. This will reduce the administrative burden on schools as schools will no longer have to complete an application process annually and apply for newly enrolled pupils who require resource hours. Children who need support can have that support provided immediately rather than having to wait for a diagnosis.
Schools will therefore no longer have to make applications, for newly enrolled pupils for whom resource teaching hours may have been provided under the old model, as schools will now receive a single allocation for all of their special education teaching needs, based on their school size and profile. This includes provision for pupils newly enrolling to the school or pupils who may transfer from another school.
It should be noted that this is a brand new model of allocation and is not comparable to the existing model. By using a broad range of attainment and socio-economic criteria, it is expected that generally, a school’s profile will remain relatively constant from year to year. Each year, some students with additional teaching needs will leave and others will enrol, broadly balancing the school profile. Resources allocated under this model will not normally be adjusted between allocations.
The model will, however, allow for some additional provision for exceptional circumstances or where a school’s enrolment levels increase very substantially prior to the next review of the model. The Inclusion Support Service, established under the National Council for Special Education will support schools in managing their special education teaching allocations in the first instance. Only in very exceptional circumstances, where it can be demonstrated that the school's profile has changed very significantly since the allocation was made to the school, may an additional allocation of hours be made to the school.
Schools Building Projects Status
Ceisteanna (72)
Gino Kenny
Ceist:72. Deputy Gino Kenny asked the Minister for Education and Skills the reason for the delay in expediting stage 2A of the architectural planning process for the extension and refurbishment of a school (details supplied); the action that will be taken to move the process onto stage 2B as quickly as possible; if he will ensure that the revised opening date of September 2019 is met; and if he will make a statement on the matter. [10328/17]
Amharc ar fhreagraFreagraí scríofa
The Deputy will be aware of the background to this project from my answer to his earlier question today.
The stage 2(a) report is currently under review in my Department. Stage 2(a) is a critical stage in the progress of any project. It effectively sets the final design of the building to ensure a high quality of accommodation and to facilitate a smooth progression through the applications for planning permission, fire cert and disability access cert. All of these statutory approvals are required before the design team can progress to completing the tender documents.
My Department will have completed its review of the stage 2(a) report by mid-April and the project will then be authorised to progress to commence stage 2(b) which includes the applications for statutory approvals and the preparation of tender documents.
Any timeframe for the further progression of the project through the tender and construction stages will necessarily be dependent on the timeframe for the ETB and its design team successfully completing stage 2(b).
I can assure the Deputy that once stage 2(b) is complete my Department will do everything it can to ensure that the tender and construction stages are expedited.
Question No. 73 answered with Question No. 49
Special Educational Needs Service Provision
Ceisteanna (74)
Joan Burton
Ceist:74. Deputy Joan Burton asked the Minister for Education and Skills the way in which, under the new model for allocation of resource teaching hours in primary and secondary schools, children who received diagnoses in the school year 2016 to 2017 will receive resource teaching hours from September 2017; and if he will make a statement on the matter. [10120/17]
Amharc ar fhreagraFreagraí scríofa
On 18th January last, 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 aim of this new model is to deliver better outcomes for children with special educational needs. Large amounts of research, analysis, consultation with service users and stakeholders, and piloting have gone in to the development of this model and all the evidence points to the fact that this new system will deliver better outcomes for children.
A new Circular will be issued to schools in the coming weeks which will provide details of how the scheme will operate while details of the allocations for each school will also be provided to schools.
Schools will also be provided with guidance on how to manage their resources to ensure that all pupils who have additional learning needs can be provided with support.
A series of information days on the new model are being arranged regionally, to which all schools will be invited while schools may also discuss how the new model operates with their NCSE Special Educational Needs Officer.
No school will lose supports as a result of the implementation of the new model. In addition, no school will receive an allocation, for the support of pupils with low incidence disabilities, less than the allocation they received to support such pupils during the 2016/17 school year. No allocation made for such pupils by the NCSE will be removed from schools as long as that pupil remains in the school.
I also announced that an additional 900 teaching posts will be provided to support the introduction of this new allocation model. The provision of an additional 900 teaching posts is a very significant investment in the provision of additional teaching support for pupils with special educational needs in our schools. This is additional to an increase of 41% in the number of resource teachers allocated to schools annually by the NCSE since 2011, when 5265 teachers were allocated, as opposed to provision for 7542 posts in the current school year.
The additional funding will provide additional supports to over 1000 schools who are identified as needing additional supports as a result of the new model. Supports for children with special educational needs is a huge priority for this Government. We currently spend €1.6billion, or one fifth of the total education budget, on supports for children with special educational needs.
This additional investment will ensure that all schools receive a sufficient allocation of special education needs resources to provide additional teaching support to all pupils in their school who require such support.
Under the new allocation model schools will be provided with total allocation which includes a baseline allocation for the school and an allocation based on the school profile.
The provision of a profiled allocation will give a fairer allocation for each school which recognises that all schools need an allocation for special needs support, but which provides a graduated allocation which takes into account the actual level of need in each school.
Schools will be frontloaded with resources, based on each school's profile, to provide supports immediately to those pupils who need it without delay. This will reduce the administrative burden on schools as schools will no longer have to complete an application process annually and apply for newly enrolled pupils who require resource hours. Children who need support can have that support provided immediately rather than having to wait for a diagnosis.
Schools will therefore no longer have to make applications, for newly enrolled pupils for whom resource teaching hours may have been provided under the old model, as schools will now receive a single allocation for all of their special education teaching needs, based on their school size and profile. This includes provision for junior infants who are newly enrolling to the school or pupils who may transfer from another school such as those to whom the Deputy referred.
It should be noted that this is a brand new model of allocation and is not comparable to the existing model. By using a broad range of attainment and socio-economic criteria, it is expected that generally, a school’s profile will remain relatively constant from year to year. Each year, some students with additional teaching needs will leave and others will enrol, broadly balancing the school profile. Resources allocated under this model will not normally be adjusted between allocations.
The model will, however, allow for some additional provision for exceptional circumstances or where a school’s enrolment levels increase very substantially prior to the next review of the model. The Inclusion Support Service, established under the National Council for Special Education will support schools in managing their special education teaching allocations in the first instance. Only in very exceptional circumstances, where it can be demonstrated that the school's profile has changed very significantly since the allocation was made to the school, may an additional allocation of hours be made to the school.