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Thursday, 9 Mar 2017

Written Answers Nos. 117 - 133

Research Funding Applications

Ceisteanna (117)

Carol Nolan

Ceist:

117. Deputy Carol Nolan asked the Minister for Education and Skills if it is a requirement for all State research funding that any potential conflict of interest is disclosed at the time of application; the circumstances in which funding will be refused on grounds of conflict of interest; the number of applications that have been declined due to concerns in relation to conflicts of interest over the past ten years; and if he will make a statement on the matter. [12471/17]

Amharc ar fhreagra

Freagraí scríofa

The information requested by the Deputy is being compiled and will be forwarded as soon as it is available.

The following deferred reply was received under Standing Order 42A I refer to Parliamentary Question Reference No. 12471/17 of 9/03/17 in which you inquired whether it is a requirement for all State research funding that any potential conflict of interest is disclosed at the time of application; thecircumstances in which funding will be refused on grounds of conflict of interest; the number of applications that have been declined due to concerns in relation to conflicts of interest over the past ten years.

In my reply, I had stated that the information sought was not available at the time but would be forwarded to you separately. I am now in a position to provide information from various research funding bodies, as outlined in the following note. Further details can be obtained from the bodies directly.

1. Irish Research CouncilTerms and Conditions Include the following on Research integrity, Financial Accountability and Knowledge transferResearch Integrity1.1. The Employment Partner and HEI must ensure that the highest quality of research conduct is maintained. The Employment Partner and HEI must ensure that there are formal, fair and effective processes in place for the investigation of allegations of research misconduct (e.g. plagiarism, falsification or fabrication of data, improper data selection, misuse of research funds) when they arise. The systems must be clearly publicised, together with agreed procedures for investigating allegations of research misconduct. These processes, together with the agreed procedures for investigating allegations of research misconduct, must be transparent and clearly publicised. The systems in place to manage research misconduct should also align with the basic principles that underpin all research integrity and good practice as outlined in the national policy statement on Ensuring Research Integrity in Ireland and the European Code of Conduct for Research Integrity. The Employment Partner and HEI are required to report to the Council all findings of any proven case of research misconduct arising from a Council-funded research project.

Financial Accountability 8.1 The HEI is responsible for and accountable for the proper use of the Scholarship Fund.8.2 The Council reserves the right to ask for confirmation from External Auditors of the HEI of the following:8.2.1 that the annual accounts of the HEI are up to date and have been approved by the Auditors without qualification;8.2.2 that the management letter from the Auditors raised no matters that did or could significantly affect the administration of Scholarships awarded by the Council;8.2.3 that monies received under the Scholarship have been used for the purpose for which they were awarded.8.3 The Council also reserves the right to commission audits of the participating HEI for financial or other compliance. The HEI undertakes to fully facilitate these reviews.8.4 The Council accepts no responsibility, financial or otherwise, for expenditure or liabilities arising out of work funded by Scholarships and the HEI must fully indemnify the Council against all such expenditure or liabilities and against any actions, proceedings, costs, damages, expenses claims and demands arising from them including, in particular, but without limitation, any claims for compensation for which the HEI may be liable as an employer or otherwise, or any claims by any person in relation to any intellectual property.8.5 The HEI will return all unspent funds to the Council at the end of the Funding Term.

7. Knowledge Transfer7.2 The Council encourages the commercialisation of research output as outlined in the National Intellectual Property Protocol (2012), Putting public research to work for Ireland: Policies arid procedures to help industry make good use of Ireland’s public research institutions.7.3 By way of employing the Scholar, the Employment Partner may own foreground Intellectual Property (Foreground IP) generated by the Scholar during the course of the Research Project.7.4 Should there be any contribution to Foreground IP by persons within the HEI other than the Scholar, the Employment Partner is granted the option to negotiate rights to that contributing IP with the HEI, such rights to be licensed on preferential terms, where the HEI is free to do so.7.5 The Council does not make any claim to Intellectual Property arising from the Scholarship.7.6 A Research Agreement (including reference to Intellectual Property Rights and confidentiality) must be in place between the Employment Partner and HEI before the Scholarship can commence. The terms of any such agreement must not conflict with those outlined in this document.7.6.1 The Employment Partner and HEI must establish rules and procedures for protecting and managing any Intellectual property arising during the Scholarship. These rules and procedures must be in accordance with national guidelines.7.6.2 The Council requires that background IP is captured clearly by the HEl and the Employment Partner prior to initiation of the project, so that there is clarity on who has access to background IP and declarations made on basis of same. Good practice through the maintenance of notebooks and records must be adhered to.7.6.3 A copy of any Research Agreement between the HEI and the Employment Partner must be made available to the Council before the Scholarship commences.EBP 2017 (call closed February 2017) also contained the following on the eligibility of public bodies:1.4Employment Partner shall mean a business, a company, a registered charity, a Social, cultural or not-for-profit civic organisation, a semi-state commercial organisation or eligible public body with a physical operational base located in Ireland that will employ the Scholar for the duration of the award. Eligible Public Body shall mean: a public service body with specific scientific or cultural infrastructure that is integral to the conduct and completion of the proposed research. If a public body or HEI is a research performing organisation eligible to apply independently for IRC schemes, it is not eligible to be funded as an employment partner under this scheme.RESPONSIBILITIES OF THE HOST ORGANISATIONS - Higher Education Institution (HEI)

9.1 The understanding of the Council in processing an application under the scheme is that the HEI is satisfied that the chosen Employment Partner is appropriate to and suitable for the proposed research project.9.2 The HEI must also accept full accountability for managing, monitoring and assuring the quality of all research work funded under the Scholarship and management of the Scholarship Fund.9.3. The HEI must ensure an Academic Supervisor is appointed with responsibility for supporting and guiding the Scholar and ensuring the academic quality of the research fully meets the academic requirements of the award of a postgraduate degree. This Supervisor would normally be a Principal Investigator, or other suitably qualified person.9.4. The HEI is responsible for providing the in-house facilities and access to the equipment needed for the Scholar to carry out the Research Project, ensuring that all items of equipment and materials provided for the Scholarship are adequately maintained and are accessible on reasonable terms and conditions to other researchers.9.5. The HEI must obtain and comply with all necessary and statutory permissions laid down by local and national authorities in relation to protecting the environment, preventing pollution and ensuring wider societal health and safety protection.Further terms and conditions are available on the website www.research.ie.

2. Environmental Protection Agency

The EPA research application and award documentation includes comprehensive conditions of research award. These 'contracts' of sorts include reference to research integrity, one of the main principles of which deals with matters like conflict of interest. The EPA has for the last few years been working with the Irish Universities Association to promote and harmonise matters of research integrity particularly through funders regulations. I would draw your attention to the IUA National Policy Statement on Research Integrity here: http://www.iua.ie/wp-content/uploads/2014/06/National-Policy-Statement-on-Ensuring-Research-lntegrity-in-reland-2014.pdf and in particular to Commitment #4 which includes reference to conflict of interest matters.

In addition, the EPA research proposal review process requires independent proposal reviewers to declare (electronically) any conflict of interest. If there is a conflict, they are not permitted to grade the application. And at the national research steering meetings, where final recommendation of projects to go forward for award, the steering committee (mainly made up of delegates from state Agencies, NGOs and Departments) have to declare any conflict. Lastly, EPA staff with declared conflicts of Interest (usually through familial connections) do not participate in award management for conflicted projects.Projects and awards can be withheld or suspended if there is a breach of the research integrity clauses. Proposal reviewers are not permitted to grade applications if they are in conflict.

There have been no applications declined due to concerns in relation to conflicts of Interest over the past ten years

3. Teagasc — the Agriculture and Food Development AuthorityTeagasc — the Agriculture and Food Development Authority run the Walsh Fellowship programme which funds joint studentships (PhD and MSc) between Teagasc and Higher Education Institutions (HEIs). Teagasc is committed to abiding by the National Policy for Ensuring Research Integrity, including the integrity of our Walsh Fellowships Postgraduate Funding Programme. In this regard, we are fully committed to implementing best practice in all aspects relating to the operation of the Walsh Fellowships.Applications for Walsh Fellowships must include a Teagasc staff member and an external applicant from a HEI. The Teagasc staff member is bound by the Teagasc policy on conflicts of interest. However, we do not have a provision in the Walsh Fellowships Terms and Conditions regarding conflicts of interests relating to applicants, the appointment of external reviewers or the selection of students. We will now proceed to revise our documentation to address these gaps.4. D/Agriculture Food and MarineDAFM operates three competitive research funding programmes (FIRM, RSF and CofoRD) and only public research performing organisations (mainly HEIs Teagasc & MI) are eligible to apply for funding. We don’t require applicants to disclose potential conflict of interest at the time of application as DAFM does not fund industry through these programmes (we do, however, allow industry involvement on a self-funded basis and this does occur to a very limited extent).Other aspects that might be relevant would be:1) Compliance with the National IP Protocol is a condition of all our awards.2) All applicants are required to inform us if their application has been or is being also submitted to another funder.3) Evaluation of applications ..... we do require expert reviewers to complete/sign Col forms.5. Science Foundation IrelandAs the national foundation for competitive research funding, Science Foundation Ireland has a clear set of terms and conditions associated with each funding call. The calls set out conditions whereby if a potential conflict of interest exists, Science Foundation Ireland requires that it is disclosed by the applicant to the Foundation and Research Body and is managed by the Research Body in accordance with the principles and mandates laid out in the document: Inspiring Partnership - the National IP Protocol 2016. Potential conflicts of interest with respect to Industry Partners named in an application are also requested to be directly declared within the applicant CV. Furthermore, programme calls request that the Host Research Body Letter of Support should also contain a description of the institutional policy regarding management of such conflicts.In addition to the requirements within the programme calls, the Science Foundation Ireland award contracts stipulate that further to section 13.2 of the SFI Standard Terms and Conditions of Research Grants, relating to Intellectual Property, the following provision of the Intellectual Property Guidelines should also be complied with "Where a potential conflict of interest exists, it is disclosed by the Lead Investigator (Principal or Director) to the Foundation and Research body, and it Is managed by the Research Body in accordance with the principles and mandates laid out In the National Intellectual Property Guidelines.Science Foundation Ireland rigorously enforces all award terms and conditions. In addition, thorough award management and governance practices put in place by the foundation ensures ongoing compliance and management of any potential conflict of interest.SFI has a Conflict of lnterest Policy and Code of Business Conduct Policy for Staff and an SFI Code of Business Conduct for SFI Board members. There is an annual completion of Statements of Interest forms by senior staff and Board members and in the case of Board members there is also an annual declaration of interests statement. Records for Board members are then compiled and checked on a regular basis. Board and Committee members monitor potential conflicts of interest and where relevant recuse themselves from decisions and are not circulated with materials relevant to that matter. Staff members and Board members sign to acknowledge the provisions of the Codes. SFI has a separate policy and declaration system for Conflicts of Interest for International Reviewers involved participating in SFI’s peer review process.6. IDAThe area of research, development and innovation (RD&l) is of paramount strategic importance to IDA as has been outlined in the Agency’s strategy, Winning 2015 - 2019. A company decision to invest in RD&l may be to support improvement in productivity, to develop a strengthened reputation for quality or to develop new products and services.IDA provides RD&I grants to support research and development projects in the Agency’s client companies. RD&l grant support is now the main financial lever that IDA can bring to bear in competing for mobile foreign direct investment.IDA Ireland Board Members comply with the Code of Practice for Board Members which covers areas such as conflict of interest and disclosure of transactions and this code is in line with the Code of Practice for State Bodies and Ethics in Public Office Act. Where applicable and appropriate these codes are applied to IDA Staff also.IDA does not fund any academic research programme.Further information can be obtained directly from IDA Ireland.7. Enterprise IrelandAs a funder of commercial and industry-academic research in the higher education sector, Enterprise Ireland's grant agreements have rigorous clauses to mitigate any conflicts of interest in funded research projects in Higher Education Institutions.As part of the grant process, the applicant institutions must warrant, on their own behalf and on behalf of all individuals that are either currently associated with a project or individuals who may become associated with a project at a later stage, having made reasonable and diligent inquiries of them, that no conflict of interests arise from their participation in the project.

In addition, during the term of the research project applicant institutions must take steps to ensure that the continued participation of any individual does not give rise to a conflict of interest.These strict terms in each grant agreement necessitates Higher Education Institutions to ensure that there are no conflicts of interest in the research supported by Enterprise Ireland.

8. Marine InstituteFunding by the Marine Institute is focused on the principal that funded projects should achieve scientific excellence while displaying a capability to deliver on the objectives of individual research calls. Consequently, issues of conflict of interest focus on ensuring that those evaluating the project have no vested interest in the project or its outcomes. Evaluations of Marine Institute funded projects are carried out by an external panel of experts with an international reputation in the relevant field each of whom sign conflict of interest declarations. In the period queried, applicants for funding by the Marine Institute have only been declined by reason of failure to achieve the required standard of excellence and delivery, or lack of funds.Those in receipt of research awards from the Marine Institute must sign a declaration that they will adhere to a grant-aid agreement which includes requirements on the protection of Intellectual Property. This includes a requirement that the Marine Institute be informed where such intellectual property is assigned or transferred. Applicants must also declare any other source of funding, or application for other funding, in relation to the proposed project.9. Health Research BoardThere are a few places in which we specify conflict of interest Issues:A. Application processThe HRB has a policy regarding conflicts of interest, which has specific provisions regarding conflicts of interest in funded research as follows

(http://www.hrb.ie/research.strategy-funding/policies-and-guidelines/policies/conflict.of-interest/):Board members, the chief executive and employeesA conflict of interest for a board member, the chief executive and any employee shall be deemed to exist in any of the following circumstances:- A board member is an applicant for research funding,- A board member Is working in the same department as an applicant for research funding;- A board member, chief executive or employee ¡is a collaborator in an application for research funding;- A board member has supervised an applicant within the previous five years and is a staff member of the same institution;

- A board member, the chief executive or employee has, or has had, a personal relationship with an applicant;- Any other reason considered relevant by the board member, chief executive, or employee.Where there is any doubt about whether a conflict of interest arises, a board member and the chief executive should consult with the chair. Employees should consult the chief executive. If a conflict of interest arises, the board member, chief executive or employee of the HRB should not involve himself or herself in the processing of the application for research funding.Members of research review committees/panelsA conflict of interest will be deemed to exist for a member of one of the HRB’s research committees/panels If:- A Committee Member is working In the same Department as an applicant;- A Committee Member is an applicant or a collaborator in the project before the Committee;- A committee member has supervised an applicant within the previous five years and is a member of the same institution;- A committee member has, or has had, a personal relationship with the applicant;- Any other reason as considered relevant by the committee member.Where a conflict of interest exists, a committee/panel member must leave the room when the application is being considered and cannot score the application or take any part in its assessment.B. Conduct of ResearchAs part of its terms and conditions of funding, the HRB requires researchers to follow ‘Good Research Guidelines’

(http://www.hrb.ie/research-strategy-funding/policies-guidelines-and-grant-conditions/policies-and-position-statements/guidelines-on-good-reseach-practoce/) which state: Researchers should declare and manage any real or potential conflicts of interest.The requirement of researchers to follow good research practice is set out in section 14 of the HRB’s Terms and Conditions(http://www.hrb.ie/fileadmin/Staging/Documents/RSF/Grant Management Nov 2015 onwards/1HRB Policies/HRB General Terms and Conditions for Research awards.pdf).14 Research Governance (Responsible Conduct of Research)14.1 It is the responsibility of the Host Institution to ensure that any research carried out in the course of the Grant Funded Activities is organised and undertaken within a framework of best practice and in accordance with the highest standards of scientific integrity and research methodology including but not limited to ensuring that all necessary permissions are obtained before the research begins and that there is clarity of role and responsibility among the Research Team with any collaborators.

We also expect that anyone entering into a collaboration will put in place a collaboration agreement that includes a conflict of interest clause - we provide a collaboration Template that prompts the relevant questions- For Industrial collaborator(s), do any of the academic applicants have a direct or indirect interest (consultancy, shareholding, options etc)? If so, what is the nature of the interest and how are conflicts of interest between the parties being managed?)- Are there any restrictions on tech transfer, knowledge transfer and/or dissemination of the results from this project arising out of this collaboration? If so, what are these restrictions?Where the HRB is cofounding with another organisation, our guidance notes contain a clause on Conflict of Interest as follows:4.3 CONFLICT OF INTERESTConflict of interest rules are applied rigorously. Where a conflict of interest exists, the reviewer is requested to inform the HRB immediately so that an alternative reviewer may be appointed. International peer reviewers will not provide comments or scores on any application on which they have a conflict of Interest.Reviewers are required to respect the confidentiality of the peer review process, which is designed to protect and preserve the integrity of the HRB's advisers and processes. Reviewers may not discuss any aspect of the scoring or assessment with applicants or colleagues. All such requests must be referred to the HRB.To answer the second and third questions, I am not aware of a situation in which an application for funding was deemed ineligible because of undisclosed conflict of interest. However, we have had invited reviewers who have indicated that they had a conflict of interest with specific applications and have not, therefore, reviewed those applications.

Question No. 118 answered with Question No. 112.

DEIS Eligibility

Ceisteanna (119)

Carol Nolan

Ceist:

119. Deputy Carol Nolan asked the Minister for Education and Skills if the data used in establishing the criteria for DEIS schools took account of the number of persons on rent supplement or other housing payments in a given area given the number of persons eligible for social housing who are currently in the private rental market due to a shortage of social housing supply; and if he will make a statement on the matter. [12473/17]

Amharc ar fhreagra

Freagraí scríofa

A significant benefit of the new identification process for DEIS Plan 2017 lies in its capacity as a uniform system adopting common criteria and a consistent application across all primary and post-primary schools. 

The identification process used two key data sources namely 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, dependency ratios, education levels, single parent rate, overcrowding, social class, occupation and unemployment rates. 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. This data is applied uniformly across all schools in the country. 

DEIS Expenditure

Ceisteanna (120)

Carol Nolan

Ceist:

120. Deputy Carol Nolan asked the Minister for Education and Skills the total funding for DEIS under the plan for 2017; the total spend pro rata per pupil; and if he will make a statement on the matter. [12474/17]

Amharc ar fhreagra

Freagraí scríofa

The total funding for DEIS in 2017 by my Department is €115 million.

There are additional supports available from the Department of Children and Youth Affairs, under the School Completion Programme and the Department of Social Protection for the element of the School Meals Programme provided to DEIS schools.

In the current school year (2016/2017) the DEIS School Support Programme provides support to 825 schools, serving a total of 169,529 pupils.  The DEIS grant payable to schools is based on the pupil enrolment and level of concentrated disadvantage of individual schools.  Accordingly, a total spend pro rate per pupil is not available.

Question No. 121 answered with Question No. 111.

Industrial Relations

Ceisteanna (122)

Carol Nolan

Ceist:

122. Deputy Carol Nolan asked the Minister for Education and Skills if he will ensure that no teacher will be made redundant in ASTI as a result of the dispute with his Department; and if he will make a statement on the matter. [12476/17]

Amharc ar fhreagra

Freagraí scríofa

Under the Lansdowne Road Agreement, the Government committed that compulsory redundancy would not apply to public servants. This protection is not available to staff who are outside the terms of that Agreement. By deciding to reject the Lansdowne Road Agreement, the ASTI has placed its members outside that Agreement and therefore the Agreement’s benefits and protections will not apply to its members.  The Department of Education and Skills made this position clear to the ASTI prior to its recent ballot.

The redeployment process takes place in the first half of each year and takes effect from the start of the following school year. The process operates and deals with any surplus for the following school year. 

 The staffing and redeployment process for the 2017/18 school year is currently underway in the Department. Last month, 60 secondary schools were identified as possible surplus schools for the 2017/18 school year. These 60 schools received a letter notifying them of their surplus and were given an opportunity to respond to same. This represents the total number of schools where potential surpluses could arise.

However, at this stage of the process it is too early to say what the final position as regards the level of surplus will be, either generally or in particular schools. The level of surplus is influenced by many factors including retirements, career breaks, job-sharing etc. and additional allocations for the forthcoming year in respect of demographics. This continues to evolve as new information is received from relevant schools. Given that Budgets 2016 and 2017 did not negatively impact on teacher allocations, it would not be surprising that the level of redeployment would be lower than in recent years.

The Department expects to know the final position in relation to the number of surplus teachers by late March. This is no different to what transacted in the previous years.

Public Service Pay Commission

Ceisteanna (123)

Carol Nolan

Ceist:

123. Deputy Carol Nolan asked the Minister for Education and Skills if ASTI will be invited to form part of the talks on the new pay agreement; and if he will make a statement on the matter. [12477/17]

Amharc ar fhreagra

Freagraí scríofa

The Government is committed to continuing to work with unions inside the public service agreements in progressing consideration of pay and conditions issues. The work of the Public Service Pay Commission is now underway in this regard.  The Government has stated that it intends to initiate negotiations on a successor to the Lansdowne Road Agreement once the initial report from the Commission is available.

All aspects relating to arrangements for the upcoming negotiations will be discussed between the parties in the coming weeks. 

Public Sector Staff

Ceisteanna (124)

Jackie Cahill

Ceist:

124. Deputy Jackie Cahill asked the Minister for Education and Skills the reason a secondary school teacher who chooses not to be a member of a union is treated for pay and conditions purposes the same as an active ASTI member (details supplied); and if he will make a statement on the matter. [12493/17]

Amharc ar fhreagra

Freagraí scríofa

The current position is that the Lansdowne Road Agreement as set out in Section 2 of Circular 0045/2016 applies to teachers employed in Education and Training Board schools and centres (apart from Designated Community Colleges). The Agreement also applies to teachers employed in Designated Community Colleges, Community and Comprehensive Schools and Voluntary Secondary Schools who are TUI members and who have identified themselves as such through submission of the “LRA Teacher Consent Form” attached to the Circular. The Financial Emergency Measures in the Public Interest Acts 2013 and 2015 as set out in Section 3 of the Circular applies to all other teachers employed in Designated Community Colleges, Community and Comprehensive Schools and Voluntary Secondary Schools. The circular is available on my Department’s website and can be accessed at:

http://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0045_2016.pdf.

In addition, a comprehensive FAQ document is also available on my Department’s website: http://www.education.ie/en/Education-Staff/Information/Public-Service-Stability-Agreement-Haddington-Road/FAQs-on-the-Lansdowne-Road-Agreement-Post-Primary-Teachers.pdf.

As is the norm with public service collective agreements, the Lansdowne Road Agreement was negotiated with trade unions which are recognised as representing staff in the public service (including teachers). It is normal practice in the public service that the decision of the trade union recognised as holding representative rights for a particular grade or sector will determine the position for all relevant staff in that grade/sector. This context does not allow for acceptance or rejection of collective agreements by staff on an individual basis.

Accordingly, there is no proposal at this time to treat teachers separately based on the fact that they are not a member of a trade union.  However, since the announcement of the ASTI ballot result my Department has received a number of queries from both ASTI members and teachers who are not members of a trade union about union membership.  Therefore, having regard to the circumstances of the dispute with the ASTI, this is an issue that I will keep under review going forward.

DEIS Eligibility

Ceisteanna (125)

Martin Kenny

Ceist:

125. Deputy Martin Kenny asked the Minister for Education and Skills the reason a school (details supplied) is not designated as a DEIS school. [12511/17]

Amharc ar fhreagra

Freagraí 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 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, dependency ratios, education levels, single parent rate, overcrowding, social class, occupation and unemployment rates.  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.  This data is applied uniformly across all schools in the country.  Through the use of centrally held data, schools were not required to submit an application for inclusion in the programme.

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 http://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 my Department on 13th 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.  This includes 15 new Urban Band 1 schools, 30 Urban Band 2 schools raised to Urban Band 1 status, 51 new Rural DEIS schools and 13 new Post Primary DEIS schools. 

Schools which have not been included or upgraded 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 13th 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.

School Transport

Ceisteanna (126)

Shane Cassells

Ceist:

126. Deputy Shane Cassells asked the Minister for Education and Skills if a person (details supplied) will be provided with transport to and from the primary school in which their resource hours are allocated; and if he will make a statement on the matter. [12535/17]

Amharc ar fhreagra

Freagraí scríofa

School transport is a significant operation managed by Bus Éireann on behalf of the Department.

Currently over 115,000 children, including almost 12,000 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 kilometres annually.

In general, children with special educational needs are eligible for school transport if they are attending the nearest recognised mainstream school that is resourced, to meet their special educational needs under Department of Education and Skills' criteria.

Under the new special education teaching allocation model, all schools receive an allocation for special education teaching resources based on the schools individual profile, rather than based on the diagnosed need of individual children. All schools therefore have allocations of special education teaching support to ensure that all children attending or enrolling to the school may receive additional teaching support. Such support can be provided for a child regardless of the school they attend.

Eligibility for school transport is determined following consultation with the National Council for Special Education through its network of Special Education Needs Organisers.

In this case, the child in question is not attending her nearest school and is therefore not eligible for school transport.

However, my Department is awaiting additional information from a number of agencies and will liaise with the family when further information is received.

School Staff

Ceisteanna (127)

Stephen Donnelly

Ceist:

127. Deputy Stephen S. Donnelly asked the Minister for Education and Skills if he will review an ongoing staff shortage at a school (details supplied); and if he will make a statement on the matter. [12580/17]

Amharc ar fhreagra

Freagraí scríofa

In overall terms, my Department has no evidence of an overall shortage of teachers at post primary level. I am aware that some schools are experiencing difficulty in recruiting substitute teachers for certain subject areas such as Home Economics, and I am committed to examining all possible means of addressing this issue.

The Deputy will be aware that a Technical Working Group (TWG) was set up by the Teaching Council to formulate advice on teacher supply.

The TWG’s interim report identified the significant challenges in developing a model of workforce planning for teachers in Ireland. It is complex at post primary level because there is currently no central mechanism for matching the overall subject need requirements of schools with output from the education providers and, in addition, schools have significant autonomy in relation to the mix of subjects and choices they provide for students.

The TWG's final Report sets out an approach to planning which scopes out the work necessary to develop a model for teacher supply in the medium to long term. It recognises that the implementation of its recommendations will have significant resource implications, including staffing. The Action Plan for Education for 2017 contains commitments to progress the recommendations this year.

School Accommodation Provision

Ceisteanna (128)

Brendan Griffin

Ceist:

128. Deputy Brendan Griffin asked the Minister for Education and Skills the position regarding the provision of a new school at a location (details supplied) in County Kerry; and if he will make a statement on the matter. [12600/17]

Amharc ar fhreagra

Freagraí scríofa

I can confirm to the Deputy that my Department is not in receipt of a current application for capital funding from the school referred to by the Deputy. Any application received will be assessed in the context of current competing priorities and the need to prioritise available funding for essential classroom accommodation where additional teachers are being appointed.

Special Educational Needs Service Provision

Ceisteanna (129)

Aindrias Moynihan

Ceist:

129. Deputy Aindrias Moynihan asked the Minister for Education and Skills if a primary school (details supplied) in County Cork will be in receipt of 20 hours of learning support through the general allocation model for the 2017-18 academic year. [12639/17]

Amharc ar fhreagra

Freagraí scríofa

I wish to advise the Deputy that new Circulars setting out the scheme for the new model for allocating special education teachers to mainstream schools have now been published on my Departments website. DES Circular 0013/2017 provides details of the scheme for primary schools while DES Circular 0014/2017 sets out the position for post primary schools.

Schools will also receive details of their allocations under the new model this week.

The new allocation model replaces the previous system of a General Allocation Model for Primary school and resource teaching allocations from the National Council for Special Education, with a single allocation for schools.

The aim of this new model is to deliver better outcomes for children with special educational needs. Substantial 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.

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.

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 extra 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 are a huge priority for this Government. We currently spend over €1.6 billion, 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 who require such support. 

Under the new allocation model, schools will be provided with a 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 school's profile, to provide supports immediately to those pupils who need it without delay.  This will reduce the administrative burden on schools as they will no longer have to complete an application process annually and apply for newly enrolled pupils, or pupils transferring in to the school, who require resource hours. Children who need support can have that support provided immediately rather than having to wait for a diagnosis.

DES Circulars 0013/2017 and 0014/2017 outline the basis on which the allocations have been made to schools.

Stádas Thionscadail Tógála Scoileanna

Ceisteanna (130)

Éamon Ó Cuív

Ceist:

130. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais agus Scileanna cén uair atá súil go mbeidh cinneadh ag an Roinn faoi thogra tógála atá beartaithe le tamall do scoil (sonraí tugtha) ar cuireadh na pleananna is deireanaí ina leith chuig an Roinn i mí na Samhna seo caite; cad iad na céimeanna a chaithfear a ghlacadh sula ndéanfar cinneadh; agus an ndéanfaidh sé ráiteas ina thaobh. [12669/17]

Amharc ar fhreagra

Freagraí scríofa

D’fhaomh mo Roinn deontas deabhlaithe suntasach i mí Mheán Fómhair 2014 don scoil faoi chaibidil chun méadú buan a thógáil agus oibreacha athchumraithe a dhéanamh. Mar thoradh air seo d’fhéadfaí an chóiríocht réamhdhéanta a bhaint ó láthair na scoile.

Fuair mo Roinn togra le déanaí chun tabhairt faoi réimse oibreacha níos mó a bhfuil costais shuntasacha i gceist léi. Táthar ag féachaint ar an togra athbhreithnithe faoi láthair agus cuirfear cinneadh ar an scéal chuig údarás na scoile chomh luath agus is féidir.

Regulatory Impact Assessment Data

Ceisteanna (131)

Niall Collins

Ceist:

131. Deputy Niall Collins asked the Minister for Education and Skills further to Parliamentary Questions Nos. 97 and 98 of 2 March 2017, if he will provide each legislative proposal listed which underwent a regulatory impact assessment and that was subsequently published, in tabular form; and if he will make a statement on the matter. [12675/17]

Amharc ar fhreagra

Freagraí scríofa

The legislative proposals referred to by the Deputy are set out in the table.

Legislative Proposal

Regulatory Impact Assessment

Qualifications and Quality Assurance (Education and Training) Bill 2011

Completed and published

Education (Amendment) Bill 2012

Completed and published

Education and Training Boards Bill 2012

Completed and published

Education (Admissions to Schools) Bill 2015

Completed and published

Education (Admissions to Schools) Bill 2016

Completed and published

The Technological Universities Bill 2015

Completed and published

Teaching Council Amendment Bill 2015

Completed and published

Schools Building Projects Status

Ceisteanna (132)

Brendan Smith

Ceist:

132. Deputy Brendan Smith asked the Minister for Education and Skills when a building project (details supplied) will proceed to the next stage; and if he will make a statement on the matter. [12682/17]

Amharc ar fhreagra

Freagraí scríofa

The building project for the school to which the Deputy refers is at an advanced stage of architectural planning, Stage 2(b) – Detailed Design, which includes the applications for Planning Permission, Fire Cert and Disability Access Cert and the preparation of tender documents. Planning Permission has recently been secured for this project and a decision on the other statutory approvals is awaited.

Once all of the statutory approvals are secured, the design team will then finalise the stage 2(b) report for submission to my Department. Upon receipt and review of the completed stage 2(b) report my Department will revert to Board of Management with regard to the further progression of the project at that time. 

School Placement

Ceisteanna (133)

Bernard Durkan

Ceist:

133. Deputy Bernard J. Durkan asked the Minister for Education and Skills the availability of a school place within reasonable distance from their home in the case of a person (details supplied); and if he will make a statement on the matter. [12711/17]

Amharc ar fhreagra

Freagraí scríofa

The Deputy will be aware that this Government is committed to ensuring that all children with Special Educational Needs, including those with autism, can have access to an education appropriate to their needs, preferably in school settings through the primary and post primary school network.

Such placements facilitate access to individualised education programmes which may draw from a range of appropriate educational interventions, delivered by fully qualified professional teachers, with the support of Special Needs Assistants and the appropriate school curriculum.

There are approximately 18,000 students with ASD in the school system.

- 63% are educated in mainstream classes

- 23% are educated in special classes in mainstream primary and post-primary schools; and

- 14% are educated in special schools

In respect of children with ASD who cannot be accommodated in mainstream education, they may be enrolled in special classes or special schools where more intensive and supportive interventions are provided.

The Deputy will also be aware that it is the role of the National Council for Special Education (NCSE) to make appropriate arrangements to establish special classes in schools in communities where the need for such classes has been identified.

The National Council for Special Education (NCSE), through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from primary and post primary schools for special educational needs supports, including the establishment of special classes in various geographical areas as required. The NCSE operates within my Department's criteria in allocating such support.

The NCSE recently published a list of special classes for the 2016/17 school year. In total there will be 1,153 special classes available, which is an increase of over 100% in the number of special classes which were available in 2011, which was 548.

The NCSE has advised that for this school year there will be 127 early intervention classes, 525 primary ASD classes and 237 post-primary ASD classes, which represents an increase of approx.16% on 2015/16 classes for children with autism.

The NCSE continues to monitor and review the requirement for special class places in particular areas and has capacity to establish such new special classes where necessary subject to the willingness of schools to open classes.

Details of all special classes for children with special educational needs are available on www.ncse.ie in county order.

The enrolment of a child to a school is a matter, in the first instance, for the parents/guardians of the child and the Board of Management of a school. However, parents of children with special needs who may need advice or are experiencing difficulties in locating a school placement should contact their local Special Educational Needs Organiser (SENO) as soon as possible for information on available places. The local SENO contact details are available on www.ncse.ie.

Children with autism may also be eligible for home tuition if a school placement is not available for them and/or where a determination is awaited in respect of an expulsion or refusal to enrol taken under section 29 of the Education Act, 1998. Details in relation to the Home Tuition schemes are available on my Department's website at www.education.ie.

Home Tuition will not be available where a school placement has been identified by the NCSE. Similarly, failure to enrol a child in school will not give rise to eligibility under this scheme.

As the matter raised by the Deputy refers to a particular child, I have arranged for the Deputy's question to be forwarded to the National Council for Special Education for their attention and direct reply.

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