Joan Burton
Ceist:151. Deputy Joan Burton asked the Minister for Education and Skills the status on the roll-out of the junior cycle reform process; and if he will make a statement on the matter. [16852/17]
Amharc ar fhreagraJunior Cycle Reform
Ceisteanna (151)
Freagraí scríofa
The curriculum and assessment arrangements for Junior Cycle are as set out in the Framework for Junior Cycle 2015 and in the related subject specifications and syllabuses developed by the National Council for Curriculum and Assessment.
Implementation of the Framework 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 began 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 Well-being 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 (152)
Joan Burton
Ceist:152. 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 (details supplied); his plans to tackle these skills shortages; and if he will make a statement on the matter. [16853/17]
Amharc ar fhreagraFreagraí scríofa
The work of the SLMRU has been invaluable in identifying the existing and future skills needs of a number of sectors of the Irish economy including sectors such as IT, manufacturing, engineering, sales and the green economy.
The outputs from the SLMRU have supported and will continue to support the development of a number of strategies that have been implemented to address these skills needs in the various sectors. These strategies include the ongoing SOLAS Further Education and Training Strategy, the National Skills Strategy 2025, and The Action Plan for Education 2016-2019.
The data from the SLMRU will also feed in to the work of the soon to be established National Skills Council. By using robust skills data from sources such as the SLMRU, the Expert Group on Future Skills Needs and the Regional Skills Fora, the Council will oversee research and provide advice on the prioritisation of identified skills needs and how to secure the delivery of identified needs across the Irish economy.
Child Care Services Provision
Ceisteanna (153)
Joan Burton
Ceist:153. Deputy Joan Burton asked the Minister for Education and Skills his views on the suggestions by an organisation (details supplied) 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. [16854/17]
Amharc ar fhreagraFreagraí scríofa
In accordance with key commitments in the Programme for a Partnership Government (May 2016) in relation to encouraging the use of school buildings outside school hours, 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.
Draft guidelines on the use of school buildings out of hours are currently being prepared and will be made available further to consultation with relevant school authorities and trustees.
In general, school authorities have a considerable degree of autonomy in relation to how their premises are managed and utilised at local level. The use of school facilities must be approved by the school authority.
In 2005, my Department issued a circular to Trustees, Boards of Management and Principals of Primary and Voluntary Secondary Schools (Circular Letter Prim 16/05) to encourage Trustees and Boards of Management to make their facilities available where possible for community, education and recreation purposes. This circular recognises that the decision ultimately lies with the relevant Board or Trustees and that the first priority at all times should be the interest of the school, its teachers and pupils.
The provision of childcare services is a matter for the Minister for Children and Youth Affairs. An interdepartmental group with senior officials from both my Department and from DCYA finalised an Action Plan for School age Childcare which was published in early March 2017. Implementation of the Action Plan is now underway to develop an appropriate quality and standards framework and the development of a capital scheme to be funded by DCYA in 2017, which will provide small grants for childcare services. My Department is in discussions with QQI in relation to other actions. The Action Plan is available on https://www.education.ie/en/Publications/Education-Reports/Action-Plan-On-School-Age-Childcare.pdf.
Education Policy
Ceisteanna (154)
Joan Burton
Ceist:154. Deputy Joan Burton asked the Minister for Education and Skills his plans to progress the three areas (details supplied) in the education sector that he has identified as his core priority areas of focus in the sector; the reason he has prioritised these three areas; and if he will make a statement on the matter. [16855/17]
Amharc ar fhreagraFreagraí scríofa
Last September, I launched the first ever Action Plan for Education, covering the period 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. 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. Improve the learning experience and the success of learners
2. Improve the progress of learners at risk of educational disadvantage or learners with special educational needs
3. Help those delivering education services to continuously improve
4. Build stronger bridges between education and wider community
5. Improve national planning and support services
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.
Our approach to special education has undergone a huge transformation with a growing proportion of children with special educational needs being educated with their peers in mainstream schools. The participation and progress of learners with special educational needs across the whole education system remains a key focus with an emphasis on improving whole-school and whole system approaches. The Action Plan 2017 sets out a range of measures which will be undertaken during this year. These include allocating teachers to schools under the new allocation model to support children with special educational needs, publishing the outcomes of a comprehensive review of the SNA scheme, and consult with partners on the implementation of sections of the EPSEN Act and on the provision of services to children with Down Syndrome.
Quality of provision is the cornerstone to the success of the education and training system. We recognise the fundamental roles that leaders, teachers and support staff play and we want to strengthen the system’s capacity to continuously improve and to deliver the highest quality education and training services for learners. The Action Plan 2017 details actions which will ensure that leadership, management, quality frameworks, teaching methods, and initial and continuing training are all operating to the highest standards across the continuum of education and training provision. These actions include 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, and developing and introducing a new postgraduate qualification for aspiring school leaders.
To become an innovation leader and to build a strong talent base, we as a nation must effectively engage with enterprise. We must work to address identified skills needs in critical areas, and recognise the shifting global economic and political climate in which services are delivered and jobs are created. Successful enterprise engagement is the foundation of much of the planned activity detailed in the Action Plan 2017. This includes driving the growth of traineeships and apprenticeships, ensuring the relevance of work placements and work-based projects, and 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.
DEIS Scheme
Ceisteanna (155, 157)
Joan Burton
Ceist:155. Deputy Joan Burton asked the Minister for Education and Skills the stage at which 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. [16856/17]
Amharc ar fhreagraJoan Burton
Ceist:157. Deputy Joan Burton asked the Minister for Education and Skills when the new national action plan for education inclusion will be published; and if he will make a statement on the matter. [16858/17]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 155 and 157 together.
I refer to my response of 1 March 2017, when I informed 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 13 February 2017.
A copy of both reports, 'Report of the Review of DEIS' and ' DEIS Plan 2017' are available on my Department's website - http://www.education.ie.
School Curriculum
Ceisteanna (156)
Joan Burton
Ceist:156. 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. [16857/17]
Amharc ar fhreagraFreagraí scríofa
My Department has committed to enriching teaching and learning with new curricula, in the Action Plan for Education 2016-2019. 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.
The roll-out of the new Leaving Certificate subject of Politics and Society commenced in 41 schools in 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 was 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.
The Government is committed to enhancing the availability of technology in schools through the introduction of ICT/Computer Science as a Leaving Certificate subject. As set out in the Action Plan for Education 2016-2019, the National Council for Curriculum and Assessment (NCCA) is conducting a scoping exercise in this regard. Informed by this research, the NCCA are working on development of a draft subject specification in 2017, with a view to implementation in schools in September 2018.
Physical Education has been developed by the NCCA as a full subject that can be assessed for the Leaving Certificate in a manner similar to other subjects. I have approved a Senior Cycle Framework for PE - non-examinable, and a Leaving Certificate PE specification - an examinable subject for Leaving Certificate.
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. 157 answered with Question No. 155.
School Staff
Ceisteanna (158, 168)
Joan Burton
Ceist:158. 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. [16859/17]
Amharc ar fhreagraJoan Burton
Ceist:168. Deputy Joan Burton asked the Minister for Education and Skills his plans to end the current ban on promotions at the primary school level; and if he will make a statement on the matter. [16870/17]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 158 and 168 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 (159)
Joan Burton
Ceist:159. Deputy Joan Burton asked the Minister for Education and Skills the ways, and total investment involved, in which his Department supports teacher continuous professional development at primary and post-primary levels; the percentage this is of education spending overall; and if he will make a statement on the matter. [16860/17]
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 are outlined in the Action Plan for Education.
My Department spent approximately €46.5 million on teacher continuing professional development (CPD) in 2016 across the primary and post primary sectors. The teacher CPD budget represents 0.56% of my Department's overall net expenditure.
The spend of €46.5 million 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 NAPD, 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.
Pupil-Teacher Ratio
Ceisteanna (160)
Joan Burton
Ceist:160. Deputy Joan Burton asked the Minister for Education and Skills the estimated timeframe for and cost of the Government programme commitment to reducing the pupil-teacher ratio in junior and senior infants; and if he will make a statement on the matter. [16862/17]
Amharc ar fhreagraFreagraí scríofa
Budget 2016 introduced a 1 point improvement (from 28:1 to 27:1) to the primary staffing schedule which has been implemented for the current school year and it should be noted that the current staffing schedule of 27:1 for primary schools has restored it to the position it was at prior to the fiscal crisis.
The staffing schedule operates on a general average of 27 pupils to every 1 teacher for the current school year. The ratio of 27:1 is an overall classroom teacher allocation ratio for the school and is not a reference to class size. The configuration of classes and the deployment of classroom teachers are done at local school level. School authorities are requested to ensure that the number of pupils in any one class is kept as low as possible, taking into account all of the above factors, and to use their autonomy under the staffing schedule to implement smaller class sizes for junior classes.
Each 1 point adjustment to the staffing schedule is estimated to cost in the region of €15 million - €18 million per annum.
Budget 2017 sets out the resources available for schools for the 2017/18 school year. This Budget represents the start of a major reinvestment in education, and the first phase of implementation of the Action Plan for Education, aimed at becoming the best education system in Europe within a decade.
The budget provides for over 2,400 additional teaching posts for our primary and post-primary schools in the next school year. This includes additional teaching posts to meet demographic need, curriculum reform, additional resource teaching posts and the strengthening of school leadership.
The Programme for Government has a commitment to reduce class sizes at primary level and it is my intention to make further improvements to class sizes over the life of the Government.
Question No. 161 answered with Question No. 141.
Question No. 162 answered with Question No. 146.