Maureen O'Sullivan
Ceist:42. Deputy Maureen O'Sullivan asked the Minister for Education and Skills his Department's role in the prevention and education pillar in the new national drugs strategy. [16701/17]
Amharc ar fhreagraNational Drugs Strategy
Ceisteanna (42)
Freagraí scríofa
I can confirm to the Deputy that officials from my Department have been members of the Steering Committee tasked with developing a new National Drugs Strategy. The Steering Committee, which has an independent chair, is made up of officials from various Government Departments, offices and state agencies, An Garda Síochána, representatives of the Regional and Local Drug and Alcohol Taskforces, the Community and Voluntary Sector and people who use drugs.
The Steering Committee is working to develop a new National Drugs Strategy which will be submitted to the Minister of State for Communities and the National Drugs Strategy.
As well as being represented on the main Steering Committee, officials from my Department also participated in the work of a Focus Group on Education and Prevention. This was one of a series of Focus Groups established to consider particular themes or strands. The work of the Focus Groups fed into, and informed, the work of the Steering Committee.
In addition, agencies under the aegis of my Department have also contributed to the work of developing the new draft National Drugs Strategy. Given the nature of the remit of my Department and the agencies under its aegis, the main focus of their contribution has been on objectives and actions relating to education and prevention.
These will build on work done to date such as the delivery of SPHE in schools and the provision of Well-being Guidelines for schools. In this work, my Department collaborates with the HSE and the Department of Health through the Health and Well-being partnership. Work being done in schools complements Healthy Ireland, the Government’s Framework for Improved Health and Well-being.
DEIS Scheme
Ceisteanna (43)
Maureen O'Sullivan
Ceist:43. Deputy Maureen O'Sullivan asked the Minister for Education and Skills if he will maintain the legacy posts that are vital in DEIS schools in disadvantaged areas in Dublin's north inner city. [16707/17]
Amharc ar fhreagraFreagraí scríofa
Following the launch of the DEIS Plan 2017, I made it clear that schools currently participating in the DEIS programme would continue to receive the same level of supports under the School Support Programme for the 2017/18 school year. This includes no change to the current situation regarding posts allocated under previous educational disadvantage schemes in DEIS schools, including those in Dublin's north inner city. This is of course subject to the usual arrangements which apply in relation staffing allocations which are based on pupil enrolment.
A central aim of the Plan will be to use available resources to have maximum impact, particularly in communities where there are high concentrations of educational disadvantage. I wish to promote new approaches in pursuing this objective including initiatives in leadership, clusters and bridges to initiatives from the communities.
I shall also be evaluating the impact of all existing initiatives. This will include an evaluation of teaching resources for schools participating in DEIS to inform future policy in an Irish context.
Pending the outcome of such an evaluation, the current staffing schedule available to primary urban Band 1 schools to provide smaller classes will continue to be applied in addition to teaching posts already available to these schools under previous educational disadvantage schemes.
As with all additional resources provided to schools under the DEIS Programme, these resources should be deployed by schools to meet the objectives of DEIS as set out in the School Plan.
Third Level Funding
Ceisteanna (44)
James Lawless
Ceist:44. Deputy James Lawless asked the Minister for Education and Skills his views on the fact that the shortfall in central funding to universities, in addition to the lack of overlap between funding schemes for academic posts and research staff, is narrowing options for early career stage academics and may lead to a loss of domestic talent; and if he will make a statement on the matter. [16502/17]
Amharc ar fhreagraFreagraí scríofa
Human capital is a critical factor in reaping economic and social rewards from investment in research. Innovation 2020, Ireland’s strategy for Research and Development, Science and Technology proposes the development of career pathways for researchers to help them maximise their potential and, as a consequence, help to maximise the return on Ireland’s investment in innovation and research.
In this regard the Irish Universities Association is developing a draft framework to address these issues. Success in initiatives such as Horizon 2020 will be maximised if researchers are being supported from an early-stage to improve their, and Ireland’s, research impact.
The Expert Group on Future Funding for Higher Education, was established to develop a strategy for funding the third level sector. The report outlines the funding challenges in the sector and offers recommendations for the medium term. As committed to in the Programme for Government, the report has been referred to the Education Committee for consideration.
In the short term, in Budget 2017 an additional €36.5m has been made available with €160m additional overall agreed for the next three years. This is the first time in nine years that additional Exchequer funding has been secured for the higher education sector. This will assist with demographic increases and initiatives on disadvantage, skills, research and flexible learning.
My Department, and the Department of Public Expenditure and Reform, are currently undertaking a public consultation process on a proposed Exchequer-Employer investment mechanism for the higher and further education sectors. The mechanism, which estimates an increase in the National Training Fund levy from 0.7% to 1% between 2018 and 2020, could yield an additional €200m revenue in 2020. Details of the process are available on the websites of both Departments.
It is approaches such as these that will contribute to and inform the development of a long-term sustainable funding model for the higher education sector.
In addition to the work being done by the Irish Research Council in the area of human capital, I provided funding in Budget 2017 for the Council to commence in 2017 a new Frontiers Research Programme, which will enable the next generation of researchers to transition to Principal Investigator status.
DEIS Administration
Ceisteanna (45)
Thomas Pringle
Ceist:45. Deputy Thomas Pringle asked the Minister for Education and Skills his plans to make the new DEIS assessment process more transparent and more reflective of schools' needs and the needs of their pupils in the further rolling out of the new scheme; and if he will make a statement on the matter. [16503/17]
Amharc ar fhreagraFreagraí scríofa
The new identification process developed under DEIS Plan 2017 for the assessment of schools uses centrally held data supplied by schools to my Department's Primary and Post Primary Online Databases and CSO Small Area of Population statistics from the National Census of Population 2011 as represented by the Pobal HP Deprivation Index. 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. I am satisfied that this data is applied uniformly to all schools in a fair and objective way, to identify the relative level of concentrated disadvantage present in each school.
The new model is explained in detail in the DEIS plan and on the DES Website. However it is also my intention to make available to all schools detailed information relating to the identification model and how the data is used to determine a schools' level of disadvantage. This will include the importance of quality of Primary and Post Primary Online Database data to the process and of ensuring that school data is sufficiently detailed and up to date, including, where possible, the use of Eircodes. Arrangements for this are in hand and schools will be advised shortly.
In relation to schools who have concerns about their non-inclusion in the most recent round of DEIS, the following process applies.
1. A verification process is currently ongoing in relation to all schools who contacted the Department. This is aimed at ensuring that the model was run correctly and the 2015/16 pupil data supplied by schools through the POD/PPOD systems was correctly used. This process is expected to be concluded shortly and schools will be informed of the results.
2. A further process will take account of updated data as it becomes available. All schools are being contacted to request them to ensure that their POD/PPOD data is fully correct and up to date, including Eircodes. As soon as the updated Census data becomes available, this data will be run through the model with the fully up-to-date POD/PPOD data. If this exercise reveals that any school which did not qualify for DEIS in the February 2017 round actually meets the criteria applicable to schools with the highest concentration of disadvantage based on the fully up-to-date information then it will be included, subject to resources.
3. As part of the announcement made in February, it was made clear that we would continue to refine the model in light of best practice. As part of this process, any other factors raised by schools in the context of their DEIS status will be considered by my Department as part of its delivery of commitments under the DEIS Plan 2017.
In addition to the implementation of this new objective and independent data-based model of identifying levels of disadvantage within school populations, the DEIS Plan 2017 commits to a further programme of work to refine the model in terms of resource allocation to evaluate the impact of individual policy measures and to create a more dynamic model where levels of resources more accurately follow the needs identified by that model.
School Accommodation Provision
Ceisteanna (46)
Brian Stanley
Ceist:46. Deputy Brian Stanley asked the Minister for Education and Skills if a school (details supplied) in County Laois will be provided with adequate classroom accommodation for the school year starting September 2017. [16548/17]
Amharc ar fhreagraFreagraí scríofa
I can confirm to the Deputy that my Department received an application for capital funding from the school in question in late 2016 to provide a learning support / resource area as well as additional ancillary accommodation.
As the Deputy will be aware, my Department’s current priority has to be focused on the provision of essential classroom accommodation and to ensure that every child will have access to a physical school place. All applications for capital funding must be considered in the context of the limited funding available, which must of necessity, be prioritised for this purpose and to provide mainstream classroom accommodation where additional teachers are being appointed.
My Department has explained to the school that for the reasons I have outlined, it is not possible at this point to approve funding for the ancillary accommodation sought. However, funding has been approved to the school for a learning support / resource area to meet its immediate accommodation needs. The school has recently written to my Department relating to the accommodation approved and my Department will be in further contact with the school shortly following consideration of the correspondence.
Multidenominational Schools
Ceisteanna (47)
Richard Boyd Barrett
Ceist:47. Deputy Richard Boyd Barrett asked the Minister for Education and Skills if he will consider re-examining the model for teaching of faith formation in community national schools; and if he will make a statement on the matter. [16700/17]
Amharc ar fhreagraFreagraí scríofa
The Community National School is a new model of multi-denominational school which is not that well-known among the public. However, I believe it has a bright future ahead of it and a major role to play in providing choice to parents in the future.
Community National Schools are multi-denominational and they provide for belief nurturing during the school day. The aim of the model has been to cater for the diversity present within the community in a single school setting. The philosophy of the Community National School as a multi-denominational school is based on best practice in this area, and on each child better understanding and ultimately celebrating both their own and their friends’ belief and cultural identities. Belief identity is explicitly not left at the school gate, but used as a means of enriching the learning experience on the basis of mutual understanding and integration.
‘Goodness Me, Goodness You’ (GMGY) is the patron’s programme that underpins the characteristic spirit of CNS schools. GMGY is a common programme suitable for pupils of all faiths and beliefs and none.
In Junior Infants to 2nd Class, the children follow the GMGY programme together for the majority of the school year, exploring common themes. There is a belief-specific aspect of the programme. In the junior classes only, children have been grouped for a four week period during GMGY time according to their faith or belief tradition, in line with the wishes of their parents. Lesson content was designed specifically for each grouping. In 3rd to 6th class, children remain in their class groups throughout the year and learn about different faiths and religions together. Belief-specific teaching is integrated into GMGY for these classes.
The manner in which schools deliver belief-specific teaching in Junior Infants to 2nd class has evolved. The majority of CNS schools no longer group children according to their beliefs for the four week period. Instead, these schools have integrated belief-specific teaching so that all children learn about different religions and beliefs together and all class groups remain together throughout. As I indicated in a recent statement, I see merit in this approach.
This model has the merit of responding to the needs of parents who wish their children to be able to prepare for specific events - for example Communion and Confirmation in the case of Catholic families – but also respects the best principles of inclusion and mutual understanding that are central to multi-denominational education.
The National Council for Curriculum and Assessment (NCCA) is to commence a review of the GMGY programme for Junior Infants to 2nd class, starting in September 2017. As part of that review, the belief-specific teaching aspect of the programme will be examined. The Education and Training Boards, as patrons, are also looking at how Goodness Me Goodness You can be delivered on the ground in the most inclusive fashion possible. I look forward to seeing the outcomes of these processes.
Bullying in Schools
Ceisteanna (48)
Bernard Durkan
Ceist:48. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which his Department continues to monitor the level of school bullying at primary and second level schools throughout the country; if particular issues have arisen which may benefit from specific attention; if traditional methods of dealing with the issue continue to be effective; and if he will make a statement on the matter. [16708/17]
Amharc ar fhreagraFreagraí scríofa
New anti-bullying procedures for all primary and post primary schools were published at the beginning of the 2013/14 school year. The procedures are designed to give direction and guidance to school authorities and school personnel in preventing and tackling school-based bullying behaviour amongst its pupils.
All Boards of Management are required to adopt and implement an anti-bullying policy that fully complies with the requirements of these procedures. A template anti-bullying policy which must be used by all schools for this purpose is included in the procedures.
The procedures for schools outline key principles of best practice for both preventing and tackling bullying and require all schools to commit to these principles in their anti-bullying policy. In particular, they emphasise that a cornerstone in the prevention of bullying is a positive school culture and climate. In that regard, the procedures set out the need for schools to encourage and strengthen open dialogue between all school staff and pupils and to ensure that they provide appropriate opportunities for pupils to raise their concerns in an environment that is comfortable for the pupil.
The anti-bullying procedures also include specific requirements in relation to the use of prevention and education strategies and the consistent investigation, follow up and recording of bullying behaviour.
The procedures for schools put in place important new oversight arrangements at school level that involve the school principal reporting regularly to the Board of Management and a requirement for the Board to undertake an annual review of the school's anti- bullying policy and its implementation. Confirmation that the annual review has been completed must be provided to the Parents' Association and published on the school website.
While there is no requirement on schools to report incidents of bullying behaviour to my Department, in the course of their whole school inspection work, my Department’s Inspectorate gathers information about how schools deal with bullying in a number of ways through:
- Review of relevant school documentation, including the school’s Code of Behaviour and Ant-Bullying policy;
- Meetings with parents and student representatives at which there is an opportunity for parents and students to raise issues where relevant and
- The inclusion of parent and student Questionnaires on items relating to bullying.
Students and parents are also asked to respond to questions about how the school deals with bullying and discipline in the school and whether or not the school provides a safe environment for children.
Where responses indicate that students and/or parent do not believe that bullying is dealt with effectively, Inspectors raise this issue with school management who have ultimate responsibility for Anti-Bullying policies and procedures.
The publication of the new procedures for schools represented the conclusion of just one of the twelve actions set out in the Action Plan on Bullying which was published in January 2013. Other actions that have been progressed include:
- A new national anti-bullying website, www.tacklebullying.ie, was launched in November 2015. The website provides a single point of information and support for young people, parents and teachers affected by bullying - My Department supports anti-bullying initiatives aimed at young people such as, the Stand Up! Against Homophobic and Transphobic bullying campaign, organised by BeLonG To, the National Youth Service for Lesbian, Gay, Bisexual and Transgender young people in Ireland and the Europe-wide initiative, Safer Internet Day.
- Since 2013 new resources to tackle cyberbullying “UP2US”, “My Selfie and the wider world” and “Lockers” were launched through the internet safety initiative, Web wise and an P2US social media roadshow was run in collaboration with Beat 102-103.
Modern Language Teaching
Ceisteanna (49)
Noel Rock
Ceist:49. Deputy Noel Rock asked the Minister for Education and Skills when the new primary school reform commences; the age at which students will start to learn a foreign language; if the Finnish model of beginning a foreign language at age seven will be adhered to; and if he will make a statement on the matter. [16620/17]
Amharc ar fhreagraFreagraí scríofa
Reform of the Primary School Curriculum has already commenced. The National Council for Curriculum and Assessment (NCCA) has developed a new Integrated Primary Language Curriculum, for English and Irish. Schools have started implementation, on a phased basis, in junior infants to second classes in September 2016, supported by my Department's Professional Development Service for Teachers. Implementation in senior classes (third to sixth classes) will follow in September 2019.
The new Primary Language Curriculum is innovative in aiming to ensure that language skills are transferred effectively, from one language to the other, whether that is English or Irish. Gaining proficiency in both languages will provide pupils with transversal skills that will assist them in learning foreign languages during their post-primary education experience and beyond. Practically all children in our primary schools are studying two languages from an early age.
My Department's Action Plan for Education commits to exploring the potential for the greater use of CLIL (content and language integrated learning) to increase the use of language skills and increase confidence in language learning in a range of language Support Material for teachers has been developed by the NCCA in this area.
Work on the redevelopment of the new Mathematics Curriculum for primary schools has commenced, with implementation scheduled for September 2018 for junior infants to second class.
A review of the overall structure and time allocation in the primary school curriculum is also underway. The target date for completion is Q4, 2018. In this context the National Council for Curriculum and Assessment (NCCA) is also developing proposals for provision for Education about Religion and Beliefs (ERB) and Ethics at primary level.
Schools Site Acquisitions
Ceisteanna (50)
Charlie McConalogue
Ceist:50. Deputy Charlie McConalogue asked the Minister for Education and Skills the progress regarding securing a site for the three school campus in Buncrana, County Donegal; when a site is expected to be purchased; the timeframe for works to be completed; and if he will make a statement on the matter. [16547/17]
Amharc ar fhreagraFreagraí scríofa
As the Deputy is aware the project in respect of the education campus in Buncrana was announced as part of the Six Year Capital Programme.
Officials in this Department have been liaising with officials in Donegal County Council under the Memorandum of Understanding for the acquisition of school sites with regard to the procurement of a suitable site for the campus. A significant number of potential site options were comprehensively technically assessed by officials from my Department in liaison with officials from the Local Authority.
The Deputy will appreciate the importance of a thorough appraisal of site options in order to ensure the achievement of value for money. In this particular case the complexity of the issues associated with the development of the site options under consideration, combined with competing demands on my Department's resources, resulted in a lengthier time for site appraisal than would generally have been the case.
Following on from the site assessment exercise, a preferred site option was identified and officials from Donegal County Council, on behalf of my Department, have engaged with the landowner in question with a view to its acquisition. These negotiations have not yielded a positive result to date but are currently ongoing.
At the request of my Department, Council officials have also engaged with the relevant landowners in respect of a second suitable site and this may provide an alternative option, if agreement can be reached on a purchase price.
Due to the commercial sensitivities attaching to site acquisitions generally, it is not possible to provide any further information at this time regarding the negotiation process or the site options. Once a suitable site has been acquired my Department will be in a position to progress the project concerned into the architectural planning process.
Special Educational Needs Service Provision
Ceisteanna (51)
Joan Collins
Ceist:51. Deputy Joan Collins asked the Minister for Education and Skills his views on whether ASD, autism spectrum disorder, units in mainstream schools for children with autism is the preferred educational environment for children; and his plans with regard to developing and working with the Minister for Children and Youth Affairs and the Minister of State with special responsibility for disabilities to further ASD units. [14830/17]
Amharc ar fhreagraFreagraí scríofa
My Department's policy, in accordance with Section 2 of the Education for Persons with Special Educational Needs Act, 2004, is to provide for the inclusive education of children with special educational needs, including Autism, in mainstream school settings, unless such a placement would not be in the best interests of the child concerned, or the children with whom they will be educated.
My Department therefore provides for a continuum of provision which includes mainstream school placements with additional supports, or for pupils who require more specialist interventions, special school and special class placements.
For children with Autism Spectrum Disorder, such special school and class placements are provided on the basis of a student-teacher ratio of six to one, along with Special Needs Assistant support.
The establishment of a network of autism-specific special classes in schools across the country has been a key educational priority in recent years.
As Autism can occur along a spectrum, with differing levels of need, there is no one preferred educational environment for children with Autism
Parents are guided on the most appropriate placement by professional assessments which take account of each child’s individual needs.
My Department works with service-providing partners in the health and disability sectors to support and plan for the co-ordinated delivery of services to families of children with special educational needs across the disability sector. The interdepartmental cross-sectional Team, comprises of representatives of my Department, the National Educational Psychological Service, the Department of Health, Department of Children and Youth Affairs, the National Council for Special Education, and the Health Service Executive.
Preschool Services
Ceisteanna (52)
Clare Daly
Ceist:52. Deputy Clare Daly asked the Minister for Education and Skills his plans to address the accommodation crisis at a school (details supplied) which is forcing the preschool child care facility to seek alternative premises. [16511/17]
Amharc ar fhreagraFreagraí scríofa
The Deputy will be aware, from previous questions and correspondence concerning the specific preschool to which the Deputy refers, that the prior approval of the Minister should have been sought, for the preschool, in order that the overall needs of the school could be accommodated.
There is no provision contained in this year’s budget for additional capital investment by my Department specifically in relation to pre-school and after-school services. In general, capital funding by my Department is reserved for provision of school accommodation for primary education upwards. Funding for pre-school services is a matter for my Colleague, the Minister for Children and Youth Affairs, and the Department of Children and Youth Affairs.
Proposals to the Minister for Education and Skills, to allow use of accommodation for pre-school purposes, during the school day, have been facilitated in the past, provided a school's current and future accommodation needs are not compromised and the consent of the patron has been received. In the case of the school in question, future accommodation needs for the primary school intake will take precedence over the needs of the preschool.
The Department has provided a 24-classroom school at this location to meet its statutory responsibility in respect of primary school provision. It is envisaged that the school will reach full capacity in respect of provision for primary, school-going children, in the 2018/19 academic year.
School Staff
Ceisteanna (53)
Joan Burton
Ceist:53. Deputy Joan Burton asked the Minister for Education and Skills the way his Department supports the health and well-being of school staff; the details of the entitlement of such staff in respect of counselling and similar employee supports; and if he will make a statement on the matter. [16507/17]
Amharc ar fhreagraFreagraí scríofa
My Department has put in place an Occupational Health Strategy as a supportive resource for teachers and special needs assistants (SNAs), to promote their health in the workplace, with a focus primarily on prevention rather than cure. The Occupational Health Strategy comprises of the Employee Assistance and Well-being Programme and Occupational Health Services. These services cater for about 64,000 Teachers and 10,000 Special Needs Assistants in some 4,000 Primary and Post Primary Schools.
The Employee Assistance and Well-being Programme is provided by contract awarded through open tender.
The current service provider is EAP Consultants/Carecall who were awarded the contract with effect from 01 October 2016 following a tendering process carried out by the Office of Government Procurement.
This confidential service is accessible by means of a freephone telephone helpline available 24 hours a day, 365 days a year, providing counselling on a range of personal health and well-being issues given by qualified clinicians. Up to 6 face-to-face counselling sessions are available to provide supportive and solution-focused care based on an individual’s clinical needs.
The telephone service also provides specialist information, support and advice in relation to family, financial, legal, work-related and consumer information services as well as providing management support.
The services are reviewed with the education partners and the service provider on a regular basis.
Special Educational Needs Staff
Ceisteanna (54)
Bernard Durkan
Ceist:54. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which he remains satisfied regarding the ability of his Department to meet the full requirements in respect of special needs teachers and special needs assistants at primary and second level; the steps being taken to address emerging needs in the area; and if he will make a statement on the matter. [16709/17]
Amharc ar fhreagraFreagraí scríofa
Funding for special education provision in 2017 will amount to some €1.68 billion, which is equivalent to approximately 19% of the gross overall current allocation for education and training and represents an increase in spending in this area of 12% over the last two years.
This year, 13,015 Special Needs Assistants (SNAs) are available for allocation to primary and post primary schools to the end of the 2016/17 school year, which is an increase of almost 23% in the number of posts available since 2011. The demand for 2017/18 will not be known until the NCSE application process is complete.
There are currently over 12,500 learning support and resource teacher posts in mainstream primary and post primary schools. An additional 900 teaching posts have also been provided to support the introduction of the new model for allocating Special Education Teaching Resources to mainstream primary and post primary schools from September 2017.
In addition, over 150 new Special Classes have been opened for the 2016/17 school year, which means there are now 1,152 special classes in place, compared to 548 special classes in 2011.
125 special schools also provided specialist education for those pupils who need it.
In recent years, the NCSE has provided my Department with a number of policy advice papers on the provision of supports for children with special needs, all of which are available on the NCSE’s website. It is intended to bring into effect many improvements to the provision of special educational needs support, through policy developments across a range of areas, in conjunction with NCSE policy advice.
As committed to in the Programme for a Partnership Government, the adequacy of the present policies and provision and their scope for improvement is being examined. The NCSE are currently undertaking a comprehensive review of the SNA Scheme to ensure better outcomes for children with special educational needs. Following its pilot, the new model for allocating special needs teachers has been introduced in schools.
I can confirm that this Government will continue to ensure that the supports required, to ensure that all children with special educational needs can continue to participate in education, will be provided.
School Transport Review
Ceisteanna (55)
Brendan Smith
Ceist:55. Deputy Brendan Smith asked the Minister for Education and Skills if he has completed the school transport review; if he will implement measures to alleviate the difficulties that arose for many families prior to the commencement of the 2016-17 school year with particular reference to the availability of concessionary tickets; and if he will make a statement on the matter. [16712/17]
Amharc ar fhreagraFreagraí scríofa
School transport is a significant operation managed by Bus Éireann on behalf of the Department.
Currently almost 116,000 children, including some 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.
The purpose of the Primary and Post Primary School Transport Schemes is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
Children are eligible for school transport if they satisfy the distance criterion and are attending their nearest school.
The terms of the scheme are applied equitably on a national basis.
The Programme for Government committed to a review of the concessionary charges and rules element of the School Transport Scheme. This review was published in December 2016. As part of the review process I also established an Oireachtas Cross Party Working Group to feed into the review and that group met to discuss school transport issues. The review published in December made recommendations on both the charges and the rules element of concessionary school transport.
With regard to the charges for concessionary school transport the recommended course of action was to continue with the current position whereby charges remain in place for those in receipt of concessionary places. I agree with this recommendation on the basis that those applying for concessionary transport are making a conscious decision to do so and understand the implications of this choice at the time of application.
The report also recommended that the number of concessionary places should be reduced in line with the rules introduced in 2012 on a phased basis. Previous plans to advance this option were put on hold, pending the completion of the review.
However upon consideration of the review and discussions at the Cross Party Working Group I decided that there should be no planned programme of downsizing in the coming years except in line with normal operational decisions within the current scheme.
In addition to concessionary transport, a range of submissions relating to the School Transport Scheme generally were received from members of the Oireachtas through the Cross Party Group.
Arising from this, a number of areas were identified which require further examination including options on the implementation of the minimum numbers required for the retention of a service; options on instances where errors occur in categorisation of eligibility and the process around the refund of charges paid in cases where a ticket does not issue.
Finally, the Programme for Government also commits to a review of the criteria and guidelines of the School Transport Appeals Board. This review is currently underway.
School Transport Provision
Ceisteanna (56)
Thomas Byrne
Ceist:56. Deputy Thomas Byrne asked the Minister for Education and Skills his plans for a contingency plan for the school bus service as a result of the Bus Éireann dispute. [16491/17]
Amharc ar fhreagraFreagraí scríofa
School transport is a significant operation managed by Bus Éireann on behalf of the Department.
Currently almost 116,000 children, including some 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.
School transport services generally are not affected by the Bus Éireann dispute. However, in the region of 1,000 children who normally avail of school transport services on Bus Éireann public scheduled services are affected by the industrial action.
Where a dedicated Bus Éireann service could not operate, a replacement vehicle has been contracted to provide the service.
Residential Institutions Redress Scheme
Ceisteanna (57)
Ruth Coppinger
Ceist:57. Deputy Ruth Coppinger asked the Minister for Education and Skills his views on the Comptroller and Auditor General's report on the funds due to the State from religious congregations for the redress scheme; if he has received commitments from the religious congregations regarding the payment of the balance; and if he will make a statement on the matter. [16705/17]
Amharc ar fhreagraFreagraí scríofa
I welcome the recent publication of the report of the Comptroller and Auditor General Cost of Child Abuse Inquiry and Redress. The report provides an important summary of the current position in relation to the various initiatives taken by successive governments in support of persons who were abused when as children they resided in institutions and it sets out the position in regard to how those initiatives have been funded. The report highlights in particular the fact that the religious congregations who managed many of those institutions will fund at most approximately 21% of the €1.5 billion cost of the response to residential institutional child abuse with the State, i.e. the taxpayer meeting the vast bulk of those costs.
I am disappointed and frustrated that the organisations responsible for protecting children and managing the institutions in which abuse of children took place have failed to adequately contribute towards the cost of the response that has been put in place. It has been the position of successive Governments that, given that the religious congregations were responsible for the management of institutions where horrific abuse of children took place, as documented in the report of the Commission to Inquire into Child Abuse (the “Ryan Report”), they should commit to making further substantial contributions towards the cost of abuse. Having regard to the work of the independent panel's report, the Government adopted a position that the congregations had the resources to bring their contribution over time to 50% of the then estimated costs. Regrettably the congregations have never agreed to this position, with the result that the State has met the bulk of the costs involved.
To date contributions amounting to some €210 million in cash, counselling and property transfers have been made by the 18 religious congregations who managed most of the institutions. These contributions are being made under two rounds: the binding 2002 Indemnity Agreement and the voluntary offers made in 2009 in the aftermath of the publication of the Ryan Report.
Some €112.9 million of the €128 million (or 88%) provided for under the 2002 Indemnity Agreement has been fully contributed. 11 property transfers remain to be fully completed. Work to complete these transfers is actively progressing and I should point out that in most of the remaining cases the transfer process is at a very advanced stage. It is worth noting also that most of the properties are already in use by the intended recipients.
The offers made in the aftermath of the publication of the Ryan Report by many of the congregations that were party to the 2002 Indemnity Agreement, included cash and properties and were valued by the congregations at €352.6m. I should stress that these offers are voluntary and do not form part of any agreement.
Regrettably one significant element of the most recent offer, relating to playing fields and associated lands, valued at €127 million, was withdrawn by the Christian Brothers. When this is combined with some changes in the valuation of properties previously offered, the total value of the voluntary offers currently in place stands at €193 million, of which contributions of cash and property amounting to some €97.3 million have been realised. It is expected that the outstanding congregational cash contributions will be received by 2018 while work is progressing to complete remaining property transfers.
Schools Building Projects Status
Ceisteanna (58)
John Lahart
Ceist:58. Deputy John Lahart asked the Minister for Education and Skills the reason the construction of a school (details supplied) is being delayed. [16497/17]
Amharc ar fhreagraFreagraí scríofa
The proposed new school referred to by the Deputy is at an advanced stage of the tender process with tenders due to be returned by 5pm on 12 April 2017. The project is not being delayed. Subject to no issues arising in the tender process it is envisaged that the project should commence construction before the end of this summer. Appropriate interim accommodation will continue to be provided on the school site pending the completion of the permanent build.
School Textbooks
Ceisteanna (59)
Fiona O'Loughlin
Ceist:59. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the number of secondary schools that are using tablets alone for school work; if these schemes are deemed to be a success; the number of secondary schools that were using tablets but have reverted to text books; the reason this happened; and if he will make a statement on the matter. [16544/17]
Amharc ar fhreagraFreagraí scríofa
The decision to use tablet devices is a matter for the Board of Management of each school. Where the introduction of new technology is planned, there should be consultation with members of the school community including parents. Guidance is available to schools on planning for the introduction of new technology for teaching and learning. An advice sheet on the adoption of tablets in schools is available on the PDST-Technology in Education (PDST-TIE) website, detailing what tablets can offer a school, educational considerations, purchasing considerations and software.
The Department does not gather information on the usage of tablet devices in schools. The 2013 ICT Census in Schools undertaken by the ERC on behalf of the Department, may contain some information of relevance in this area. This is available at http://www.erc.ie/documents/ict_cencus2013_summaryreport.pdf.
The new Digital Strategy for Schools 2015-2020 (Enhancing Teaching, Learning & Assessment), launched in October 2015, sets out a clear vision for the role of ICT in teaching, learning and assessment in primary and post primary schools. The Strategy is focused on realising the potential of digital technologies to transform the learning experiences of students by helping them become engaged thinkers, active learners, knowledge constructors and global citizens who participate fully in society and the economy.
In implementing the Digital Strategy for Schools my Department will expand on the range advice and supports available to schools on the embedding of ICT in teaching and learning.
School Guidance Counsellors
Ceisteanna (60)
Thomas Byrne
Ceist:60. Deputy Thomas Byrne asked the Minister for Education and Skills the position regarding ex-quota guidance counselling and the announcement in budget 2017. [16489/17]
Amharc ar fhreagraFreagraí scríofa
The measures announced by my Department as part of Budget 2016 and 2017 mean that 400 guidance posts, or two thirds of the Guidance allocation that was withdrawn in Budget 2012, will be restored to schools from September 2017.
It has been made clear that all these 400 posts are allocated separately and transparently, and outside of the quota on the normal schedule of posts. This has been made clear in the circular and the schedule of posts which accompanied it. It has also been made clear in all of our communications with schools and with management bodies.
This means that there is now an obligation on schools to ensure that these hours are used for guidance activities. Schools can decide to allocate more hours to guidance than the amount allocated on the schedule. They cannot allocate fewer.
The guidance plan will outline the school's approach to guidance generally, and how students can be supported and assisted in making choices and successful transitions in the personal and social, educational and career areas.
In line with best practice, and in line with practice in the Irish educational system for almost 20 years, the allocation of these hours within the school takes place in accordance with the Whole School Guidance Plan.
The guidance counsellor will form a central part of the plan, which sets out how the entire resources of the school will work towards achieving the best possible outcomes for the students in the guidance area. It is likely that the vast majority of these activities will be delivered by guidance counsellors; however, in many schools it will be decided that some activities may be delivered by other staff members - eg year heads. These decisions will depend on the specific needs of the student population.
My Department has also made it clear that schools' guidance plans should include specified time allocation for guidance counsellors to be available for one to one guidance counselling, and time allocation for the role in supporting the organisation and work of the Student Support Team.
As part of the Whole School Evaluation process, inspectors in the Department of Education and Skills examine guidance provision in schools, including confirming that a whole-school guidance plan is in place. The Department's Inspectorate also has a specific programme of guidance inspections in schools.
Following a school inspection any recommendations made by an inspector will be communicated to the school, and the Board of Management and patron body will be required to implement these recommendations. The Inspectorate carry out follow-through inspections to monitor compliance by schools with recommendations made.
The Department, in determining its inspection programme for schools, will take into account all information available to it, including where a complaint has been made regarding non-compliance, and decisions around inspections will be based on this information.
Brexit Issues
Ceisteanna (61)
Thomas Byrne
Ceist:61. Deputy Thomas Byrne asked the Minister for Education and Skills his key principles with respect to Brexit negotiations. [16488/17]
Amharc ar fhreagraFreagraí scríofa
Last week saw the formal start of the UK’s exit from the EU. I welcome the clarity that the UK Prime Minister's announcement brought. Adopting a proactive approach from the start, the Irish Government has been comprehensively preparing for this very eventuality. The contingency framework that the Government put in place maps the key issues that will be most important to Ireland in the coming weeks and months. My own Department contributed fully to the preparation of the education components of that framework. While negotiations on the UK/EU relationship post-Brexit have not yet begun the results of our overall analysis, consultations and planning now enable us to move confidently to that next phase.
It is my priority to continue to engage actively on a number of fronts in dealing with the impact of Brexit on the Education sector. Consultation has been fundamental to my Department’s preparations for Brexit. We have consulted extensively with our stakeholders. Between December and January both I and Minister of State Halligan have led consultations with stakeholders from right across the higher education, further education and training; and primary and post-primary education sectors.
Among the key issues identified in these consultations are Brexit's likely impact on the future of the Common Travel Area and its implications for students, teachers, academic staff and researchers, mutual recognition of qualifications, UK/Ireland research collaboration and partnerships between education institutions and enterprise as well as the implications for EU funding for research and the impact on EU funding programmes such as Horizon2020, PEACE IV and Erasmus+.
All of these issues will be factored in to my Department’s overall approach to future discussions and negotiations and to our input to Government's preparations for EU-UK negotiations. Both I and my Department will continue to consult with the sector interests as necessary through the period ahead.
Engagement at political and institutional level has been another key part of my approach. I have met my counterparts Peter Weir and Simon Hamilton of the NI Executive, and most recently I met with the UK’s Secretary of State for Education, Justine Greening. I have also recently held meetings with the Minister of State for Exiting the EU, David Jones, the UK’s Opposition Spokesperson on Brexit, Keir Starmer, as well as members of the All Party Parliamentary Group on the Irish in Britain. I have also had meetings with Ministers from other EU Member States and with representatives of the EU Commission.
I look forward to building on this engagement over the coming months in order to ensure that our priorities are to the fore, are fully understood and taken into account.
Early Childhood Care and Education Standards
Ceisteanna (62)
Joe Carey
Ceist:62. Deputy Joe Carey asked the Minister for Education and Skills the way he envisages his Department interacting with the Department of Children and Youth Affairs to develop specific numeracy and literacy skills in ECCE, early childhood care and education, and to make more seamless the transition of a child to first year in primary school; and if he will make a statement on the matter. [16543/17]
Amharc ar fhreagraFreagraí scríofa
There is extremely close cooperation between my Department and the NCCA and the DCYA in relation to these matters. The development of curriculums for both primary school and for early years education settings is the remit of the National Council for Curriculum and Assessment. NCCA is currently consulting on the structure of the primary curriculum and how it may be more closely aligned with the Aistear curriculum framework. The Early Years Education Policy unit of my Department is co-located with the Department of Children and Youth Affairs and advises DCYA on matters relating to educational quality and provision in early years. Currently, the National Síolta Aistear Initiative is being rolled out across by my Department’s unit in partnership with the NCCA, DCYA, the City and County Childcare Committees and the National Voluntary Childcare Organisations.
Since 2015, a new unit in my Department's inspectorate has piloted and is now nationally rolling out education-focussed early years inspections at the behest of the Minister for Children and Youth Affairs in ECCE settings. Inspections against a quality framework examine educational issues including how educational transitions from ECCE into the primary school is prepared for.
In addition, arising from recommendations in the National Literacy and Numeracy Strategy in 2011, the NCCA are developing templates so that educational information about a child will transfer from early years settings into primary school. Extensive research and consultation has been completed and piloting of templates in a wide range of both early years settings and primary school is underway. Full implementation of an agreed template is scheduled for 2018.
Schools Building Projects Status
Ceisteanna (63)
Martin Heydon
Ceist:63. Deputy Martin Heydon asked the Minister for Education and Skills the status of proposed building extensions at secondary schools (details supplied) in County Kildare; and if he will make a statement on the matter. [16702/17]
Amharc ar fhreagraFreagraí scríofa
I wish to advise the Deputy that a building project for each of the three schools referred to in the details supplied is included in my Department's 6 Year Construction Programme (2016-2021).
In the case of the first and second named schools, my Department has undertaken site visits to the schools in the context of initiating the planning work for the building projects.
It is my Department's intention to arrange a site visit to the third named school and my Department will be in contact with the school in due course to arrange the visit.
Schools Building Projects Status
Ceisteanna (64)
Brian Stanley
Ceist:64. Deputy Brian Stanley asked the Minister for Education and Skills the progress of a school building project (details supplied) in County Kildare. [16549/17]
Amharc ar fhreagraFreagraí scríofa
The major building project for the school to which the Deputy refers is an advanced stage of architectural planning - Stage 2(b) - Detailed Design, which includes the applications for Planning Permission, Fire Certificate and Disability Access Certificate and the preparation of Tender Documents. All applications for Statutory Approvals have been lodged and the Disability Access Certificate has been secured.
The Department and its design team are currently engaged with the Local Authority regarding the planning application, including dealing with a Request for Further Information.
When all Statutory Approvals are secured the Design Team will finalise the Stage 2(b) - Detailed Design submission which will be submitted to the Department for review. Following receipt and consideration of that report my Department will revert to the school with regard to the further progression of the project at that time.
National Training Fund
Ceisteanna (65)
Carol Nolan
Ceist:65. Deputy Carol Nolan asked the Minister for Education and Skills his plans for the surplus of the national training fund. [16501/17]
Amharc ar fhreagraFreagraí scríofa
Prior to 2012 income from the National Training Fund (NTF) levy had fallen from a high of €413m in 2008 to €299m. However, since 2012, receipts from the NTF levy have increased annually, due to improved employment levels. The accumulated surplus in the Fund has been critical in maintaining expenditure levels, particularly in the provision of training for the unemployed, in a period when receipts were falling.
It is considered prudent to continue to maintain an adequate surplus in the Fund to meet demand in future years and while the surplus represents a very significant sum, it would only cover 7 months NTF expenditure at current levels. In addition, the operation of the EU Fiscal Rules and the inclusion of the NTF in my Department's overall annual expenditure ceiling mean that, in the absence of an increased rate of contribution, additional expenditure cannot be sourced from the NTF without a corresponding drop in Exchequer expenditure. The surplus remains available for investment in education and training programmes to meet skills needs.
I am reviewing the allocation of funding to programmes in the Further Education and Training and Higher Education sectors as between NTF and Exchequer sources in terms both of the emphasis required on training for employment and training persons in employment and of satisfying the needs of enterprise to meet strategic skills requirements. One objective of this review is to direct NTF allocations in a manner that best reflects enterprise priorities as identified through the revised national skills architecture.
Special Educational Needs Service Provision
Ceisteanna (66)
Thomas Byrne
Ceist:66. Deputy Thomas Byrne asked the Minister for Education and Skills the reasons a parent has no appeals process with respect to the allocations of learning support and resource hours. [16490/17]
Amharc ar fhreagraFreagraí scríofa
I wish to advise the Deputy that DES Circular 0013/2017 for primary schools and 0014/2017 for post primary schools were published on 7th March 2017.
These Circulars set out the details of the new model for allocating special education teachers to schools.
The revised allocation model replaces the generalised allocation process at primary and post primary school level for learning support and high incidence special educational needs, and the National Council for Special Education (NCSE) allocation process which provided additional resource teaching supports to schools, to support pupils assessed as having Low Incidence disabilities.
Under the previous allocation model there was no recourse to either parents or schools to appeal the General Allocation of resources for schools, which were based on set levels of allocation per school enrolments.
The NCSE appeal process for parents and schools, which had been in place under the previous allocation model, related only to applications for support to the NCSE to provide additional resource teaching time to schools for individual pupils assessed as having low incidence special educational needs.
As the revised allocation model provides a baseline allocation for all schools, combined with a school profiled allocation, it no longer includes a requirement for applications to be made to the NCSE to provide supports for individual children, who would have previously qualified under the low incidence special educational needs category.
Accordingly, there is therefore no longer a requirement, or necessity, for parents to appeal an application made to the NCSE to have additional resource hours allocated to a school to support their child.
The new model provides one single allocation to schools based on the profile. Schools will be frontloaded with resources to provide additional teaching support to all pupils who need such support.
Where parents have concerns that their child is not getting access to the support the child needs, they should raise this concern with the Principal and in the event that they are not happy with the response they should raise this with the Board of Management.
As the profiled allocation is made to the school, schools may appeal the basis of this allocation and specifically whether the data used to calculate the profile was correct and whether it was correctly applied in the case of the school.
The NCSE has published details of the appeals process on the NCSE website: www.ncse.ie. Should a school wish to appeal they should do so by March 31st 2017.
Schools will be able to appeal whether the data used to calculate their school profile was correct and complete and whether it was correctly applied in the calculation of their 2017/18 allocation.
DES Circulars 0013/2017 and 0014/2017 outline the basis on which the Education Research Centre determined the allocations for all schools.
In advance of the submission of an appeal, schools should read carefully the DES circulars and in particular the relevant section, which relates to the breakdown of the allocation, which may be under consideration for appeal.
The model will also 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 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 schools profile has changed very significantly since the allocation was made to the school, may an additional allocation of hours be made to the school.
Guidelines for schools on the organisation, deployment and use of their special education teachers to address the need of pupils with special educational needs are also being prepared and will be published shortly.
The Guidelines will support schools to reflect on how they can review and manage their timetabling practices to ensure the timetable is sufficiently flexible to meet the needs of all pupils in their school who have special needs. The Guidelines encourage schools to ensure they deploy their resources appropriately to meet the needs of all of the children in their school who require additional teaching support, including pupils with emerging needs, or new entrants.