Written Answers Nos. 67-78
67. Deputy Peter Burke asked the Minister for Education and Skills the status of a school (details supplied) regarding its application to the school building programme for the development of a new school; and if he will make a statement on the matter. [16493/17]
Amharc ar fhreagraThe Deputy will be aware that a building project for the school in question is included in my Department's 6 year Construction Programme (2019/21).
My Department has identified a suitable site as a permanent location for the school to which he refers and the acquisition process is underway. Discussions are ongoing in relation to the provision of access to the site and officials in my Department are working with officials from Westmeath County Council in this regard.
I can assure the Deputy that the acquisition of a new site for the school is a priority for the Department and officials are working to complete this process as expeditiously as possible.
My Department will continue to liaise directly with the school authorities concerned in the context of progressing the project through the architectural planning process.
68. Deputy Joan Burton asked the Minister for Education and Skills the discussions he has had with Ministers in respect of the redress scheme; if he has spoken to the chief executive officer of Caranua; the amount that remains in Caranua funds for distribution to persons entitled to support from funds; and if he will make a statement on the matter. [16516/17]
Amharc ar fhreagraCaranua is an independent statutory body established under the Residential Institutions Statutory Fund Act 2012. The legislation provides that €110 million in contributions from religious congregations will be made available to Caranua to help meet the needs of persons who, as children, were abused in residential institutions. To date some €97 million, comprising contributions and associated interest, have been received from congregations and deposited in the special investment account opened by the National Treasury Management Agency (NTMA) in accordance with section 29 of the 2012 Act. It is expected that the remaining congregational contributions earmarked for Caranua will be received by 2018.
I understand that in the period from its establishment in March 2013 to end December 2016 Caranua had expended some €56 million in support of former residents together with some €5 million on administration costs.
I had a very useful meeting with the Chair and Chief Executive of Caranua in December 2016 and my officials hold regular meeting with Caranua to discuss a range of relevant matters.
Caranua operates independently of the redress scheme administered by the Residential Institutions Redress Board.
69. Deputy James Lawless asked the Minister for Education and Skills when he will conduct a review of the leaving certificate science curriculum in view of the fact that students who commenced their second level education in 2016 have commenced the new junior cycle science curriculum. [16714/17]
Amharc ar fhreagraWith regard to the Leaving Certificate Science subjects, new draft specifications for Leaving Certificate Biology, Chemistry and Physics have been prepared by the National Council for Curriculum and Assessment (NCCA). A very important feature of these new specifications is the introduction of practical assessment components. The NCCA has recommended that, in each of these subjects, there should be a 90-minute, externally-assessed practical examination, attracting 30% of the overall marks for the Leaving Certificate examination. Candidates will be directly assessed by observation of how they perform the practical activities and indirectly assessed through a subsequent assessment of the work they generate.
As this is a new development, the specifications have been approved by my Department, on a provisional basis, pending a trial of the assessment arrangements. The State Examinations Commission (SEC), in consultation with the NCCA, has been asked by my Department to carry out this trial and preparations are well underway. The trial is planned to take place during the fourth quarter of 2017, as outlined in my Department's Action Plan for Education 2017, and is likely to involve approximately twenty-five schools. The SEC has, in the past week, issued an invitation to schools to take part in the trial. Students from Leaving Certificate Biology, Chemistry, and Physics classes will participate. In some schools the trial will be in just one of the subjects, while others will have the trial practical examination in two or all three subjects. This is to ensure that the feasibility and implications of running such examinations in all three subjects are properly assessed.
In addition to these developments, the NCCA has completed a new subject specification for Leaving Certificate Agricultural Science and this has been approved by my Department for implementation.
These developments provide important opportunities to increase interest in and take-up of STEM subjects and progress the Action Plan for Education.
70. Deputy Thomas P. Broughan asked the Minister for Education and Skills the status of his examinations of the Cassells report on the funding of third level education; and if he will make a statement on the matter. [16494/17]
Amharc ar fhreagra73. Deputy Joan Burton asked the Minister for Education and Skills the timeframe for finalising decisions on third level funding and implications for student fees arising out of the Cassells report; his plans with regard to the third level registration fee; and if he will make a statement on the matter. [16506/17]
Amharc ar fhreagraI propose to take Questions Nos. 70 and 73 together.
The Expert Group on Future Funding for Higher Education, under the chairmanship of Peter Cassells, 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 Oireachtas Joint Committee on Education and Skills for consideration. However, it is important to recognise, as the Cassells Report has done, that doing nothing is not an option and that other measures to improve equality of access will also be necessary.
While Cassells deals with the medium and long term funding needs of higher education my Department and I also have to consider the immediate challenges and in that context the Department placed a particular focus on this area in Budget 2017 securing additional funding for the sector for the first time in recent years. In Action Plan Education 2017, Higher Education will be a particular focus.
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. This review will complement the ongoing work by the Oireachtas Committee in relation to the Cassells report.
It is approaches such as these that will contribute to and inform the development of a long-term sustainable funding model.
71. Deputy Richard Boyd Barrett asked the Minister for Education and Skills the detail of the advice given by the National Council for Curriculum and Assessment, NCCA, to his Department regarding the separation of children for faith formation in community national schools; and if he will make a statement on the matter. [16699/17]
Amharc ar fhreagra81. Deputy Richard Boyd Barrett asked the Minister for Education and Skills if he will report on the situation in community national schools regarding the separation of children for faith formation classes; and if he will make a statement on the matter. [16698/17]
Amharc ar fhreagraI propose to take Questions Nos. 71 and 81 together.
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 and is a common programme suitable for pupils of all faiths and beliefs. The GMGY programme is being developed by the National Council for Curriculum and Assessment (NCCA) and delivered on an action research basis. The action research approach allows for the development of the curriculum with the content and approaches being adjusted and adapted based on feedback on the material and methodologies.
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.
72. Deputy Mick Wallace asked the Minister for Education and Skills his views on County Wexford's low third level educational attainment rates, which according to the Wexford Local Economic and Community Plan 2016-2021, are the third lowest in the country; the actions he is taking to address this issue; and if he will make a statement on the matter. [16542/17]
Amharc ar fhreagraThe higher education system continues to respond strongly to the challenge of meeting Ireland’s human capital needs. While the economic recovery has created a strong and growing demand for graduate level employment, the higher education system continues to expand and enrol more students, and to provide an increasing supply of graduates for the labour market. Overall student numbers in the sector increased from 196,000 in 2011/12 to about 210,000 in 2014/15. In addition to this general growth, additional programmes have been put in place to address specific skills needs, through the Springboard+ programme and the ICT skills initiatives.
The performance of the Higher Education system in meeting human capital needs is also strong by comparison with other European countries: Ireland has one of the highest rates of 30–34-year-olds with higher education attainment, and Ireland performs particularly strongly in terms of graduates with STEM qualifications when considered against fellow EU member countries.
Ireland ranks 3rd in the EU28 in its tertiary attainment rate (Higher Education Qualification) (52.3% in 2015) for 30 – 34 year olds. We are still significantly ahead of the EU28 average which rested at 38.7% in 2015. This strong performance is confirmed in the recent OECD publication Education at a Glance which was published on 15 September 2016 and which placed Ireland 6th in the OECD in terms of its Tertiary Attainment Rate amongst 25-34 year olds.
International benchmarks show that Ireland continues to be a leading European country in overall educational attainment at tertiary level, and particularly so for younger cohorts of the population. This reflects both the strong demand for tertiary education in Ireland and the strong incentives that are built into the funding model to encourage institutions to seek higher enrolment numbers.
The latest information available from the Higher Education Authority (HEA) demonstrates that the total number of graduates who gave their County of origin as Wexford, from all HEA funded Higher Education Institutions (HEIs), was 1,610 in 2014/15. This is an increase of 13% over five years from the equivalent figure of 1,424 in 2010/2011.
Next Steps:
The outlook for future skills needs shows demand for higher education graduates from enterprise continuing to increase, along with growing demands from the increasing pool of school leavers.
The implementation of a System Performance Framework, Strategic Dialogue and the agreement of compacts with the Higher Education Institutions underpins a changed relationship between the State and the higher education system, and this provides for a new level of accountability for public funding against national objectives.
I published the second Systems Performance Report in December 2016 and this reviewed the performance of the higher education system for the years 2014 and 2015, in critical areas such as access and its responsiveness to skills needs of the economy.
I am now developing a new Systems Performance Framework for the period 2017 – 2021 which will set out the ambition, goals and objectives for higher education for this five year period.
In terms of County Wexford specifically, one of the most ambitious objectives of the System Performance Framework is an extensive restructuring of the higher education landscape, involving institutional mergers and new collaborative arrangements.
The Institute of Technology Carlow already have a Wexford Campus, based in Wexford Town, which offers an extensive range of award qualifications from Level 6 through to postgraduate Level 9 on the national Framework of Qualifications (NFQ).
I can also assure the Deputy that there are plans in place for the development of a Technological University for the whole South-East region. The Technological University for the South-East (TUSE) project was initiated in 2011 and consists of a consortium involving the Institute of Technology Carlow and Waterford Institute of Technology.
Strategic vision for TUSE:
The core elements of a new agreed vision and values for the TUSE have already been set out by both Institutes and includes a commitment to:
- A systematic focus on the preparation of graduates for complex professional roles in a changing technological world;
- Advancing knowledge through research and scholarship;
- Dissemination of this knowledge to meet the needs of society and enterprise;
- Particular regard to the needs of the region.
In relation to the legislation, to underpin the development of Technological Universities, the third Government Legislative Programme of this new Partnership Government was published on 17 January 2017, and the Technological Universities Bill is listed on the Dáil Order Paper and is awaiting Committee Stage.
Following the finalisation of the ongoing consultation process I will then advance the legislation having determined a position in relation to any matters raised.
In addition to the merger projects, work is ongoing on greater inter-institutional collaboration in order to enhance the ability of institutions to respond to regional needs. The implementation of actions in the National Skills Strategy including the further development and work of the Regional Skills Fora which will be responsible for bringing together higher and further education providers to better align education provision with skills needs. Further actions include the planned entrepreneurship education policy statement and foreign languages in education strategy and implementation of the ICT skills action plan and ongoing engagement between higher education and employer interests will all contribute to addressing the issues raised in the coming years.
74. Deputy Richard Boyd Barrett asked the Minister for Education and Skills when a school (details supplied) will be advised as to whether its revised building project to relieve overcrowding will be funded by his Department; the timeframe for the project; and if he will make a statement on the matter. [16696/17]
Amharc ar fhreagraThe school to which the Deputy refers was approved funding to build 2 mainstream classrooms and 2 resource rooms under my Department’s Additional Accommodation Scheme 2013.
The school authority recently submitted an alternative proposal to use the approved funding to provide a range of different and mostly ancillary accommodation and works to the external environment none of which reflects the original approval given. Critically, the extra mainstream classes approved were not included in the proposal.
The school authority have been informed that this development is not acceptable to the Department. It has also been informed that the funding is still available to build the accommodation that was originally approved. My Department awaits to hear from the school in this matter.
75. Deputy Joan Burton asked the Minister for Education and Skills the status of the Technological Universities Bill 2015; and if he will make a statement on the matter. [16509/17]
Amharc ar fhreagraAs the Deputy will be aware, the Programme for Government outlines that this Government will continue to support the creation of Technological Universities. This is in line with the National Strategy for Higher Education to 2030 which provides a framework for the development of the higher education sector to 2030. With regard to the institute of technology sector, the Strategy recommended significant reforms to position the sector to meet national strategic objectives. In particular, the Strategy recommended consolidation within the sector and a pathway of evolution for those consolidated institutes of technology, to allow them to demonstrate significant progress against robust performance criteria and to apply to become technological universities.
In relation to the legislation, the third Government Legislative Programme of this Partnership Government was published on 17 January 2017, and the Technological Universities Bill is listed on the Dáil Order Paper and is awaiting Committee Stage.
I recognise that there were a significant number of matters raised previously in respect of the Bill at both Committee and Report Stage. It is my intention to consult with all of the relevant stakeholders in relation to both the matters raised during the legislative process and the commitments contained in the Programme for Government. Following the finalisation of this consultation process I will then advance the legislation having determined a position in relation to any matters raised as part of this consultation process.
76. Deputy Fiona O'Loughlin asked the Minister for Education and Skills his plans to expand on information technology training and ongoing support provided to teachers using tablets in the classroom; and if he will make a statement on the matter. [16545/17]
Amharc ar fhreagraThe 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.
An advice sheet on the adoption of tablets in schools is available on the Professional Development Service for Teachers (Technology in Education - PDST TIE ) website detailing what tablets can offer a school, educational considerations, purchasing considerations and software.
The PDST TIE, which operates under the remit of my Department, provides a range of support services for schools on the effective use of digital technologies in teaching, learning and assessment. Details of its supports are available on its website www.pdsttechnologyineducation.ie.
The new Digital Strategy for Schools 2015-2020 (Enhancing Teaching, Learning & Assessment), 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.
As part of this Strategy my Department will:
- Develop a digital learning framework to provide schools with clarity on how to embed ICT in teaching, learning and assessment. The framework will assist the Department and its support services in providing appropriate support materials and services to principals and teachers on embedding ICT into their practice and will inform the design of all future teacher professional learning opportunities.
- Provide advice on ICT equipment and digital learning tools that are best-suited to support learning and teaching in schools supported by best practice videos and case studies.
- Enhance the access to and impact of CPD delivery formats to include online and blended learning programmes.
- Ensure consistency of approach in the embedding of ICT in CPD and other support services for schools.
- Update the eLearning Planning resource for schools (step by step guide to the development of the school’s e-Learning Plan).
- Enable schools to access high quality digital content and promote the sharing of digital resources and good practice among teachers.
The implementation of the strategy is currently underway. Funding of €210m for ICT Infrastructure is committed towards its implementation including €30m already distributed to schools in the current school year, rising to €50m annually towards the end of the Strategy.
77. Deputy John Curran asked the Minister for Education and Skills his plans with regard to providing applied behavioural analysis, ABA, schools for children with autism; the number of such schools currently funded by his Department; his plans to increase the supply of ABA schools; the reviews regarding the performance and outcomes of ABA schools which have been undertaken by his Department in recent years; and if he will make a statement on the matter. [16711/17]
Amharc ar fhreagraMy Department's policy is to promote a child-centred approach to education of all children with special educational needs, including those with autism, in school settings.
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.
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.
This network includes 126 ASD early intervention classes, 526 primary ASD classes and 236 post-primary ASD classes in mainstream schools and 125 Special School of which 20 are ASD special schools.
My Department previously funded 13 centres through an ABA pilot scheme funded for the period 1999-2011. All of these centres applied for and were granted provisional recognition as special schools for children with Autism Spectrum Disorders in 2010 and are currently being supported by my Department under a transitional agreement. These schools now form part of the network of specialised placements for students with ASD.
As each child with autism is unique, they should have access to a range of different approaches to meet their individual needs. This facilitates access to individualised education programmes which can be supported by Special Needs Assistants and fully qualified professional teachers who may draw from a range of autism-specific interventions, including Applied Behaviour Analysis (ABA), Treatment and Education of Autistic Communication Handicapped Children (TEACCH) and Picture Exchange Communications System (PECS) as well as the appropriate school curriculum with the option, where possible, of full or partial integration and interaction with other pupils.
The use of ABA as part of the range of interventions may be particularly useful for addressing behavioural issues. My Department supports the use of ABA and training is provided for teachers in its use.
However, my Department does not accept, based on research, advice and best practice, that ABA should be the only approach used. While ABA may help to improve behaviour, other approaches, such as a number of those, to which I have referred, are just as important in developing children's communication and speech skills.
All recognised schools must operate in line with this policy. This policy has been informed by published research, including the Report of the Task Force on Autism (2001), the Evaluation of Educational Provision for Children with Autistic Spectrum Disorders (ASD) (2006) and the NCSE’s policy advice on Supporting Students with Autism Spectrum Disorder (2016).
78. Deputy Noel Rock asked the Minister for Education and Skills if Ireland already spends more per student than most other EU countries; the spending increases that should be expected in conjunction with primary school reform; and if he will make a statement on the matter. [16619/17]
Amharc ar fhreagraIn the most recent data available, Ireland ranked 10th among EU countries in terms of annual expenditure on educational institutions per student. Further information in this context is available in the OECD’s 2016 Education at a Glance Report (with particular reference to indicators B1 and B3), available on the OECD i-Library website. (Link: http://www.oecd-ilibrary.org/education/education-at-a-glance-2016_eag-2016-en).
In relation to spending increases associated with primary school reform, it is not possible at this stage to accurately project the increases that may be necessary. The Action Plan for Education 2016-2017 includes actions related to the continued rollout of the new Primary Languages Curriculum, development of a new Primary Mathematics Curriculum, as well as a broad review of the structure of, and time allocation for, the Primary School Curriculum. This review is being conducted by the National Council for Curriculum and Assessment (NCCA) which advises my Department on curriculum matters generally. In addition to curriculum development costs arising for the NCCA, the implementation and development of new and revised curricula gives rise to costs in terms of the Continuing Professional Development (CPD) required for teachers in schools. Some infrastructural costs may also arise.
