Written Answers Nos. 184-199
184. Deputy Peadar Tóibín asked the Minister for Education and Skills the number of schools that have developed a sruth whereby an Irish language stream is established within an English speaking school; the schools which have done this; and the detail of the costs involved. [17595/17]
Amharc ar fhreagraA sruth is a limited provision of tuition through the medium of Irish, within a parent school where English is the language of communication and teaching language of the school. My Department understands that 16 schools are operating sruthanna and the list of schools in question is outlined in the table for the Deputy’s information. A sruth is an informal arrangement made within a school’s existing resources.
|
- |
Contae |
Ainm na Scoile |
|
1 |
An Lú |
Coláiste Rís |
|
2 |
An Lu |
Coláiste Chú Chulainn |
|
3 |
Dún na nGall |
Gairmscoil Mhic Dhiarmada |
|
4 |
Dún na nGall |
Pobalscoil Chloich Cheannfhaola |
|
5 |
Gaillimh |
Coláiste Iognáid |
|
6 |
Corcaigh |
Coláiste Pobail Bheanntraí |
|
7 |
Corcaigh |
Coláiste Chríost Rí |
|
8 |
Corcaigh |
Cobh Community College |
|
9 |
Corcaigh |
Coláiste an Chraoibhin |
|
10 |
Cill Chainnigh |
City Vocational School |
|
11 |
Luimneach |
Gaelcholáiste Uí Chonba |
|
12 |
Uíbh Fhailí |
Ard Scoil Chiarain Naofa |
|
13 |
Tiobraid Árann |
Nenagh Vocational School |
|
14 |
Tiobraid Árann |
Coláiste Mhuire Co-Ed |
|
15 |
An Iarmhí |
Athlone Community College |
|
16 |
Átha Cliath |
Sancta Maria CBS |
185. Deputy Éamon Ó Cuív asked the Minister for Education and Skills if he will review his decision to refuse funding to a school (details supplied) for two extra classrooms; and if he will make a statement on the matter. [17669/17]
Amharc ar fhreagraI wish to advise the Deputy that the school referred to applied to my Department for additional accommodation to cater for an increase in enrolments.
The long term projected staffing for this school is for a Principal plus 8 mainstream teachers and, in that regard, a major building project to provide a new 8 classroom building for the school concerned is currently on site.
In considering the school’s request for additional accommodation, to provide for an addition mainstream teacher, it was noted that demographic growth in the area in question is projected to remain stable in the coming years. With 18 schools serving the catchment area, it is not considered necessary for the school in question to expand beyond an 8 classroom school.
As the major project is currently on site it is not possible to include any additional accommodation at this time as any alteration to the floor area would significantly delay the project.
In that regard, the school authority has been advised to manage enrolments so that they do not exceed the capacity of the new school building.
186. Deputy Éamon Ó Cuív asked the Minister for Education and Skills if he will meet representatives of a school (detail supplied) to discuss the exclusion of the school from the recent extension to the DEIS scheme, in view of the social exclusion and diversity of the school pupils; and if he will make a statement on the matter. [17674/17]
Amharc ar fhreagraI wish to advise the Deputy that I am not in a position to meet representatives from individual schools in relation to these matters.
The key data sources used in the DEIS identification process are the DES Primary Online Database (POD) and Post-Primary Online (PPOD) Databases, and CSO data from the National Census of Population as represented in the Pobal HP Index for Small Areas which is a method of measuring the relative affluence or disadvantage of a particular geographical area. Variables used in the compilation of the HP Index include those related to demographic growth, dependency ratios, education levels, single parent rate, overcrowding, social class, occupation and unemployment rates. This data is combined with pupil data, anonymised and aggregated to small area, to provide information on the relative level of concentrated disadvantage present in the pupil cohort of individual schools.
I am satisfied that the new DEIS Identification Model used to assess the level of disadvantage among the pupil cohort of a school has been applied fairly using centrally held data adopting an objective and scientific approach which has been uniformly applied for all schools in the country.
Full details of the process involved in the assessment of schools is available on my Departments website at www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/.
I also wish to inform the Deputy that a communication to all schools will issue shortly to provide information on the identification model including details of how the datasets are used to determine a schools level of disadvantage; the importance of data quality to the process and the need for schools to provide detailed and up to date information to my Department's online pupil databases.
In terms of the process to date, as I have already pointed out, the position in relation to the new model is that, in its initial application, it has identified that there are schools not previously included in DEIS, whose level of concentrated disadvantage is significantly higher than many schools already in the programme. Accordingly, I am moving as a first step to include these schools within the DEIS School Support Programme.
It is important to note that this is a first step in a process and the fact that a school has not been included now does not preclude its inclusion at a later date should the assessment indicate a level of disadvantage that warrants additional supports. As I have also previously stated, I am fully aware that there are further schools whose concentrated level of disadvantage may not be at the highest level, but may nevertheless be at a level which warrants additional supports for pupils under DEIS.
The implementation of the new objective central data-based model of identifying levels of disadvantage within school populations will be followed by a further programme of work to create a more dynamic model where levels of resource more accurately follow the levels of need identified by that model. The completion of this work will inform ongoing provision and consideration will be given to extending DEIS supports to a further group of schools as resources permit.
187. Deputy Lisa Chambers asked the Minister for Education and Skills the details of the working group which he has established to look at the GMIT Mayo campus; the persons that will sit on the working group; if they will meet in public or private; if the minutes of meetings will be made available to the public; the terms of reference for the working group; the person the working group will report to; the timeline for the working group to report; the overall objective of the working group; and if this working group will liaise with the already established community working group that has been established. [17677/17]
Amharc ar fhreagraI recently announced the establishment of working group which will work to formulate a plan for a sustainable future of the Mayo Campus in Castlebar. The Working Group will be required to present a full report to the Higher Education Authority’s (HEA) Finance Committee in the third quarter of 2017. It will be engaging with the Local Enterprise Office, IDA Ireland and Enterprise Ireland, as well as the Implementation Committee of the Regional Action Plan for Jobs West which is charged with overseeing the delivery of 25,000 jobs across Mayo, Roscommon and Galway over the lifetime of the Plan. GMIT is also represented on the Atlantic Economic Corridor Steering Group, which is a key part of the Action Plan on Rural Development.
My Department and the HEA recognise the particular challenges attached to multi-campus provision in both GMIT and other institutes of technology. A major review of the funding allocation model of higher education has commenced and the review will look at how the future model can take account of the additional costs associated with these arrangements. My Department and the HEA are committed to such multi-campus provision, including Castlebar.
The HEA and GMIT Governing Body have re-confirmed to my Department their commitment to implementing a viable development plan for the Castlebar campus as part of this process and GMIT has appointed an Interim Head of the campus in Castlebar to lead this process.
Funding overall for the higher education sector is a key concern for me, particularly in light of the additional pressure that will fall on the system over the next decade or so – an issue which is clearly set out in the Report of the Expert Group on the Future Funding for Higher Education, which is currently with the Joint Oireachtas Committee for consideration. However, in seeking to address the issue in the short term, I have for the first time in nine years secured additional funding for the sector with €36.5m additional being made available this year and €160m additional overall over the next three years.
In addition, the Department of Education and Skills and the Department of Public Expenditure and Reform are currently undertaking a public consultation process on a proposed Exchequer-employer investment mechanism for higher education and further education and training. It is estimated that the mechanism, which proposes an increase in the national training fund levy from 0.7% to 1% between 2018 and 2020, could yield close to an additional €200 million revenue in 2020. Comments on the proposal may be submitted to the Department by 5 p.m. on Thursday, 13 April. Full details of the consultation process are available on the websites of both Departments. The intention is that, taken together, these approaches will contribute to and inform the development of a long-term sustainable funding model for the higher education and further education and training sectors.
188. Deputy Brendan Griffin asked the Minister for Education and Skills his views on a matter (details supplied); and if he will make a statement on the matter. [17696/17]
Amharc ar fhreagraEquality and fairness are of course at the heart of everything this Government is trying to do, particularly in the education area where I am particularly focused on creating better opportunities for people from disadvantaged communities in our schools system and in higher education. The recent Budget contained measures to deliver on this.
The public service agreements have allowed a programme of pay restoration to start. I have used this to negotiate substantial improvements in pay for new teachers. The agreement reached with TUI and INTO in September will see pay rises of between 15-22% (between €4,600 and €6,700) for new entrant teachers. The agreements also provide for earlier permanency for younger teachers, new promotion opportunities and new flexibilities in working hours. The pay increases for new teachers were also available to ASTI members under the proposals which members recently balloted on.
The agreements have restored an estimated 75% of the difference in pay for more recently recruited teachers and deliver full equality at later points in the scale. This is substantial progress and strikes an equitable balance with other claims for funding on my Department, particularly needs such as enhanced service for children with special educational needs, for disadvantaged schools, for growing schools, for Higher Education and for apprenticeships.
Further negotiation on new entrant pay cannot focus on just one sector. A broader assessment of pay and new entrant pay across the Public Service will be informed by the analysis of the Public Service Pay Commission.
The Government established the Commission to examine pay levels across the public service, including entry levels of pay. The Government also supports the gradual, negotiated repeal of the FEMPI legislation, having due regard to the priority to improve public services and in recognition of the essential role played by public servants.
I accept that the teacher unions have outstanding pay demands and that the new entrant deal does not travel the full distance that they set out to achieve. However, it does represent significant progress, and the door is not closed to the trade union movement seeking to advance the issue further in the context of future public service pay talks. Indeed, negotiations on a successor agreement to Lansdowne Road will shortly get under way.
The new Junior Cycle has been developed over several years and is now in the process of being implemented. The new Framework for Junior Cycle gives students the opportunity to develop a wider range of knowledge and skills – to equip them for further learning, for work, for responsible and active citizenship, and for healthy living. It gives students better learning opportunities, and rewards and recognises non-academic performance and achievements, with a central focus on the student’s quality of life, wellbeing and mental health. Third year students will sit the new Junior Cycle English examination in June of this year, which is the first new subject specification to be introduced under the Framework for Junior Cycle.
I welcomed the guidance from the State Exams Commission which was issued to schools earlier this month. It provided an important reassurance for Junior Cycle students and their parents that all students sitting their final examinations this year will have access to the full 100% of marks available for their English examination. An ASTI statement provided further reassurance in this regard. Schools have been notified of a second calendar window in the 2016/17 school year to allow for the completion and submission of the Junior Cycle English Assessment Task by students who were prevented from meeting the initial deadline. This Assessment Task is externally assessed (which was always the case) and forms part of the final examination marked by the State Examinations Commission (SEC).
The Croke Park hours are part of wider productivity measures introduced under the Public Service Agreements that require all public servants to work additional time for no additional payment.
The Croke Park hours represent a real reform with significant benefits for parents and children. In schools, the Croke Park hours are 33 additional hours a year at post primary (36 hours at primary) worked by teachers. They are a valuable resource within the school system which allow certain essential activities involving the entire teaching staff or groups of teachers to take place. These include staff meetings, parent-teacher meetings, school planning, subject planning and mandated Continuous Professional Development.
Before the Croke Park hours were introduced, these activities ate into tuition time. This meant that schools closed for full days or half days in order to carry them out, causing interruption to tuition and significant inconvenience for parents, as well as child care costs – particularly for primary parents.
It is important to note that many public servants committed significantly more hours than this under the public service agreements. Across the public services – education, health, local authorities, civil service etc. - the additional time being provided represents about 450,000 additional hours per annum or the equivalent of between 12,000 and 13,000 public service posts. That is a serious productivity benefit for the Exchequer. Replacing those hours would cost hundreds of millions of euro.
In response to concerns expressed by teacher trade unions regarding the use of the Croke Park hours, my Department agreed with TUI and INTO to carry out a review of their usage under the Lansdowne Road Agreement. This review, which also involves the school management bodies is now under way and will have regard to teacher professional judgement, system and school requirements and experience to date of best practice in the use of the hours.
The review provides for an up-front increase in the quantum of time allowed for planning and development work on other than a whole-school basis. The original Croke Park Agreement provided that all Croke Park hours (36 for primary and 33 for post-primary annually) would be worked on a whole-school basis. The Haddington Road Agreement provided that up to 5 of the hours could be worked on a less than whole-school basis (e.g. small groups of subject teachers). The recent agreement increases this maximum to 8 hours in September 2016 and 10 hours in September 2017.
189. Deputy Fergus O'Dowd asked the Minister for Education and Skills the developments to date on the proposed new school at a location (details supplied); and if he will make a statement on the matter. [17733/17]
Amharc ar fhreagraThe project to which the Deputy refers has reached an advanced stage of architectural planning, Stage 2(b), which involves securing the statutory approvals and the preparation of tender documents.
The Stage 2(b) submission has recently been submitted to my Department. Upon review of the submission my Department will revert to the Board of Management with regard to the further progression of the project to tender and construction.
190. Deputy Kevin O'Keeffe asked the Minister for Education and Skills if he will expedite the provision of a school project (details supplied). [17736/17]
Amharc ar fhreagraI wish to advise the Deputy that my Department is not in receipt of a recent application from the school referred to in respect of its accommodation needs.
It is open to any school to submit an application to my Department if they have identified a deficit of classroom accommodation to meet increasing enrolments or to accommodate an additional teacher appointment. Application forms can be accessed on my Department's website www.education.ie.
191. Deputy Tom Neville asked the Minister for Education and Skills when the new secondary school in Croom, County Limerick will go to tender. [17740/17]
Amharc ar fhreagraThe building project for the school to which the Deputy refers has been devolved for delivery to the Limerick and Clare Education and Training Board (LCETB). LCETB has advised that it is currently in the process of preparing tender documents. The project can be tendered when the preparation of the tender package has been completed.
192. Deputy Eamon Scanlon asked the Minister for Education and Skills the position regarding funding to purchase equipment for a person (details supplied) in accordance with circular 0010/2013; and if he will make a statement on the matter. [17741/17]
Amharc ar fhreagraAn application and for Assistive Technology under the terms of Circular 0010/2013 was received by my Department in relation to the individual concerned.
The purpose of this scheme is to provide grant aid to schools to allow them purchase the type of specialist equipment which has been recommended by the National Council for Special Education (NCSE) as being essential for pupils with physical or communicative disabilities where, without such equipment, it would not be possible for them to access the school curriculum.
The application for assistive technology was examined by the Special Education Needs Organiser (SENO) assigned by the NCSE to the school. Consideration was given to the Professional Report provided with the application and the criteria set out in Circular 0010/2013. The application was refused as all the terms of Circular 0010/2013 were not met.
An appeal on this decision was submitted to the Schools Financial Division of my Department and the application was reviewed as requested.
I regret to state that having regard to the terms of Circular 0010/2013 (in particular Section 8.2 regarding professional assessments and documents required) and the Special Educational Needs Organiser’s recommendation, funding has not been sanctioned to purchase the equipment at this time.
193. Deputy Ruth Coppinger asked the Minister for Education and Skills if his attention has been drawn to the lack of permanent contracts in SOLAS and FÁS; and if he will make a statement on the matter. [17753/17]
Amharc ar fhreagra194. Deputy Ruth Coppinger asked the Minister for Education and Skills if his attention has been drawn to cases of workers that have been employed for over eight years by SOLAS through agencies to fill the same post and that are unable to seek permanency in view of the fact they are considered contract workers; and if he will make a statement on the matter. [17754/17]
Amharc ar fhreagraI propose to take Questions Nos. 193 and 194 together.
I understand from SOLAS that they procure the services of subject matter experts, and certain services for temporary work load requirements, through a number of employment agencies. SOLAS have informed me that the work being carried out would be of a temporary nature and would not lend itself to a full-time permanent appointment. They are aware, however, that a small number of agency workers would have been provided to FÁS/SOLAS by different agencies in excess of an eight year period but this would not have been a continuous period over this timeframe.
My Department has agreed a Work Force Plan with SOLAS and a recruitment process has commenced for a number of positions across the organisation. The majority of these positions are open to all applicants.
195. Deputy Bobby Aylward asked the Minister for Education and Skills the reason a person (details supplied) is alleging that they are not being paid for services provided in 2014 and 2015 by a training company (details supplied) which is funded by his Department; if his attention has been drawn to the fact that there are other sole traders in a similar position; and if he will make a statement on the matter. [17761/17]
Amharc ar fhreagraMy Department provides funding from the National Training Fund (NTF) to Skillnets Ltd to provide upskilling for people in employment and unemployed people. This funding is used by Skillnets to provide grants to training networks nationally.
Each individual training network has a contracting organisation attached to it which contracts for the training required. The company referred to by the Deputy is not funded directly by Skillnets but by the contracting organisation for the training network.
I understand from Skillnets that the company referred to by the Deputy and one other company have outstanding claims for payment with this contracting organisation and that the contracting organisation is working with the companies to settle these final payments.
196. Deputy Michael Healy-Rae asked the Minister for Education and Skills his views on pupil-teacher thresholds in schools (details supplied); and if he will make a statement on the matter. [17763/17]
Amharc ar fhreagraThe criteria used for the allocation of teaching posts for the 2017/2018 school year is set out in the Staffing Schedule (Circular 0017/2017) which is available on the Department website. The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on 30 September 2016.
The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally irrespective of location.
The staffing schedule also includes an appeals mechanism for schools to submit an appeal under certain criteria to an independent Appeals Board.
The school referred to by the Deputy submitted an application for consideration by the Appeals Board at its April meeting.
The Appeals Board operates independently of the Department and its decision is final.
197. Deputy Carol Nolan asked the Minister for Education and Skills the capital and current allocation over each of the past ten years for school book rental; the number of schools that received a capital allocation to purchase books to establish a scheme; and if he will make a statement on the matter. [17765/17]
Amharc ar fhreagraMy Department provides funding of €16 million annually to schools to support the operation of school book rental schemes for students in all recognised primary and post-primary schools within the Free Education Scheme.
The arrangements in relation to this scheme are set out in Circular 0046/2013 which is published on my Department's website.
In addition, Budget 2014 provided funding of €5 million per annum for three years to support the establishment of book rental schemes in primary schools that did not operate such schemes. 449 schools committed to establishing such a book rental scheme. DEIS schools received €150 per pupil and non-DEIS schools received €100 per pupil in seed capital to establish book rental schemes. 70% of the funding was paid in 2014 with the remaining 30% being paid in May 2015.
2,620 primary schools that were operating book rental schemes prior to 2014 also benefited from this funding. DEIS schools received €20 per pupil and non-DEIS schools received €18 per pupil over the two year period 2015 and 2016. These arrangements are set out in Circular 0030/2015 which is published on my Department’s website.
Every primary school has now been given the opportunity to benefit from the funding secured for the establishment of School Book Rental Schemes. The most recent figures available at primary level indicate that 95% of primary schools operate a book rental scheme.
The most recent figures available at post-primary level indicate that 65% of schools operate book rental schemes.
The tables give a breakdown of funding provided by my Department for the operation of school book rental schemes to primary schools for the period from 2006 to 2016 and for post-primary schools for the period from 2009 to 2016. The breakdown for book grant funding at post-primary level is not readily available for the period 2006 to 2008.
Funding for Primary and Post Primary School Book Grant
Post Primary Schools Book Grant
|
Year |
Standard Book GrantPaid |
|
2009 |
€3,195,671 |
|
2010 |
€7,801,046 |
|
2011 |
€7,968,084 |
|
2012 |
€8,085,243 |
|
2013 |
€8,273,229 |
|
2014 |
€8,410,203 |
|
2015 |
€8,610,096 |
|
2016 |
€8,747,325 |
Primary Schools Book Grant
|
Year |
Standard Book Grant Paid |
Seed Capital for Book Rental |
Total |
|
2006 |
€5,493,959 |
€5,493,959 |
|
|
2007 |
€6,324,253 |
€6,324,253 |
|
|
2008 |
€6,466,426 |
€6,466,426 |
|
|
2009 |
€3,810,000 |
€3,810,000 |
|
|
2010 |
€6,870,617 |
€6,870,617 |
|
|
2011 |
€6,906,112 |
€6,906,112 |
|
|
2012 |
€6,980,684 |
€6,980,684 |
|
|
2013 |
€7,090,319 |
€7,090,319 |
|
|
2014 |
€7,198,663 |
€4,996,160 |
€12,194,823 |
|
2015 |
€7,295,476 |
€5,489,790 |
€12,785,266 |
|
2016 |
€7,394,194 |
€5,281,730 |
€12,675,924 |
198. Deputy Carol Nolan asked the Minister for Education and Skills the estimated cost of reducing the student contribution charge by €250, €500, €1,000, €2,000 and €3,000, respectively; and if he will make a statement on the matter. [17767/17]
Amharc ar fhreagraBased on the number of students that qualified for free fees funding in the academic year 2014/15, and taking into account overall expected increases in student numbers, it is estimated that the net cost to my Department of reducing the Student Contribution by €250 would be €17m; by €500 would be €34m; by €1,000 would be €68m; by €2,000 would be €136m and €3,000 would be €204m.
The above figures take into account the resulting reduction to my Department's Student Grant Scheme budget.
As the Deputy will be aware the report of the Expert Group on the Future Funding of Higher Education is currently being examined by the Oireachtas Joint Committee on Education and Skills with a view to making recommendations on a long-term sustainable funding model for higher education.
It will be important to obtain political and societal consensus on achieving a sustainable funding model for the higher education sector in the future and my Department and I continue to work with the committee as it undertakes its deliberations.
199. Deputy Carol Nolan asked the Minister for Education and Skills the number of special needs assistants required to meet projected demographic increases over the next five years; the estimated cost of providing an additional 100 SNAs; and if he will make a statement on the matter. [17770/17]
Amharc ar fhreagraThe Irish Government Economic & Evaluation Service (IGEES) published a Focused Policy Assessment (FPA) of Data on Special Needs Assistants in August 2016.
This is available at: www.education.ie/en/Publications/Value-For-Money-Reviews/.
This FPA forms part of my Department’s commitment to the Public Spending Code (PSC) and evidence informed policy making.
One of the objectives of the FPA was to identify what is required to develop the forecasting capacity of the Department and the NCSE in order to anticipate the level of demand and cost of future SNA requirements and that the provision of this data would be aligned with the planning needs of my Department, the Department of Public Expenditure and Reform and the NCSE with specific reference to the annual budgetary process.
Through analysing growth in metrics, such as the age profile of students accessing SNA supports, the growth in the numbers of students accessing SNAs as a proportion of the primary and post-primary education, and levels of enrolment in special classes, the FPA estimated that future demand of the number of additional SNAs likely to be required to 2019 will be in the order of between 1,300 and 5,400 posts, which is estimated to cost between €47m and €183m. The report noted, however, that this is an indicative estimate and that it is unrealistic to assume that the report can predict exactly the quantum of future student demand of SNAs.
The cost of providing an additional 100 SNA posts would be in the region of €3.38 million based on current costs.
In total, the number of SNAs available for allocation to schools to June 2017 is 13,015 posts, which represents an increase of almost 23% or 2440 posts since 2011/12, when 10,575 posts were available. Last year alone I secured an increase of almost 1000 SNAs.
The extent of funding required to provide for SNA support in future years will therefore take into account the actual demand which transpires annually, while also taking into account the significant increases in SNA numbers already provided.
The FPA report recommended that the NCSE provide an End of Year Statement of Demand and a forecast of future demand in mid-April each year, with an updated forecast by mid-June to take account of trends arising during the current year’s application process.
The SNA demand for 2017/18 school year will be known when this process has been completed.
