Written Answers Nos. 349-374
349. Deputy Noel Rock asked the Minister for Education and Skills if he will disallow the secondary school practice of bringing in outside unvetted and unaccountable third parties to give lectures on sexual education; if he will provide schools with a pre-vetted list of acceptable groups; and if he will make a statement on the matter. [19977/17]
Amharc ar fhreagraDecisions in relation to visitors to schools are taken at a school level. Circular 0023/2010 of the Department of Education and Skills sets out the criteria which must apply if schools wish to enhance or supplement Relationships and Sexuality Education (RSE) by inviting visitors to the classroom.
The relevant rules are summarised as follows:
- Visitors to the classroom or school, particularly those engaging directly with students, should be aware of relevant school policies including the school's child protection policy and RSE policy. Any such visit must be carefully planned in advance in line with the relevant whole-school RSE programme and policies.
- Talks/programmes delivered by outside agencies or speakers must be consistent with and complementary to the school's ethos and RSE programme. Visits should be planned, researched and implemented in partnership with school personnel.
- Relevant teachers need to liaise with and be involved with all visitors and external agencies working with the school and the whole staff needs to be made aware of same.
- It is strongly recommended that parents should be consulted and made aware of any such visiting people or agencies to classrooms / schools.
- The school's RSE coordinator may also help in the process of whole-school planning and coordination to support the effective implementation of RSE.
- It is of the utmost importance that classroom teachers remain in the classroom with the students and retain a central role in delivery of the core subject matter of the RSE programme. The presence of the classroom teacher should ensure that the school follows appropriate procedures for dealing with any issue(s) that may arise as a result of the external input(s).
- All programmes and events delivered by visitors and external agencies must use appropriate, evidence-based methodologies with clear educational outcomes. Such programmes are best delivered by those specifically qualified to work with the young people for whom the programmes are designed.
- All programmes, talks, interventions and events should be evaluated by students and teachers in terms of the subject matter, messages, structure, methodology and proposed learning outcomes.
A review of the advice provided in this Circular, and in Circular 0022/2010 is provided in the Action Plan for Education 2017 (Action 1.3). The purpose is to provide stronger more comprehensive guidance for schools on the effective use of external programmes.
In addition to the detailed criteria given to schools about inviting visitors to the RSE classroom, my Department has also highlighted to schools that research findings indicate that the following teaching approaches have limited effect and are counterproductive to the effective implementation of RSE. Schools are advised to avoid the following approaches: scare tactics; sensationalist interventions; testimonials; information only interventions; information that is not age appropriate; once off/short term interventions; normalising young people's risky behaviour; and a didactic approach.
350. Deputy Noel Rock asked the Minister for Education and Skills if counselling services for teens at risk of suicide are provided by the Government, the HSE, and his Department; the percentage of school counsellors that have attended suicide training; the percentage of secondary school teachers that have been trained in suicide prevention; if external suicide services and hotlines are advertised in secondary schools; and if he will make a statement on the matter. [19978/17]
Amharc ar fhreagraEnsuring the mental and emotional wellbeing of students is a major priority of mine as Minister. My Department adopts a holistic and integrated approach to supporting the work of schools in promoting positive mental health and to supporting those with the broad range of problems, behavioural emotional and social. The processes span the curriculum in schools, whole-school ethos, quality of teaching, learning and assessment, student support and pastoral care and the provision of professional development for teachers. It also involves other supports such as educational psychological services and guidance and counselling services, and the interface with other agencies, both nationally and locally. Schools also engage in a wide range of sport and cultural co-curricular activities which provide an important opportunity for students to experience success and personal growth.
Wellbeing Guidelines for Post-Primary (2013) and Primary Schools (2015) have been developed by my Department in collaboration with the Department of Health and the Health Service Executive. The guidelines are informed by consultation with key Education and Health partners and by the findings of research. They provide practical guidance to schools on how they can promote mental health and wellbeing in an integrated school-wide way and they also provide evidence-based advice on how to support young people who may be at risk of suicidal behaviour.
The Guidelines build on the significant work already taking place in schools, including through the Social, Personal and Health Education (SPHE) curriculum, the whole-school guidance plan, the National Educational Psychological Service (NEPS) continuum of support model and the HSE , Health Promoting Schools process. Information is also provided on how to access support from the SPHE Support Service and other external agencies and support services. In addition Wellbeing Guidelines to support the introduction in September 2017 of the Junior Cycle Wellbeing Programme have been developed. These include a focus on mental health promotion. Professional development is currently being provided for schools in anticipation of this.
Training in relation to suicide prevention is provided by the HSE , and various voluntary groups. My department is not, therefore, in a position to provide details on attendance at suicide prevention training courses.
My Department is liaising with the National Office for Suicide Prevention to introduce a training model for the delivery of the SafeTalk suicide programme through the Education Centre network commencing in the 2017/18 school year.
351. Deputy Noel Rock asked the Minister for Education and Skills if schools are advertising outside resources for suicide prevention such as an application (details supplied); and if he will make a statement on the matter. [19980/17]
Amharc ar fhreagraEnsuring the mental and emotional wellbeing of students is a major priority of mine as Minister. My Department adopts a holistic and integrated approach to supporting the work of schools in promoting positive mental health and to supporting those with the broad range of problems, behavioural emotional and social. The processes span the curriculum in schools, whole-school ethos, quality of teaching, learning and assessment, student support and pastoral care and the provision of professional development for teachers. It also involves other supports such as educational psychological services and guidance and counselling services, and the interface with other agencies, both nationally and locally. Schools also engage in a wide range of sport and cultural co-curricular activities which provide an important opportunity for students to experience success and personal growth.
Wellbeing Guidelines for Post-Primary (2013) and Primary Schools (2015) have been developed by my Department in collaboration with the Department of Health and the Health Service Executive. The guidelines are informed by consultation with key Education and Health partners and by the findings of research. They provide practical guidance to schools on how they can promote mental health and wellbeing in an integrated school-wide way and they also provide evidence-based advice on how to support young people who may be at risk of suicidal behaviour.
The Guidelines build on the significant work already taking place in schools, including through the Social, Personal and Health Education (SPHE) curriculum, the whole-school guidance plan, the National Educational Psychological Service (NEPS) continuum of support model and the HSE , Health Promoting Schools process. Information is also provided on how to access support from the SPHE Support Service and other external agencies and support services. In addition it is planned to introduce Wellbeing Guidelines for the Junior Cycle Programme in September 2017. This will include a focus on mental health promotion. Professional development is currently being provided for schools in anticipation of this.
A range of external resources and initiatives are available to assist schools, among others, in supporting various aspects of a positive mental health process or relating to suicide prevention and crisis intervention such as the example instanced by the Deputy in his question. It is a matter for schools to determine which of these resources they choose to access. My Department's advice is that schools in the first instance should implement the guideline documents effectively and when considering collaborating with external agencies in doing work in the area of mental health promotion, schools should be cognisant of my Department’s Circular 0023/2010 which provides advice on best practice for Social Personal and Health Education.
I trust this clarifies the issue for the Deputy.
352. Deputy Noel Rock asked the Minister for Education and Skills if an increase in the capitation fees paid to schools can be expected; if so, the timeline for same; and if he will make a statement on the matter. [19983/17]
Amharc ar fhreagraThe Action Plan for Education 2016-2019 outlines hundreds of actions to be implemented over the 3 year period 2016 to 2019 which include restoring capitation funding as resources permit.
Budget 2017 represents the start of a major programme of reinvestment in education, and the first phase of implementation of the Action Plan for Education, aimed at becoming the best education system in Europe within a decade.
In relation to capitation funding this commitment remains a priority for me to address during the lifetime of the Action Plan.
Primary schools are permitted to regard the capitation and ancillary grant as a combined grant. The ancillary grant was increased by €6 in 2016 and €5 in 2017 in order to enable primary schools implement the arbitration salary increase for grant funded school secretaries and caretakers and to also implement the restoration of salary for cleaners arising from the unwinding of FEMPI legislation. A similar type approach in relation to improvements in grant funding was applied, as appropriate, at post-primary level.
353. Deputy Declan Breathnach asked the Minister for Education and Skills his plans for the commencement of the heavy goods vehicle driver apprenticeship programme; the expected timeframe for qualified drivers to come into the workforce; and if he will make a statement on the matter. [20005/17]
Amharc ar fhreagraI understand, the proposed HGV Driver Apprenticeship, being developed jointly by the Irish Road Haulage Association and Cavan Monaghan ETB, is at an advanced stage of development. Cavan Monaghan ETB, on behalf of the consortia, expects to submit the programme to Quality Qualifications Ireland (QQI) for validation by end of May 2017.
Subject to successful validation of the programme, it is expected that HGV Driver Apprenticeship will commence in the first quarter of 2018 . The proposed apprenticeship is three years in duration and on successful completion of the programme the apprentice would be a fully qualified HGV driver.
354. Deputy Éamon Ó Cuív asked the Minister for Education and Skills his proposals to make amendments to the criteria applicable to the post-primary school transport scheme (details supplied); his views on whether traffic congestion and real time travel times should also be part of the criteria applied in addition to distance when evaluating eligibility to free travel; and if he will make a statement on the matter. [20022/17]
Amharc ar fhreagraSchool 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.
Under the terms of my Department's Post Primary School Transport Scheme children are eligible for school transport where they reside not less than 4.8 kilometres from and are attending their nearest Post Primary School/Education Centre as determined by my Department/Bus Éireann, having regard to ethos and language.
Bus Éireann determines distance eligibility by measuring the shortest traversable route, which may be either pedestrian or vehicular from a family's home to their nearest school. The main purpose of this measurement is to identify the distance that families reside from their nearest school and to assess if they meet the distance eligibility criterion for school transport. In the interests of equity, this is applied on a consistent standard basis across the country irrespective of any local circumstances that may impact on travel conditions on particular routes.
Bus Éireann plans routes based on the locations of children who are eligible for school transport.
Eligible children who hold valid medical cards (GMS Scheme) are exempt from paying the school transport charge.
The terms of the School Transport Schemes are applied equitably on a national basis and I am satisfied with the current criteria for determining eligibility.
355. Deputy James Lawless asked the Minister for Education and Skills if he will examine the pay discrepancies incurred by a person (details supplied) when employed by his Department to provide home tuition; and if he will make a statement on the matter. [20044/17]
Amharc ar fhreagraThe Department of Education and Skills, acts as a payroll agent on behalf of the parent/legal guardian for the payment of the home tuition grant schemes. Such payments are made directly to the approved tutor via the non-teaching staff payroll of this Department. There are currently three rates of payment for teachers registered with the teaching council: a rate for qualified primary teachers who are teaching primary sector students, a rate for qualified post primary school teachers teaching post primary sector students and a modified rate applied to all retired qualified teachers who are in receipt of a public service pension or any qualified registered teacher providing tuition in a sector other than the sector they are qualified and registered in.
Due to a clerical error the tutor in question was approved for the Post Primary qualified rate of pay. However when the payment claim form was received for the tuition provided, it was discovered that the modified hourly rate of pay should apply as this tutor is in receipt of a retired teachers pension. The tutor was phoned and advised of this error and the correct hourly rate. In addition, she was subsequently advised of the correct rate of pay by letter.
356. Deputy James Lawless asked the Minister for Education and Skills if his attention has been drawn to the difficulty for parents in sourcing tutors to provide home tuition for children with special educational needs; his plans to address the shortage; and if he will make a statement on the matter. [20051/17]
Amharc ar fhreagraThe purpose of the Home Tuition Grant Scheme is to provide funding towards the provision of a compensatory educational service for children who, for a number of reasons such as chronic illness, are unable to attend school.
The scheme also provides a compensatory educational service for children with special educational needs seeking an educational placement. Provision is also made for early intervention for children with autism.
As tuition takes place outside the usual school structure it is important that the educational programme provided generally reflects that which would be provided in a school environment.
It is appropriate therefore that the qualification standard for Home Tuition generally reflects that required in a school environment. Accordingly, it is a condition of the scheme that parents/guardians must recruit a tutor who is qualified in the relevant sector, and is registered with the Teaching Council, similar to the requirement for teachers in schools.
Where all efforts have failed to secure the services of a teacher qualified to teach in the sector concerned, the Department may consider the engagement of a person who is registered with the Teaching Council and has a primary degree (minimum Level 7 on the National Framework of Qualifications) in a relevant area.
The operation of the Home Tuition Grant Scheme is reviewed annually. Officials in my Department are currently reviewing the terms of the 2017/18 Home Tuition Grant Scheme which will take into consideration any issues arising during the past year.
357. Deputy Ruth Coppinger asked the Minister for Education and Skills if he will restore teachers' pay and conditions in order that there is not an inferior pay scale for newly qualified teachers; the timeframe for same; and if he will make a statement on the matter. [20052/17]
Amharc ar fhreagraAs a consequence of the financial crisis, there was a need to enact a number of measures to reduce public expenditure so as to stabilise the country's public finances. A previous Government reduced the salaries and allowances payable to all new entrants to public service recruitment grades by 10% with effect from 1 January 2011. This decision also required that such new entrants would start on the first point of the applicable salary scale, which in the case of teachers had the effect of reducing their starting pay by a further 4-5%. Later in 2011, the Government placed a cap on the overall level of qualification allowances that could be earned by teachers.
Subsequently in 2012, following the public service-wide review of allowances, the Government withdrew qualification allowances for new teachers altogether. However, the Government partially compensated for this by deciding that new entrant teachers would henceforth commence on a new salary scale which had a starting point higher than the starting point of the old scale.
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 2016 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.
It must be borne in mind that the pay reduction for post-2011 entrants to the public service applied to all public servants and not just teachers, and that any restoration of these measures in respect of teachers would be expected to be applied elsewhere across the public service. While I am not in a position to provide an estimate of the total cost of restoring all post-1 January 2011 entrants in all areas of the public service to the pre-2011 pay scale arrangements, I can say that in the case of education and training sector employees, including teachers, the estimated cost would be between €65 and €70 million per annum. Clearly, the cost across the entire public service would be substantially higher.
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.
358. Deputy John McGuinness asked the Minister for Education and Skills the number of internal auditors employed by the Education and Training Boards, ETBs, at national level; if the reports on audits completed are signed off by the auditor concerned; if there is an issue with the County Cork ETB relative to cash and receipts; if he has satisfied himself that the auditors are being treated in accordance with best practice and good workplace relations; and if he will make a statement on the matter. [20066/17]
Amharc ar fhreagraThe Internal Audit Unit for the ETBs (IAU-ETBs) is based in Cavan and Monaghan ETB for employer and administration purposes. The staffing complement has comprised of a Director and three internal auditors who report to the Director. A recruitment process is currently underway to fill three vacancies at internal auditor level, as well as to expand the unit by a similar amount. Staff of the IAU-ETBs are subject to, and enjoy the protection of, the usual human resource arrangements for ETBs in relation to best practice and good workplace relations.
Best practice in relation to audit matters operates within the terms of reference for the internal audit unit. Best practice in relation to audit matters is also dealt with through the work of the IAU-ETB Steering Committee which has responsibility for oversight of the work of the IAU-ETBs. This Committee is chaired by Mr Pierce Kent. Mr Kent is a corporate governance specialist and a Senior Fellow at the UCD Smurfit Business School.
To ensure continuity of service provision to the ETBs pending the filling of the vacancies in the IAU-ETBs, internal audit is currently taking place on an outsourced basis in line with the IAU-ETB’s work programme for the year. Audits are currently underway on the topics of ETBs' IT systems and ETB training centres.
The reporting procedures for the IAU-ETBs provide that the IAU-ETBs issues two reports specific to an ETB at the conclusion of each audit; a Findings and Recommendations Report and an Opinion Report. These reports are signed by the Director on behalf of the IAU-ETBs and have regard to the fieldwork and reporting undertaken by internal auditor/s. When finalised, the reports are provided to the Audit Committee and the Chief Executive of the ETB. The Opinion Report is also provided to my Department by the Chief Executive.
City of Cork VEC and County Cork VEC were dissolved in 2013 and Cork ETB was established. In relation to Cork ETB, my Department received a copy of an Opinion Report in relation to an audit of the receipt, banking and reconciliation of Head Office, PLC course and night class receipts, dated July 2015, which indicated that Cork ETB has adequate system of internal control in place.
Cork ETB is also subject to external audit by the Comptroller and Auditor General (C&AG). In the latest published financial statements which were for the calendar year 2015, no issues of concern were highlighted by the C&AG. The C&AG audit in respect of the 2016 Accounts is due to commence shortly.
On foot of the Deputy’s question, my Department’s officials contacted Cork ETB who informed the Department that they are not aware of any particular issue in relation to cash and receipts. However, if the Deputy wishes to submit further information to my Department in relation his query on cash and receipts further enquiries can be made.
359. Deputy Jack Chambers asked the Minister for Education and Skills the timeframe to end the pay inequality between newly qualified teachers and more experienced teachers; and if he will make a statement on the matter. [20095/17]
Amharc ar fhreagra360. Deputy Jack Chambers asked the Minister for Education and Skills the timeframe to consider and implement the changes proposed by the Public Service Pay Commission on the issue of pay inequality; and if he will make a statement on the matter. [20096/17]
Amharc ar fhreagraI propose to take questions Nos. 359 and 360 together.
As a consequence of the financial crisis, there was a need to enact a number of measures to reduce public expenditure so as to stabilise the country's public finances. A previous Government reduced the salaries and allowances payable to all new entrants to public service recruitment grades by 10% with effect from 1 January 2011. This decision also required that such new entrants would start on the first point of the applicable salary scale, which in the case of teachers had the effect of reducing their starting pay by a further 4-5%. Later in 2011, the Government placed a cap on the overall level of qualification allowances that could be earned by teachers.
Subsequently in 2012, following the public service-wide review of allowances, the Government withdrew qualification allowances for new teachers altogether. However, the Government partially compensated for this by deciding that new entrant teachers would henceforth commence on a new salary scale which had a starting point higher than the starting point of the old scale.
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 2016 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.
It must be borne in mind that the pay reduction for post-2011 entrants to the public service applied to all public servants and not just teachers, and that any restoration of these measures in respect of teachers would be expected to be applied elsewhere across the public service. While I am not in a position to provide an estimate of the total cost of restoring all post-1 January 2011 entrants in all areas of the public service to the pre-2011 pay scale arrangements, I can say that in the case of education and training sector employees, including teachers, the estimated cost would be between €65 and €70 million per annum. Clearly, the cost across the entire public service would be substantially higher.
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.
361. Deputy Michael Healy-Rae asked the Minister for Education and Skills if suicide prevention classes will be introduced in schools (details supplied); and if he will make a statement on the matter. [20117/17]
Amharc ar fhreagraEnsuring the mental and emotional wellbeing of all students is a major priority of mine as Minister. My Department adopts a holistic and integrated approach to supporting the work of schools in promoting positive mental health and to supporting those with the broad range of problems, behavioural, emotional and social. The processes span the curriculum in schools, whole-school ethos, quality of teaching, learning and assessment, student support and pastoral care and the provision of professional development for teachers. It also involves other supports such as educational psychological services and guidance and counselling services, and the interface with other agencies, both nationally and locally. Schools also engage in a wide range of sport and cultural co-curricular activities which provide an important opportunity for students to experience success and personal growth.
The publications 'Wellbeing in Post Primary Schools - Guidelines for Mental Health Promotion and Suicide Prevention (2013)' and 'Wellbeing in Primary Schools - Guidelines for Mental Health Promotion (2015)' have been developed by my Department in collaboration with the Department of Health and the Health Service Executive. The guidelines are informed by consultation with key education and health partners and by the findings of research. They provide practical guidance to schools on how they can promote mental health and wellbeing in an integrated school-wide way and they also provide evidence-based advice on how to support young people who may be at risk of suicidal behaviour. The Guidelines build on the significant work already taking place in schools, including through the Social, Personal and Health Education (SPHE) curriculum, the whole-school guidance plan, the National Educational Psychological Service (NEPS) continuum of support model and the HSE Health Promoting Schools process. Information is also provided on how to access support from the SPHE Support Service and other external agencies and support services. In addition, Wellbeing guidelines have been produced to assist implementation from September 2017 of the Junior Cycle Wellbeing Programme. This will include a focus on mental health promotion. Continuing Professional Development is currently being provided for schools in anticipation of this.
A range of external resources and initiatives are available to assist schools in supporting various aspects of a positive mental health process or relating to suicide prevention and crisis intervention. It is a matter for schools to determine which of these resources they choose to access. My Department's advice is that schools in the first instance should implement the Wellbeing guidelines effectively. When considering programmes and materials or collaborating with external agencies in doing work in the area of mental health promotion, schools should be cognisant of my Department’s Circular 0023/2010 which provides advice on best practice for Social Personal and Health Education.
My Department is currently liaising with the National Office for Suicide Prevention to introduce a training model for the delivery of the SafeTALK suicide prevention training through the Education Centre network, commencing in the 2017/18 school year.
362. Deputy Willie Penrose asked the Minister for Education and Skills following an appeal by a person (details supplied) who is seeking accommodation for either a reader or a waiver from the assessment of spelling, grammar and punctuation in language subjects under the reasonable accommodations in the certificate examinations, RACE, scheme, when will this be provided; and if he will make a statement on the matter. [20146/17]
Amharc ar fhreagraThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations. The Commission in this regard operates a scheme of Reasonable Accommodations in the Certificate Examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
363. Deputy Catherine Murphy asked the Minister for Education and Skills the status of a new education campus in Maynooth; if his officials have evaluated the tender report; if a builder has been awarded the contract; if an announcement is due in respect of the commencement of construction works; if there are anticipated delays to the commencement of works; if an alternative tenderee is to be appointed should delays be anticipated; and if he will make a statement on the matter. [20156/17]
Amharc ar fhreagraThe delivery of the two new post-primary schools have been devolved to Kildare and Wicklow Education & Training Board (ETB). I am pleased to inform the Deputy that the preferred contractor responded to the Letter of Intent on the 21st March last. The documentation provided on foot of the Letter of Intent, is currently being examined by the ETB's Design Team and their insurers.
Assuming that the contractor has complied with the requirements of the Letter of Intent, the ETB have also been authorised to issue the Letter of Acceptance and it is envisaged that this will happen shortly.
364. Deputy Aengus Ó Snodaigh asked the Minister for Education and Skills when work will commence on a replacement school for a school (details supplied) County Westmeath; and if he will make a statement on the matter. [20190/17]
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).
The school will be aware that preparatory work has been initiated to advance this project and my Department will continue to liaise directly with the school authorities concerned in the context of progressing the project through the architectural planning process.
365. Deputy Alan Farrell asked the Minister for Education and Skills the position regarding the unpaid finances due to the State by religious organisations under the redress scheme; and if he will make a statement on the matter. [20253/17]
Amharc ar fhreagraTo date contributions amounting to some €215 million in cash, counselling and property transfers have been made by the 18 religious congregations who managed most of the residential institutions in which child abuse took place. 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 report of the Commission to Inquire into Child Abuse (the “Ryan Report”).
Some €117.8 million of the €128 million (or 92%) provided for under the 2002 Indemnity Agreement has been fully contributed. Eight 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 should be noted 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.
One significant element of the 2009 offers, relating to playing fields and associated lands, valued at €127million, was withdrawn by the Christian Brothers. When this is combined with some changes in the valuation of properties previously offered and the value of properties offered but not being reckoned as a contribution, 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. To date, five of the 18 properties accepted by the Government for transfer to the State have fully transferred and work is progressing to complete remaining transfers.
366. Deputy Thomas Byrne asked the Minister for Education and Skills the reason no education performance or educational outcomes data from individual schools was used in the identification process for DEIS status; and his views on whether this is a significant shortcoming in the methodology used. [20278/17]
Amharc ar fhreagra368. Deputy Thomas Byrne asked the Minister for Education and Skills the reason data on junior certificate retention rates by school, junior certificate exam results aggregated to school level and or leaving certificate retention rates by school were not used to identify post-primary schools that had high levels of disadvantage for the DEIS identification process; and the reason he is of the view that it is an improvement to exclude information on actual education outcomes from the identification process in favour of purely using information on the socioeconomic context of a school which is only moderately correlated with actual education outcomes. [20280/17]
Amharc ar fhreagraI propose to takes questions Nos. 366 and 368 together.
The publication in February last of DEIS Plan 2017 was preceded by a comprehensive DEIS Review process which included the work of a Technical Group to consider appropriate eligibility criteria to identify the level of need in schools and to develop an appropriate methodology for a new assessment framework.
The Technical Group undertook an extensive body of work and research which is set out in the Report on the Review of DEIS which is available on my Department’s website at https://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/DEIS-Review-Report.pdf . This work included a review of the methodologies used in 2005 and the options now available given developments in the availability of centrally held data. It also took account of the experience of the implementation of DEIS to date from available and through comprehensive stakeholder consultation.
The DEIS Review consultation process noted stakeholder concerns about the use of educational outcomes as a basis for extending DEIS supports to schools, or for reducing such supports. In particular it was felt that outcomes achieved due directly to the input of specific additional resources and supports should not be used as a means to remove these supports from schools. It was considered that this would give rise to a perception of penalising success and rewarding failure.
As the Deputy is aware, an identification process has been developed which uses CSO Small Area data as represented in the Haase Pratschke Index of Deprivation (HP Index) combined with DES Primary and Post Primary data supplied by schools.
There is a strong focus in DEIS Plan 2017 on supporting schools to achieve improved outcomes, rather than using those outcomes to determine the level of supports they might receive.
The use of the HP Index in the context of educational disadvantage is consistent with its use across a broad range of Government Departments, agencies and various public sector entities. The index contains variables which provide a measure of the underlying risk of educational disadvantage and the exploratory analysis conducted by the Educational Research Centre shows that there is a moderate to strong correlation between scores on the HP index and poorer educational outcomes across the school spectrum, particularly in urban and post primary schools.
It is important to note that as part of my announcement in February in launching DEIS Plan 2017, I made it clear that we would continue to conduct further analysis to examine other strong predictors of educational disadvantage in the context of resource allocation. In view of this, as set out in both the Report on the Review of DEIS and DEIS Plan 2017, the Technical Group will continue its work, supplemented as necessary by additional research and data expertise.
A key objective of DEIS Plan 2017 is to achieve a more dynamic and tailored process for the assessment of schools which will more closely match resources to identified need.
367. Deputy Thomas Byrne asked the Minister for Education and Skills the number of schools that have requested verification of the data used to identify the levels of concentrated disadvantage in their school for the purposes of identifying their eligibility for support under the DEIS programme; the name of each school that has requested this verification; if his Department is providing this verification to each school that has requested it; and the detail of the verification process. [20279/17]
Amharc ar fhreagraTo date, 97 schools have requested verification of the data used in the identification process for participation in the DEIS programme. I am not in a position to provide individual details of the schools who applied to have their data verified as this constitutes personal information in relation to the schools concerned.
The verification process is currently ongoing and schools will be informed on an individual basis of the results. Details of the verification process are available on my Department's website at http://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/DEIS-Plan-2017-FAQs.pdf
369. Deputy Thomas Byrne asked the Minister for Education and Skills his views on whether it is problematic that the DEIS identification process relies on an assumption that there is a strong correlation between the HP Deprivation Index and educational outcomes; the level of research there has been to support this assumption; and the correlation between the index and education outcomes, including education disadvantage. [20335/17]
Amharc ar fhreagraThe DEIS identification process uses an objective centrally held data-based model for assessing a schools level of disadvantage. The model takes into account a number of factors including social class, dependency ratios, educational levels of parents, lone parenthood, overcrowding, occupation and unemployment. There is a well established strong connection between high levels of concentrated disadvantage and poor educational outcomes. Exploratory analysis conducted during the DEIS Review Process as part of the development of the new identification model examined the relationship between the HP index and educational outcomes and established a strong correlation between the variance in HP scores and the variance in educational outcomes, most notably in urban primary and post primary schools. Further details on the development of the new identification process are available in the Report on the Review of DEIS which can be found on my Department's website at: http://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/DEIS-Review-Report.pdf
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.
370. Deputy Niamh Smyth asked the Minister for Education and Skills when a school (details supplied) will be made a priority for his Department. [20419/17]
Amharc ar fhreagraThe project to which the Deputy refers is included in my Departments 6 Year Construction Programme 2016-21.
The school and its design team submitted their Stage 2(b) report for this major building project to my Department late last week and the submission is currently under review. Following receipt of that submission my Department has authorised the Board of Management to instruct their Design Team to commence the pre-qualification process for the assessment of suitably qualified contractors to which the project can be tendered.
On completion of the review of the stage 2(b) submission my Department will revert to the school with regard to the further progression to tender and construction stages at that time.
371. Deputy Thomas Pringle asked the Minister for Education and Skills the status of a funding request by a school (details supplied) in County Donegal; and if he will make a statement on the matter. [20470/17]
Amharc ar fhreagraI can confirm that the school referred to by the Deputy submitted a major capital application to my Department in late 2016.
The 6 Year Capital Programme(2016-2021), announced in November 2015, detailed the major school building projects that are scheduled to proceed to tender/construction over the lifetime of the Programme. The major project application in respect of the school in question was received after publication of the 2016-2021 Programme. In that context, while it is not possible to consider inclusion of a major project for the school in question in the Programme at this time, my Department has advised the school in question that the school’s application will be retained and will fall to be considered in the context of the Department’s next Capital Construction Programme.
To meet immediate school needs, funding has been approved in recent years. In March 2016, my Department approved an all in grant of just over €91,000 for emergency electrical upgrade works at the school which were completed in September 2016. In addition, in June 2016, a very significant devolved grant was approved to provide a permanent extension to accommodate a two classroom ASD Unit. In that regard, I understand that the Design Team has been appointed to the project concerned.
373. Deputy Thomas Byrne asked the Minister for Education and Skills the amount his Department or bodies under its aegis has paid to a company (details supplied) for consultancy and ongoing use of intellectual property in relation the use of the HP Deprivation Index. [20487/17]
Amharc ar fhreagraMy Department awarded a contract to the individual in question for advice relating to the development of a new DEIS Identification Process. No fees have been paid to date.
The Higher Education Authority (HEA) recently awarded a tender to the same individual to develop a “Data Plan for Equity of Access to Higher Education”. No payments have been made at this time.
374. Deputy Brendan Griffin asked the Minister for Education and Skills the reason pre-schools are precluded from registering for eTwinning (details supplied); his plans to review this policy; and if he will make a statement on the matter. [20490/17]
Amharc ar fhreagraeTwinning is a free online platform linking a community of teachers across Europe. It supports schools to find partners and work on joint projects in any curricular area, using Information and Communication Technology (ICT). Léargas is the National Support Service for eTwinning in Ireland.
Léargas has a responsibility to ensure that anyone registering on eTwinning are teachers to ensure child protection and safeguarding, as well as their relevance to the eTwinning platform. This is done by checking the school roll number and whether they are registered on the Teaching Council register.
Currently, there is no central system to register early years practitioners and future consideration of this is within the remit of my colleague in Government, the Minister of Children and Youth Affairs. If this is in place, Léargas will look at, in consultation with relevant departments, a process for practitioners to participate in etwinning.
