Written Answers Nos. 393-410
393. Deputy Anne Rabbitte asked the Minister for Education and Skills if the introduction of the new special educational needs model was the determining factor in the closure of a school (details supplied); and the number of teachers the school would lose based on the new calculation. [20666/17]
Amharc ar fhreagraI wish to advise the Deputy that DES Circular 0013/2017 for primary schools and 0014/2017 for post primary schools were published on 7th March 2017.
These Circulars set out the details of the new model for allocating special education teachers to schools.
The revised allocation process replaces the generalised allocation process at primary and post primary school level for learning support and high incidence special educational needs, and the National Council for Special Education (NCSE) allocation process which provided additional resource teaching supports to schools, to support pupils assessed as having Low Incidence disabilities.
The new Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile.
Allocations based on the school profiles were issued to all schools on 7th March. Details of the special education teaching allocations have also been published on the NCSE website.
The aim of this new model is to deliver better outcomes for children with special educational needs. Substantial research, analysis, consultation with service users and stakeholders, and piloting have gone in to the development of this model and all of the evidence points to the fact that this new system will deliver better outcomes for children.
No school, including the school to which the Deputy has referred, will lose supports as a result of the implementation of the new model. In addition, no school will receive an allocation, for the support of pupils with complex needs, less than the allocation they received to support such pupils during the 2016/17 school year.
An additional 900 teaching posts have been provided to support the introduction of this new allocation model. The provision of an additional 900 teaching posts is a very significant investment in the provision of additional teaching support for pupils with special educational needs in our schools. This is additional to an increase of 41% in the number of resource teachers allocated to schools annually by the NCSE since 2011.
The additional funding will provide additional supports to over 1200 schools who are identified as needing additional supports as a result of the new model. Supports for children with special educational needs is a key priority for this Government. The new funding will ensure that all schools receive a sufficient allocation of special education needs resources to provide additional teaching support to all pupils, including pupils who have yet to enrol in their school, who require such support.
In relation to the particular school referred to by the Deputy, this school had a Learning Support allocation of 19.8 hours for the 2016/17 school year, which combined with 37.05 resource teaching hours allocated to the school by the National Council for Special Education, gave a total allocation to the school of 56.85 additional teaching hours for the 2016/17 school year.
As the profiled allocation for the school did not indicate an increased allocation requirement for the school for 2017/18, the school has maintained its existing level of allocation.
The special education teaching allocation for this school for 2017/18 is 56.85 hours.
There has therefore been no reduction to the special education teaching allocation for this school.
394. Deputy Anne Rabbitte asked the Minister for Education and Skills when his attention was first drawn to the fact that a school (details supplied) was not to take first years for 2017; and if he will make a statement on the matter. [20667/17]
Amharc ar fhreagra395. Deputy Anne Rabbitte asked the Minister for Education and Skills to outline the steps set out by his Department when a school is to cease taking in first years and the recommendations set out by his Department for communicating with board members and parents; if he has satisfied himself that all steps regarding a school (details supplied) were adhered to; and if he will make a statement on the matter. [20668/17]
Amharc ar fhreagraI propose to answer Questions Nos. 394 and 395 together.
The Government in its Programme for Government has committed to protect the sustainability and viability of rural communities and will not close any small school without the consent of parents.
My Department became aware in week ending 7th April last that, in view of the low pupil enrolment position in the school referred to by the Deputy, the school was proposing not to proceed with the enrolment of new first year students for the coming school year, 2017/18.
In that regard, my Department is aware that the school Board met recently and it was agreed that, following detailed discussion of the viability issues, further consultation would take place involving parents, students, staffing and other relevant interests.
My Department understands that the Board will meet further on the 3rd May to consider the outcome of these consultations.
396. Deputy Martin Ferris asked the Minister for Education and Skills to outline the reason a school (details supplied) in County Kerry has not received DEIS status despite the profile of both students and parents; and if he will make a statement on the matter. [20695/17]
Amharc ar fhreagraThe 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.
Full details of the process involved in the assessment of schools is available on my Department's website at http://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/.
Schools included in the list published by my Department on 13th February are those whose level of disadvantage has been identified as being at the same level as the current DEIS category for schools serving the highest concentrations of disadvantage. Schools which have not been included at this stage, including the one referred to by the Deputy, are those which have not been identified as having the highest levels of concentrated disadvantage amongst their pupil cohort, under the new model.
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. 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.
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, including the school referred to by the Deputy, in the country.
For schools who have concerns about their non-inclusion in the most recent round of DEIS, the following process applies:
- a verification process is currently ongoing in relation to all schools who contacted my Department requesting that their data be validated. This is aimed at ensuring the model was run correctly and the data supplied by the schools through the POD/PPOD systems was correctly used. This process is expected to be concluded shortly and schools will be informed of the results.
- A further process will take account of updated data as it becomes available. All schools, not just those who queried the outcome of the February 2017 process, are being contacted to request them to ensure that their POD/PPOD data is fully correct and up to date, including Eircodes. As soon as the 2016 National Census data becomes available later this summer, this data will be run through the identification model with the fully up-to-date POD/PPOD data. If this exercise reveals that any school which did not qualify for DEIS in the February 2017 round actually meets the criteria applicable to schools with the highest concentration of disadvantage based on the fully up-to-date information then it will be included, subject to resources.
My Department intends to make available to all schools information relating to the identification process and their own individual school data. Arrangements for this are in hand and schools will be advised in due course.
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 school's 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.
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.
397. Deputy Maurice Quinlivan asked the Minister for Education and Skills to set out the new apprenticeship programmes that have been introduced in 2016 and to date in 2017; and the new apprenticeship programmes that are to be introduced in 2017, 2018, 2019 and 2020, respectively. [20696/17]
Amharc ar fhreagra398. Deputy Maurice Quinlivan asked the Minister for Education and Skills to set down the duration, National Framework of Qualifications level and partner educational or training institute of new apprenticeships introduced in 2016 and to date in 2017; and the number to be introduced in 2017, 2018, 2019 and 2020, respectively. [20697/17]
Amharc ar fhreagraI propose to take Questions Nos. 397 and 398 together.
The material sought by the Deputy is set out in the table.
During 2016, 2 new apprenticeship programmes got underway with the Insurance Practitioner Apprenticeship commencing in September and the Industrial Electrical Engineer Apprenticeship in November. Following successful validation of their programmes, 3 additional apprenticeships will get underway shortly, including two manufacturing apprenticeships in the medical device area and a third in polymer processing. A further 10 new apprenticeships will commence in 2017 in various sectors including ICT, Accounting and Hospitality.
The recently published Action Plan to expand Apprenticeship and Traineeship in Ireland 2016 – 2020, sets out targets for new apprenticeships schemes in the period. This will see an additional 10 new apprenticeships in both 2018 and 2019 and a further five programmes in 2020.
In addition, the Apprenticeship Council will issue a new call for proposals later this week to refresh the pipeline of proposals already established through the first call.
|
Apprenticeship |
Duration |
NFQ Level |
Educational Partner |
|
Insurance Practice |
3 years |
Level 8 |
Sligo IT |
|
Industrial Electrical Engineer |
2 years |
Level 7 |
Limerick IT |
|
Manufacturing Technician |
2 years |
Level 6 |
Galway-Mayo IT |
|
Manufacturing Engineer |
3 years |
Level 7 |
Galway-Mayo IT |
|
Polymer Processing |
3 years |
Level 7 |
Athlone IT |
399. Deputy Maurice Quinlivan asked the Minister for Education and Skills to set down the number of apprenticeship places available on each of the existing apprenticeship programmes; and the estimated number of places that will be available on each new apprenticeship programmes to be introduced in 2017, 2018, 2019 and 2020, respectively. [20698/17]
Amharc ar fhreagraThere were 3,742 new registrations on the 27 existing craft apprenticeships in 2016. During 2016 two new apprenticeship programmes commenced, the Insurance Practitioner in September with 67 registered apprentices and the Industrial Electrical Engineering in November with 12 registered apprentices.
The following table sets out target annual registrations for new apprenticeships in the period to 2020.
It is not possible to distribute these registrations across the various new apprenticeship programmes as some of these are on programmes that have commenced, some will be on programmes that are being developed and others will be on programmes that will come from the second call for proposals which will issue later this week.
|
New apprenticeships |
2017 |
2018 |
2019 |
2020 |
|
Planned new registrations per annum |
800 |
1,500 |
2,297 |
3,413 |
400. Deputy Maurice Quinlivan asked the Minister for Education and Skills to set down the category 2 and category 3 new apprenticeship programmes identified by the Apprenticeship Council in its report on new apprenticeship programme proposals for 2015. [20699/17]
Amharc ar fhreagraInformation events hosted by SOLAS were held for category 2 and 3 proposers in November 2016. The Apprenticeship Council has been working with consortia to develop these proposals into sustainable apprenticeships that can be delivered on a nationwide basis. Details of those proposals approved for development funding by the Apprenticeship Council is set out in the following table.
The Apprenticeship Council will publish details of all apprenticeship proposals currently in development as part of the second call for proposals shortly.
|
Apprenticeship proposal – working title |
Lead industry partner |
Lead education & training provider |
|
Precision Turned Parts Manufacturing Level 6 3 years |
Precision Turned Parts Manufacturing Association |
Limerick Institute of Technology (LIT) |
|
Property Services Professional Level 6 2 years |
Sherry Fitzgerald |
CDETB |
|
Certificate in Retail Practice Level 5 2 years |
Retail Ireland |
Retail Ireland Skillnet |
|
BSc in Engineering Services Management Level 7 2 years |
Construction Industry Federation (CIF) |
Cork Institute of Technology (CIT) |
|
Manufacturing ICT Engineer Level 7 2 years |
Limerick for Engineering and Limerick for IT Industry Groups |
Limerick Institute of Technology (LIT) |
401. Deputy Maurice Quinlivan asked the Minister for Education and Skills to set down the development, capital and annual cost, respectively, per apprentice of new apprenticeship programmes introduced in 2016 and to date in 2017; and the estimated costs of those to be introduced in 2017, 2018, 2019 and 2020, respectively. [20700/17]
Amharc ar fhreagraThe information sought by the Deputy in respect of programmes approved to date for funding is set out in the following table. It should be noted that capital and operational costs are only available for those new apprenticeships that have completed development and validation. Costs for further programmes will be determined as they move through development and validation and as new programmes are identified through the second call for proposals.
|
New Apprenticeship Programme Title |
Lead provider |
Projected Apprentice numbers |
Development Funding Approved |
Annual Unit Cost per apprentice* |
Equipment Costs |
|
Insurance Practice - Level 8 |
Institute of Technology Sligo |
67 (actual 2016) |
€15,000 |
€7,200 |
€0 |
|
Industrial Electrical Engineering – Level 7 |
Limerick Institute of Technology |
12 (actual 2016) |
€50,000 |
€10,000 |
€155,000 |
|
Polymer Process Engineer - Level 7 |
Athlone Institute of Technology |
32 |
€135,000 |
€10,000 |
€400,000 |
|
Manufacturing Technician – Level 6 |
Galway-Mayo Institute of Technology (3 other co-ordinating providers) |
60 |
€85,000 |
€10,000 |
€500,000 |
|
Manufacturing Engineer – Level 7 |
Galway-Mayo Institute of Technology (3 other co-ordinating providers) |
60 |
€85,000 |
€10,000 |
€500,000 |
|
International Financial Services Associate - Level 6 |
National College of Ireland |
€48,333 |
|||
|
International Financial Services Specialist - Level 8 |
National College of Ireland |
€48,333 |
|||
|
Accounting Technician Level 6 |
Accounting Technicians Ireland |
€25,000 |
|||
|
OEM Engineer Level 6 |
Cavan & Monaghan ETB |
€15,000 |
|||
|
HGV Driver Level 5 |
Cavan & Monaghan ETB |
€15,000 |
|||
|
Baker Level 6 |
Scottish Bakers |
€76,250 |
|||
|
ICT Network Engineer Level 6 |
FIT |
€12,500 |
|||
|
ICT Software Developer Level 6 |
FIT |
€12,500 |
|||
|
Butcher Level 5 |
Mayo, Sligo & Leitrim ETB |
€95,000 |
|||
|
Commis Chef Level 6 |
Kerry ETB |
€40,000 |
|||
|
Chef de Partie Level 8 |
|||||
|
Sous Chef Level 8 |
|||||
|
Executive Chef Level 9 |
Tralee Institute of Technology |
€45,000 |
|||
|
Engineering Services Management Level 7 |
Cork Institute of Technology |
€25,000 |
|||
|
Manufacturing ICT Engineer Level 7 |
Limerick Institute of Technology |
€50,000 |
|||
|
Property Services Professional Level 5 |
Ballsbridge College |
€4,000 |
|||
|
Retail Practice Level 5 |
Retail Ireland Skillnet |
€72,000 |
|||
|
International Financial Services Level 9 |
National College of Ireland |
€48,333 |
- |
*The Unit cost includes: Recurrent Costs, Student Contribution and Consortia costs
Recurrent Cost = Operational Costs for the course in the Higher Education Institution
Student Contribution = pro rata of Annual Student Contribution of €3,000 for a full time higher education student
Consortium Costs = funding to cover the essential running costs of the consortium to meet the administration needs of the apprenticeship programme.
402. Deputy Maurice Quinlivan asked the Minister for Education and Skills to set down the amount spent on apprenticeships in 2016; and the amount that will be spent on apprenticeships in each of the years 2017 to 2020. [20701/17]
Amharc ar fhreagra404. Deputy Maurice Quinlivan asked the Minister for Education and Skills to set down the amount of money from the national training fund and the European Union youth guarantee that was spent on apprenticeships in 2016; and the amount from the national training fund and the EU youth guarantee to be spent on apprenticeships in each of the years 2017 to 2020. [20703/17]
Amharc ar fhreagraI propose to answer Questions Nos. 402 and 404 together.
Some activities that relate to the Youth Guarantee are supported through Youth Employment Initiative (YEI) funding. This funding is fully committed in Ireland to a range of programmes. Apprenticeship is not supported through the YEI.
A total of €69.6 million was spent on apprenticeship training in 2016, €55.1 million of which was allocated from the National Training Fund (NTF).
A budget allocation of €98.7 million was made available for apprenticeships training in 2017, €80.4 million of which will be allocated from the NTF.
Future years' apprenticeship allocations will be determined as part of the budgetary process.
403. Deputy Maurice Quinlivan asked the Minister for Education and Skills to set down the allocation from the EU youth guarantee; and the amount of money received from the EU youth guarantee initiative in each of the years 2014 to 2016 and to date in 2017. [20702/17]
Amharc ar fhreagraThe Youth Employment Initiative (YEI) is one of the main EU financial resources to support the implementation of the EU youth guarantee. It is integrated into European Social Fund (ESF) programming as a dedicated priority axis within the ESF Programme for Employability, Inclusion and Learning 2014-2020 (PEIL) that was adopted by Commission Decision in February 2015. The specific YEI allocation for Ireland of €68m is matched by equal amounts from our ESF allocation and from the Exchequer, giving an overall allocation of €204m.
The ESF Regulations provide for initial pre-financing/advances of EU support at 1% (or 1.5% for Member States under financial assistance in 2014 and 2015) of the full programme support, payable for each year from 2014 to 2016, together with annual pre-financing of between 2% and 3% payable from 2016 to 2023. In May 2015 an amendment to the relevant EU Regulations resulted in an unprecedented increase in the YEI advances to be paid to Member States. The Commission subsequently released pre-financing payments from the dedicated YEI budget line, worth 30% of the YEI budget, to provide additional financial liquidity to support YEI implementation. However, the relevant Regulations specified that where a Member State did not submit an interim payment application by 23 May 2016 for at least 50% of the additional pre-financing amount, that the Member State must reimburse the Commission the total YEI pre-financing contribution. The ESF regulations also provide that annual pre-financing for any year in which an interim payment application is not made in that year must also be reimbursed.
As Ireland did not submit an interim YEI payment application, the €19.8m additional pre-financing received was reimbursed to the Commission. Furthermore, as there was no ESF application made in 2016, the €11.6m annual pre-financing for 2016, including €1.36m for the YEI, will be offset against the 2017 pre-financing due. The reimbursement of these amounts has not resulted in any loss of EU monies to the Exchequer. Furthermore, as the YEI activities are fully funded up-front by the Exchequer there is no resulting reduction or delay in the funding available to them. The YEI funding is available for draw down before the end of 2018 and it is expected that the funding will be fully drawn down.
The Department of Social Protection has advised that it obtained EU funding under the European Commission’s call for proposals for preparatory actions under the Youth Guarantee Pilot, to pilot a Youth Guarantee Scheme in Ballymun which operated in 2014. The total cost of the pilot was €302,279 which included EU funding of €250,000.
405. Deputy John Curran asked the Minister for Education and Skills when the Public Service Pay Commission will issue its initial report; to outline the timeframe to end inequality in teachers pay structures; and if he will make a statement on the matter. [20716/17]
Amharc ar fhreagraI understand that the Public Service Pay Commission is due to report shortly in accordance with the general time frame envisaged when it was originally established.
The Government established the Commission to examine pay levels across the public service, including entry levels of pay. In that context, consideration of entry levels of pay cannot focus on just the education sector. A broader assessment of pay and entry levels of pay across the public service will be informed by the analysis of the Public Service Pay Commission.
406. Deputy Clare Daly asked the Minister for Education and Skills to outline his plans to deal with the crisis for persons on the waiting list for a school (details supplied) in County Dublin in September 2017 in view of the fact that there are no places available in other local schools. [20807/17]
Amharc ar fhreagraMy Department is currently reviewing the demographic data in the area referred to.
As the Deputy will be aware, there are 13 primary schools serving the Swords area. My Department has been in direct contact with a number of these schools in respect of their junior infant capacity. In that regard it is understood that two schools in the area have junior places available should parents wish to avail of them for September 2017.
As the Deputy will appreciate, it is important that school size is monitored and that a balance is preserved among all schools in school planning areas to ensure that one school is not expanding at the expense of another school.
My Department is monitoring the enrolment position in the Swords area closely. While the situation may result in some pupils not obtaining a place in the school of their first choice, the Deputy will appreciate that my Department’s main responsibility is to ensure that the existing schools in the area can, between them, cater for the demand for Junior Infant places in September 2017.
407. Deputy Caoimhghín Ó Caoláin asked the Minister for Education and Skills to outline the way in which action 1.4 of A Healthy Weight for Ireland will be advanced; the status of the provision of potable water in all learning centres; if a national audit has taken place of learning centres in respect of the availability of potable water; if not, if this will be done as a matter of priority; the consultation his officials have had with the Department of Health in this regard; the cost of providing potable water in all learning centres. [20829/17]
Amharc ar fhreagraHealth and Safety issues such as the provision of potable water is a matter for the school authorities in the first instance. However, if a school authority has concerns about the quality of the drinking water on its premises, it should consult with its local authority and/or Irish Water for advice. The school may also arrange for the water to be tested. If any problems are identified through testing the school authority should submit an Emergency Works application for remedial works to address the problems. Potable water is provided in all new primary and post-primary school accommodation.
Officials from my Department are involved in ongoing discussions with the Department of Housing, Planning, Community and Local Government, Department of Health and the Environmental Protection Agency with a view to the implementation of the National Strategy to reduce exposure to Lead in Drinking Water which involves the development of a national testing strategy and subsequent remediation program for public buildings.
408. Deputy Caoimhghín Ó Caoláin asked the Minister for Education and Skills to outline his plans to undertake an audit of the built environment infrastructure and facilities available to schools and learning centres as part of the roll-out of the national physical activity plan for Ireland; the consultation which has taken place with his Department and other Departments in this regard; if his attention has been drawn to the results of a report (details supplied); and if he will make a statement on the matter. [20834/17]
Amharc ar fhreagraMy Department has a number of action under the National Physical Activity Plan as follows:
- Raise awareness among schools, particularly Primary schools, of opportunities to educate through physical activity
- Develop guidance to support schools adopt and implement policies that promote the well-being of their communities under the Get Active! Framework
- Extend the Active School Flag programme
- Fully implement the Physical Education curriculum for all primary and post-primary pupils to meet Department of Education and Skills guidelines
- Evaluate the quality of teaching and learning in Physical Education in a sample of primary and post-primary schools annually
- Develop and provide a programme of continuous professional development in physical education
- Promote the assessment of PE by facilitating teachers and students in managing the assessment dimension of senior cycle physical education through the development of an App (for phones/tablets) and to trial the App with a number of schools
- Conduct the LifeSkills Survey every three years
- Include children and young people in the development and implementation of programmes in which they are involved.
- Include the promotion of physical activity in children, including through play, as an integral component of education and training programmes that lead to qualifications in early childhood care and education
- Evaluating the quality of teaching and learning in Physical Education in a sample of primary and post-primary schools annually
- Raising awareness among schools, particularly Primary schools, of opportunities to educate through physical activity.
I am progressing these commitments according to the timelines laid out in the National Physical Activity Plan.
There are no plans to conduct an audit of the built environment infrastructure and facilities available to schools and learning centres.
409. Deputy Noel Grealish asked the Minister for Housing, Planning, Community and Local Government to list Departments that have statutory responsibilities as competent authorities in respect of EU directives (details supplied). [19222/17]
Amharc ar fhreagraUnder Directive 2011/92/EU on the assessment of the effects of certain public and private projects on the environment, the Environmental Impact Assessment (EIA) Directive, a competent authority is the relevant consenting authority.
Appropriate assessment (AA) is required under Council Directive 92/43/EEC on the conservation of natural habitats and of wild fauna and flora (the Habitats Directive) and Directive 2009/147/EC on the conservation of wild birds (the Birds Directive). Under the European Communities (Birds and Natural Habitats) Regulations 2011, a broad list of public authorities are listed as consent authorities, to include Government Ministers and Departments as appropriate, for the purposes of these Directives.
The Planning and Development Act 2000, as amended, provides that local planning authorities and An Bord Pleanála are the competent and consent authorities for EIA and AA, when considering applications or appeals for proposed development. Under the Foreshore Act 1933, as Minister, I consider proposals for development and activity on the foreshore in accordance with the requirements of the EIA, Birds and Habitats Directives.
Other Government Departments also have responsibilities under these Directives in respect of any consent process they have under other enactments.
Strategic environmental assessment (SEA) is undertaken in accordance with the requirements of EU Directive 2001/24/EC on the assessment of the effects of certain plans and programmes on the environment, otherwise known as the SEA Directive. The SEA Directive does not define a competent authority but rather specifies a plan and programme making authority. In this regard, my Department is the relevant authority for undertaking an SEA in relation to the proposed National Planning Framework, Ireland 2040 - Our Plan, and the Draft River Basin Management Plan for Ireland (2018-2021). Other Government Departments also will have responsibilities under this Directive in relation to any plan or programme they may be making that comes within the Directive’s scope.
In relation to the Water Framework Directive (Directive 2000/60/EC on establishing a framework for Community action in the field of water policy), the competent authorities in Ireland in relation to a river basin district include myself as Minister, the Environmental Protection Agency and local authorities in various roles under the Directive.
410. Deputy Joan Burton asked the Minister for Housing, Planning, Community and Local Government if supports are in place for the development and protection of county archive services to preserve local cultural patrimony. [19732/17]
Amharc ar fhreagraI refer to the reply to Question No. 249 of 29 November 2016 which sets out the position in this matter.
