Written Answers Nos 103-121
103. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the incentives which can be offered to teachers of science, technology, engineering and maths, STEM, subjects in order to address the shortage of qualified STEM teachers; and if he will make a statement on the matter. [24818/17]
Amharc ar fhreagraThe Deputy is referring to one of actions of the Report of the STEM Education Review Group.
At the launch of the STEM Report I prioritised the implementation of 21 of the Report’s 47 actions. One of the actions was to publish a STEM Education policy statement and implementation plan, which I intend to finalise in the coming months. As part of the process in developing the policy statement and implementation plan the remaining actions, including that referred to by the Deputy, will be investigated further.
In the meantime, a new STEM Team will be set up in the Professional Development Service for Teachers (PDST), a support service of my Department, from September of this year. The team will support the achievement of the relevant STEM actions set out in the Action Plan for Education, the priority actions of the Report of the STEM Education Review Group and the National Strategy to Improve Literacy and Numeracy through the provision of high quality CPD support and resource materials to primary and post-primary teachers of STEM subjects.
The Deputy may also wish to note that my Department continues to fund, at cost of over €5m since 2012, the Professional Diploma in Mathematics for Teaching, a two year part-time programme available nationwide free of charge, to improve the skills of teachers of mathematics at post primary level and enable them register with the Teaching Council as teachers of mathematics. To date over 700 teachers have graduated from this programme, which is led by EPI-STEM, the National Centre for STEM Education at the University of Limerick (UL), and is accredited jointly by UL and NUI Galway through their strategic alliance.
104. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the steps he will take to increase access to National Educational Psychological Service, NEPS, psychologists for schools in Newbridge, County Kildare; and if he will make a statement on the matter. [24819/17]
Amharc ar fhreagraI can inform the Deputy that my Department is actively working with the Public Appointments Service (PAS) to fill NEPS psychologist vacancies nationally from a recruitment panel established this year for this purpose. It is envisaged that some 11 staff will be recruited by the end of the current academic year in this regard.
The Deputy may be aware that my Department's National Educational Psychological Service (NEPS) provides educational psychology service to all primary and post primary schools through an assigned NEPS psychologist and in some cases receive assessment services through the Scheme for Commissioning Psychological Assessments (SCPA). Under this scheme schools can have a student assessment carried out by a member of the panel of private psychologists approved by NEPS, and NEPS will pay the psychologist the fees for this assessment directly. NEPS staff also provide ongoing support, upon request from school authorities, to all schools experiencing critical incidents.
This Government and my Department is committed to supporting the growth of is National Educational Psychological Service to support schools in their support of pupils and particularly those with special need. The Programme for Government commits to expanding NEPS psychologist numbers from its current limit 0f 173 w.t.e posts to 238 in the lifetime of this Government. As an initial step in realising this ambition I am pleased to say the during 2017 an additional 10 NEPS psychologist are being currently recruited by my Department to be in place by the commencement of the coming academic year to add to the supports provided by this service to schools. These recruits will be engaged in parallel to the intake described above leading to a significant improvement in the NEPS staffing situation both at a national level and also directly improving the staffing numbers in the NEPS Dublin Mid-Leinster Region which through its Naas office provides service to Co. Kildare.
I hope this clarifies the matter for the Deputy.
105. Deputy Fiona O'Loughlin asked the Minister for Education and Skills when posts of responsibility will be restored in primary schools; and if he will make a statement on the matter. [24820/17]
Amharc ar fhreagraBudget 2016 provided for additional release days for teaching principals at primary level to range between 15 and 25 days depending on the size of the school.
Budget 2017 also provides for the commencement of the restoration of middle management posts in both the primary and post-primary sector with effect from the 2017/18 school year. Arrangements for delivery of these posts are currently being discussed with the education partners.
The recently established Centre for School Leadership (CSL) is a collaboration between my Department and the representative professional bodies for school principals. It has been created to offer professional and practical support to schools leaders. This support structure for leadership teams in schools will attempt to ensure that school leaders have opportunities to access, share and create knowledge and experience within their leadership roles. The work of the Centre draws on best international practice and research in the professional development of school leaders. Priorities for the Centre include a new post graduate qualification for aspiring school leaders, a mentoring programme for newly appointed school principals, coaching support for serving principals, a review and alignment of leadership programmes with Department standards.
Last year my Department published “Looking at Our School 2016", a quality framework for primary and post primary schools which is designed to support the efforts of teachers and school leaders, as well as the school system more generally, to strive for excellence in our schools.
The current review of the post of responsibility structure in schools will, in the context of restoration of posts, address the further development of a distributed leadership model.
106. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the guidelines which exist for primary school principals when numbers dictate that classes need to be amalgamated; and if he will make a statement on the matter. [24821/17]
Amharc ar fhreagraCombined classes are a feature of many primary schools in the country and this arrangement has no adverse implications for the quality of the education children receive. The configuration of classes and the deployment of classroom teachers are done at local school level. School authorities are requested to ensure that the number of pupils in any one class is kept as low as possible, taking into account factors such as classroom accommodation and fluctuating enrolment. Schools should also use their autonomy under the staffing schedule to implement smaller class sizes for junior classes. However, it is the responsibility of the Principal teacher in consultation with the teaching staff to decide on the organisation of the pupils for teaching purposes.
This position is reflected in the Primary School Curriculum (1999) which is set out across four stages, with each stage representing two class levels. The curriculum provides for progressive and developmental learning experience for our pupils. General guidance and advice for teachers are provided in National Council for Curriculum and Assessment (NCCA) curriculum documents, and assessment guidelines etc. that are applicable to all primary schools.
The Primary School Curriculum (1999), which is child-centred rather than subject-centred, also allows for flexibility in timetabling and teaching methods. It emphasises that children should experience learning through a variety of classroom organisational approaches. While these include individual learning and whole-class teaching, the curriculum particularly encourages collaborative learning through pair work and group work as appropriate to the specific learning contexts and goals. Within multi-grade classes, teachers may use a range of models for grouping pupils, including mixed ability grouping. Integration and differentiation are also key approaches in the primary curriculum. The organisation of teaching and learning through integrated themes can be highly motivating and satisfying for children and are particularly useful in multi-class situations.
In general, the view of my Department is that, where combined classes are formed, mixed ability classes are preferable and my Department recommends random selection as a fair and educationally sound approach to the assignment of pupils to such cases.
107. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the training which is given at primary level regarding the teaching of mixed classes; and if he will make a statement on the matter. [24822/17]
Amharc ar fhreagraThe teaching of mixed classes, or multi-class teaching as it is more commonly known, is an important aspect of differentiated teaching and learning. All students in initial teacher education courses study the area of differentiation as a mandatory element of their programme, which is set out by the Teaching Council. Students must also undertake a minimum of two placement settings incorporating a variety of teaching situations, class levels and school contexts, including, where possible, multi-class/mixed ability teaching situations. Graduates of primary initial teacher education must also be able to demonstrate that they have established classroom management strategies and organisation skills to cater for a range of classroom situations.
Newly qualified teachers receive additional support in multi-class teaching and differentiation through the mandatory workshop programme provided by the National Induction Programme for Teachers. The Professional Development Service for Teachers provides continuous professional development for teachers in differentiated teaching and learning, which is a core methodology of all classrooms. Discrete support for multi-class teaching is provided through the delivery of customised school-based support to individual schools or to clusters of schools who engage in regional and local projects where schools have multi-class settings.
108. Deputy John Brassil asked the Minister for Education and Skills the status of a DEIS appeal for a school (details supplied) in County Kerry; and if he will make a statement on the matter. [24831/17]
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.
109. Deputy Catherine Connolly asked the Minister for Education and Skills if he has given permission to Caranua to move premises and incur rental costs; if so, when; the nature of the lease in question; the annual rent to be paid by Caranua; and if he will make a statement on the matter. [24875/17]
Amharc ar fhreagraCaranua is an independent statutory body. While my Department has provided advice and assistance to it in regard to its accommodation requirements, statutory responsibility for the decisions taken in regard to accommodation are a matter for the organisation itself and I have no role in those decision making processes. My Department is not in a position to allocate space in any of its premises in Dublin city centre to Caranua. I understand that the Caranua Board and executive have considered various alternative accommodations and have agreed to a new solution involving a rental payment on the basis that it meets the organisation’s business needs and represents value for money having regard to current market conditions. It is important also that the accommodation available to its staff members is of an appropriate standard.
Caranua currently shares accommodation in a property in central Dublin assigned to my Department by the Office of Public Works (OPW). The OPW is leasing this property from the landlord. I understand that the lease on the property is due to expire at the end of this month – the lease having been extended at the request of OPW from its original expiry date of May 2016. The OPW has secured alternative office accommodation in central Dublin for the occupiers of the current premises and I understand that the move to this new accommodation will take place in the near future. OPW has informed my officials that Caranua will not be a party to the lease on the new premises but that there will be a side letter between it and OPW dealing with any relevant issues. I understand that that is OPW’s normal practice in such matters. I am advised that Caranua’s contribution to the rental cost of the premises will be in the region of €220,000 per annum (plus VAT), together with some €9,000 per annum for parking. I understand also that some fit-out works will also be required on the new premises.
Section 7(7) of Residential Institutions Statutory Fund Act 2012 permits Caranua, from time to time as it considers necessary for the performance of its functions and with the approval of the Minister, to enter into contracts with persons and to engage consultants or advisers and any moneys payable as a result of this must be paid by Caranua out of moneys at their disposal. While Caranua has been in regular contact with my Department regarding its accommodation requirements and the necessity to move, it has not, at this time, submitted a contract in respect of its accommodation for the proposed new premises.
In conclusion, I should point out that Caranua’s costs, including accommodation costs, must be met from the NTMA investment which is funded by religious contributions. This arises from the provision in section 30(1) of the Residential Institutions Statutory Fund Act 2012 which states that the “expenses and other costs incurred by the Agency under this Act shall, subject to the approval of the Board, be charged on the investment account to the benefit of the Agency”. The Department’s legal advice is that Caranua’s costs, including accommodation costs, must be met from the NTMA investment account.
110. Deputy Catherine Connolly asked the Minister for Education and Skills if he gave permission for contracts entered into by Caranua; if so, if he will provide details of the nature of the contracts in tabular form; when permission was given by him; the cost of each contract entered into by Caranua; and if he will make a statement on the matter. [24876/17]
Amharc ar fhreagraSince my appointment as Minister for Education and Skills in May 2016 I have not approved any proposals submitted by Caranua under section 7(7) of the Residential Institutions Statutory Fund Act 2012. Under that provision Caranua may, as it considers it necessary for the performance of its functions and with the approval of the Minister, enter into contracts with persons or to engage consultants or advisers. Details of approvals given by previous Ministers are set out in the tabular statement included in the response to the Deputy's Parliamentary Question of today's date (PQ 24670/17).
111. Deputy Declan Breathnach asked the Minister for Education and Skills if he will address a matter (details supplied) whereby due to an error in his Department's payroll system, a person has been left on point one on the pay scale, rather than point three at which they should be; if his attention has been drawn to the fact that in view of this error the person has been precluded from getting onto the supplementary panel and therefore precluded from participation in job interviews; and if he will make a statement on the matter. [24879/17]
Amharc ar fhreagraThe teacher referred to by the Deputy applied for access to the Supplementary Redeployment Panel.
Having reviewed his salary scale point and incremental date he should be on Point three of the Salary Scale w.e.f. from the 11/9/16 for supplementary panel purposes and Point three on the Salary Scale w.e.f. 11/12//16 for payroll purposes.
The person referred to is eligible for access to the supplementary panel and he has been notified of same. Arrears of salary will issue to him in the salary payment of 1 June.
112. Deputy Robert Troy asked the Minister for Education and Skills if he will review a number of aspects of the current SUSI system including the current gross income threshold of €54,240; and if he will allow for household deductibles such as mortgage or rent to be included on a SUSI application. [24885/17]
Amharc ar fhreagraThe means test arrangements of the Student Grant Scheme are applied nationally on the same basis to both employed and self-employed applicants. Gross income before the deduction of income tax or the universal social charge, is assessed with certain specified social welfare and health service executive payments excluded.
The assessment of income from the same starting point is deemed to be fair and reasonable because this approach eliminates any distortion which might arise from different spending decisions in different households.
The Student Grant Scheme provides for different levels of income thresholds where families have (i) less than 4 dependent children (ii) between 4 and 7 dependent children and (iii) 8 or more dependent children. In recognition of the additional cost to families where more than one person is attending college, income thresholds may also be increased by up to €4,830 for each additional family member attending college at the same time. In this way, the Student Grant Scheme is responsive to the individual circumstances of particular families.
The current system of student supports is underpinned by the Student Support Act, 2011. My officials have recently commenced a review of this legislation to identify areas where the Act needs to be updated to reflect the changes that have taken place in Irish society and to ensure that supports are targeted effectively at those most in need. All relevant issues will be considered as part of this review.
113. Deputy Joan Burton asked the Minister for Education and Skills his policy on attendance at and participation in the OECD's annual international summit on the teaching profession; and if he will make a statement on the matter. [24921/17]
Amharc ar fhreagraThe International Summit on the Teaching Profession is one of a number of initiatives that are organised by the Organisation for Economic Cooperation and Development in the area of education policy. The Summit on the Teaching Profession is organised by the OECD in conjunction with a number of partners, including Education International and the international organisation of teachers’ unions.
My Department engages strongly with officials and researchers at the OECD in the field of education. Ireland is a participant in the OECD’s PISA study and has also contributed to or participated in other research projects. OECD officials are invited to visit my Department to discuss specific issues, and I value the learning opportunities that these visits provide.
I have not made any policy decision regarding participation in the International Summit on the Teaching Profession. In 2017, pressures of other business made it impracticable for me to attend the International Summit on the Teaching Profession. However I would positively consider my future attendance at future summits.
114. Deputy Joan Burton asked the Minister for Education and Skills his views on whether there is a clear pay disparity between teachers recruited before 1 January 2011 and those recruited thereafter; his further views on whether it is unacceptable to maintain such pay disparities; his plans to address pay equality issues beyond the steps already agreed in relation to restoration of a qualification allowance payment; the cost of restoring teachers recruited since 1 January 2011 to the previous pay scale; the elements which make up this cost; and the number of teachers affected. [24922/17]
Amharc ar fhreagra130. Deputy Joan Burton asked the Minister for Education and Skills his views on whether there is a pay disparity between teachers recruited before 1 January 2011 and those recruited thereafter; his further views on whether it is unacceptable to maintain such pay disparities; his plans to address pay equality issues beyond the steps already agreed in relation to restoration of a qualification allowance payment; the cost of restoring teachers recruited since 1 January 2011 to the previous pay scale; the elements which make up this cost; and the number of teachers affected. [24938/17]
Amharc ar fhreagraI propose to take Questions Nos. 114 and 130 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 for public servants to start. I have used this to negotiate substantial improvements in pay for new teachers. The agreement reached with TUI and INTO will see pay rises of between 15-22% (between €4600 and €6700) for new entrant teachers. The agreements also provide for earlier permanency for younger teachers, new promotion opportunities and new flexibilities in working hours.
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 current full year cost would be in the order of €85 million. Clearly, the cost across the entire public service would be substantially higher.
However there are other types of equality that we must also bear in mind, for example equality between public servants and people who work elsewhere or don’t work at all. It would also not be equal or fair for us to do unaffordable deals with particular groups of public servants that mean that we do not have the money left in the public purse to provide increases in social welfare payments for vulnerable groups, tax reductions for people at work, or investments in improvements in public services that people rely on.
In education, there is a well-established increment system. Teachers are not paid equally. For example, the pay scale for teachers appointed prior to 2011 ranges from €32,009 to €60,155 depending on the date that the individual began teaching. Part of the negotiation to date has secured a convergence of the scales of recruits at different periods.
Any further negotiation on new entrant pay cannot focus on just one sector. A broader assessment of pay and new entrant pay will be informed by the recently published 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 public service pay talks. My colleague, the Minister for Public Expenditure and Reform, invited the Public Services Committee of ICTU to discussions on public service pay and a continued approach to the unwinding of the FEMPI legislation and these discussions are now underway.
115. Deputy Joan Burton asked the Minister for Education and Skills the position regarding the Technological Universities Bill 2015; and if he will make a statement on the matter. [24923/17]
Amharc ar fhreagraThe Programme for Government outlines that this Government will continue to support the creation of Technological Universities. This is in line with the National Strategy for Higher Education to 2030 which provides a framework for the development of the higher education sector to 2030.
The third Government Legislative Programme of this new Partnership Government was published on 17 January 2017, and the Technological Universities Bill is listed on the Dáil Order Paper and is awaiting Committee Stage. The Department on behalf of the Minister is conducting a series of consultations with all of the relevant stakeholders in relation to both the matters raised during the legislative process and the commitments contained in the Programme for Government.
As part of this process of consultation, Department officials have recently concluded their consultation with TUI on this matter. A final clarification document has been issued by the Department to the TUI on a range of issues including issues related to superannuation and terms and conditions. The Department understands that TUI will be putting this document to a ballot of their members in due course.
Following the finalisation of the consultation process the Minister will then advance the legislation having determined a position in relation to any matters raised as part of the consultation process.
116. Deputy Joan Burton asked the Minister for Education and Skills the correspondence he has received from the chief executive of the Higher Education Authority regarding governance, human resources and financial practices in the University of Limerick; and if he will make a statement on the matter. [24924/17]
Amharc ar fhreagraThe HEA wrote to my Department in October 2016 regarding the issues raised at UL. My Department and the HEA and the University of Limerick (UL) have engaged in ongoing discussions which have culminated in agreement being reached between all parties to conduct an independent review into the governance, HR and financial practices and procedures at the University.
This decision arises from a number of protected disclosures and other complaints received from current and former employees of the University. To date, there have been a number of steps taken to address the issues raised, including the Mazar’s report whose recommendations the HEA have been working closely with UL to implement.
The independent review will address the issues raised and ensure that robust policies for the future are in place. The Department and the HEA have independently finalised the terms of reference for the review. The Department and the HEA has agreed that the HEA will oversee the review and the HEA have proceeded to appoint Mr Richard Thorn, President Emeritus of Sligo Institute of Technology, as the appropriate independent external reviewer to conduct the review.
It is expected that the final review will be completed and submitted to the HEA by 30th September 2017. In the event that it is not practicable to make a final report within this timeframe, an interim report will be provided.
117. Deputy Joan Burton asked the Minister for Education and Skills his Department's work on setting up a relocation panel for permanent primary school teachers who need to relocate but do not wish to resign their position; and if he will make a statement on the matter. [24925/17]
Amharc ar fhreagraThe provisions of the teacher exchange scheme are set out by my Department in Circular Letter 0017/2015 the contents of which were agreed under the auspices of the Teacher Conciliation Council. The Teacher Conciliation Council is part of the scheme of Conciliation and Arbitration for Teachers and was set up to deal with claims and proposals relating to the Terms and Conditions of employment of teachers. The Council is composed of representatives of teachers, school management, the Department of Education and Skills, the Department of Public Expenditure and Reform and is chaired by an official of the Workplace Relations Commission.
The Teacher Exchange scheme is open to primary teachers who are registered with the Teaching Council, have completed probation and who wish to exchange their posts for educational purposes. Educational purposes would include enabling teachers in primary schools to gain experience of teaching in different types of settings. The concept is that teachers will gain a different experience, enrich their knowledge and understanding of their professional work and share this understanding with colleagues.
The minimum period for which an exchange may occur is one year and the maximum is five years.
In 2016 the issue of this limit and the purpose of the scheme was reviewed under the auspices of Teachers Conciliation Council. Having considered the matter and taking into account all circumstances both the union and management partners considered that their preferred option is to retain the existing scheme as set out in the published circular.
However, in response to a request for consideration of a voluntary transfer scheme for Primary Teachers from the Irish National Teachers’ Organisation, I have decided to extend the maximum period for which an exchange may occur for those teachers in their fifth and sixth year of exchange for one further year.
This new voluntary transfer scheme is to be considered under the auspices of the Teacher Conciliation Council.
118. Deputy Joan Burton asked the Minister for Education and Skills the percentage of each accreditation and co-ordination of English language services and schools (details supplied) capacity which is left empty in order to assure they have enough capacity to honour ACELS-MEI’s learner protection scheme should the need arise; and if he will make a statement on the matter. [24926/17]
Amharc ar fhreagraACELS (the Accreditation and Coordination of English Language Services) is a voluntary national scheme responsible for the development and management of the recognition and inspection of English language schools. ACELS is operated by Quality and Qualifications Ireland (QQI). My Department does not maintain figures of the occupancy rates within privately operated English language schools.
As part of the regulations governing the operation of ACELS, all schools with ACELS recognition must have learner protection schemes in place. These schemes are underpinned by Statutory Declarations given by the providers.
Marketing English in Ireland (MEI) is a long established private association of English language schools. It is a condition of membership of MEI that a school holds ACELS recognition.
MEI's learner protection scheme requires its members to provide a guarantee that students enrolled in its schools will be able to complete the course for which they have enrolled, or a similar course, at another member school in the locality.
119. Deputy Joan Burton asked the Minister for Education and Skills his Department’s role in the regulation of an association (details supplied) in particular the leaner protection scheme of the association; and if he will make a statement on the matter. [24927/17]
Amharc ar fhreagraMarketing English in Ireland (MEI) is a private association of English language schools and is not subject to regulation by my Department.
ACELS (the Accreditation and Coordination of English Language Services) is a voluntary national scheme responsible for the recognition and inspection of English language providers. It is administered by Quality and Qualifications Ireland. ACELS recognised providers are required to have protection for enrolled learner policies in place. ACELS recognition is a requirement for membership of MEI.
In addition, all English language providers which are listed on the Interim List of Eligible Programmes - the list of education programmes considered to justify the granting of permission to students to live and work in Ireland - are required to have mandatory protection for enrolled learner policies in place. The ILEP is administered by the Department of Justice and Equality in association with my Department.
120. Deputy Joan Burton asked the Minister for Education and Skills the position regarding the implementation of the Qualifications and Quality Assurance (Education and Training) Act 2012 in particular his Department's engagement with Quality and Qualifications Ireland regarding the implementation schedule for the international education mark, IEM; the status of its recruitment of inspectors for the IEM; and if he will make a statement on the matter. [24928/17]
Amharc ar fhreagraLegislative amendments are necessary to facilitate the introduction of the International Education Mark (IEM). These amendments are contained in the Qualifications and Quality Assurance (Amendment) Bill.
I published the General Scheme of the Bill on 15th May 2017, following approval by Government. The General Scheme of the Bill will now be submitted to the relevant Oireachtas Committee for pre-legislative scrutiny.
It is anticipated that the IEM will be introduced in 2018.
121. Deputy Joan Burton asked the Minister for Education and Skills his views on the uptake in the number of apprenticeships by females; his plans to address the issue; and if he will make a statement on the matter. [24929/17]
Amharc ar fhreagraAs the Deputy is aware, in order to be registered as an apprentice by SOLAS, a person must be employed by an approved employer in one of the craft trades. Recruitment to apprenticeship is therefore driven by employers rather than by SOLAS or by education and training providers.
The 2014 Review of Apprenticeship in Ireland acknowledged the number of women employed in craft apprenticeships has been low as these programmes operate in sectors that have traditionally low levels of female employment. While SOLAS offers a bursary to employers to encourage them to employ female apprentices, the number remains low.
Currently the Apprenticeship Council is overseeing the expansion of the apprenticeship system into a range of new areas, following a call for proposals from employers and education and training providers. The first of these new apprenticeships were launched in 2016, with the Insurance Practitioner Apprenticeship launching in September and the Industrial Electrical Engineer Apprenticeship getting underway in November. We have already seen an increase in female participation in these new programmes with almost 40% of the initial intake on the Insurance Practitioner programme being female. 13 further new apprenticeships will get underway in 2017, many of which are in sectors where there is a different gender balance in the workplace and I am confident, as these new apprenticeships are rolled out, that this will lead to a continued increase in female participation.
As set out in the recently published Action Plan to Extend Apprenticeship and Traineeship in Ireland 2016-2020, my Department will, in conjunction with SOLAS, review the pathways to participation in apprenticeship in a range of diverse groups, including female participation, in light of the broadening of the apprenticeship system into new areas. The review will be completed in 2018 and any recommendations made will be implemented immediately.
Recently, a digital campaign to promote apprenticeship got underway with a dedicated Twitter feed #Generation Apprenticeship, a new apprenticeship website, www.apprenticeship.ie, an Apprenticeship Ireland Facebook page and a LinkedIn page. In all aspects of the digital campaign women feature prominently and as the campaign rolls out, there will be a specific focus on encouraging women and girls to consider apprenticeship as a means of launching or developing their careers.
