Written Answers Nos. 58-81
58. D'fhiafraigh Deputy Aindrias Moynihan den Aire Oideachais agus Scileanna cathain a bheidh an 30 Múinteoir Gaeltachta breise atá geallta sa Pholasaí don Oideachas Gaeltachta 2017-2022 á n-earcú agus cén córas dáilte a bheidh i bhfeidhm chun na Múinteoirí breise sin a earcú sna Scoileanna Gaeltachta; agus an ndéanfaidh sé ráiteas ina thaobh. [24724/17]
Amharc ar fhreagraAg an leibhéal bunscoile, déanann an Polasaí don Oideachas Gaeltachta 2017-2022 tagairt don soláthar áiteanna le haghaidh 30 múinteoir in aghaidh na bliana ó 2018/19 ar aghaidh i gcomhthéacs an chláir nua um oiliúint tosaigh múinteoirí trí mheán na Gaeilge do mhúinteoirí bunscoile. Tá an phleanáil ar siúl maidir leis an ngníomh seo agus tar éis comhairliúchán a dhéanamh leis na comhpháirtithe cuí, táthar ag súil go bhfoilseofar an glao ar thairiscintí leis an gclár a sholáthar sa Samhradh in 2017 agus táthar ag súil go mbeidh an dáta tosaigh don chlár ceithre bliana seo in 2018/19 nó 2019/20 má éiríonn go maith leis an nglao ar thairiscintí agus má léiríonn dóthain scoláirí féideartha spéis ann.
Ag an leibhéal iar-bhunscoile, tá dhá phost iar-bhunscoile ar iasacht faighte le déanaí ag Ollscoil na hÉireann, Gaillimh, an soláthraí reatha um oiliúint tosaigh múinteoirí iar-bhunscoile leis an soláthar múinteoirí a láidriú, a mhéadú agus a dhaingniú sa Mháistir Ghairmiúil Oideachais a mhaireann dhá bhliain ag an leibhéal iar-bhunscoile má léiríonn dóthain scoláirí féideartha spéis ann. Tá próiseas earcaíochta ar siúl faoi láthair don dá phost iar-bhunscoile ar iasacht.
At primary level, the Policy on Gaeltacht Education 2017-2022 makes reference to the provision of places for 30 teachers per year from 2018/19 in the context of a new Irish-medium initial teacher-education programme for primary teachers. Planning is underway in relation to this action and following consultation with relevant parties, it is expected that the call for proposals for the provision of the programme will be published in Summer 2017 with an expected start date for this four-year programme in 2018/19 or 2019/20 pending a successful outcome to the call for proposals process and sufficient take-up by potential students.
At post-primary level, two post-primary seconded posts have recently been allocated to NUI, Galway, the existing post-primary initial teacher education provider in order to strengthen, increase and bolster the supply of teachers in the two-year Professional Masters of Education (PME) at post-primary level pending sufficient take-up by potential students. A recruitment process is currently underway for the two seconded post-primary posts.
59. Deputy Thomas Byrne asked the Minister for Education and Skills his views on whether the level of capital investment in institutes of technology is adequate; the progress being made to address the significant capital shortfall and infrastructure deficits which exist across the sector; and his views on best way in which to remedy these. [24665/17]
Amharc ar fhreagraThe Government recognises the importance of the higher education sector to Ireland's future economic and social development. However, the reality of the economic situation and the public expenditure corrections which had to be made in recent years presented challenges across all areas of public expenditure, including higher education. The sector has responded well to these challenges and has continued to provide opportunities for increasing numbers of students to undertake a higher education qualification.
The Report of the Expert Group on the Future Funding of Higher Education (Cassells Report) found that a capital programme of €5.5 billion is required over the next 15 years. This has informed the submission of my Department to the ongoing Capital Review process led by the Department of Public Expenditure and Reform. This submission was also informed by responses from Higher Education Institutions to a consultation process on capital requirements recently undertaken by the Higher Education Authority, with the support of my Department.
In the meantime, the Deputy will be aware that the 2016-2021 Capital Plan provides for a direct Exchequer investment of €150m in higher education, including €40m already allocated to the Grangegorman project. It also provides for €200m worth of PPP projects. These are hugely important and very welcome investments. An important focus of the funding will be on addressing infrastructural deficits that exist in the Institutes of Technology.
In 2016, my Department provided capital funding of almost €20m for Institutes of Technology, including a €10m provision for urgent minor works and equipment renewal.
The Department of Education and Skills and the Higher Education Authority are currently progressing the prioritisation of projects for the PPP programme.
60. Deputy Alan Kelly asked the Minister for Education and Skills his plans for the reading recovery programme in DEIS and non-DEIS schools. [24012/17]
Amharc ar fhreagraReading Recovery is a literacy initiative that was initially made available for DEIS Band 1 and Band 2 schools only as part of Delivering Equality of Opportunity in Schools (DEIS), the Action Plan for Educational Inclusion, which was launched in May 2005. Each of these schools was given an opportunity to have a teacher trained as a Reading Recovery teacher. In some areas where training took place in local cluster groups, schools other than those targeted in the DEIS Action Plan were allowed to participate in the programme.
My Department, through the Professional Development Service for Teachers (PDST), continues to prioritise this support for DEIS schools as well as maintaining ongoing support for other schools already participating in the Reading Recovery programme.
New non DEIS schools have not been permitted to join the Reading Recovery programme in light of the extensive programme of support now available to all schools in the area of literacy.
The Educational Research Centre (ERC) has reported positively on the range of interventions, including Reading Recovery, in place for DEIS schools. Inspectorate evaluations also demonstrate that the effectiveness of specialised programmes is maximised when they are integrated into the overall literacy programme in a school.
Support for all schools, DEIS and non DEIS, provided by the PDST takes this into account as part of the ongoing professional development programme for "Literacy and Numeracy for Learning and Life - The National Strategy to Improve Literacy and Numeracy for Children and Young People 2011 - 2020" and its "Interim Review Report 2017".
61. Deputy Catherine Murphy asked the Minister for Education and Skills the provision that will be included in the capital plan regarding school facilities and increased capacity to reflect the increased development in view of the extensive land rezoning in the mid-east region and the large development proposals; and if he will make a statement on the matter. [24468/17]
Amharc ar fhreagraMy Department uses a Geographical Information System (GIS) to identify where the pressure for school places across the country will arise. The GIS uses data from the Central Statistics Office, Ordnance Survey Ireland, the Department of Social Protection and my Department's own databases. With this information, my Department carries out nationwide demographic exercises at primary and post-primary level to determine where additional school accommodation is needed.
My Department is included among the prescribed bodies to whom local authorities are statutorily obliged to send draft development and local area plans or proposed variations to development plans for comment and observations. This enables local authorities to reserve future school sites in areas designated for proposed housing development.
My Department’s 6 Year Capital Programme prioritises building projects for areas where there is increased demography. The Capital Programme also provides for devolved funding for additional classrooms for schools where an immediate enrolment need has been identified or where an additional teacher has been appointed.
All school planning areas nationwide are being kept under ongoing review by my Department. This review takes account of updated data from CSO, enrolment and child benefit data and also the impact of existing and planned capacity increases to schools in these areas.
62. Deputy Martin Heydon asked the Minister for Education and Skills if he will consider the need for a new school campus on the Curragh, County Kildare, to improve the facilities available for children in the area and increase capacity in the area; and if he will make a statement on the matter. [24732/17]
Amharc ar fhreagraMy Department's Six-Year Capital Programme prioritises building projects for areas of demographic growth. The Capital Programme also provides for devolved funding for additional classrooms for schools where an immediate enrolment need has been identified or where an additional teacher has been appointed.
While my Department is aware that some consideration is being given locally to applying for replacement accommodation for the Curragh primary schools, no proposals in this regard have been received. Additional post-primary capacity is currently being provided in Newbridge and my Department will continue to monitor demographics to identify where additional school places will be required nationally, including in County Kildare.
63. Deputy Joan Burton asked the Minister for Education and Skills his views on the low uptake of apprenticeships by females; his plans to address the issue; and if he will make a statement on the matter. [24662/17]
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.
64. Deputy Niamh Smyth asked the Minister for Education and Skills the actions his Department has taken to co-operate with the Department Arts, Heritage, Regional, Rural and Gaeltacht Affairs to fast-track and resource the arts in education charter; and if he will make a statement on the matter. [24465/17]
Amharc ar fhreagraThe Arts in Education Charter, launched in 2013, has been a landmark development. The Charter is an initiative of my Department, the Department of Arts, Heritage, Regional, Rural and Gaeltacht Affairs, working in association with the Arts Council. Through the co-operation of both Departments and the Arts Council, good progress has been made on implementation of the Charter objectives to date.
One of the commitments in the Arts in Education Charter is to support and encourage schools to make their facilities available for out-of-hours community, recreational and cultural activities, in so far as is practicable. Many schools already make their premises available to the local community outside of school hours; and schools profit from an improved relationship with the wider community as a result. Being linked effectively with the local community can help the school to provide a wider curriculum and range of co-curricular activities.
It is for this reason that my Department has published in 2016 “Looking at our Schools 2016” - A Quality Framework for Primary Schools and “School Self-evaluation Guidelines for Post-Primary Schools”. These guidelines suggest that the relationship between the school and the wider community should form one of the self-evaluation criteria for schools. Schools shall now in their school policies and plans, where possible, include arts-in-education opportunities as an important aspect of enriching the curriculum and the wider life of the school.
Ireland’s first Arts in Education Portal was launched in May 2015. The Arts in Education Portal was developed in partnership with the Department of Arts, Heritage, Regional, Rural and Gaeltacht Affairs and has become a key national resource for arts education.
In 2015, Music Generation Ltd. announced Phase 2 of the initiative during which up to 9 additional new Music Education Partnerships will be established over the period from 2017 up to 2021. The application process for these new partnerships is currently underway.
'Creative Ireland' is the Government’s legacy programme to the successful 'Ireland 2016' initiative. It is a five-year programme, from 2017 to 2022, which places creativity at the centre of public policy. The Arts in Education Charter is to be embraced, fast-tracked and further resourced over the coming years as part of the Creative Ireland programme.
65. Deputy Martin Heydon asked the Minister for Education and Skills if he will expedite the decision on the proposed amalgamation of two schools (details supplied) in County Kildare to allow the schools to make plans for 2018; and if he will make a statement on the matter. [24727/17]
Amharc ar fhreagraI wish to advise the Deputy that my Department recently received correspondence from the Patron of the schools in question relating to a proposal to amalgamate both schools. My Department subsequently sought additional information from the Patron relating to the proposal and this has now been received. My Department will be in further contact with the Patron when the additional information has been considered.
66. Deputy Eamon Ryan asked the Minister for Education and Skills the number of boys and girls respectively who study home economics at junior certificate level; and if he will consider making the subject compulsory at that level. [24725/17]
Amharc ar fhreagraIn 2016, a total of 21,464 students sat Junior Cycle Home Economics as part of the State Examinations. 15,848 female students sat the Junior Cycle Higher Level Home Economics examination, while 2,079 male students sat the paper. At ordinary Level 2,307 female students and 1,230 male students sat the paper.
There are no plans to make the subject compulsory in the Junior Cycle.
A new specification for Home Economics will be introduced to schools, in September 2018, in line with the continuing programme of curriculum reform for Junior Cycle. This specification was developed by the National Council for Curriculum and Assessment following broad consultation.
67. Deputy Thomas Pringle asked the Minister for Education and Skills the steps being taken to bring about the appointment of a president for Dundalk Institute of Technology; and if he will make a statement on the matter. [24462/17]
Amharc ar fhreagraA competition for the position of President of Dundalk IT was held by the Public Appointments Service in 2016. Unfortunately the outcome of that competition was unsuccessful. It has been agreed to run a new competition for the appointment of the President using the frameworks for such a recruitment process as set out by the Office of Government Procurement.
This process has commenced and it is envisaged that it will be brought to a successful conclusion prior to the retirement of the current President in August 2017.
68. Deputy Thomas Byrne asked the Minister for Education and Skills if his attention has been drawn to the treatment of pharmacy students in Trinity College Dublin, UCD and RCSI whose degrees have been changed and as a result they now have to pay masters degree level fees for their final year tuition and have to undergo an unpaid placement rather than a paid placement in their final year; if he was consulted with regard to this change; his views on whether it should be permissible; and if he will engage with the presidents of these institutions to reverse these changes. [24663/17]
Amharc ar fhreagraThe education and training of pharmacists to first registration is specified in EU legislation (Article 44 of Directive 2005/36/EC) and consists of a five-year education and training programme, which must include a minimum of six months’ practical training under the supervision of a pharmacist.
In Ireland, the Pharmacy Act 2007 conferred responsibility on the Pharmaceutical Society of Ireland (PSI), the pharmacy regulator, with respect to pharmacy education and training.
The PSI is an independent statutory body and is responsible for defining and ensuring the standards of education and training for pharmacists qualifying in Ireland. This includes developing standards, policies and carrying out accreditation of pharmacy degree programmes.
The changes in the degree programme structure arise from the recommendations of the Pharmacy Education and Accreditation Reviews project and implementation has been overseen by the National Forum for Pharmacy Education and Accreditation which includes representatives of PSI, Department of Health, Higher Education Authority, community, hospital and industry pharmacists, patient, student and international expertise.
The Pharmaceutical Society of Ireland (Education and Training) (Integrated Course) Rules were signed by the Minister for Health in 2014.
These Rules underpin the implementation of the new five-year fully integrated Master’s degree programme in pharmacy which evolved from significant review of the previous training pathway, and international best practice assessment in this area. They also gave effect to new accreditation standards that were developed by the PSI and place the Core Competency Framework for Pharmacists on a statutory footing.
In that context, it would not be appropriate for me to intervene in the changes to the Pharmacy programmes.
69. Deputy Charlie McConalogue asked the Minister for Education and Skills the position regarding the purchase of a site for the three school campus in Buncrana, County Donegal; if his Department has made offers to land owners for a site; when a site is expected to be purchased; and if he will make a statement on the matter. [24467/17]
Amharc ar fhreagraAs the Deputy is aware the project in respect of the education campus in Buncrana was announced as part of my Department's Six Year Capital Programme.
A preferred site option was identified and officials from Donegal County Council, on behalf of my Department, have engaged with the landowner in question with a view to its acquisition. These negotiations have not yielded a positive result to date.
At the request of my Department, Council officials have also engaged with the relevant landowners in respect of a second suitable site which may provide an alternative option, if agreement can be reached on a purchase price. These negotiations are ongoing.
Officials from my Department have arranged to meet with officials from the relevant local authority to discuss the matter with a view to determining the best means to expedite the site acquisition.
Due to the commercial sensitivities attaching to site acquisitions generally, it is not possible to provide any further information at this time regarding the negotiation process or the site options. Once a suitable site has been acquired my Department will be in a position to progress the project concerned into the architectural planning process.
70. Deputy Joan Burton asked the Minister for Education and Skills the legislative proposals his Department is working on to make it an offence to advertise and provide academic cheating services for students; and if he will make a statement on the matter. [24659/17]
Amharc ar fhreagraI published the General Scheme of a Qualifications and Quality Assurance (Amendment) Bill on Monday 15th May 2017, following approval by Government.
This new Bill contains provisions which will make it an offence to provide or advertise any form of academic cheating services such as those provided by essay mill companies.
The type of approach that is proposed in the General Scheme will ensure that Ireland is one of the first countries to take measures to address this issue.
The General Scheme of the Bill will now be submitted to the relevant Oireachtas Committee for pre-legislative scrutiny.
71. Deputy John Curran asked the Minister for Education and Skills his plans to increase the supply of ASD schools across the country; and if he will make a statement on the matter. [24729/17]
Amharc ar fhreagraMy Department's policy is to promote a child-centred approach to education of all children with special educational needs, including those with autism, in school settings.
Such placements facilitate access to individualised education programmes which may draw from a range of appropriate educational interventions, delivered by fully qualified professional teachers, with the support of Special Needs Assistants and the appropriate school curriculum.
My Department therefore provides for a continuum of provision which includes mainstream school placements with additional supports, or for pupils who require more specialist interventions, special school and special class placements.
This network includes 126 ASD early intervention classes, 526 primary ASD classes and 236 post-primary ASD classes in mainstream schools and 125 Special School of which 20 are ASD special schools.
My Department previously funded 13 centres through an ABA pilot scheme funded for the period 1999-2011. All of these centres applied for and were granted provisional recognition as special schools for children with Autism Spectrum Disorders in 2010 and are currently being supported by my Department under a transitional agreement. These schools now form part of the network of specialised placements for students with ASD.
The National Council for Special Education (NCSE), through its network of local Special Educational Needs Organisers (SENOs), in consultation with the relevant education partners, is responsible for the establishment of special classes and special schools in various geographical areas where there is an identified need and continues to establish additional special classes to support children with Special Educational Needs including Autism as required.
Since 2011 the NCSE has increased the number of special classes by over 100% from 548 in 2011 to 1152 across the country in 2017, of which 888 are Autism Spectrum Disorder (ASD) special classes.
The NCSE, in looking to open special classes, must take into account the present and future potential need for such classes, taking particular account of the educational needs of the children concerned. The NCSE will also take account of location and sustainability in looking to establish special classes in certain areas.
The NCSE has informed the Department that it intends to establish an additional 162 ASD Special Classes for the 2017/18 school year increasing the number of ASD Special Classes by 18% from 888 to 1,050. This will include 17 new ASD early intervention classes, 100 new primary ASD classes and 45 new post-primary ASD classes.
72. 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 further reason he is of the view 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. [24666/17]
Amharc ar fhreagraAs the Deputy will be aware, 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 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.
73. Deputy Catherine Connolly asked the Minister for Education and Skills the number of external companies or organisations or bodies that Caranua have engaged for a fee since its inception in tabular form; the fees that these entities have charged; the source the fees were paid from; the justification provided from Caranua for the services of these entities; his views on whether these charges could have been avoided by proper governance of Caranua in view of recent revelations regarding Caranua; and if he will make a statement on the matter. [24670/17]
Amharc ar fhreagraCaranua, the Residential Institutions Statutory Fund Board, is an independent statutory body established pursuant to the Residential Institutions Statutory Fund Act 2012. Section 7(7) of that Act provides that the Board, as it considers necessary for the performance of its functions and with the approval of the Minister, may enter into contracts with persons and engage consultants or advisers under terms and conditions that the Board considers appropriate. Section 7(7) also provides that sums payable to persons, consultants or advisers shall be paid by the Board out of moneys at its disposal.
Details of the contracts and consultancies, etc., approved under section 7(7) since the establishment of the organisation in 2013 are set out in the tabular statement. Consideration of the items listed in the following table was undertaken following receipt of business cases from Caranua.
All of Caranua’s costs, including those relating to contracts and consultancies, are charged on the NTMA investment account which is funded by religious contributions. This arises from the provision in section 30(1) of the 2012 Act 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”.
Approvals issued by the Minister for Education and Skills under section 7(7) of the Residential Institutions Statutory Fund Act 2012
|
Date |
Contractor/Consultant |
Purpose |
|
02/04/2014 |
Exchequer Software Ltd. |
Acquisition of Financial Management System |
|
15/6/2014 26/9/2014 15/10/2014 11/8/2015 |
CPL Recruitment |
Provision of agency staff |
|
17/09/2014 |
Entering into a proposed lease on new accommodation including engagement of architectural firm. (Note: project was not proceeded with.) |
|
|
21/10/2014 |
Approval to seek tenders to undertake a review of Caranua's structures, processes and systems |
|
|
11/08/2015 |
Achilles |
Provision of advice and support in procurement |
|
11/08/2015 |
Acumen |
Preparation of Board handbook |
|
11/08/2015 |
Acumen |
Set up of case management system |
|
11/08/2015 |
Ampersand |
Facilitation of session of Board |
|
11/08/2015 |
Ampersand |
Facilitation of Board meeting |
|
11/08/2015 |
Ampersand |
Facilitation of management team for staff meeting |
|
11/08/2015 |
An Post Mails Revenue |
PO Box Licence and Freepost Licences |
|
11/08/2015 |
Anna Carroll |
Training for staff member |
|
11/08/2015 |
Athena Media |
Historical research |
|
11/08/2015 |
Athena Media |
Communications strategy |
|
11/08/2015 |
Beverly Smith & Sons |
Furniture removal |
|
11/08/2015 |
Bill Moss & Partners |
Addresses of parish priests for mailshot. |
|
11/08/2015 |
Blacknight Internet |
Hosting of website |
|
11/08/2015 |
Bluewave Technologies |
Further development of Salesforce CRM System |
|
11/08/2015 |
Brendan Foreman Design |
Design of new corporate identity. |
|
11/08/2015 |
Brendan Foreman Design |
Branded stationery |
|
11/08/2015 |
Brendan Foreman Design |
Design and development of new temporary website |
|
11/08/2015 |
Brendan Foreman Design |
Design of Application Form Pt 1 and guidelines |
|
11/08/2015 |
Brendan Foreman Design |
Design of Application Form Pt 2 and Guidelines 2nd Edition |
|
11/08/2015 |
Brendan Foreman Design |
Sub-contracting of printing of applications and guidelines |
|
11/08/2015 |
Byrne Wallace Solicitors |
Legal advice |
|
11/08/2015 |
Brian Harvey |
Summary of Oireachtas debates |
|
11/08/2015 |
BT Communications Ireland Ltd |
Computer hardware & software |
|
11/08/2015 |
Caroline O’Leary |
Irish Sign Language interpretation |
|
11/08/2015 |
Carlin Marketing |
Working with subcommittee on rebranding |
|
11/08/2015 |
Carlin Marketing |
Drafting rationale for rebranding |
|
11/08/2015 |
Cathleen Anne Ronayne |
Assist with payroll calculations |
|
11/08/2015 |
Character Print Solutions |
Print and distribute copies of Application Form Pt 1 & Guidelines |
|
11/08/2015 |
Character Print Solutions |
Printing of letterheads etc. |
|
11/08/2015 |
Ciara Murray |
Examine the implications of working through delivery partners |
|
11/08/2015 |
Codex |
Provision of stationery supplies |
|
11/08/2015 |
CPL Admin |
|
|
11/08/2015 |
Crowleys DFK |
EFB Audit |
|
11/08/2015 |
Datapac |
ICT equipment (laptops, printers) |
|
11/08/2015 |
David Palmer Enterprises |
Moving of office furniture |
|
11/08/2015 |
Dreamhost |
Hosts emails and website |
|
11/08/2015 |
Dublin Rape Crisis Centre |
Training course |
|
11/08/2015 |
Eircom |
Provision of telephone services |
|
11/08/2015 |
Eircom Business Systems |
New phone management system |
|
11/08/2015 |
Emobile |
Provision of 6 mobile phones |
|
11/08/2015 |
FEXCO |
Foreign payments and anonymised cheque payments |
|
11/08/2015 |
Focus Training |
Staff training |
|
11/08/2015 |
Focused Solutions |
Support to admin staff |
|
11/08/2015 |
Fruit Design |
Design of Online Application Form Part 1 |
|
11/08/2015 |
Fruit Design |
Website design |
|
11/08/2015 |
Graphite HRM |
HR support |
|
11/08/2015 |
Harcourt Printing |
Stationery supplies |
|
11/08/2015 |
Hyperlink Ltd |
Placing of invitation to tender for baseline study on Activelink website |
|
11/08/2015 |
Inform Display Systems |
Distribution of Application Form Pt 1 to health service |
|
11/08/2015 |
Iron Mountain |
Confidential document destruction |
|
11/08/2015 |
Ita Mangan |
Research on entitlements. |
|
11/08/2015 |
Joan O'Flynn |
Facilitation session |
|
11/08/2015 |
Jury's Inn |
Accommodation for Board members |
|
11/08/2015 |
Jury's Inn |
Use of meeting rooms |
|
11/08/2015 |
Kent Carthy Solicitors |
Legal advice |
|
11/08/2015 |
Liz Challoner |
Acceptable behaviour policy |
|
11/08/2015 |
Ms Liz Challoner |
Admin support |
|
11/08/2015 |
Ms Liz Challoner |
Admin support |
|
11/08/2015 |
Maureen Lynott |
Design of criteria |
|
11/08/2015 |
Micromail |
Microsoft licences |
|
11/08/2015 |
MJ Flood |
Provision of a photocopier |
|
11/08/2015 |
NALA |
"Plain English" of forms and other documentation |
|
11/08/2015 |
National Radio Cabs |
Provision of Taxi services |
|
11/08/2015 |
Novosco |
New server and ongoing ICT support. |
|
11/08/2015 |
Novosco |
Urgent work on email system |
|
11/08/2015 |
Office Depot (Ireland) Ltd |
Paper for printing |
|
11/08/2015 |
Pitney Bowes Purchase Power |
Postage costs (franking machine) |
|
11/08/2015 |
Pony Express |
Courier services |
|
11/08/2015 |
Q4 Public Relations |
Advice on wording of letter |
|
11/08/2015 |
Q4 Public Relations |
Design and content for website |
|
11/08/2015 |
Q4 Public Relations |
Updating website |
|
11/08/2015 |
Regent Catering |
Provision of lunch etc for Board meetings |
|
11/08/2015 |
Salesforce |
Provision of licences for use of salesforce |
|
11/08/2015 |
Salespulse |
Maintenance support for data base |
|
11/08/2015 |
Shred-It |
Secure destruction of paper |
|
11/08/2015 |
Silverlink |
Design of temporary website. |
|
11/08/2015 |
Snap Printing |
Printing of guidelines |
|
11/08/2015 |
Softex |
Support for phone management software |
|
11/08/2015 |
Irish Post |
Annual sub. |
|
11/08/2015 |
Temporary Information Officers |
|
|
11/08/2015 |
Treacy Consulting |
Research project - service pathways. |
|
11/08/2015 |
Unity |
Provision of ICT support |
|
11/08/2015 |
Unity |
Provision of new firewall |
|
11/08/2015 |
Viking Direct |
Provision of stationery supplies |
|
11/08/2015 |
Wateross Management Ltd |
Advice on development & implementation of scheme. |
|
11/08/2015 |
Weafer and Associates Research and Consultancy Ltd |
Baseline awareness study |
|
27/08/2015 |
Approval to seek tenders for the procurement of internal audit services |
|
|
27/08/2015 |
Approval to seek tenders for the procurement of accountancy services |
Note: Where the box for contractor/consultant is blank it signifies that approval in principle was given by the Minister for Education and Skills for Caranua to commence a procurement process for the particular service.
74. Deputy Thomas Pringle asked the Minister for Education and Skills if his attention has been drawn to diocesan advisers visiting primary schools across the country to monitor and evaluate a programme (details supplied); if these advisers are vetted and checked by his Department; if the attention of the parents of children attending these schools are drawn to the visits beforehand; and if he will make a statement on the matter. [24461/17]
Amharc ar fhreagraThe Deputy will be aware that religious education is one of the seven curricular areas of the Primary Curriculum (1999) and primary schools are currently required to allocate thirty minutes per day for religious instruction. However, unlike other subject areas, the content of the religious curriculum provided by schools is not set by the Department of Education and Skills. The Education Act recognises the rights of the different church authorities to design curricula in religious education and to supervise their teaching and implementation. This means that the content of the religious education programme in a particular primary school is determined by the patron of the school.
In relation to Garda vetting, the National Vetting Bureau (Children and Vulnerable Persons) Acts 2012 to 2016 (the Vetting Act) was commenced by my colleague the Minister for Justice and Equality in April of last year and put in place certain statutory requirements for the Garda vetting of persons involved in working with children and vulnerable persons. When the vetting requirements were commenced last year, my Department issued circular 0031/2016 which set out the statutory vetting requirements applicable to schools along with the practical arrangements in place to support the vetting procedures. A Frequently Asked Question (FAQ) document was also published by the Department to assist schools with queries in respect of the circular. Responsibility for ensuring that any statutory vetting requirements are met rests with each individual school authority. It is therefore a matter for each school authority to determine, having regard to the particular circumstances in question and the requirements of the Vetting Act, whether any vetting requirement applies in respect of a person or persons undertaking work in the school.
75. Deputy Richard Boyd Barrett asked the Minister for Education and Skills if he will ensure that the playing fields at a school (details supplied) will not be sold off by the Christian Brothers congregation, thereby depriving the school of the pitches adjacent to its school building; and if he will make a statement on the matter. [24731/17]
Amharc ar fhreagraIn early May, the Christian Brothers congregation wrote to me on the wider issue of the transfer of ownership of its playing fields to the Edmund Rice Schools Trust, ERST.
That recent correspondence also noted the proposal to dispose of part of the lands at the school to which the Deputy refers, a post-primary school under the patronage of ERST, and it states that contracts have already been signed with a builder. The congregation’s letter states that its intention is to use part of the proceeds of the disposal to meet its outstanding contribution of €8.8 million relating to the voluntary offer it made in 2009 in response to the findings of the Ryan report. The congregation also advised me that it will have provided the college with 6.5 acres, inclusive of the school and lands transferred in 2008 and the 3.5 acres of playing grounds now transferring.
I am not privy to the deliberations or the debates within the congregation on why these particular lands were selected for disposal.
As I noted, the congregation has an outstanding redress contribution of €8.8 million. Completion of this contribution at an early date is vital because it will ensure that Caranua, the Residential Institutions Statutory Fund, will have available to it the full €110 million in cash contributions offered by the religious congregations. I appreciate that the Christian Brothers wish to follow through on their commitments, having already paid €21.2 million of their voluntary cash offer.
It would, however, also be very disappointing if the educational needs of the current and future generations of children were compromised in achieving this goal. I would hope that the congregation takes this fully into account during its deliberations.
There is a role for the school patron, ERST, to ensure that the current and potential future educational needs of the school, including the capacity of the school to meet future enrolment demands, are prioritised.
My Department will be writing to the congregation on the matter of the lands adjacent to the school to which the Deputy refers, seeking clarification on a number of points, including whether the land in question is now the subject of a legally-binding agreement with a builder.
76. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the educational supports which have been put in place to ease the particular difficulties faced by migrant children and those in direct provision when transitioning from primary to secondary education; and if he will make a statement on the matter. [24387/17]
Amharc ar fhreagraEducational supports are on the basis of identified need. At both primary and post-primary levels, additional language support is provided for students who do not speak English as their first language. English as an Additional Language (EAL) resources are designed to allow individual students to participate in mainstream education on a par with their peers. Additional supports are provided on the basis of identified educational need.
Since the academic year 2014/15, the Education Passport has been in operation. The Education Passport Material includes a 6th Class Report, a Profile of the student by the student and a profile of the student by the parent/guardian. This suite of materials is transferred from the primary to the post-primary school. The materials aim to support the dual purpose of reporting to parents and of transferring pupil information from primary to post-primary schools.
Children who present with special educational needs are assessed by the relevant health and education professionals, and are linked with the relevant education provision most suited to their needs. These include:
- additional teaching support from a learning support or resource teacher
- a special class in a mainstream school with a lower pupil teacher ratio specified according to the category of disability e.g. a special class for children with autistic spectrum disorder;
- a special school with a lower pupil-teacher ratio specified according to the category of disability e.g. a special school for children with moderate general learning disability.
All asylum seekers are medical card holders and, inter alia, they are exempt from the fees for State examinations (the Leaving and Junior Certificate).
77. Deputy Thomas Pringle asked the Minister for Education and Skills the organisations and schools which made a submission to the public consultation on the role of denominational religion in the school admissions process in tabular form; and if he will make a statement on the matter. [24459/17]
Amharc ar fhreagraThe public consultation process on the role of denominational religion in the school admissions process and possible approaches for making changes accepted written submissions from 24th January to 20th March 2017.
Almost 1,000 written submissions were received. 744 submissions were made by individuals, 118 submissions were made by schools and 62 submissions were made by stakeholder organisations.
Submissions may be published in due course on my Department’s website subject to the requirements of the Freedom of Information Acts.
I previously advised that following the receipt and analysis of written submissions, consideration would be given as to whether any additional steps are needed as part of the consultation process. Accordingly, I recently announced that I will hold a Forum on the role of Religion in Primary School Admissions in the coming days.
My aim is to find a solution which addresses the issues in this area, while respecting the strongly held and legitimate desire of minority religious groups to run schools which are genuinely of their own ethos.
78. Deputy Thomas Pringle asked the Minister for Education and Skills the number of submissions he received from persons as part of the public consultation on the role of denominational religion in the school admissions process; the number of single email submissions he received from persons as part of the public consultation; and if he will make a statement on the matter. [24460/17]
Amharc ar fhreagraThe public consultation process on the role of denominational religion in the school admissions process and possible approaches for making changes accepted written submissions from 24th January to 20th March 2017.
Almost 1,000 written submissions were received. 744 submissions were made by individuals, 118 submissions were made by schools and 62 submissions were made by stakeholder organisations.
Submissions may be published in due course on my Department’s website subject to the requirements of the Freedom of Information Acts.
I previously advised that following the receipt and analysis of written submissions, consideration would be given as to whether any additional steps are needed as part of the consultation process. Accordingly, I recently announced that I will hold a Forum on the role of Religion in Primary School Admissions in the coming days.
My aim is to find a solution which addresses the issues in this area, while respecting the strongly held and legitimate desire of minority religious groups to run schools which are genuinely of their own ethos.
79. Deputy Thomas P. Broughan asked the Minister for Education and Skills his plans and the timeframe to ensure that the principle of equal pay for equal work will be restored in first and second level teaching; and if he will make a statement on the matter. [24458/17]
Amharc ar fhreagraEquality and fairness are of course at the heart of everything this Government is trying to do, particularly in the education area where I am particularly focused on creating better opportunities for people from disadvantaged areas in our schools system and in higher education.
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.
80. Deputy John Brassil asked the Minister for Education and Skills his views on whether unemployed teachers should be prioritised in the selection of suitable candidates for superintending State exams. [24656/17]
Amharc ar fhreagraThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
81. Deputy Joan Burton asked the Minister for Education and Skills the status of the Equal Status (Admissions to School) Bill 2016; and if he will make a statement on the matter. [24661/17]
Amharc ar fhreagraAs the Deputy is aware, last June, the Government proposed and the Dáil agreed that the Labour Party’s Equal Status (Admission to Schools) Bill 2016 would come before the Dáil for a second stage hearing no earlier than 28th June 2017 to allow for scrutiny by the Oireachtas Committee on Education and Skills and for the Committee to consider submissions and hold hearings.
As the Deputy will be aware I ran a public consultation process from 24th January to 20th March 2017 on the role of denominational religion in the school admission process and possible approaches for making changes. The written consultation process attracted almost 1,000 responses from a combination of individuals, schools and stakeholder organisations.
I previously advised that following the receipt and analysis of written submissions, consideration would be given as to whether any additional steps are needed as part of the consultation process. Accordingly, I recently announced that I will hold a Forum on the role of Religion in Primary School Admissions in the coming days.
My aim is to find a solution which addresses the issues in this area, while respecting the strongly held and legitimate desire of minority religious groups to run schools which are genuinely of their own ethos.
