Written Answers Nos 450-469
452. Deputy Charlie McConalogue asked the Minister for Education and Skills if an appeal by a school (details supplied) will be upheld in view of the negative impact losing a member of staff will have in the long term on this school; and if he will make a statement on the matter. [26771/17]
Amharc ar fhreagraThe criteria used for the allocation of teaching posts is published annually on the Department website. The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing schedule also includes an appeals mechanism for schools to submit an appeal under certain criteria to an independent Appeals Board.
The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally irrespective of location.
The school referred to by the Deputy submitted an application for consideration by the Appeals Board at its June meeting under the Small Schools criteria. The appeal was refused by the Appeals Board on the basis that the grounds of the appeal did not warrant the allocation of an additional post for the 2017/18 school year. The school has been notified of the outcome of the appeal. The Appeals Board operates independently of the Department and its decision is final.
453. Deputy Peter Burke asked the Minister for Education and Skills if he will provide a copy of an educational certificate for a person (details supplied); and if he will make a statement on the matter. [26772/17]
Amharc ar fhreagra454. Deputy Peter Burke asked the Minister for Education and Skills if he will provide documentation from a State funded third level institution for a person (details supplied); and if he will make a statement on the matter. [26773/17]
Amharc ar fhreagraI propose to take Questions Nos. 453 and 454 together.
During the 1970’s apprentices were subject to a time served system. Apprentices could attend off-the-job training in the Regional Training Colleges and undertake the Department of Education’s Junior and Senior Trade assessments. However, these competency assessments were not mandatory and the National Training Authority, AnCO, was not required to maintain a record of Junior and Senior Trade examination results. I will arrange for enquires to be made with the State Examinations Commission and the relevant Institute of Technology who may have the assessment records and I will revert to the Deputy on the matter.
It is important to note that success in the Junior and Senior Trade assessments does not imply the individual was registered as an apprentice or that an apprentice had completed their apprenticeship. SOLAS currently issues ‘Records of Attainment’ to time-served apprentices in recognition of having completed a time-served apprenticeship. The individual concerned may wish to contact his local Education and Training Board who are best placed to assist him with an application for a Record of Attainment.
455. Deputy Brendan Griffin asked the Minister for Education and Skills if a person (details supplied) in County Kerry will be given a training allowance for the duration of a course; and if he will make a statement on the matter. [26780/17]
Amharc ar fhreagraThis is an operational matter for Kerry Education and Training Board (ETB) who are responsible for determining the training allowance by reference to the person's social welfare entitlement and the programme being undertaken. I have asked Kerry ETB to contact the Deputy directly in relation to this matter.
456. Deputy Seán Haughey asked the Minister for Education and Skills if the home tuition section of his Department will provide home tuition to a person (details supplied) until their leaving certificate examinations in English, French and Irish are completed; and if he will make a statement on the matter. [26794/17]
Amharc ar fhreagraMy Department operates a number of home tuition grant schemes, including a scheme for children, other than those with special education needs, who do not have a school place, are without the offer of a school place and for whom a school place is being actively sought. This scheme is available to children who are between the age of 6 and 16 years. A child who is over 16 but has not completed 3 years of post-primary education, may also qualify for this grant scheme. A student over 18 years does not qualify for this grant scheme.
For those who qualify for this home tuition grant scheme, sanction is given to approve a grant to engage a tutor to provide up to 9 hours home tuition per week for the child in question. Tuition can only take place during school terms.
Application forms are available from the local Educational Welfare Officer (EWO) of the Educational Welfare Service of the Child and Family Agency. The EWO can be contacted at the following address: Educational Welfare Service of Child and Family Agency, Ground Floor, Brunel Building, Heuston South Quarter, Dublin 8, phone 01-7718815.
457. Deputy Kevin O'Keeffe asked the Minister for Education and Skills his plans to put in place an independent inquiry into the governance at universities here further to a television programme (details supplied); his plans to carry out a due diligence review of the purchase by a university of an institute (details supplied) in respect of commercial academic and pension related issues; if he has or plans to intervene in the purchase of the institute by the university in view of the fact that its payment of over €20 million is excessive; his plans for a full review of the higher education authority role in view of its inability to effect a culture of good governance at universities here as shown on the television programme; if he has sought or plans to seek reports from his appointees to the governing authorities of the universities named by the programme regarding their knowledge of poor governance and or their role as governors in enabling poor practice; and his plans to intervene at the university in view of the fact that it has and continues to be involved in the payment of excessive legal fees in cases against its own staff. [26796/17]
Amharc ar fhreagraMy Department of Education and Skills and the HEA have been working closely together to strengthen governance arrangements in the higher education sector in recent years.
During 2015, the HEA reviewed its approach to the oversight and governance of higher education institutions and built on existing governance and accountability infrastructure with improved and more transparent mechanisms. This included:
- more comprehensive annual governance reporting requirements,
- the introduction of signed financial memoranda between the HEA and HEIs setting out respective responsibilities,
- new guidelines on timeliness of reporting,
- regular reporting and liaison with the Office of the C&AG and
- a new accountability and risk mechanisms in place with the Department of Education and Skills.
This culminated in the establishment and communication of a new Governance Framework for the Higher Education System, which is available on the HEA website. The framework makes clear the current governance arrangements that are in place and clearly details the responsibilities of higher education institutions (HEIs) in this area.
In addition, a new programme of rolling reviews has been established to cover specific elements of governance. My Department agreed with the HEA that the first rolling review of governance compliance would be on procurement. This review was undertaken in 2016. It has been agreed that the next rolling review will be carried out on non-compliance of payments, including any payments to staff at higher education institutions. The process of tendering for this review is currently underway in the HEA.
In relation to the purchase of a specific institute referred to by the Deputy, it is important to note that universities are autonomous institutions within the meaning of the Universities Act 1997 and the management of their functions are matters for individual institutions in the first instance. The Minister for Education and Skills has no function in relation to the purchase by the University of the Institute referred to by the Deputy. However, the University has provided assurances to the HEA that there are no implications for current or future state pension liabilities as a result of the acquisition.
In relation to other specific university issues raised in the recent programme, my Department and the HEA have established an independent review of the governance, HR and financial practices within the University of Limerick. This review will be completed by end September.
The HEA has also recently announced a rolling governance review of Intellectual Property policy implementation across HEIs.
My Department of Education and Skills and the HEA are considering whether any additional measures may be necessary to further strengthen governance in the future.
458. Deputy John Brassil asked the Minister for Education and Skills the status of the application for funding for a new school building by a school (details supplied); and if he will make a statement on the matter. [26839/17]
Amharc ar fhreagraI can confirm to the Deputy that my Department met with the school referred to in the context of an application received for a replacement school. The school were advised that, due to the need to prioritise available funding towards the provision of essential classroom accommodation to meet demographic demand, it would not be possible to progress a major project for the school at this time.
The school were also advised that my Department would work with the school, as far as practicable and subject to the availability of funding, to further improve the school's facilities. In that regard, should enrolment numbers justify the appointment of an additional mainstream teacher, and if it was not possible to accommodate such a teacher within the school, the school could submit an application to my Department for an additional classroom at that point.
459. Deputy Clare Daly asked the Minister for Education and Skills the position regarding the delay to the completion of the final phase of a secondary school (details supplied); the reason this project has not been delivered on time; and if he will make a statement on the matter. [26852/17]
Amharc ar fhreagraThe project referred to by the Deputy was authorised to proceed to tender in October 2016.
However, as the pre-qualification of contractors had first been conducted by the design team in April 2015 the design team, concerned about the possibility of legal challenges, asked the Office of Government Procurement for advice on this matter. The advice was that it would be prudent to run the pre-qualification again.
The Design Team has rerun the pre-qualification and the project is now out to tender. Tenders are due back in mid July.
Subject to no issues arising it is anticipated that construction will commence in late 2017 and the project is scheduled to take approximately 18 months to complete.
460. Deputy Darragh O'Brien asked the Minister for Education and Skills the position regarding progress on a new school building project for a school (details supplied); and if he will make a statement on the matter. [26866/17]
Amharc ar fhreagraAs the Deputy is aware the building project for the school in question is included on my Department's capital programme.
Officials in my Department have been liaising with officials in the relevant Local Authority regarding the potential development of an educationally zoned site to accommodate the school. There are currently infrastructural issues which need to be resolved in order to progress the proposed development.
My officials have contacted the school patron to discuss the issues with a view to progressing matters.
461. Deputy Stephen S. Donnelly asked the Minister for Education and Skills the threats identified by his Department with regard to the responsibilities of his Department as a result of no deal being reached in Brexit negotiations; and if he will make a statement on the matter. [26901/17]
Amharc ar fhreagraOn 2nd May, the Government published a comprehensive document on Ireland and the negotiations on the UK’s withdrawal from the European Union under Article 50 of the Treaty on European Union. This document sets out the approach of the Government to the forthcoming negotiations, following the successful campaign to have key Irish issues recognised in the EU negotiation position.
Following on from this publication, work is underway to prepare a further paper on economic implications of the Brexit challenge. This will draw on the work to date across Departments, which will be developed to mitigate emerging sectorial challenges. These plans will build on ongoing cross-Government research, analysis and consultations with stakeholders, and will reflect the core economic themes of the Taoiseach's speech to the IIEA on 15 February last.
Ireland’s economic interests lie firmly in a strong and well-functioning EU with continued and unfettered access to the single market. There is a lot of negotiation to be done around trading arrangements. Our contingency work is examining all scenarios and we cannot pre-empt the outcome at this stage. We are not under any illusions about the complexity of these negotiations and are engaged in detailed planning to prepare for these.
The key issues identified in my Department's extensive consultations and analysis are Brexit's likely impact on the future of the Common Travel Area and its implications for students, teachers, academic staff and researchers, the possible impact on mutual recognition of qualifications, UK/Ireland research collaboration and partnerships between education institutions and enterprise as well as the implications for EU funding for research and the impact on EU funding programmes such as Horizon2020, PEACE IV and Erasmus+.
All of these issues will be factored in to our overall approach to future discussions and negotiations and to our input to Government's preparations for EU-UK negotiations. My Department will continue to consult with the sector interests as necessary through the period ahead.
462. Deputy Robert Troy asked the Minister for Education and Skills his plans to introduce changes to the second level Irish language syllabus to increase its relevance in every day society in non-Gaeltacht areas. [26916/17]
Amharc ar fhreagraIn the context of the new Framework for Junior Cycle 2015 and as set out in my Department's Action Plan for Education 2016-2019, two new subject specifications for Junior Cycle Irish (Language 1 (L1) and Language 2 (L2)) are to be implemented for first-year students in post-primary schools from September 2017.
This is the first time, in the history of post-primary education in Ireland, that separate Irish specifications have been developed for differing school and student contexts.
The L1 specification will be delivered in schools where Irish is the language of schooling and, in relation to non-Gaeltacht areas, seeks to further develop the competence of students attending Gaelcholáistí and Aonaid LánGhaeilge.
The L2 specification caters for students in schools where English is the language of schooling and it too seeks to build on prior learning achieved during their primary education.
Both specifications focus on the provision of learning experiences that relate to students’ lives and they also seek to provide frequent opportunities for authentic engagement and interaction by students with the language and with those who use it regularly.
At senior cycle, the Leaving Certificate Irish syllabus (updated in 2012) explicitly states as one of its aims that ‘students will experience Irish as a communicative language that is relevant to the contemporary world’. Topics listed in this syllabus include the culture of youth, the environment, healthy living, as well as challenges facing Ireland. Thus, through their study of the language, students use Irish to engage with everyday societal issues, be they local, national or international.
The need to provide for differentiated specifications at senior cycle is recognised by my Department and, as part of the Gaeltacht Education Policy, “work is expected to commence on the development of differentiated L1 and L2 specifications for senior cycle Irish once the differentiated specifications for Irish at junior cycle have been developed and are working well in schools.” (Policy on Gaeltacht Education 2016)
The decision to provide two differentiated specifications for junior cycle, and the proposed continuation of this approach into senior cycle, was taken following extensive consultation with stakeholders. During more recent consultations, feedback on this new direction in curricular provision for Irish at post-primary level has been very positive particularly in that they:
(a) place the student and the student's Irish language learning needs at the core of the learning experience and environment, and
(b) afford teachers the professional autonomy to make decisions about how and what their students will experience as language learners in the Irish language classroom.
463. Deputy Niamh Smyth asked the Minister for Education and Skills if the development of a new school for a school (details supplied) can be expedited; and if he will make a statement on the matter. [26921/17]
Amharc ar fhreagraThe project to which the Deputy refers is included in my Department's 6 Year Construction Programme 2016-21.
The school and its design team submitted their Stage 2(b) report for this major building project to my Department on 24th April and the submission is currently under review. Following receipt of that submission my Department has authorised the Board of Management to instruct its Design Team to commence the pre-qualification process for the assessment of suitably qualified contractors to which the project can be tendered.
On completion of the review of the Stage 2(b) submission my Department will revert to the school with regard to the further progression to tender and construction stages at that time.
464. Deputy Micheál Martin asked the Minister for Education and Skills the expected timeframe for approval of University College Cork's request of 4 April 2017 for sanctioning in respect of the binding Labour Court Recommendation LCR21419; and if he will make a statement on the matter. [26923/17]
Amharc ar fhreagraI can confirm that on 30 May my Department, with the consent of the Minister for Public Expenditure and Reform, conveyed sanction to University College Cork to implement the Labour Court recommendation with effect from the 12 September 2016.
465. Deputy Bríd Smith asked the Minister for Education and Skills further to Parliamentary Question No. 378 of 23 May 2017, if he will provide the figures for all pension contributions made by public sector workers in each body under the aegis of his Department, excluding those in the civil service, including the pension levy, in each of the years 2010 to 2016 and to date in 2017. [26970/17]
Amharc ar fhreagraI will arrange for the information requested by the Deputy in relation to teachers and non teaching staff paid on payrolls operated by my Department to be forwarded directly to her.
The following deferred reply was received under Standing Order 42A.
I refer to Parliamentary Question No. 26970/17 of 20 June 2017 in which you requested "he figures for all pension contributions made by public sector workers in each body under the aegis of his department, excluding those in the civil service, including the pension levy, in each of the years 2010 to 2016 and to date in 2017."
In my reply, I had stated the information in relation to teachers and non-teaching staff paid on payrolls operated by my Department would be forwarded to you separately. I am now in a position to provide the relevant information.
The table contains the pension contributions, single pension scheme contributions and Pensions Related Deductions for the above teachers and non-teaching staff from 2010 to date in 2017.
Table of Pension Contributions and PRD Deductions 2010 to 2017.
|
Pension Contributions (E1) |
||||||||
|
Payroll |
2010 |
2011 |
2012 |
2013 |
2014 |
2015 |
2016 |
2017 to date |
|
Primary School Teachers |
105,617,892 |
106,489,730 |
104,685,971 |
105,759,393 |
101,239,964 |
99,391,045 |
96,687,111 |
38,055,137 |
|
Voluntary Secondary and Community and Comprehensive schools teachers |
67,963,337 |
66,851,792 |
63,315,021 |
62,665,368 |
59,873,182 |
54,199,351 |
54,102,373 |
22,403,582 |
|
SNAs |
6,605,391 |
7,077,174 |
7,392,652 |
8,135,819 |
8,811,085 |
8,867,717 |
8,948,459 |
4,558,363 |
|
Clerical officers and caretakers employed under the 1978 schemes. |
603,420 |
539,048 |
485,919 |
520,760 |
454,205 |
482,094 |
366,295 |
174,193 |
|
Total |
180,790,040 |
180,957,744 |
175,879,562 |
177,081,340 |
170,378,435 |
162,940,206 |
160,104,239 |
65,191,275 |
|
Single Pension Scheme |
||||||||
|
Primary School Teachers |
62,483 |
5,348,580 |
7,839,552 |
5,905,530 |
||||
|
Voluntary Secondary and Community and Comprehensive schools teachers |
__ |
3,672 |
3,398,270 |
4,782,892 |
3,552,352 |
|||
|
SNAs |
23,668 |
1,201,661 |
1,924,648 |
1,370,440 |
||||
|
Clerical officers and caretakers employed under the 1978 schemes. |
- |
2,920 |
3,934 |
1,968 |
||||
|
Total |
- |
- |
- |
- |
89,822 |
9,951,431 |
14,551,026 |
10,830,289 |
|
PRD |
||||||||
|
Primary School Teachers |
116,341,534.25 |
126,083,939.41 |
123,635,214.05 |
126,671,534.84 |
117,853,447.43 |
121,294,024.61 |
93,197,515.46 |
34,957,356.75 |
|
Voluntary Secondary and Community and Comprehensive schools teachers |
69,587,937.87 |
74,006,712.29 |
69,936,022.49 |
69,153,173.28 |
64,570,617.08 |
62,930,608.06 |
53,647,211.96 |
19,884,330.45 |
|
SNAs |
8,177,712.82 |
10,183,081.34 |
10,527,567.91 |
11,547,524.57 |
11,101,753.69 |
11,540,410.55 |
5,776,025.13 |
1,728,312.89 |
|
Clerical officers and caretakers employed under the 1978 schemes. |
706,171.76 |
727,830.11 |
701,445.03 |
593,654.91 |
415,947.90 |
518,172.13 |
280,062.55 |
77,945.42 |
|
Total |
194,813,356.70 |
211,001,563.15 |
204,800,249.48 |
207,965,887.60 |
193,941,766.10 |
196,283,215.35 |
152,900,815.10 |
56,647,945.51 |
|
Overall Total |
375,603,396.35 |
391,959,307.37 |
380,679,811.94 |
385,047,227.95 |
364,410,023.51 |
369,174,851.98 |
327,556,080.00 |
132,669,510.17 |
466. Deputy James Browne asked the Minister for Education and Skills the reason for the rejection of a wheelchair lift in a school (details supplied); and if he will make a statement on the matter. [26986/17]
Amharc ar fhreagraIn April 2016, the school to which the Deputy refers applied for funding under my Department's Emergency Works Grant Scheme for a range of Access for All works for its building. This included the provision of a lift.
My Department provided funding to the school for a variety of measures excluding the lift because the school already has one.
My Department notes that in one of the Reports accompanying the application, the Occupational Therapist advised the school that, in order to avoid the pupil travelling unnecessarily long distances, it would need to consider its timetable to use alternative suitable classrooms nearby. My Department concurs with this approach, which would apply equally to use of the classrooms closest to the existing lift. In this way, Access for All can be managed both by the provision that my Department can make and by practical local solutions. This approach also allows my Department to provide the limited Access for All funding available to the greatest number of schools possible.
467. Deputy Catherine Martin asked the Minister for Education and Skills when a project on a school (details supplied) will commence; and if he will make a statement on the matter. [26992/17]
Amharc ar fhreagraMy Department has engaged consultants to procure the works required for the school in question and has emphasised the urgency in getting the works done as soon as possible. My officials are liaising with the school on the matter to keep them up to date on progress.
468. Deputy Marc MacSharry asked the Minister for Education and Skills if he will direct his Department to refund parents on low incomes with dependent children who could not avail of the State examination fee waiver for medical card holders (details supplied); and if he will make a statement on the matter. [27009/17]
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.
469. Deputy Marc MacSharry asked the Minister for Education and Skills if he will direct his Department to include a person (details supplied) in County Sligo who is dependent on their parents who are medical cardholders as a candidate for the 2017 all-Ireland third level scholarship scheme; and if he will make a statement on the matter. [27010/17]
Amharc ar fhreagraStudents who sit the Leaving Certificate Examination for the first time in 2017 and who obtain at least Grade O6 or a higher grade in at least five subjects from the approved list of subjects, (as set out in the Rules and Programme for Post Primary Schools) will automatically be included as candidates for the award of the All Ireland Scholarships.
In order to be eligible for the All Ireland Scholarship, a student must have attended a non fee-paying DES recognised school and participated in a Leaving Certificate programme at that school. In addition, each individual candidate must be recognised as being from a socio-economically less advantaged background and, as evidence of this, must have been exempted from the payment of the Leaving Certificate examination fee.
Exemption from payment of the Leaving Certificate fee must have been communicated to the State Examinations Commission before the issue of the Leaving Certificate results (August 16th 2017), and medical cards must be valid on the date when fees are due to be paid to the State Examinations Commission (in 2017 this was the 31 March). Furthermore, the candidate should not be a holder of another scholarship.
The initial identification of potential scholarship recipients will be made on the basis of Leaving Certificate results.
