Written Answers Nos 590-610
590. Deputy Darragh O'Brien asked the Minister for Education and Skills the status of the provision of a permanent extension for a school (details supplied); and if he will make a statement on the matter. [28559/17]
Amharc ar fhreagraThe major building project for the school referred to by the Deputy is at an advanced stage of architectural planning - Stage 2b - Detailed Design, which includes the applications for Planning Permission, Fire Cert and Disability Access Cert and the preparation of Tender Documents. All statutory approvals have been obtained.
My Department issued comments to the Board of Management on 7th February and has requested confirmation from the Board that a lease for the new school site has been finalised between the Patron body and the land owner. Confirmation that the lease has been secured will be required before stage 2(b) can be fully approved. Upon receipt of this confirmation my Department will then revert to the Board of Management with regard to further progression of the project.
591. Deputy Michael Healy-Rae asked the Minister for Education and Skills the status of support teaching hours from September 2017 and for 2018 for a school (details supplied); and if he will make a statement on the matter. [28563/17]
Amharc ar fhreagraI wish to advise the Deputy that DES Circular 0013/2017 for primary schools and 0014/2017 for post primary schools were published on 7th March 2017.
These Circulars set out the details of the new model for allocating special education teachers to schools.
The revised allocation process replaces the generalised allocation process at primary and post primary school level for learning support and high incidence special educational needs, and the National Council for Special Education (NCSE) allocation process which provided additional resource teaching supports to schools, to support pupils assessed as having Low Incidence disabilities.
The new Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile.
Allocations based on the school profiles were issued to all schools on 7th March. Details of the special education teaching allocations have also been published on the NCSE website.
The aim of this new model is to deliver better outcomes for children with special educational needs. Substantial research, analysis, consultation with service users and stakeholders, and piloting have gone in to the development of this model and all of the evidence points to the fact that this new system will deliver better outcomes for children.
No school, including the school to which the Deputy has referred, will lose supports as a result of the implementation of the new model. In addition, no school will receive an allocation, for the support of pupils with complex needs, less than the allocation they received to support such pupils during the 2016/17 school year.
An additional 900 teaching posts have been provided to support the introduction of this new allocation model. The provision of an additional 900 teaching posts is a very significant investment in the provision of additional teaching support for pupils with special educational needs in our schools. This is additional to an increase of 41% in the number of resource teachers allocated to schools annually by the NCSE since 2011.
The additional funding will provide additional supports to over 1200 schools who are identified as needing additional supports as a result of the new model. Supports for children with special educational needs is a key priority for this Government. The new funding will ensure that all schools receive a sufficient allocation of special education needs resources to provide additional teaching support to all pupils, including pupils who have yet to enrol in their school, who require such support.
In relation to the particular school referred to by the Deputy, this school had a Learning Support allocation of 15 hours for the 2016/17 school year, which combined with 31.03 resource teaching hours allocated to the school by the National Council for Special Education, gave a total allocation to the school of 46.03 additional teaching hours for the 2016/17 school year.
As the profiled allocation for the school did not indicate an increased allocation requirement for the school for 2017/18, the school has maintained its existing level of allocation.
The special education teaching allocation for this school for 2017/18 is 46.03 hours.
There has therefore been no reduction to the special education teaching allocation for this school.
Under the new allocation model, schools are provided with a total allocation which includes a baseline allocation for the school and an allocation based on the school’s profile.
The provision of a profiled allocation will give a fairer allocation for each school which recognises that all schools need an allocation for special needs support, but which provides a graduated allocation which takes into account the actual level of need in each school.
Schools will be frontloaded with resources, based on each school’s profile, to provide supports immediately to those pupils who need it without delay. This will reduce the administrative burden on schools as schools will no longer have to complete an application process annually and apply for newly enrolled pupils who require resource hours. Children who need support can have that support provided immediately rather than having to wait for a diagnosis.
Schools will therefore no longer have to make applications, for newly enrolled pupils for whom resource teaching hours may have been provided under the old model, or for pupils who have received a new diagnosis, as schools will now receive a single allocation for all of their special education teaching needs, based on their school size and profile.
The new allocations to schools will include provision to support all pupils in the schools, including where a child receives a diagnosis after the allocation is received by a school, or where there are newly enrolling pupils to the school.
All allocations to schools include a supplementary provision, which has been referred to as the ‘baseline allocation’ which is allocated over and above the profiled allocation.
For students who start school from September 2017, with a specific diagnosis, either in junior infants or transferring from another school, the resources they need will already be in the school under the new model.
It should be noted that this is a brand new model of allocation and is not comparable to the existing model. By using a broad range of attainment and socio-economic criteria, it is expected that generally, a school’s profile will remain relatively constant from year to year. Each year, some students with additional teaching needs will leave and others will enrol, broadly balancing the school profile. Resources allocated under this model will not normally be adjusted between allocations.
The NCSE published details of an appeals process on the NCSE website: www.ncse.ie whereby schools could appeal whether the data used to calculate their school profile was correct and complete and whether it was correctly applied in the calculation of their 2017/18 allocation.
Schools who wished to appeal were asked to submit appeals March 31st 2017.
DES Circulars 0013/2017 and 0014/2017 outlined the basis on which the Education Research Centre determined the allocations for all schools.
In advance of the submission of an appeal, schools were asked to read carefully the DES circulars and in particular the relevant section, which relate to the breakdown of the allocation, which may be under consideration for appeal.
The NCSE will advise schools of the outcome of the appeals as soon as possible. The NCSE has confirmed, however, that the school referred to in this question has not submitted an appeal.
The model will also allow for some additional provision for exceptional circumstances or where a school’s increase very substantially prior to the next review of the model. The National Council for Special Education will support schools in managing their special education teaching allocations in the first instance. Only in very exceptional circumstances, where it can be demonstrated that the schools profile has changed very significantly since the allocation was made to the school, may an additional allocation of hours be made to the school.
The model will allow for some additional provision for Developing schools or where a school’s enrolment levels increase very substantially prior, beyond what would be expected through normal demographic growth, prior to the next review of the model. The DES is currently developing the criteria in this regard and schools will be notified of the qualifying criteria for this in the coming weeks.
The model will also allow for some additional provision for exceptional circumstances or emergency circumstances arising over the course of the model. The NCSE, through its regional support services, will support schools in managing their special education teaching allocations in the first instance. Only in very exceptional circumstances, where it can be demonstrated that the schools profile has changed very significantly since the allocation was made to the school, may consideration be given to an additional allocation of hours be made to the school.
Guidelines for schools on the organisation, deployment and use of their special education teachers to address the need of pupils with special educational needs have also now been published and are available on my Departments website.
The Guidelines will support schools to reflect on how they can review and manage their timetabling practices to ensure the timetable is sufficiently flexible to meet the needs of all pupils in their school who have special needs. The Guidelines encourage schools to ensure they deploy their resources appropriately to meet the needs of all of the children in their school who require additional teaching support, including pupils with emerging needs, or new entrants.
592. Deputy Thomas Byrne asked the Minister for Education and Skills the number of out of field mathematics and science teachers at junior cycle and senior cycle level. [28580/17]
Amharc ar fhreagra593. Deputy Thomas Byrne asked the Minister for Education and Skills the number of post primary teachers in science or maths subjects that do not hold a graduate qualification; the number that do not hold a graduate qualification in a science or maths subject; the number that hold a graduate qualification in a science or maths subject; and the number that hold a post graduate qualification in a science or maths subject. [28581/17]
Amharc ar fhreagraI propose to take Questions Nos. 592 and 593 together.
The recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority, subject to procedures agreed under Section 24 of the Education Act 1998 (as amended by the Education (Amendment) Act 2012).
In accordance with my Department’s Circular 31/2011, each person appointed to a teaching post must, as far as possible, be registered with the Teaching Council, and have qualifications appropriate to the sector and suitable to the post for which s/he is to be employed. Schools/ ETBs do not report to my Department on the qualifications of teachers employed by them. Accordingly, my Department does not have the information the Deputy is seeking.
The Deputy should note that, under Section 30 of the Teaching Council Acts, other than in limited circumstances, teachers are required to be registered with the Council in order to receive a state funded salary.
594. Deputy Thomas Byrne asked the Minister for Education and Skills the percentage of secondary schools that do not offer physics or chemistry as a subject; and the percentage of secondary schools not offering these subjects according to whether they are mixed, girls and boys schools. [28582/17]
Amharc ar fhreagraAt Leaving Certificate level, students may undertake Physics, Chemistry or a combined Physics & Chemistry subject. The Physics & Chemistry syllabus is a discrete syllabus and students presenting for this subject in the Leaving Certificate examination may not present for either of the individual syllabuses, Leaving Certificate Physics or Leaving Certificate Chemistry.
Of the 711 post primary schools, 73 (representing just over 10% of Post Primary Schools) do not offer any of these three subjects. Of these 73 schools, 68 are mixed, 3 are girls only and 2 are boys only.
It is a matter for schools to decide what examinable subjects they will offer at leaving certificate in addition to the required subjects of English, Irish and Mathematics.
595. Deputy Thomas Byrne asked the Minister for Education and Skills when the new primary school mathematics curriculum will be made available to teachers; and the timeframe it is expected to commence being taught. [28583/17]
Amharc ar fhreagraDevelopment of the Primary Mathematics curriculum which includes computational thinking, creative thinking skills and coding, for Junior Infants to 2nd Class, is underway by the National Council for Curriculum and Assessment (NCCA). Consultation on the draft curriculum is due to take place in autumn 2017 with a finalised curriculum expected to be received in my Department in September 2018. Implementation in schools will commence in September 2019 following extensive teacher professional development. It is intended that implementation of the curriculum for pupils in 3rd to 6th classes will take place the following year.
596. Deputy Thomas Byrne asked the Minister for Education and Skills the advice that has been given to his Department from the Teaching Council on the leaving certificate grades required for entry into initial teacher education programmes. [28584/17]
Amharc ar fhreagraThe Teaching Council was asked to provide advice to my Department on a number of matters relating to entry to initial teacher education (ITE), including the minimum leaving certificate grades required for entry to primary ITE programmes.
The Council engaged in a consultation process with stakeholders. Many of the issues identified were complex and the ESRI was subsequently commissioned by the Council to carry research to inform its deliberations. The ESRI report was published in November 2016.
The Council has submitted its advice, which is currently being considered by my Department. The Action Plan for Education for 2017 contains a commitment to publish revised entry requirements for initial teacher education, which I intend doing shortly, having regard, inter alia, to the advice of the Council.
597. Deputy Thomas Byrne asked the Minister for Education and Skills his views on the proposal to appoint a teacher as a STEM champion in each primary school; if his Department has made advances on this proposal; and the estimates of the costs of the initiative. [28585/17]
Amharc ar fhreagraThe promotion of STEM (Science, Technology, Engineering and Mathematics) within our education system is a key priority for my and is reflected in multiple strategy documents, such as the Action Plan for Education, the National Skills Strategy and the Digital Strategy for Schools. My Department is already actively engaged in promoting STEM across the education system, for example through the updating of existing STEM curricula and in working with outside organisations to promote STEM among all learners.
The Report on STEM Education (STEM Report), published by the STEM Education Review Group in October 2016, has highlighted a range of recommendations. Of the 47 recommendations set out in the Report I accepted 21 as priority actions at the time the report was launched. One of those priority actions was to publish a STEM Policy Statement and Implementation Plan in 2017.
Work on development of the STEM Education Policy Statement and implementation Plan is underway. Consultations to gather the views of a wide range of stakeholders on proposed actions and how these might best be implemented within the system are coming to a close.
Analysis of the consultations findings and drafting of the Policy Statement are underway. The proposal in the STEM Report relating to STEM champions in primary schools is being considered as part of the development of the STEM Education Policy Statement and Implementation Plan which will be published soon.
598. Deputy Thomas P. Broughan asked the Minister for Education and Skills if he will meet with representatives of a group (details supplied); and if he will make a statement on the matter. [28589/17]
Amharc ar fhreagraThe majority of English language schools in Ireland are privately run. The relationship between teachers and private providers of education is based on a private contract, and issues relating to working conditions are a matter between the two parties and do not come under the remit of my Department. If teachers working in the English language sector have a concern about their terms and conditions of employment they should contact the National Employment Rights Authority in this regard. This has been previously communicated to the group referred to by the Deputy.
The regulations governing ACELS (Accreditation and Coordination of English Language Services), which is operated by Quality and Qualifications Ireland on a voluntary basis, and the Interim List of Eligible Programmes (ILEP), which is administered by the Department of Justice and Equality in association with my Department, specify a requirement that all obligations concerning national employment legislation are complied with by education and training providers.
599. Deputy James Browne asked the Minister for Education and Skills the position regarding differing levels of pay between SNAs at primary school level and at secondary school level respectively; and if he will make a statement on the matter. [28595/17]
Amharc ar fhreagra601. Deputy James Browne asked the Minister for Education and Skills the reason for salary and working hours disparity between primary school SNAs and secondary school SNAs; and if he will make a statement on the matter. [28597/17]
Amharc ar fhreagraI propose to take Questions Nos. 599 and 601 together.
All Special Needs Assistants (SNAs) are paid on the SNA salary scale which is set by the Minister for Education and Skills in conjunction with the Minister for Public Expenditure and Reform. SNAs who are employed in a regular part-time capacity are paid a pro-rata amount dependent upon their level of hours of employment. Part-time SNAs are paid on the agreed divisor rate for pay purposes for part-time SNAs which is 32 hours. The current salary scales for Special Needs Assistants are set out Department of Education and Skills circular 0022/2017 ‘REVISION OF SALARIES FOR SPECIAL NEEDS ASSISTANTS (SNAs) WITH EFFECT FROM 1 APRIL 2017’.
The position on working hours for SNAs is that there are no nationally set working hours for full-time SNAs. In this regard, the contractual position in respect of the working hours of SNAs is as outlined in their contracts of employment which were agreed with the school management authorities and the relevant Trade Unions representing SNAs (IMPACT and SIPTU) prior to their introduction in 2005. The working week for SNAs is defined in paragraph 2.5 of their contract as follows: "You will be required to work normal classroom hours including class break periods and in addition to attend before and after school in order to help with the preparation and tidying up of classrooms, reception and dispersal of children etc. The hours of work will normally be from [xxxx] to [xxxx] daily during term time."This standard contract has been designed to be flexible to cater for the different spectrum of working hours across all the various schools including primary, post-primary and special schools. No set hours were agreed but instead, full-time SNAs are expected to work for the normal school hours in the school that they are working in, and in addition to be available for a period of time before and after school in order to help with reception and dispersal of children and preparation and tidying up of classrooms etc. These times are set locally by the school management and will vary from school to school depending on the requirements of the school. In addition, all SNAs were required to be available for a number of days at the start and finish of each school term not exceeding 12 in total. Under the Croke Park Agreement it was agreed to introduce greater flexibility to the use of these 12 days. These 12 days now equate to 72 hours (pro-rata for part-time SNAs) to be used by schools as an additional bank of hours to be utilised and delivered outside of normal school opening hours and/or the normal school year.
Furthermore, the contract of employment for SNAs in the post primary sector specifically requires that SNAs in the post primary sector are required to work the month of June.
600. Deputy James Browne asked the Minister for Education and Skills the reason for secondary school SNAs’ working during the month of June in view of the fact that only State exams are taking place; and if he will make a statement on the matter. [28596/17]
Amharc ar fhreagraThe contract for Special Needs Assistants in the post primary sector (link below) specifically requires that SNAs are required to work the month of June on examinations and work appropriate to the grade including training. This was agreed with the Unions representing SNAs (IMPACT and SIPTU) when the contract was devised in 2005. This condition of service places a clear onus and obligation on the SNA to attend at their place of work and be available for work during the month of June.
It is a matter for school management as their employer to determine the precise work that is to be completed by SNAs during the month of June. The utilisation of this period is not specifically for examinations or training purposes only, although these are two of the purposes for which the period of work can be utilised.
Link to the SNA Contract of Employment for the Post Primary sector:
Department of Education and Skills Circular SNA 12/05 (Post-Primary) http://www.education.ie/en/Circulars-and-Forms/Active-Circulars/sna12_05.pdf
This contract of employment is augmented by all of the relevant Departmental Circulars governing Special Needs Assistants which detail the standardised terms and conditions of employment for SNAs. These Circulars are amended and new Circulars are issued by the Minister for Education and Skills from time to time.
602. Deputy James Browne asked the Minister for Education and Skills the number of students on waiting lists for ASD classes in primary schools in County Wexford, in tabular form; and if he will make a statement on the matter. [28598/17]
Amharc ar fhreagraThis Government is committed to ensuring that all children with Special Educational Needs, including those with autism, can have access to an education appropriate to their needs, preferably in school settings through the primary and post primary school network.
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.
Almost 18,000 students in schools have been diagnosed with autism. The Department of Education and Skills invests over €300m annually in providing additional resources specifically to support students with autism in schools enabling:
- 63% of students to attend mainstream schools
- 26% to attend special classes in mainstream primary and post-primary schools, and
- 11% to attend special schools.
Some students, although academically able to access the curriculum in mainstream, may find it too difficult to manage full-time placement there. This can be due to significant difficulties in areas such as behaviour or sensory needs which have not been ameliorated, even with appropriate intervention, in mainstream.
Enrolment in an ASD special class should only be considered where it has been demonstrated that a student requires the support of a special class because he/she is unable to learn effectively in a mainstream class for most or all of the school day even with appropriate supports.
Students enrolling in ASD Special Classes must have a report from a relevant professional or team of professionals (for example, psychologist, speech and language therapist, psychiatrist) stating that:
- S/he has ASD, and that
- S/he has significant learning needs that require the support of a special class setting and the reasons why this is the case.
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.
There are currently 1,152 special classes, which is an increase of over 100% on the number available in 2011. Of these, 126 are ASD Early Intervention classes, 526 are primary ASD classes and 236 are post-primary ASD classes. The remainder are non-ASD special classes.
The NCSE has informed the Department that it intends to establish an additional 157 ASD Special Classes for the 2017/18 school year increasing the number of ASD Special Classes by 18% from 888 to 1,045. This will include 19 new ASD early intervention classes, 96 new primary ASD classes and 42 new post-primary ASD 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.
While it is not always possible to ensure that a special class placement will be available in the child’s local school, the NCSE has informed my Department that, in general, they are satisfied that there are sufficient ASD special class placements to meet existing demand.
In relation to County Wexford the NCSE has advised that there are currently 5 ASD early intervention classes, 20 primary ASD classes and 11 post-primary ASD classes.
The NCSE has informed my Department that it intends to establish an additional 6 ASD Special Classes for the 2017/18 school year in County Wexford including 1 new ASD early intervention classes, 3 new primary ASD classes and 2 new post-primary ASD classes.
The enrolment of a child to a school is a matter, in the first instance, for the parents of the child and the Board of Management of a school. My Department has no role in relation to processing applications for enrolment to schools and it does not maintain details of waiting lists in schools.
However, parents of children with special needs who may need advice or are experiencing difficulties in locating a school placement should contact their local Special Educational Needs Organiser (SENO) as soon as possible for information on available places. The local SENO contact details are available on www.ncse.ie.
Section 29 of the Education Act, 1998 provides for an appeal by a parent or guardian to the Secretary General of my Department, or in the case of an Educational Training Board (ETB) school to the ETB in the first instance, where a Board of Management of a school, or a person acting on behalf of the Board, refuses to enrol a student in a school, expels a student or suspends a student for 20 or more days in any school year. Further information on the Section 29 appeals process is available on the Department's website www.education.ie.
603. Deputy Pearse Doherty asked the Minister for Education and Skills his plans to reduce staffing levels at a school (details supplied) in County Donegal; if a staffing appeal has been received by his Department from authorities at the school; and if he will make a statement on the matter. [28604/17]
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 April 2017 meeting under the small school criterion. The appeal was provisionally approved by the Appeals Board pending confirmation of the actual enrolments in September 2017. The school has been notified of the outcome of the appeal. The Appeals Board operates independently of the Department and its decision is final.
604. Deputy John Brady asked the Minister for Education and Skills the construction programme a school (details supplied) is on; and if he will make a statement on the matter. [28617/17]
Amharc ar fhreagra605. Deputy John Brady asked the Minister for Education and Skills the organisation that will build a new school (details supplied); the status of this school's relationship with Kildare and Wicklow education and training board; and if he will make a statement on the matter. [28618/17]
Amharc ar fhreagra606. Deputy John Brady asked the Minister for Education and Skills the options available to a school (details supplied) in June 2019 in view of the fact that they will be unable to manage their numbers; and if he will make a statement on the matter. [28619/17]
Amharc ar fhreagra608. Deputy John Brady asked the Minister for Education and Skills further to Parliamentary Question No.203 of 23 May 2017, the timeframe for the new build for a school (details supplied); and if he will make a statement on the matter. [28632/17]
Amharc ar fhreagraI propose to take Questions Nos. 604 to 606, inclusive, and 608 together.
I wish to advise the Deputy that a permanent accommodation solution for the school to which he refers, has been identified. My Department will be in contact with the school authority in this regard in due course. Due to the sensitivity of the position, my Department is unable to comment further at this time. It is my Department's intention to progress a building project for the school in the context of my Department's 6-Year Construction Programme. Once the permanent accommodation solution has been finalised, a timeframe for delivery of the project will be set out.
Question No. 607 withdrawn.
Question No. 608 answered with Question No. 604.
609. Deputy Catherine Murphy asked the Minister for Education and Skills if his attention has been drawn to the fact that the file of a person (details supplied) has been mislaid by his Department; if he will ensure that his officials recover the file as soon as possible; and if he will make a statement on the matter. [28638/17]
Amharc ar fhreagraMy Department maintains about 120,000 files in its payroll section. Following a thorough search by the section I can confirm that the file referred to has now been located and copies of the relevant documents have been forwarded to the person referred to by the Deputy.
610. Deputy Sean Fleming asked the Minister for Education and Skills if all State bodies under the aegis of his Department have furnished a report confirming the State body has complied with its obligations under tax law for 2015 and 2016 as required under the code of practice for the governance of State bodies; the action which was taken regarding those bodies that did not submit such requests; and if he will make a statement on the matter. [28667/17]
Amharc ar fhreagraMy officials are in the process of collating the data sought by the Deputy and will respond to the Deputy as soon as possible.
The following deferred reply was received under Standing Order 42A.
I refer to Parliamentary Question No. 610 (28667/17) of the 20th June 2017 in which you sought details of the State Bodies under the aegis of my Department who have furnished a report confirming tax compliance for each of the years 2015 and 2016 as required under the relevant Codes of Practice for the governance of State bodies.
In my reply, I had stated that the information sought was not available at the time but would be forwarded to you separately. I am now in a position to provide the relevant information.
The Department notes that State Bodies 2015 reporting obligations arose under S 19.2 of the 2009 Code of Practice for the Governance of State Bodies with the reporting obligations being further clarified in an expanded 2016 D/PER Code. The Department notes that the 2016 Code of Practice further clarified that tax compliance returns should routinely be made by the respective State Bodies in the context of the Chairperson’s Comprehensive Report to the Minister which travels in conjunction with the annual report and financial statements of the respective State Body. The 2009 Code had been silent on the manner of the report.
I am advised that in the case of three of the Department’s aegis bodies, the Commission to Inquire into Child Abuse, the Residential Institutions Redress Board and the Residential Institutions Redress Committee, my Department acts as paymaster for each of the three bodies, with their expenditure being accounted for through my Department’s Vote – Vote 26 Education and Skills.
The table at Appendix A overleaf outlines the details sought by you in regard to the Department’s aegis bodies who fall within the scope of your question.
Appendix A
|
Name of Body |
Tax Compliance Report Furnished for 2015 |
Tax Compliance Report Furnished for 2016 |
Action Taken where Appropriate |
|
Caranua (the Residential Institutions Statutory Fund) |
Yes |
The audit of Caranua’s 2016 accounts is ongoing. The matter is expected to be addressed in the Chairperson’s Report to the Minister at the conclusion of the annual audit |
N/A |
|
SOLAS |
Yes |
Yes |
N/A |
|
Skillnets Limited |
No |
The matter is expected to be addressed in the Chairperson’s Report to the Minister which will be furnished to the Minister in conjunction with the 2016 Annual Report |
While Skillnets has confirmed to the Department that it has complied with its obligations under tax laws for both financial years 2015 and 2016 it had not been requested by the Department to furnish a report on adherence to tax under the terms of the 2009 Code. |
|
Quality and Qualifications Ireland (QQI) |
Yes |
The audit of the QQI’s 2016 accounts is ongoing. The matter is expected to be addressed in the Chairperson’s Report to the Minister at the conclusion of the annual audit |
N/A |
|
Grangegorman Development Agency(GDA) |
Yes |
The audit of the GDA’s 2016 accounts is ongoing. The matter is expected to be addressed in the Chairperson’s Report to the Minister at the conclusion of the annual audit |
N/A |
|
National Council for Special Education (NCSE) |
Yes |
Awaited – the matter will be addressed in the Chairperson’s Annual report which will be furnished to the Minister in conjunction with the 2016 Annual Report |
N/A |
|
Teaching Council |
Yes |
In train – the matter will be addressed in the Chairperson’s annual report which will be furnished to the Minister in conjunction with the 2016/17 Annual Report for the reporting year which ended on 28/03/2017. |
N/A |
|
Léargas (including National Council for Guidance in Education) |
Yes |
Yes |
N/A |
|
State Examinations Commission (SEC) |
Yes |
Awaited – the matter will be addressed in the Chairperson’s Annual report which will be furnished to the Minister in conjunction with the 2016 Annual Report |
N/A |
|
National Council for Curriculum and Assessment (NCCA) |
In train - the matter will be addressed in the Chairperson’s annual report which will be furnished to the Minister in conjunction with the 2015 Annual Report. The annual report is produced after the audit of the accounts with the accounts for 2015 having being certified by the Comptroller and Auditor General on 29/12/2016 |
Awaited– the matter will be addressed in the Chairperson’s annual report to the Minister at the conclusion of the annual audit. The audit of the NCCA’s 2016 accounts has yet to commence. |
N/A |
|
Higher Education Authority (including Irish Research Council) |
Yes |
In train – the matter will be addressed in the Chairperson’s annual report which will be furnished to the Minister in conjunction with the 2016 HEA Annual Report. The annual report is in the final stages of being cleared and the Department expects receipt of the report early in Q3 2017. |
N/A |
|
Educational Research Centre (ERC) |
Not applicable |
Awaited. The ERC was established as a body corporate in September 2015. The ERC’s first set of accounts will cover the 15 month period from September 2015 to December 2016.The audit of ERC’s first accounts by the C & AG has not yet commenced. The supply of the 2016 tax compliance report to the Minister will be addressed in the Chairperson’s annual report to the Minister at the conclusion of the audit process. |
N/A |
|
An Chomhairle um Oideachais Gaeltachta agus Gaelscolaiochta (COGG) |
Yes |
Awaited– the matter will be addressed in the Chairperson’s annual report to the Minister at the conclusion of the annual audit |
N/A |
