Written Answers Nos 611-630
611. Deputy Mary Butler asked the Minister for Education and Skills when a school (details supplied) can expect to be assessed in conjunction with an application for funding for a link corridor for connectivity between school buildings; and if he will make a statement on the matter. [28682/17]
Amharc ar fhreagraI can confirm that the school referred to by the Deputy has submitted an application to my Department for capital funding for additional accommodation. The application will be considered and a decision will be conveyed to the school authority as soon as the assessment process has been completed.
612. Deputy Jackie Cahill asked the Minister for Education and Skills if teaching hours will be ring-fenced for career guidance in post-primary schools from the commencement of the 2017/2018 academic year; and if he will make a statement on the matter. [28686/17]
Amharc ar fhreagraThe measures announced by my Department as part of Budget 2016 and 2017 mean that 400 guidance posts, or two thirds of the Guidance allocation that was withdrawn in Budget 2012, will be restored to schools from September 2017.
It has been made clear that all these 400 posts are allocated separately and transparently on the schedule of posts. It is also clearly outlined in the circulars governing staffing arrangements and in all of my Department's communications with schools and with management bodies.
This means that there is now an obligation on schools to ensure that these hours are used for guidance activities. Schools can decide to allocate more hours to guidance than the amount allocated on the schedule. They cannot allocate fewer.
In line with best practice, and in line with practice in the Irish educational system for almost 20 years, the allocation of these hours within the school take place in accordance with the Whole School Guidance Plan.
The guidance plan will outline the school's approach to guidance generally, and how students can be supported and assisted in making choices and successful transitions in the personal and social, educational and career areas.
The guidance counsellor will form a central part of the plan, which sets out how the entire resources of the school will work towards achieving the best possible outcomes for the students in the guidance area. It is likely that the vast majority of these activities will be delivered by guidance counsellors; however, in many schools it will be decided that some activities may be delivered by other staff members - eg year heads. These decisions will depend on the specific needs of the student population.
My Department has also made it clear that schools' guidance plans should include specified time allocation for guidance counsellors to be available for one to one guidance counselling, and time allocation for the role in supporting the organisation and work of the Student Support Team.
As part of the Whole School Evaluation process, inspectors in the Department of Education and Skills examine guidance provision in schools, including confirming that a whole-school guidance plan is in place. The Department's Inspectorate also has a specific programme of guidance inspections in schools.
Following a school inspection any recommendations made by an inspector will be communicated to the school, and the Board of Management and patron body will be required to implement these recommendations. The Inspectorate carry out follow-through inspections to monitor compliance by schools with recommendations made.
The Department, in determining its inspection programme for schools, will take into account all information available to it, including where a complaint has been made regarding non-compliance, and decisions around inspections will be based on this information.
Furthermore, my Department is carrying out a survey of schools to obtain comprehensive information on how they use the guidance posts allocated to them. The results of this survey will be used to ensure compliance with Department circulars and inform future policy in this area.
613. Deputy Jackie Cahill asked the Minister for Education and Skills the reason his Department has refused to provide a specialised autism unit for a school (details supplied) in view of the fact that the school has a number of pupils with autism enrolled in the school and has the capacity within its current school building for a specialised unit; and if he will make a statement on the matter. [28687/17]
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.
This policy has been informed by published research, including the Report of the Task Force on Autism (2001), the Evaluation of Educational Provision for Children with Autistic Spectrum Disorders (ASD) (2006) and the NCSE’s policy advice on Supporting Students with Autism Spectrum Disorder (2016).
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.
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.
Since 2011 the NCSE has increased the number of special classes by over 100% from 548 in 2011 to 1,152 across the country now, of which 888 are Autism Spectrum Disorder (ASD) special classes.
The NCSE has informed my 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.
The NCSE has not currently identified the need to establish an ASD special class in the area referred to by the Deputy.
However, this process is ongoing, and should the NCSE identify the requirement for additional special class placements in the area it will approach all schools in relation to establishing an ASD special class.
My Department will continue to support the NCSE in opening ASD special classes in areas where there is an identified need.
614. Deputy Catherine Murphy asked the Minister for Education and Skills if he will address a matter (details supplied) regarding school transport; and if he will make a statement on the matter. [28697/17]
Amharc ar fhreagraSchool transport is a significant operation managed by Bus Éireann on behalf of the Department.
Currently almost 116,000 children, including some 12,000 children with special educational needs, are being transported in over 4,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres annually.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
Changes to the eligibility criteria for this Scheme were announced in December 2010 as part of measures contained in Budget 2011 and derived from recommendations contained in the Value for Money review of the scheme. In general, these changes mean that children are eligible for school transport if they satisfy the distance criteria and are attending their nearest school
This approach complements the overall Department policy which is to ensure that specific school accommodation needs for defined geographical areas are addressed in an orderly fashion.
Children who are not eligible for school transport may apply for transport on a concessionary basis only which is subject to a number of terms and conditions that are detailed in the scheme.
It is important that the terms of the Post Primary School Transport Scheme are applied equitably on a national basis.
615. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais agus Scileanna cén uair a cheadófar cóiríocht shealadach do scoil (sonraí tugtha) a bheidh riachtanach an fhad a bheidh síneadh á chur léi agus athchóiriú á dhéanamh ar an scoil; agus an ndéanfaidh sé ráiteas ina thaobh. [28802/17]
Amharc ar fhreagraIs mian liom a chur in iúl don Teachta nach bhfuil aon taifead ag mo Roinn faoi iarratas do chóiríocht shealadach a bheith faighte don scoil atá i gceist.
Más mian leis an scoil iarratas a chur isteach déanfar é a mheas agus déanfar cinneadh a eisiúint go dtí údarás na scoile chomh luath agus is féidir.
616. Deputy Paul Kehoe asked the Minister for Education and Skills his plans for a site (details supplied); and if he will make a statement on the matter. [28841/17]
Amharc ar fhreagraI wish to advise the Deputy that my Department is aware that the Waterford and Wexford Education and Training Board is in discussion with the owner of the property in question in the context of securing access to the building for further education purposes.
617. Deputy Thomas Byrne asked the Minister for Education and Skills the figures for the throughput of apprentices annually in each of the years 1990 to 2016 and to date in 2017; and the number of apprentices in phases two, four and six annually by trade sector, for example, construction, electrical, engineering, motor and printing and paper. [28851/17]
Amharc ar fhreagra633. Deputy Thomas Byrne asked the Minister for Education and Skills the number of apprenticeship training places at phase two that are undertaken directly by SOLAS; the number that are sub contracted to private providers; and the comparative figures for 2008. [28900/17]
Amharc ar fhreagra634. Deputy Thomas Byrne asked the Minister for Education and Skills the number of apprenticeship training places at phases four and six that are undertaken directly by institutes of technology; the number that are subcontracted to private providers; and the comparative figures for 2008. [28901/17]
Amharc ar fhreagra635. Deputy Thomas Byrne asked the Minister for Education and Skills his plans to reduce subcontracting of apprenticeship training provision to private providers; and his views on whether this is a desirable policy goal. [28902/17]
Amharc ar fhreagraI propose to take Questions Nos. 617 and 633 to 635, inclusive, together.
The information sought by the Deputy will be forwarded to him.
SOLAS does not directly undertake training. However, as co-ordinating provider, SOLAS manages provision, in consultation with the HEA, which is delivered through the network of Education and Training Boards and the Institutes of Technology.
I understand that, with the exception of the farriery apprenticeship, in which an element of the training is provided by the Irish Farriery School, craft apprenticeship training is not sub-contracted to private providers.
618. Deputy Thomas Byrne asked the Minister for Education and Skills the number of certificates issued to apprentices in the construction and electrical trade sectors that reached the standard in each of the years 2010 to 2016. [28852/17]
Amharc ar fhreagraThe information sought by the Deputy in relation to the number of certificates issued to apprentices in the construction and electrical sectors is set out in the attached table.
Certificates issued 2010 - 2016
|
Sector |
2010 |
2011 |
2012 |
2013 |
2014 |
2015 |
2016 |
Grand Total |
|
Construction |
1743 |
1766 |
1360 |
826 |
463 |
314 |
243 |
6715 |
|
Electrical |
1044 |
1054 |
1056 |
710 |
469 |
353 |
362 |
5048 |
|
Grand Total |
2787 |
2820 |
2416 |
1536 |
932 |
667 |
605 |
11763 |
619. Deputy Thomas Byrne asked the Minister for Education and Skills the number of employers in the construction and electrical sectors that FÁS and SOLAS have approved as competent train apprentices in each of the years 1998 to 2016 and to date in 2017. [28853/17]
Amharc ar fhreagraI understand from SOLAS that 14,688 employers were approved to train apprentices in the construction and electrical sectors over the period from 1998 to 2017. It should be noted that some employers may have been approved for multiple crafts.
620. Deputy Thomas Byrne asked the Minister for Education and Skills the number of new applications SOLAS has received from employers since January 2015 to date in 2017 for approval to competently train apprentices. [28854/17]
Amharc ar fhreagraI understand from SOLAS that 1,929 employers were approved to train apprentices in the period 2015 to 2017. It should be noted that some employers may have been approved for multiple crafts.
621. Deputy Thomas Byrne asked the Minister for Education and Skills if his Department or another body under its aegis are currently considering proposals to varying the length of apprenticeship based on learning outcomes determined by the trade standards and on the prior learning of the applicant; and his views on the recommendation of his Department's Apprenticeship Review – Background Issues Paper published in 2013. [28855/17]
Amharc ar fhreagraIn 2015 SOLAS, in accordance with Quality and Qualifications Ireland requirements, conducted programme and standards review in consultation, with all relevant stakeholders, in 23 of the 27 existing craft apprenticeship programmes. Each stakeholder programme review group was assigned a standardised terms of reference which included a requirement to consider the duration of the respective apprenticeship programmes in line with programme standards and learning outcomes. None of the programme review groups recommended changing the duration of the apprenticeship programmes. In relation to the existing craft apprenticeship programmes SOLAS and its predecessor FÁS have provided for recognition of prior learning since 2002.
New apprenticeship programmes are of varying durations, subject to a minimum of 2 years.
622. Deputy Clare Daly asked the Minister for Education and Skills the anticipated increase of prefab accommodation for schools; the cost of the increase; the way in which the tendering process operates; the person or body with which the responsibility rests, if the cost of permanent classrooms reflects the expense of deploying the temporary classrooms; and if the budget allocated for new schools is constrained as a result. [28872/17]
Amharc ar fhreagra623. Deputy Clare Daly asked the Minister for Education and Skills the names of all companies which are providing temporary classrooms on a national basis; and if he will make a statement on the matter. [28873/17]
Amharc ar fhreagraI propose to take Questions Nos. 622 and 623 together.
My Department’s policy on renting prefab accommodation in individual cases depends on a number of factors. If the accommodation need is deemed short term, the policy is generally to approve temporary rental of accommodation. For example, a school may require a temporary building while it is awaiting the completion of construction of a permanent building. In some cases, a school may need accommodation at very short notice and this can only be provided through temporary accommodation.
Generally, a school procures its temporary accommodation by obtaining at least three quotes for prefab providers. The contract is between the school authority and the provider. Where a building project is involved and a temporary decant is necessary, prefab procurement is likely to form part of the tender process for the building project itself and the responsibility will rest with whoever is delivering the project.
Where the need for additional accommodation is likely to be for a period of more than three years, the school is given grant aid to construct a permanent structure.
It is not possible to say what the level of demand will be for temporary accommodation as this is on a case by case basis depending on the particular circumstances of individual schools as outlined. The level of demand for capital funding to meet demographic needs continues to be such that it would not be possible to provide funding for permanent accommodation for all the needs at the same time, nor would it be possible to meet any immediate needs that arise by approving permanent accommodation as a solution due to the design, statutory processes and procurement stages involved.
Similar to permanent accommodation, the cost of providing temporary accommodation for a school is site specific and is subject to individual site conditions, planning permission conditions and Fire Officer and Disability Access Certificate conditions. The cost of individual projects can only effectively be known when a project has been fully designed, has been through the planning permission processes and has been tendered.
The provision of rented accommodation does not compromise my Department’s capital budget. Rather it ensures that school’s short term needs are met as quickly as possible and that very child can have access to a physical school place.
The Deputy may wish to know that, subject to resources, it is intended to replace all purchased prefabs with permanent accommodation over the lifetime of the Department's current capital programme, which runs from 2016 to 2021. Again, subject to resources the replacement programme is likely to commence in 2019. Prefab Replacement Schemes are not, however, the only manner by which prefabs are replaced by the Department. Prefabs are routinely replaced in schools as part of major building projects. This includes schools that were on the Department's 5-year capital Programme (2012-2016) and those that are on the Department's new 6-year Programme (2016-2021).
In regard to the names of companies providing temporary classrooms on a national basis, I will arrange for this information to be forwarded directly to the Deputy.
The deferred reply under Standing Order 42A was forwarded to the Deputy.
624. Deputy Carol Nolan asked the Minister for Education and Skills the status of the review of the school transport appeals system; when the review will conclude; the terms of reference of the review; and if he will make a statement on the matter. [28875/17]
Amharc ar fhreagraSchool transport is a significant operation managed by Bus Éireann on behalf of the Department.
Currently almost 116,000 children, including some 12,000 children with special educational needs, are being transported in over 4,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres annually.
The Programme for Government commits to a review of the criteria and guidelines for the School Transport Appeals Board. The review is underway and is focussed on the criteria and guidelines for the Appeals Board as they apply in the primary and post primary school transport scheme and the scheme for children with special educational needs.
The review is expected to be completed shortly.
625. Deputy Carol Nolan asked the Minister for Education and Skills if the information technology systems required to apply for funding under the youth employment initiative have been developed; the steps required and the timelines in terms of compliance with the requirements of the establishment of systems for the successful drawdown of money under the initiative; the status of the implementation of these requirements; and if he will make a statement on the matter. [28876/17]
Amharc ar fhreagra626. Deputy Carol Nolan asked the Minister for Education and Skills the annual funding allocated by his Department to projects under the youth employment initiative; and if he will make a statement on the matter. [28877/17]
Amharc ar fhreagraI propose to take Questions Nos. 625 and 626 together.
The Youth Employment Initiative (YEI) is integrated into European Social Fund (ESF) programming as a dedicated priority axis within the ESF Programme for Employability, Inclusion and Learning 2014-2020 (PEIL) that was adopted by Commission Decision in February 2015. The specific YEI allocation for Ireland of €68m (for 2014-15) is matched by equal amounts from our ESF allocation and from the Exchequer, giving an overall allocation of €204m. Seven specific activities were selected for YEI funding namely the Back to Work Enterprise Allowance; JobBridge; Jobsplus Incentive Scheme; Tús; Youthreach, Social Inclusion and Community Activation Programme and Momentum.
In accordance with the Regulations governing the European Structural and Investment Funds (ESIF, including the ESF and the YEI), the relevant managing and certifying authorities for the Operational Programme must be designated, based on the opinion of an independent audit body which must be satisfied across a range of criteria that systems are in place to allow the authorities to perform their required functions, prior to the making of any application for an interim payment under the Regulations. The systems designation requirements include the provision of a computerised accounting and information system for EU funds to meet the 2014-2020 functionality requirements. The Regulations require Member States to ensure that all exchanges of information between beneficiaries and the relevant authorities and intermediate bodies can be carried out by means of electronic data exchange systems (known as E-Cohesion). These systems will facilitate interoperability with national and Union frameworks and allow for the beneficiaries to submit information only once.
The EU Commission has agreed an interim arrangement whereby claims, including YEI, for the 2014 – 2020 ESIF Operational Programmes can be made using the ICT system originally developed for the 2007 – 2013 Operational Programme, with minor modifications, which have been successfully implemented. A more comprehensive ICT system (known as e-Cohesion) is in development and will be available for claims from September 2017 onwards.
The ESF Managing Authority is currently finalising its material for transmission to the independent audit body to facilitate designation of the relevant ESF authorities.
The ESF Managing Authority and the Operational Programme Monitoring Committee (PMC) maintain an ongoing overview of the funding allocations under the PEIL and will re-allocate the available funding as required, in accordance with the EU Regulatory provisions. The PMC has agreed in principle to the inclusion of the Community Training Centres, which are funded by the ETBs in consultation with SOLAS, as an approved activity under the YEI with effect from 1 January 2017.
While no payment application has been made to the EU Commission to date in respect of the YEI or the ESF, the EU Regulations allow for the 2014/15 allocations to be spent and claimed before the end of 2018. The activities are fully funded up-front by the Exchequer and it is expected that the funding will be fully drawn down.
627. Deputy Catherine Murphy asked the Minister for Education and Skills if he will meet or engage with representatives of English language teachers (details supplied) regarding employment legislation and working conditions for English language teachers; and if he will make a statement on the matter. [28881/17]
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.
628. Deputy Thomas Byrne asked the Minister for Education and Skills his views on whether due to the high waiting lists for phase two and phase 4 and 6 training places for apprentices especially in construction and electrical his Department is now effectively operating a capacity limited model of apprenticeship recruitment, which was suggested by a review in 2013 carried out by his Department (details supplied). [28887/17]
Amharc ar fhreagra629. Deputy Thomas Byrne asked the Minister for Education and Skills his views on whether there are capacity constraints holding back the training of apprentices here, especially in the electrical and construction sectors and that this is reflected in the high waiting lists for training places at phases two, four and six which has led to a reluctance and inability of employers to register more new apprentices in these sectors. [28896/17]
Amharc ar fhreagra630. Deputy Thomas Byrne asked the Minister for Education and Skills his views on whether mistakes were made in the 2013 to 2016 period by SOLAS, the HEA and his Department in forecasting the demand for new apprenticeships in 2016 and 2017 and as a result the training places were not put in place to enable the throughput of more apprentices to match demand in the construction sector. [28897/17]
Amharc ar fhreagra631. Deputy Thomas Byrne asked the Minister for Education and Skills the new measures and changes his Department has undertaken since 2013 to enhance the control of recruitment and to smooth capacity planning of apprenticeships. [28898/17]
Amharc ar fhreagraI propose to take Questions Nos. 628 to 631, inclusive, together.
SOLAS does not operate a capacity model in the managing of the provision of the existing craft apprenticeship programmes. As the Deputy is aware apprenticeship is a demand driven alternate educational and training programme and the allocation of provision is determined by the skill demands of employers.
SOLAS, through its Skills and Labour Market and Research Unit (SLMRU) and its Apprenticeship Services Unit, regularly conducts forecasts of apprenticeship requirements. The SLMRU has developed a comprehensive methodology to generate annual five-year forecasts of apprentice intake for construction trades. The forecasts are revised annually and are due to be updated later this year. The methodology takes account of output forecasts, in money terms, for various segments of the construction industry, the CSO’s Quarterly National Household Survey (QNHS) and the relationship between apprentice intake and employment trends in the sectors.
Forecasts are used by both SOLAS and the Higher Education Authority (HEA) for planning purposes and, where apprenticeship registrations are particularly strong, provision is allocated strategically on a nationwide basis. The forecasts for registrations in the craft apprenticeship programmes remain strong and I am confident that there is effective capacity planning for apprenticeship programmes.
SOLAS works closely with my Department in managing apprenticeship provision. Since 2015 the Department has allocated additional apprenticeship instructor posts to SOLAS for dissemination across the Education and Training Board network. SOLAS has allocated over half of these additional posts as electrical instructor posts to ensure provision is matched with demand. Furthermore, a number of ETBs are in the process of introducing new facilities to meet the increased demand in the construction and electrical sectors. While labour market trends remain difficult to predict in a rapidly changing labour market, SOLAS is satisfied that with this additional provision being put in place there will be sufficient provision to meet the current and expected demands from the construction and electrical sectors.
