Written Answers Nos. 168-187
168. Deputy John Curran asked the Minister for Education and Skills the current pupil-teacher ratio in primary level schools; his plans to reduce this figure; and if he will make a statement on the matter. [33440/17]
Amharc ar fhreagraBudget 2017 sets out the resources available for schools in the 2017/18 school year. This Budget represents the start of a major reinvestment in education, and the first phase of implementation of the Action Plan for Education, aimed at becoming the best education system in Europe within a decade. The budget provides for over 2,400 additional teaching posts for our primary and post-primary schools in the coming school year.
Budget 2016 provided for an improvement in the staffing schedule in primary schools by 1 point, from 1 teacher for every 28 pupils to 1 teacher for every 27 pupils for the 2016/17 school year and it should be noted that the current staffing schedule of 27:1 for primary schools has restored it to the position it was at prior to the fiscal crisis. The staffing schedule for post primary will be 19:1 for the 2017/18 school year. The allocation for guidance provision which is equivalent to 0.4:1 in the staffing schedule is being provided separately.
The 2017/18 school year will see a significant increase of over 4,800 in teacher numbers in our schools compared to the 2015/16 school year.
It is my intention to make further improvements to class sizes over the life of the Government. However, I recognize that there are needs across the system which have to be balanced in the decisions made in each Budget.
169. Deputy John Curran asked the Minister for Education and Skills the steps he is taking regarding the status of equal pay for equal work for teachers; and if he will make a statement on the matter. [33441/17]
Amharc ar fhreagraAs a consequence of the financial crisis, there was a need to enact a number of measures to reduce public expenditure so as to stabilise the country's public finances. A previous Government reduced the salaries and allowances payable to all new entrants to public service recruitment grades by 10% with effect from 1 January 2011. This decision also required that such new entrants would start on the first point of the applicable salary scale, which in the case of teachers had the effect of reducing their starting pay by a further 4-5%. Later in 2011, the Government placed a cap on the overall level of qualification allowances that could be earned by teachers.
Subsequently in 2012, following the public service-wide review of allowances, the Government withdrew qualification allowances for new teachers altogether. However, the Government partially compensated for this by deciding that new entrant teachers would henceforth commence on a new salary scale which had a starting point higher than the starting point of the old scale.
The public service agreements have allowed a programme of pay restoration for public servants to start. I have used this to negotiate substantial improvements in pay for new teachers. The agreements have, to date, restored an estimated 75% of the difference in pay for more recently recruited teachers and deliver full equality at later points in the scale. This is substantial progress and strikes an equitable balance with other claims for funding on my Department, particularly needs such as enhanced service for children with special educational needs, for disadvantaged schools, for growing schools, for Higher Education and for apprenticeships.
As a result of these changes and taking into account the proposed pay measures under the Public Service Stability Agreement 2018-2020, the starting salary of a new teacher from 1 October 2020 onwards will be €37,692. If full equalisation was achieved the starting salary for a post-primary teacher from 1 October 2020 would be €43,879 and for a primary teacher would be €41,511.
Further to this newly-recruited teachers benefit from the terms of the Ward circular which reduced the qualifying period for a CID and the removal of the career break and secondment categories of objective grounds which had previously prevented some teachers from gaining CIDs. In addition to earlier permanency, other measures of benefit to newly-recruited teachers include a revised sequence for the filling of posts to enable fixed-term and part-time teachers to gain permanent, full-time jobs more quickly and easier than before.
It must be borne in mind that the pay reduction for post-2011 entrants to the public service applied to all public servants and not just teachers, and that any restoration of these measures in respect of teachers would be expected to be applied elsewhere across the public service. While I am not in a position to provide an estimate of the total cost of restoring all post-1 January 2011 entrants in all areas of the public service to the pre-2011 pay scale arrangements, I can say that in the case of education and training sector employees, including teachers, the estimated current full year cost would be in the order of €85 million. Clearly, the cost across the entire public service would be substantially higher.
However there are other types of equality that we must also bear in mind, for example equality between public servants and people who work elsewhere or don’t work at all. It would also not be equal or fair for us to do unaffordable deals with particular groups of public servants that mean that we do not have the money left in the public purse to provide increases in social welfare payments for vulnerable groups, tax reductions for people at work, or investments in improvements in public services that people rely on.
Any further negotiation on new entrant pay is a cross-sectoral issue, not just an issue for the education sector. The Government also supports the gradual, negotiated repeal of the FEMPI legislation, having due regard to the priority to improve public services and in recognition of the essential role played by public servants.
Accordingly, the recently concluded draft Public Service Stability Agreement 2018-2020 includes a provision in relation to new entrants which states that an examination of the remaining salary scale issues in respect of post-January 2011 recruits at entry grades covered by parties to the Agreement will be undertaken within 12 months of the commencement of the Agreement.
170. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which the school building programme at primary and second level in County Kildare continues to proceed as planned having particular regard to the urgent requirement for school places; and if he will make a statement on the matter. [33493/17]
Amharc ar fhreagraI wish to advise the Deputy that my Department's six year Capital Programme prioritises building projects to meet demographic demand and this includes schools in County Kildare. The Capital Programme also provides for devolved funding for additional classrooms, if required, for schools where an immediate enrolment need has been identified or where an additional teacher has been appointed.
As the Deputy is aware, there are currently 29 major capital projects being progressed in County Kildare, details of which were provided to the Deputy previously. This is in addition to the smaller scale projects that have been approved devolved funding under my Department's additional accommodation scheme. Details of these projects may be viewed on my Department's website www.education.ie which is updated regularly.
171. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which adequate resource teachers remain available throughout all schools in north county Kildare; his plans for augmentation in specific areas of particular need; and if he will make a statement on the matter. [33494/17]
Amharc ar fhreagraI wish to advise the Deputy that my Department's Circulars 0013/2017 for primary schools and 0014/2017 for post primary schools were published on 7 March 2017. These Circulars set out the details of a 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, including those in Co. Kildare.
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 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.
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.
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.
172. Deputy Bernard J. Durkan asked the Minister for Education and Skills the progress to date in respect of the provision of a gaelcholáiste to serve the area of County Kildare in 2019; and if he will make a statement on the matter. [33495/17]
Amharc ar fhreagraMaynooth Community College opened in 2014 with an Irish-medium Aonad and it was stated that should the Aonad demonstrate sufficient viability after four years from its date of establishment, a Gaelcholáiste would be established, in a partnership patronage model between Kildare and Wicklow ETB and An Foras Pátrúnachta.
As part of the Major School Building Projects announcement in November 2015 and in view of the continued support for an independent Gaelcholáiste, it was confirmed that a Gaelcholáiste to serve the North Kildare area will open in 2019, subject to the continued viability of the Irish-medium Aonad at Maynooth Community College.
I understand that a range of issues relating to the opening of the school referred to by the Deputy are matters for discussion between Kildare and Wicklow Education and Training Board and An Foras Pátrúnachta. My Department will continue to work closely with Kildare and Wicklow Education and Training Board and An Foras Pátrúnachta in relation to the provision of appropriate accommodation for the establishment of the school to which the Deputy refers.
173. Deputy Bernard J. Durkan asked the Minister for Education and Skills the progress in regard to the provision of the twin school project at Moyglare Road, Maynooth, County Kildare; and if he will make a statement on the matter. [33496/17]
Amharc ar fhreagraI am pleased to inform the Deputy that the project to which he refers is on site. The contract has a twenty-four month duration. The project is expected to be completed in early 2019.
174. Deputy Thomas P. Broughan asked the Minister for Education and Skills further to Parliamentary Question No. 140 of 12 April 2017, if a contract to carry out the independent review of Youthreach has been appointed; if so, the details of the appointment; and if he will make a statement on the matter. [33511/17]
Amharc ar fhreagraGoal 4 of the Further Education and Training Strategy commits SOLAS to organise and conduct a schedule of evaluations of Further Education and Training programmes, including the Youthreach programme.
In April SOLAS arranged for the publication of the request for tender (RFT) for the Youthreach evaluation on the Office of Government Procurement (OGP) eTenders procurement website. Tenders received did not meet with all of the specifications and as a result it was not possible to award a contract for the evaluation.
The RFT for the contract was re-published on eTenders last month and the process is ongoing.
175. Deputy Joan Burton asked the Minister for Education and Skills the terms of the agreement made between the Dublin Institute of Technology (DIT) or DIT Foundation and the Roman Catholic Archdiocese of Dublin regarding the use of St. Laurence's Church in Grangegorman. [33525/17]
Amharc ar fhreagraHigher education institutions such as Dublin Institute of Technology are autonomous bodies and are responsible for the day-to-day operations of the Institute including the use of buildings, procurement of goods and services, and provision of services for students.
176. Deputy Joan Burton asked the Minister for Education and Skills the person or body that has legal ownership of St. Laurence’s Church in Grangegorman. [33526/17]
Amharc ar fhreagraThe ownership of St Laurence’s currently rests with the Grangegorman Development Agency (GDA) until such time as the campus is fully developed at which point it will revert to DIT. However, in line with the arrangements in place between the GDA and DIT, DIT is fully responsible for the operation of that building.
177. Deputy Joan Burton asked the Minister for Education and Skills the townlands and electoral divisions within the Carpenterstown, Castleknock and Blanchardstown West school planning areas respectively, in tabular form. [33527/17]
Amharc ar fhreagraIn order to plan for school provision and analyse relevant demographic data, my Department divides the country into 314 school planning areas. I wish to advise the Deputy that a townland or electoral division can fall into more than one school planning area.
The information requested by the Deputy is set out in tabular form.
|
School Planning Area |
Electoral Divisions |
Townlands |
|
Carpenterstown_D15 |
Lucan North |
Allenswood |
|
Castleknock-Knockmaroon (Partial) |
St Catherine’s Park |
|
|
Coldblow |
||
|
Westmanstown (ED Lucan) |
||
|
Woodlands |
||
|
Broomfield |
||
|
Annfield |
||
|
Passifyoucan (Partial) |
||
|
Barnhill (Partial) |
||
|
Barberstown (Partial) |
||
|
Clonsilla (Partial) |
||
|
Kellystown (Partial) |
||
|
Porterstown (Partial) |
||
|
Diswellstone (Partial) |
||
|
Sheepmoor (Partial) |
||
|
Carpenterstown (Partial) |
||
|
Blanchardstown (Partial) |
||
|
Astagob (ED Clonsilla) (Partial) |
||
|
Laraghcon (Partial) |
||
|
Castleknock_D15 |
Castleknock-Knockmaroon (Partial) |
Castleknock |
|
Castleknock-Park |
Ashtown |
|
|
Astagob (ED Castleknock) |
||
|
Astagob (ED Clonsilla) (Partial) |
||
|
Porterstown (Partial) |
||
|
Diswellstone (Partial) |
||
|
Blanchardstown_West_D15 |
Blanchardstown-Blakestown (Partial) |
Hansfield or Phibblestown |
|
Passifyoucan (Partial) |
||
|
Barnhill (Partial) |
||
|
Barberstown (Partial) |
||
|
Closilla (Partial) |
||
|
Hartstown (Partial) |
||
|
Castaheany (Partial) |
||
|
Damastown (Partial) |
||
|
Littlepace (Partial) |
||
|
Huntstown (Partial) |
178. Deputy Thomas Byrne asked the Minister for Education and Skills the legal status of diocesan panels in respect of teacher employment; if reviews of same have taken place; and his plans for reform. [33535/17]
Amharc ar fhreagraThe recruitment and appointment of teachers to fill teaching posts is a matter for individual school authorities, in accordance with the 1998 Education Act.
The core function of the redeployment arrangements at Primary level is to facilitate the redeployment of all surplus full-time permanent/CID holding teachers to schools that have vacancies. The redeployment of all surplus permanent/CID holding teachers is key to the Department's ability to manage within its payroll budget and ceiling on teacher numbers.
Thereafter, vacancies are filled from the Supplementary panel which is created for eligible primary teachers in fixed-term/temporary positions (this includes substitute positions) and in part-time positions who meet the relevant eligibility criteria.
The redeployment arrangements are reviewed annually with the relevant education partners to determine what adjustment, if any, is required for subsequent school years. Redeployment panels are drawn up on a diocesan basis for Catholic panels, diocesan/united diocesan basis for Church of Ireland panels and on a national basis for An Foras Pátrúnachta, Educate Together and for the Special National Panel.
The redeployment arrangements are published on my Departments website and operate in the same way for all Patron bodies.
179. Deputy Thomas Byrne asked the Minister for Education and Skills the number of children whose parents have been forced to decline an early intervention class due to the distance from home involved. [33536/17]
Amharc ar fhreagraThe National Council for Special Education (NCSE) is the body responsible for organising and planning provision for children with Special Educational Needs, including establishing ASD early intervention classes and special classes in mainstream primary and post-primary schools.
There are currently 126 Early Intervention classes for children with ASD in recognised primary and special schools. Early Intervention classes are supported with a pupil–teacher ratio of 6:1 and also have Special Needs Assistant support normally amounting to 2 SNAs for a class of 6 children.
From the age of three children with autism (who will not reach the age of 6 during the current school year) can enrol in these early intervention settings. Where such a placement is not available home tuition can be provided.
The enrolment of a child to a school is a matter, in the first instance, for the parents/guardians of the child and the Board of Management of a school.
However, parents/guardians who may need advice or are experiencing difficulties in locating a school placement should contact their local Special Educational Needs Organiser (SENO) who can assist in identifying an appropriate educational placement for their child. Contact details are available on www.ncse.ie.
The SENO can also advise parents in relation to supports which may be available to support children with special educational needs, including special transport arrangements which may be made available.
The Deputy may be aware that the Department of Children and Youth Affairs provides supports for childcare, including pre-school education.
The principal vehicle for the delivery of pre-school education is the free Pre-School Year in Early Childhood Care and Education (ECCE) programme which was introduced in January 2010 and provides for early learning in a formal setting to children in the year before they commence primary school.
Children with disabilities have access to pre-school services under a new Access and Inclusion Model (AIM) programme of supports, which was announced in June 2016, by the Minister for Children and Youth Affairs.
AIM is a child-centred model, involving seven levels of progressive support, moving from the universal to the targeted, depending on the needs of the child and the pre-school.
The supports include:
- A new Inclusion Charter for the Early Years sector, alongside updated and strengthened Diversity, Equality and Inclusion Guidelines for Early Childhood Care and Education.
- In relation to the qualifications of early years practitioners, a new higher education programme for early years practitioners (LINC) commenced in September 2016.
- A new national specialist service which is based in the Better Start National Early Years Quality Development Service will provide expert advice, mentoring and support to pre-school providers from a team of 50 specialists in early years care and education for children with disabilities.
- A new national scheme will provide specialised equipment, appliances and minor alterations which are necessary to support a child's participation in the ECCE programme.
- A new national scheme will also provide additional capitation to pre-school providers where this is critical to fund extra support in the classroom and enable a child's participation in pre-school.
Details of the supports which are available under AIM can be found at www.preschoolaccess.ie which contains comprehensive information on the access and inclusion model and on how to apply for the new schemes and supports. For children attending a private pre-school through the ECCE programme, questions relating to the AIM supports should be addressed to the Department of Children and Youth Affairs.
My Department does not collect or retain information on the number of children who are not enrolled in early intervention classes for any reason. Where parents decide not to seek such placements or where such placements are available but the option to enrol is not exercised by a parent, the decision is a matter for the parent/s in the first instance.
180. Deputy Charlie McConalogue asked the Minister for Education and Skills the status of the development of a new school (details supplied); and if he will make a statement on the matter. [33559/17]
Amharc ar fhreagraI wish to advise the Deputy that my Department recently received additional information in respect of the proposed project for the school referred to.
My Department is currently considering the information and will be in further contact with the school shortly.
181. Deputy Charlie McConalogue asked the Minister for Education and Skills the status of a development at a school (details supplied); and if he will make a statement on the matter. [33560/17]
Amharc ar fhreagraAs the Deputy is aware, the project for the school referred to, is included in my Department's six year Construction Programme.
My Department has recently received a request for changes to the proposed project, which is currently under consideration. My Department will be in contact with the school authorities on the matter shortly.
182. Deputy Martin Heydon asked the Minister for Education and Skills his plans for the inclusion of the Polish language into the secondary school syllabus from junior cycle upwards, in view of the increase in Polish-speaking persons and the growing importance of the language; and if he will make a statement on the matter. [33562/17]
Amharc ar fhreagraIn 2015 the Framework for Junior Cycle was published and along with it provision for the delivery of short courses upon implementation of Junior Cycle. New subject specifications for Junior Cycle are being implemented on a phased basis, with Modern Languages being introduced from September 2017.
A short course in Polish has been developed and is being piloted in four schools in 2017 as part of the new Junior Cycle. This course is in addition to short courses developed in Chinese Language and Culture, and Irish Sign Language.
In Senior Cycle there are a number of languages available, in addition to French, German, Spanish and Italian Russian, Japanese and Arabic which are available in the Leaving Certificate examination. For students whose mother tongue is an EU language other than those listed above, they can present for examination in a non-curricular EU language. In 2016 candidates presented in some sixteen EU Languages.
Under the Action Plan for Education 2016-2019 my Department is developing a new Foreign Languages in Education Strategy and as I previously announced, as part of the goals in this strategy, curricular specifications at Leaving Certificate, starting with Polish, Lithuanian and Portuguese as heritage languages with accompanying Leaving Certificate examinations will be developed. These specifications would replace the existing Leaving Certificate non-curricular examinations in these languages.
It would be hoped with the emphasis that will be placed on foreign languages, following the publication of the strategy, that more students will study these languages and that the diversity of languages studied will be greater.
183. Deputy Mick Barry asked the Minister for Education and Skills his views on whether the fact that the ethos condition in the post-primary school transport scheme refers to religious minorities constitutes discrimination against other minorities such as those with no religious faith wishing to attend an Educate Together secondary school; and if he will make a statement on the matter. [33565/17]
Amharc ar fhreagra184. Deputy Mick Barry asked the Minister for Education and Skills if a record is kept of the religion of the students qualifying for the post-primary school transport scheme to attend minority religious faith schools; if so, if he will provide these figures. [33566/17]
Amharc ar fhreagra185. Deputy Mick Barry asked the Minister for Education and Skills if he will ensure that Educate Together secondary schools qualify for the post-primary school transport scheme on the same basis as minority religious faith schools in view of the fact that these schools are mostly chosen by those not wishing to avail of a school that is of the main religious ethos here. [33567/17]
Amharc ar fhreagraI propose to take Questions Nos. 183 to 185, inclusive, together.
School 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.
Under the terms of my Department's Post Primary School Transport Scheme children are eligible for school transport where they reside not less than 4.8 kilometres from and are attending their nearest education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
In relation to school transport provision, ethos relates to religious ethos and is in the context of provision for minority religions.
While it is the prerogative of parents to choose the school that they wish there children to attend, eligibility for school transport is determined by the distance that children reside from their nearest school.
The detailed information requested by the Deputy is not captured by Bus Éireann during the application process.
The terms of the School Transport Scheme are applied equitably on a national basis.
186. Deputy Dara Calleary asked the Minister for Foreign Affairs and Trade the amount spent by his Department on hosting receptions in each of the years 2012 to 2016 to date in 2017, in tabular form; and if he will make a statement on the matter. [33285/17]
Amharc ar fhreagraThe Department of Foreign Affairs and Trade regularly hosts a wide range of promotional events both at home and abroad aimed at increasing Ireland’s international profile, promoting Irish trade, economic and cultural interests, developing our network and influence and advancing our national interests. These events can take many forms and include events with a business, trade, cultural or Irish community focus.
Events held outside the State are largely funded from Promotion and Outreach budgets managed by individual diplomatic missions, while promotional events and State hospitality by the Department of Foreign Affairs and Trade within Ireland are primarily funded from the Protocol Division of the Department.
The Department’s financial management system does not separately record the cost of hosting receptions within the system. Therefore the information extracted is in summary form and reflects promotional expenditure and outreach expenditure incurred by the Department. In respect of promotional events held outside of the State, the Department records these events and associated expenditure according to the purpose of the event (i.e. trade promotion, networking) rather than by their format (i.e. hosting reception). The Department recently revised its system of classification and with effect from 1 January 2017 all Promotion and Outreach expenditure by overseas missions must be linked to at least one of the Department’s five high level goals: Our People, Our Values, Our Prosperity, Our Place in Europe and Our Influence. This ensures a focus on why activity is undertaken rather than on where it took place or the nature of the activity (e.g. reception, dinner). These new arrangements ensure a closer link between the related expenditure and the Department’s Statement of Strategy and Mission Business Plans. They are designed to enable Missions to plan and proactively pursue delivery of the Department’s High Level Goals. These new arrangements which are being piloted in 2017 will be reviewed and revised for 2018.
Total expenditure by the Department of Foreign Affairs and Trade on events to promote Ireland’s interests, at home and abroad, since 2012 and to date in 2017 is as follows:
|
Expenditure abroad €’000 |
Expenditure in Ireland €’000* |
Total €’000 |
|
|
2012 |
1,820 |
7 |
1,827 |
|
2013 |
2,166 |
24 |
2,130 |
|
2014 |
1,852 |
16 |
1,868 |
|
2015 |
1,963 |
21 |
1,984 |
|
2016 |
2,033 |
27 |
2,060 |
|
(to end June) |
1,545 |
11 |
1,556 |
*26 counties.
187. Deputy Dara Calleary asked the Minister for Foreign Affairs and Trade the amount spent by his Department on wine in each of the years 2012 to 2016 and to date in 2017, in tabular form; and if he will make a statement on the matter. [33286/17]
Amharc ar fhreagraThe Protocol Division of the Department of Foreign Affairs and Trade regularly purchases refreshments, including wines, for use in official hospitality events to promote Ireland and its interests and in pursuit of the Department’s High Level Goals. At all times every effort is made to ensure value for money in such purchases.
The total amount expended on wines from the Protocol Budget of the Department between 2012 and to date in 2017 is set out in the table.
|
Year |
Total expenditure € |
|
2012 |
7872 |
|
2013 |
1205 |
|
2014 |
3384 |
|
2015 |
7149 |
|
2016 |
10,438 |
|
2017* |
5805 |
* to date.
