Written Answers Nos. 120-144
120. Deputy Róisín Shortall asked the Minister for Public Expenditure and Reform if he will report on the work of the high level forum established to examine the issue of pensions for community employment supervisors; the number of times the forum has met since it was established; the composition; the expected completion date of its work; and if he will make a statement on the matter. [45151/17]
Amharc ar fhreagraI would like to refer the Deputy to PQ 43759/17 answered on 17 October 2017.
121. Deputy Róisín Shortall asked the Minister for Public Expenditure and Reform his plans to address the issues identified by his predecessor on the subject of pensions for community employment supervisors; if he has satisfied himself with the pace of progress of the work of the high level forum established to examine the issue; and if he will make a statement on the matter. [45152/17]
Amharc ar fhreagraI would like to refer the Deputy to PQ 43759/17 answered on 17 October 2017.
122. Deputy Róisín Shortall asked the Minister for Public Expenditure and Reform his plans to implement the 2008 Labour Court recommendation on the provision of pensions for community employment supervisors; and if he will make a statement on the matter. [45153/17]
Amharc ar fhreagraI would like to refer the Deputy to PQ 43759/17 answered on 17 October 2017.
123. Deputy Paul Murphy asked the Minister for Public Expenditure and Reform if his attention has been drawn to the fact that a number of the judicial reviews against the Ombudsman have been settled on terms favourable to the applicants, including their costs being paid; if his attention has been further drawn to the fact that there is a backlog of complaints before the in house complaints procedure that have not been opened; if changes to the in house complaints procedure will be examined to ensure that it operates in a timely and effective manner to prevent needless and expensive court challenges; and if he will make a statement on the matter. [45182/17]
Amharc ar fhreagraThe Office of the Ombudsman is a statutorily independent Office and, as such, my Department has no direct involvement in its in-house complaints procedures or in the handling of judicial reviews against that Office.
The Office of the Ombudsman has informed me that it was the subject of four separate judicial review applications in 2015, all of which had a common subject matter.
Subsequent to the applications the four cases in question were re-examined by the Ombudsman. Based on legal advice which the Office of the Ombudsman received it agreed to make contributions towards some of the legal costs incurred in three of the four applications.
I am advised that the judicial reviews referred to by the Deputy were not in any way prompted by in house delays in complaint handling in the Office of the Ombudsman. There has never been a judicial review in relation to delays in answering complaints.
The Office of the Ombudsman has also informed me that there are not and never have been any unopened internal complaints.
I have also been informed that in 2016 the Office of the Ombudsman examined 3,110 complaints. 79% of these were completed within 3 months and 96% were completed within 12 months.
124. Deputy Clare Daly asked the Minister for Education and Skills further to Parliamentary Question No. 95 of 18 October 2017, if the HSE holds data on the number of children turned down annually for speech and language classes in primary schools despite meeting the qualifying criteria for specific speech and language disorder; and if so, the data for each of the years 2010 to 2016 and to date in 2017. [45145/17]
Amharc ar fhreagraFurther to the Deputy's parliamentary question of 10th and 18th October, I wish to clarify that students with Specific Speech and Language Disorder (SSLD) may attend a special class in a mainstream school for students with SSLD, with speech and language therapy services provided in class by the HSE or attend a mainstream class with additional teaching supports and speech & language therapy through the HSE primary care service. Students with SSLD, with additional complex special educational needs, may also attend a special school.
Students with specific speech and language disorder not enrolled in a special class for SSLD may qualify for additional teaching support under the School's Special Education Teaching Support provision which has been introduced in schools in September 2017.
Circular 0013/2017 for primary schools which was published on 7th March 2017 sets out the details of the new model for allocating special education teachers to schools. The revised allocation model 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 students assessed as having Low Incidence disabilities. One of the benefits of this new approach is that schools will have greater flexibility as to how they will deploy their resources. Guidelines for schools on the organisation, deployment and use of their special education teachers have also been published:
http://www.education.ie/en/The-Education-System/Special-Education/Guidelines-for-Primary-Schools-Supporting-Pupils-with-Special-Educational-Needs-in-Mainstream-Schools.pdf
Currently, over 10,200 students with Specific Speech and Language Disorder attending mainstream, special classes and special schools have access to special educational needs supports.
Students with Specific Speech and Language difficulties also have access to speech therapy services either through the speech and language therapy services provided in the special class setting by the Health Service Executive (HSE), or through the primary care service. The provision of health supports, including Speech and Language Therapy services, is the responsibility of the HSE.
Information in relation to students with Specific Speech and Language Disorder in mainstream primary and post primary schools with additional supports; in special classes and in special schools from 2011/12 to 2016/17 is attached.
|
Students with Specific Speech and Language Disorder |
2011/12 |
2012/13 |
2013/14 |
2014/15 |
2015/16 |
2016/17 |
|
Students Accessing Low Incidence Teaching Hours in Mainstream |
5006 |
5865 |
6751 |
7698 |
8780 |
9731 |
|
Students - Special Classes |
443 |
434 |
436 |
412 |
416 |
451 |
|
Students - Special Schools |
10 |
15 |
33 |
23 |
12 |
21 |
|
Totals |
5459 |
6314 |
7220 |
8133 |
9208 |
10203 |
|
Special Classes in primary schools |
64 |
64 |
64 |
63 |
63 |
66 |
125. Deputy Michael Healy-Rae asked the Minister for Education and Skills his views on persons (details supplied) being denied a SUSI grant to a private college. [45106/17]
Amharc ar fhreagraI welcome the publication of this report by the Joint Committee on Education and Skills which examines the eligibility of maintenance grants to students in private colleges.
Under my Department's student grant scheme, eligible candidates may receive funding provided they are attending an approved course at an approved institution as defined in the scheme. The definition of an approved institution is set out in Section 7 of the Student Support Act 2011 and Regulation 3 of the Student Support Regulations 2016.The Joint Committee’s report is currently being considered by officials in my Department, in the context of overall budgetary constraints, and the large number of competing demands on available funding.
The issue of the future funding of student supports has been raised in the wider context of the Cassell’s Report which has proposed a series of options for a sustainable funding model for third level. The report is being considered by the Joint Oireachtas Committee on Education and Skills in order to build political consensus on the most appropriate future funding model. The Committee is finalising its deliberations and is due to report to the Minister for Education and Skills in the near future.
126. Deputy Michael Healy-Rae asked the Minister for Education and Skills if he will address a matter regarding a person (details supplied); and if he will make a statement on the matter. [45107/17]
Amharc ar fhreagraThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations. In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
127. Deputy Michael Healy-Rae asked the Minister for Education and Skills his views on awarding DEIS status to island schools; and if he will make a statement on the matter. [45108/17]
Amharc ar fhreagraMy Department recognises the very important role played by the island schools in maintaining the communities and culture of the islands, and is strongly committed to the maintenance of the schools on the islands. It is for this reason and in recognition of challenges that the Department already provides additional supports to schools on the islands.
As the Deputy may be aware, the key data sources used in the DEIS identification process are the DES Primary Online Database (POD) and Post-Primary Online (PPOD) Databases, and CSO data from the National Census of Population as represented in the Pobal HP Index for Small Areas which is a method of measuring the relative affluence or disadvantage of a particular geographical area. Variables used in the compilation of the HP Index include those related to demographic growth, dependency ratios, education levels, single parent rate, overcrowding, social class, occupation and unemployment rates. This data is combined with pupil data, anonymised and aggregated to small area, to provide information on the relative level of concentrated disadvantage present in the pupil cohort of individual schools.
In June, a communication issued to every school in the country explaining the Identification Methodology by way of a detailed 22-page document which is available on the Department’s website at
https://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/DEIS-Identification-Process.pdf
Schools included in the list published by my Department on 13th February are those whose level of disadvantage has been identified as being at the same level as the current DEIS category for schools serving the highest concentrations of disadvantage. Schools which have not been included at this stage are those which have not been identified as having the highest levels of concentrated disadvantage amongst their pupil cohort, under the new model.
A further process will take account of updated data as it becomes available. Schools are being advised to ensure that their POD/PPOD data is fully correct and up to date, including Eircode. Schools can now record Eircode on both the POD and PPOD databases. The HP Index, based on the 2016 National Census data is being updated, and will be available to the Department in the coming weeks. A further exercise will be conducted using the updated datasets in due course. If this exercise reveals that any school which did not qualify for DEIS in the February 2017 round actually meets the criteria applicable to schools with the highest concentration of disadvantage based on the fully up-to-date information then it will be included, subject to resources.
In terms of Island Schools, it should be noted that the geographical location of the school is not pertinent to the identification process. The key information for DEIS identification purposes is the location of the pupil cohort in terms of the CSO Small Area in which they live.
The Department’s Policy on Gaeltacht Education 2017-2022 aims to support the use of Irish as the main language of Gaeltacht communities through the provision of high quality Irish-medium education in Gaeltacht schools. Under the terms of the Policy, additional resources are being provided to Gaeltacht schools that have opted to participate in the Gaeltacht School Recognition Scheme. These resources include dedicated continuing professional development (CPD), which is currently being made available to schools. Inspectorate advisory visits are also being carried out to support schools’ action-planning to strengthen the quality of educational provision through Irish and to increase the use of Irish in the school community. Further supports and resources will be made available to schools participating in the Scheme in 2018 following the approval of schools’ action plans. In Budget 2018, an additional €1 million will be provided to continue the roll-out in 2018 of the Policy on Gaeltacht Education 2017-2022.
128. Deputy Michael Healy-Rae asked the Minister for Education and Skills his views on an increase in funding (details supplied) to reflect the real costs in running post-primary island schools; and if he will make a statement on the matter. [45109/17]
Amharc ar fhreagraMy Department recognises the very important role played by the island schools in maintaining the communities and culture of the islands, and is strongly committed to the maintenance of the schools on the islands. It is for this reason and in recognition of challenges that the Department already provides additional supports to schools on the islands.
The Department’s Policy on Gaeltacht Education 2017-2022 aims to support the use of Irish as the main language of Gaeltacht communities through the provision of high quality Irish-medium education in Gaeltacht schools. Under the terms of the Policy, additional resources are being provided to Gaeltacht schools that have opted to participate in the Gaeltacht School Recognition Scheme. These resources include dedicated continuing professional development (CPD), which is currently being made available to schools. Inspectorate advisory visits are also being carried out to support schools’ action-planning to strengthen the quality of educational provision through Irish and to increase the use of Irish in the school community. Further supports and resources will be made available to schools participating in the Scheme in 2018 following the approval of schools’ action plans.
In Budget 2018, over €1 million will be provided to continue the roll-out in 2018 of the Policy on Gaeltacht Education 2017-2022. The issues raised by the Deputy will be considered by the Department in the context of the Department’s Policy on Gaeltacht Education 2017-2022 and the competing demands for available resources.
129. Deputy Michael Healy-Rae asked the Minister for Education and Skills his views on officially designating all-island schools as small schools (details supplied); and if he will make a statement on the matter. [45110/17]
Amharc ar fhreagraThe criteria used for the allocation of teachers to schools is published annually on the Department's website.
The schools to which the Deputy refers are Education and Training Board (ETB) schools.
The Department provides a staffing allocation to each ETB and the distribution of this staffing allocation including Island School posts and Small School posts is a matter for the Chief Executive of the ETB schemes in question.
130. Deputy Catherine Connolly asked the Minister for Education and Skills the qualifications of and training given to all Caranua staff, in particular to all application advisors in view of their particular role to offer support, information, advice and advocacy to those who have received awards from a court settlement or the redress board; and if he will make a statement on the matter. [45164/17]
Amharc ar fhreagraCaranua, the Residential Institutions Statutory Fund Board, is an independent statutory body established pursuant to the Residential Institutions Statutory Fund Act 2012 to oversee the use of the cash contributions of up to €110 million, pledged by the religious congregations, to support the needs of survivors of institutional child abuse. The organisation is responsible for the day to day management of its own affairs including the recruitment of staff and the ongoing management of those staff, meeting their training and development needs, etc.
I understand from enquiries made by my officials that the staff of Caranua bring a broad range of experiences and qualifications to their roles, and in particular the Application Advisors are expected to have a degree or equivalent professional qualification in a relevant field (e.g. social work, social care, psychology, counselling, psychotherapy, advice work, advocacy) and must have experience in carrying out assessments of needs and obtaining information from callers in a non intrusive and supportive way along with a sound knowledge and understanding of social disadvantage, social services and citizens rights, and the operation of health, housing and social services.
I understand also that the Board and Executive of Caranua are committed to providing an ongoing range of training and supports to the staff team so that they are able to understand and respond to the needs of survivors, manage their work and self-care, and uphold the organisation’s values. This is done through a programme of training, invited speakers, internal and external group support, individual supervision, performance appraisal and staff meetings. Training includes induction to Caranua and its systems and procedures, skills development and information and training on a range of areas including:
- Understanding institutionalisation;
- Effects of trauma and the needs of survivors;
- Understanding the impact of traumatic experiences on people;
- Applied Suicide Intervention Skills Training;
- Overview of HSE systems, including pathway to services;
- Use of the Remote Interpreting Service for Deaf Applicants;
- Origins Family Tracing Service; and
- Introduction to citizensinformation.ie
131. Deputy Catherine Connolly asked the Minister for Education and Skills when the 2016 annual report of the appeals officer of Caranua will be published; and if he will make a statement on the matter. [45165/17]
Amharc ar fhreagraThe annual report of the outgoing independent appeals officer appointed to consider appeals against decisions of Caranua, the Residential Institutions Statutory Fund Board will shortly be laid before the Houses of the Oireachtas in fulfilment of the requirement set out in section 21(5)(c) of the Residential Institutions Statutory Fund Act 2012.
132. Deputy Catherine Connolly asked the Minister for Education and Skills further to Parliamentary Question No. 424 of 20 June 2017, the number of outstanding appeals at Caranua; the length of time those appeals are outstanding; when it is expected that the backlog will be cleared; and if he will make a statement on the matter. [45166/17]
Amharc ar fhreagraEarlier this year I appointed two new appeals officers to consider appeals against decisions of Caranua. These appointments were made in accordance with the provisions of section 21 of the Residential Institutions Statutory Fund Act 2012. The appeals officers are entirely independent in the performance of their statutory functions.
I am advised that there are currently 76 cases outstanding. There are 53 applicants waiting up to 6 months, 11 between 6 and 12 months and 12 over 12 months. Given the improved clearance rate, I would expect the backlog to be cleared by the end of this year.
133. Deputy Maurice Quinlivan asked the Minister for Education and Skills further to Parliamentary Question Nos 266 of 23 May 2017 and 99 of 18 October 2017, the reason for the €13.3 million budget cut in funding for apprenticeships in 2018; if this will result in a downward revision of the targets in the number of apprentices and the number of new apprenticeship programmes set out in the action plan for apprenticeships and traineeships 2016 to 2020; and if he will make a statement on the matter. [45197/17]
Amharc ar fhreagraThere is no budget cut in funding for apprenticeships. Budget 2018 provides €122 million for apprenticeship training in 2018, compared to €98 million in 2017, a 24% increase.
In answer to Parliamentary Question 266 of the 23rd May 2017 it was estimated that a budgetary provision of €135.3m was required for apprenticeship training in 2018. This estimate was based on an assumed per capita cost at that time. During the recent budgetary process, the Higher Education Authority and SOLAS provided their budget requirement for 2018, based on the current apprenticeship population and target registrations for 2018. This is what determined the budgetary provision. While the overall cost per apprentice is lower than that assumed in responding the Parliamentary Question in May, there is no reduction in the 2018 apprenticeship targets as set out in the Action Plan to Expand Apprenticeship and Traineeship 2016 – 2020.
134. Deputy Eamon Scanlon asked the Minister for Education and Skills if his Department will issue a clear and unambiguous statement by way of a circular to the board of management of schools clarifying as to the funding available to them for the purpose of paying the wages of their school secretaries, cleaners and caretakers, in view of the fact that boards of management can arbitrarily restrict or limit the remuneration provided to their staff; and if he will make a statement on the matter. [45204/17]
Amharc ar fhreagraSchemes were initiated in 1978 and 1979 for the employment of Clerical Officers and Caretakers in primary and secondary schools. Staff employed on these schemes are paid directly by my Department and are not paid via grant funding. The 1978 and 1979 schemes are being phased out and have been superseded by a more extensive capitation grant scheme.
The majority of primary and voluntary secondary schools in the Free Education Scheme now receive capitation grant assistance to provide for secretarial, caretaking and cleaning services. Capitation related grants are issued to the majority of primary and post-primary schools to employ such staff. Within the capitation grant schemes, it is a matter for each individual school to decide how best to apply the grant funding to suit its particular needs.
Where a school uses the capitation grant funding to employ a secretary, such staff are employees of individual schools. My Department therefore does not have any role in determining the pay and conditions under which they are engaged. These are matters to be agreed between the staff concerned and the school authorities. My Department has no plans to develop an alternative scheme for schools to employ secretaries separate to the current system of capitation grant assistance.
Notwithstanding the above, in 2015 my Department agreed to engage with the union side in relation to the pay of school secretaries and caretakers who are employed using grant funding and to enter an arbitration process. The Arbitrator recommended a cumulative pay increase of 10% between 2016 and 2019 for school secretaries and caretakers comprehended by the terms of the arbitration process and that a minimum hourly pay rate of €13 for such staff be phased in over the period 2016 to 2019. My Department has recently published circular letter 0025/2017 for voluntary secondary schools and circular letter 0026/2017 for primary schools, setting out the application of the second phase increases of the Arbitrator’s recommendations. The circulars are available at:
Circular 0025/2017: http://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0025_2017.pdf
Circular 0026/2017: http://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0026_2017.pdf
The increases recommended by the Arbitrator are binding and must be applied by all schools who employ staff to whom the Arbitrators recommendation applies. The circulars issued by my Department set out the revised rates of grant funding for schools and an application process whereby schools can apply for additional funding in order to enable them to pay the revised rates set out in the circulars.
135. Deputy Patrick O'Donovan asked the Minister for Education and Skills when a decision will be reached on an emergency works application appeal by a school (details supplied); and if he will make a statement on the matter. [45209/17]
Amharc ar fhreagraI am pleased to inform the Deputy that the school in question has been approved funding under my Department’s Emergency Works Scheme and the school authority have been notified.
136. Deputy Michael Healy-Rae asked the Minister for Education and Skills the status of home tuition for a person (details supplied); and if he will make a statement on the matter. [45236/17]
Amharc ar fhreagraThe purpose of the Home Tuition Grant Scheme is to provide a compensatory educational service for children with Special Educational Needs where a school placement is not available as confirmed by the National Council for Special Education (NCSE), through the local Special Education Needs Organiser (SENO).
The availability of a school placement is assessed by the NCSE having regard to, although not limited to, the relevant diagnosis and relevant professional report.
The NCSE identified a school placement for the child referred to by the Deputy, therefore Home Tuition could not be granted. The Home Tuition Circular 0050/2017 sets out that “Home Tuition will not be available where a school placement has been identified by the NCSE.”
An appeal on the decision regarding Home Tuition for the child referred to by the Deputy has recently been received by the Special Education Section of my Department.
The appeal is currently under consideration and a response will issue to the parents concerned in due course.
137. Deputy Bernard J. Durkan asked the Minister for Education and Skills the way in which the issue of higher education grants can be resolved in order to ensure that all those wishing to avail of a third level education have the means to do so; and if he will make a statement on the matter. [45256/17]
Amharc ar fhreagraThe Deputy will be aware that the proposals to develop a more sustainable funding model for the higher education system are contained in the Cassells report, currently being considered by the Oireachtas Joint Committee on Education and Skills. The Cassells report was referred to the Joint Committee in order to build political consensus around the most appropriate future funding model for higher education. I look forward to receiving the recommendations from the Joint Committee once they have concluded their consultation and engagement with relevant stakeholders.
With regard to your specific question on the student grant scheme, the student maintenance grant is a contribution towards the living costs of a student. It is not intended to cover the full costs of attending college. The student grant scheme does however, provide for different levels of maintenance support, depending on means. Grants are also provided at adjacent and non-adjacent rates. The higher non-adjacent rates are intended to provide additional support to those students who may be living away from home.
In 2017, my Department will invest almost €450m in access measures to assist students from under-represented groups to participate in and complete higher education. It is anticipated that the student grant scheme will benefit circa 80,000 students in 2017/18.
The Deputy will also be aware of the Action Plan for Education commitment to increase financial supports for postgraduate students with a particular focus on those from low income households. In response to this commitment, additional funding was secured in Budgets 2017 and 2018, to facilitate the reinstatement of full maintenance grants, from this September, for the most disadvantaged postgraduate students. This will benefit approximately 1,100 full-time post graduate students who meet the eligibility criteria for the special rate of maintenance grant.
Students in third-level institutions experiencing exceptional financial need can apply for support under the Student Assistance Fund. This Fund assists students, in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. Information on the fund is available through the Access Office in the third level institution attended. This fund is administered on a confidential, discretionary basis.
138. Deputy Bernard J. Durkan asked the Minister for Education and Skills the degree to which higher education costs have increased over the past number of years; the extent to which the proportion of the national budget under that heading has varied in the past ten years; his plans to ensure continued access to third level for all students seeking to avail of third level education; and if he will make a statement on the matter. [45257/17]
Amharc ar fhreagraRecurrent funding to institutions amounted to €1.3 billion in 2007. The level of investment by the State in higher education declined as a result of the economic recession and the number of competing priorities for reduced levels of public funding. It should be noted that the reduction in funding levels was offset somewhat by public sector pay cuts and the rise in the student contribution.
It was in recognition of the funding challenge in higher education that the Government appointed an Expert Group to examine future funding requirements for higher education and to present options for developing a sustainable long term funding strategy for the sector.
The Expert Group’s report, which was published in July 2016, clearly outlines the funding challenges and offers a number of approaches and recommendations for consideration. I referred the expert group report to the Oireachtas Joint Committee for Education and Skills as committed to in the Programme For Government and I look forward to receiving the Committee’s recommendations which will assist in facilitating informed decision-making for the future direction of funding for higher education.
However, I am cognisant of the immediate challenges facing the higher education sector and so while the Committee has been undertaking this important work, I have been working to secure additional funding for the sector. It was in that context that I secured additional funding for the sector in Budget 2017 of €36.5 million.
This was the first time since 2009 that there was an increased investment by the Government in higher education. This meant that investment by the State in higher education in 2017 amounted to nearly €980 million. In addition, my Department will invest almost €450 million in 2017 for access measures to assist students from under-represented groups to participate in and complete higher education.
The principal ‘access’ support is the student grant scheme, which makes available means-tested financial assistance to students in further and higher education. Under the terms of the scheme, grant assistance is awarded to students on full-time courses who meet the prescribed conditions of funding including those relating to nationality, residency, previous academic attainment and means. It is anticipated that the scheme will benefit circa 80,000 students in 2017/18. Other key supports include the Student Assistance Fund and the Fund for Students with Disabilities.
Building on the progress made in Budget 2017, I have secured an additional €60 million for higher education in Budget 2018. This additional funding will allow for targeted initiatives in higher education including skills programmes, performance and innovation funding, technological university development and apprenticeship costs in the sector. It will also allow for places to be provided for 2,100 additional students in 2018. In total, we will be investing €100m more in higher and further education in 2018 than in 2016.
139. Deputy Bernard J. Durkan asked the Minister for Education and Skills the degree to which he remains confident that investment in education and the sciences at all levels will continue to be available in the future having particular regard to the need for excellence in the face of growing competition; and if he will make a statement on the matter. [45258/17]
Amharc ar fhreagraIn 2018, the budget for my Department will increase by €554 million to over €10 billion, a 5.8% increase on last year’s budget allocation, and the largest ever allocation. This allocation reflects the strong belief of this Government that investment in education is vital to creating a Republic of Opportunity, where every person and every family has the opportunity to fulfil their full potential.
The Programme for Government states that 'Education is the key to giving every child an equal opportunity in life. No child should be left behind in economic recovery and we should use our strengthening economy to become a leader in the provision of world-class education and skills.'
The Action Plan for Education 2016-1019 which I published last year sets out what we intend to achieve in the coming years. The central vision of the Action Plan is that the Irish Education and Training system should become the best in Europe over the next decade. This is achievable as we are already a high performer in many fields, but it is also a challenge towards which the many stakeholders in education and training can work together. Education has been central to Ireland’s transformation over recent decades. It will be central to our ambitions as a nation - economically, culturally, scientifically and socially - over the coming years. It will also allow us to lead in innovation.
Success in education is built on the quality of leadership, the ingenuity in teaching, the support in the community for learning and the Action Plan for Education aims to harness those human resources. To be the best we need to ensure that leadership, management, quality frameworks, teaching methods, and initial and continuing training are all operating to the highest standards.
The Action Plan for Education for 2016-2019 and the National Skills Strategy contain a clear commitment to supporting and developing STEM (Science, Technology, Engineering and Mathematics) education. This Government is committed to building upon our provision of STEM education in primary, post-primary and third level education in order to ensure that we have the graduates to fulfil the existing and growing needs in STEM. A STEM Policy Statement and Implementation Plan will shortly be published by my Department.
Within our school system, STEM education is growing, while new initiatives will continue to support greater participation and improved performance in STEM. My Department is committed to curricular reform in relation to STEM, for example
- Introduction of a new Computer Science subject at Senior Cycle, on a phased basis, starting in September 2018
- Introduction of new Science Syllabus for Junior Cycle in September 2016
- New Junior Cycle Mathematics specification to be implemented in 2018
- Three new Leaving Certificate specifications for Biology, Chemistry, and Physics approved on a provisional basis, pending the outcome of a trial of the practical assessment arrangements outlined in the specifications. This trial is taking place in Q4 2017, led by the National Council for Curriculum and Assessment and the State Examinations Commission.
- Development of a new primary mathematics curriculum which will support all children in the development of algorithmic and computational thinking to include coding
I also, earlier this year, announced an ambitious implementation plan to activate the Digital Strategy for Schools 2015-2020. The plan contains a number of actions that will help realise the potential of digital technologies to enhance teaching, learning and assessment to help students become engaged thinkers, active learners, knowledge constructors and global citizens.
We need to promote Innovation and Excellence, recognise high achievement and seek to mainstream successful approaches. The pursuit of this goal will require to take account of the availability of scarce resources. However, it is the clear articulation of the scope for education and training to impact on major national priorities, through the Action Plan for Education, which will help education and training promote the case for continued investment in this area.
140. Deputy Bernard J. Durkan asked the Minister for Education and Skills his plans to address the concerns of the fourth level education sector in view of the increasing importance of achieving the highest level of qualification and an ability to compete effectively internationally; and if he will make a statement on the matter. [45259/17]
Amharc ar fhreagraThe quality of our doctoral education is vital to the development of Ireland’s human and knowledge capital. The National Framework for Doctoral Education provides for the highest standards in the provision of doctoral education and research through the endorsement of a number of key principles. These principles include facilitating consistent excellence in the quality of postgraduate education and training, including research undertaken at Master’s and doctoral levels; enabling and encouraging higher education institutions to work more closely in the delivery of an improved learner-experience and outcome; maximising the employability of doctoral graduates across a broad range of employment sectors by ensuring that the acquisition of discipline-specific knowledge is complemented by the development of transferable skills, and will underpin the international standing of our doctoral awards. A key aim of the National Framework is to underpin excellence in all forms of doctoral education.
The Government is committed to providing a more sustainable funding model for higher education. The report of the Expert Group on Future Funding for Higher Education has been referred to the Oireachtas Joint Committee for Education and Skills as part of the process for formulating a plan for the future of the sector. I look forward to receiving the Committee’s recommendations which will assist in facilitating informed decision-making for the future direction of funding for higher education.
I am cognisant of the immediate challenges facing the higher education sector and so while the Committee has been undertaking this important work, I have been working in the interim to secure additional funding for the sector. In that context, I secured additional recurrent funding for the sector in Budgets 2017 and 2018 of some €133m that will be invested in higher education.
Following the recent Capital Review, I secured an increase in the Exchequer envelope for higher education which will now see €367 million invested over the period 2018-2021. A significant increase from the €110 million planned previously. In addition €21 million is also being provided to support the development of our pipeline of researchers. These investments will take place alongside the roll-out of a major €200m Public-Private Partnership Programme for the higher education sector, which I recently announced.
All of these investments are in addition to the funding provided by other bodies to the higher education sector, including the recent announcements from SFI and the funding for a new PhD and Research Masters Programme to meet enterprise skills needs announced by the Department of Business, Enterprise and Innovation.
It should also be noted that an independent Expert Panel appointed by the Higher Education Authority have reviewed the Recurrent Grant Allocation Model (RGAM) with a view to making recommendations on the most appropriate model for the future. A Report on the review has been finalised by the Expert Panel and has been submitted to my Department for consideration.
141. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which he remains confident that Ireland's education system at preschool, primary, second, third and fourth levels remain poised to ensure an educational system on par with the best internationally; and if he will make a statement on the matter. [45260/17]
Amharc ar fhreagraIn September 2016, I launched the first Action Plan for Education (2016-2019), which sets out our ambition to make the Irish education and training service the best in Europe by 2026.
The Action Planning process recognises that there is no big bang solution and that our success will be achieved by the implementation of hundreds of actions across the sector in its entirety.
I noted at the time that the publication of the Action Plan was the beginning of an annual process. More detailed actions, with quarterly delivery dates, are identified in updated annual plans. These Plans are based on the original five high-level goals:
- Improve the learning experience and the success of learners
- Improve the progress of learners at risk of educational disadvantage or learners with special educational needs
- Help those delivering education services to continually improve
- Build stronger bridges between education and the wider community
- Improve national planning and support services
Progress is monitored through the publication of End of Year Review reports and quarterly progress reports. All of these are available on the Department’s website- www.education.ie- and show the extent to which we are delivering what we said we would. They also help to ensure that attention is focused on areas where progress has not been as expected, in order to drive further change.
In addition, we are currently working on developing a range of indicators, based on national and international benchmarks, to enhance our monitoring arrangements.
Cumulatively, the Action Plans and monitoring process will ensure we achieve the ambition of the Action Plan.
142. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which the number of extra teachers likely to become available at primary and second level in 2017 will beneficially impact on pupil teacher ratios throughout the country; and if he will make a statement on the matter. [45261/17]
Amharc ar fhreagra145. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which the number of extra teachers likely to become available at primary and second level in 2017 will beneficially impact on pupil teacher ratios throughout County Kildare; and if he will make a statement on the matter. [45264/17]
Amharc ar fhreagraI propose to takes Questions Nos. 142 and 145 together.
Budget 2018 marks the second year of major reinvestment in the education sector, as we continue to implement the Action Plan for Education, which has the central aim to make the Irish Education and training service the best in Europe within a decade.
Budget 2018 provides for an additional 1280 teaching posts in the 2018/19 school year. This includes a one point improvement in the staffing schedule in primary schools which brings the position to the most favourable ever seen at primary level.
These changes will come into effect in September 2018 for the 2018/19 school year.
It is expected that this one point improvement in the staffing schedule when implemented in September 2018 will further improve the overall ratio of teacher to students. The latest figures in relation to pupil teacher ratio show an improved ratio of teachers to students from 16:1 to 15.7:1 at primary level when comparing the 2015/16 school year to the 2016/17 school year.
The corresponding figures for Post-Primary show an improved ratio of teachers to students from 13.8:1 to 13.4:1 when comparing the 2015/16 school year to the 2016/17 school year.
The increase in teacher numbers in the current school year as a result of Budget 2017, will be reflected in the ratio of teachers to students when this information is published at the end of the school year.
143. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which special needs places remain available at primary and second level in all schools throughout the country; the areas most under pressure in this regard to date; his plans to address the issue; and if he will make a statement on the matter. [45262/17]
Amharc ar fhreagra144. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which special needs places remain available at primary and second level in all schools throughout County Kildare; the areas most under pressure in this regard to date; his plans to address the issue; and if he will make a statement on the matter. [45263/17]
Amharc ar fhreagra146. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which places to facilitate children with autism at primary and second level remain available throughout County Kildare; the areas in respect of which the greatest demand exists to date; the expectation to meet this demand; and if he will make a statement on the matter. [45265/17]
Amharc ar fhreagra147. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which the number of special needs assistants required at primary and second level throughout County Kildare is being met and likely to be improved throughout 2017; and if he will make a statement on the matter. [45266/17]
Amharc ar fhreagraI propose to take Questions Nos. 143, 144, 146 and 147 together.
My Department’s policy is that children with special educational needs including those with Autism, should be included in mainstream placements with additional supports provided, unless such a placement would not be in their best interests or in the interests of the children with whom they are to be educated, as is provided for under Section 2 of the Education of Persons with Special Needs Act 2004.
This policy has been informed by published research, including the National Council for Special Education (NCSE) policy advice on Supporting Students with Special Educational Needs in Schools (2013) and NCSE policy advice on Supporting Students with Autism Spectrum Disorder (2016), which are available on the NCSE’s website.
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.
Some children may be supported in a special class attached to a mainstream school which offers a supportive learning environment to students who are unable to access the curriculum in a mainstream class. These students have the option, where appropriate, of full/partial integration and interaction with other students.
Other children may have such complex needs that the recommendation in their professional reports state that they are best placed in a special school.
Decisions about placement should be based on individual needs and take into account a number of factors including parental wishes, availability of evidence-based treatments and well-trained staff and individual factors such as targets for intervention and management of behaviours.
There is therefore not one preferred educational environment for children with special educational needs, rather there is a model which takes into account the assessed educational needs of individual students.
Students enrolling in 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 a disability (in line with the designation of the special class in question) and
- S/he has significant learning needs that require the support of a special class setting and the reasons why this is the case.
In relation to Autism Spectrum Disorder, almost 18,000 students in schools have been diagnosed with autism. My Department 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.
The 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 to support children with Special Educational Needs, including Autism, in various geographical areas where there is an identified need.
The NCSE continues to establish additional special classes as required. Since 2011 the NCSE has increased the number of special classes by over 100% from 548 in 2011 to 1,302 for the 2017/18 school year. 1,042 of these are Autism Spectrum Disorder (ASD) special classes of which 151 are newly established for this school year.
With regard to Co. Kildare in particular, there are 4 special schools and 66 special classes attached to mainstream schools. Of these, 6 are ASD early intervention classes, 41 are primary ASD classes and 12 are post primary ASD classes. The number of ASD special classes in Co. Kildare have increased from 17 in 2011/2012 to 65 in 2017/2018.
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 a child’s local school, the NCSE has informed my Department that, in general, they are satisfied that there are sufficient special class placements to meet existing demand.
My Department continues to work with the NCSE to ensure that there is appropriate planning in place to ensure that all children who require special class placements can access such placements in schools within their communities.
Details of all special classes for children with special educational needs, are available on www.ncse.ie in county order, with new classes identified. Information in relation to the number of available placements in each of these classes is not immediately available to my Department, I have forwarded your query to the NCSE for direct reply.
The NCSE, is responsible, through its network of local SENOs for allocating a quantum of Special Needs Assistant (SNA) support for each school annually taking into account the assessed care needs of children qualifying for SNA support enrolled in the school. The NCSE operates within my Department's criteria in allocating such support, as set out in my Department's Circular 0030/2014.
In considering applications for SNA supports for individual pupils, the SENOs take account of the pupils' needs and consider the resources available to the school to identify whether additionality is needed or whether the school might reasonably be expected to meet the needs of the pupils from its current level of resources. SNAs are not allocated to individual children but to schools as a school based resource.
A total of 13,990 SNA posts are currently available for allocation to schools. In addition to the 975 additional SNA posts announced in July for allocation to schools from September to December 2017, the recent Budget announcement provides for an additional 1,091 SNA posts for 2018. This will bring the total number of SNAs available for allocation in 2018, to over 15,000, which is an increase of 43% over that allocated in 2011. This is more SNAs than we have ever had previously and will ensure that all children who qualify for SNA support can continue to receive access to such support.
