Written Answers Nos. 306-329
306. Deputy Bernard J. Durkan asked the Minister for Education and Skills the steps that have been taken by his Department to advance construction of a new 24 classroom permanent school building (details supplied) in Dublin 7; and if he will make a statement on the matter. [45706/17]
Amharc ar fhreagraI can confirm to the Deputy that a project to provide a new 24 classroom building for the school to which he refers is in train. The project has been devolved to the Grangegorman Development Agency (GDA) for delivery.
The project is at stage 2 (a) of the architectural planning process, which is the detailed design stage. My Department understands from the GDA that the stage 2 (a) submission will be submitted to my Department for examination and approval later this year.
307. Deputy John McGuinness asked the Minister for Education and Skills if training will be provided to teachers in all school settings in first aid and the use of an epipen; and his plans for future training programmes. [45709/17]
Amharc ar fhreagraMy Department promotes the quality of teaching and learning through the provision of quality teacher training programmes and continuing professional development and support for principals and teachers in a range of pedagogical, curricular and educational areas. This is done through initial teacher education programmes, education centres and support services for teachers at primary and post-primary level.
Under the provisions of the Education Act 1998, the board of management is the body charged with the direct governance of a school. Schools are required to take all reasonable precautions to provide training for teachers to ensure the safety and welfare of their pupils.
In recognition of the responsibility which the Education Act has imposed on Boards of Management and the increasingly complex environment in which they must operate, my Department funds a scheme for the provision of training and development for boards of management to assist them in the discharge of their duties. The training is delivered by the school management bodies and Health & Safety is one of the areas covered.
I wish to inform the Deputy that the administration of medicines in primary schools is the subject of an agreement between the INTO and a school management body. The organisation of training in the administration of medicines is a matter for a Board of Management and my Department has no plans for future training programmes in this area.
308. Deputy Niall Collins asked the Minister for Education and Skills the criteria for entry requirements to access Springboard+ courses; if there are courses specifically aimed at persons that are underemployed; the courses that are available for lifelong learning programmes; and the details of each specific course targeting skills shortages in sectors. [45721/17]
Amharc ar fhreagraSpringboard+ which incorporates the ICT skills conversion programme is a specific initiative which provides free part-time and full-time courses aimed at addressing the current skills needs of employers and supporting jobseekers to return to employment.
To be eligible for a place on a Springboard+ course a person must be one of the following:
- Unemployed, actively seeking employment, and be in receipt of one of the qualifying Social Protection allowances (as listed on www.springboardcourses.ie), or
- Signing for credits, or
- Previously self-employed, or
- A Homemaker – a person that has been out of the work environment for at least one year due to childcare or other caring obligations and has a previous history of employment but may require upskilling, reskilling or cross-skilling to transition back to the workforce, or
- In employment, including those in self-employment who wish to upskill, reskill or cross-skill in Biopharma/Med Tech or ICT sectors and those in employment, or self-employment in the ICT sector who wish to upskill from a level 7 to a level 8 qualification.
A key change implemented as part of the process for 2017 was to expand the eligibility to those already in employment. This includes the ‘underemployed’. A person who may feel underemployed relative to their education qualifications / career experience can upskill or reskill in the ICT sector or the advanced manufacturing sector through Springboard+. Given that ICT and Manufacturing represent circa 70% of all places of the 2017 Springboard+ offering there are substantial opportunities for the underemployed to update their skills via Springboard+.
There are 208 free higher education courses as part of Springboard+ 2017. All of these course have been approved on the basis that they specifically meet an identified skills need in the labour market. As a result the courses cover key growth sectors of the economy such as ICT, financial services, advanced manufacturing, hospitality and entrepreneurship.
Full details on specific Springboard+ courses are available on the Springboard+ website at www.springboardcourses.ie.
309. Deputy Thomas Byrne asked the Minister for Education and Skills when a referral for a person (details supplied) by the Meath community care psychology service to the national education psychological service will be made. [45763/17]
Amharc ar fhreagraI have made inquiries in the matter and can inform him that the child, the subject of the Deputy’s question, has in the past month been the subject of discussions between school authorities and the assigned NEPS psychologist. Following on from these discussions I understand that a support plan is being instituted by the school in relation to his particular needs which will be subject to review in due course. Should the parents of the child have specific concerns in this regard I would advise that they raise them, in the first instance, with the Principal of the school concerned, with a view to his/her raising these concerns with the NEPS psychologist.
310. Deputy Charlie McConalogue asked the Minister for Education and Skills if funding is available for schools to provide art therapy to pupils in an effort to help them deal with bereavement as a result of road traffic accidents; and if he will make a statement on the matter. [45771/17]
Amharc ar fhreagraI might inform you that my Department’s National Educational Psychological Service (NEPS) provides guidelines and resource materials for schools to enable them to deal with certain traumatic events which can adversely affect pupils and school staff. The guidelines "Responding to Critical Incidents: Guidelines for Schools" refer to preventive approaches that schools can adopt in creating a safe and supportive environment. It also outlines how schools can plan for and respond to crises.
The publication provides practical step-by-step guidelines for teachers and principals on how to respond when a tragedy occurs. It offers support to schools at a potentially overwhelming time.
The guidelines focus upon alerting schools to planning processes, structures and actions which will better allow them to cope with a traumatic incidents such as suicide or suspected suicide, murder, accidental death including road traffic accidents and drowning, and death through illness of members of the school community. In relation to suicide, advice is also given on prevention and positive mental health stratagems and approaches.
NEPS psychologists will also, at the specific invitation of school authorities, attend at the schools immediately following such incidents to offer direct advice and assistance to school staff.
The overall emphasis is to produce a calming and reassuring response to the student body, to lessen understandable anxiety to return the schools to normality as soon as possible and to heighten vigilance among staff, parents and where appropriate students to situations where individual pupils are at risk. Such individuals may be subject to referral to outside clinical services along the pathways advised to the school within this process.
While art therapy may form an appropriate part of a multi-disciplinary response by services, this would be in a clinical context rather than as a school-based response.
311. Deputy David Cullinane asked the Minister for Education and Skills if his attention has been drawn to the case of a school (details supplied) that was one of the three schools announced nationally in 2014 as part of the divestment process; if his attention has been further drawn to the fact that there are two unoccupied former schools buildings in Tramore, neither of which have been in use since 2014 and that the school is in need of a permanent site but has not been made aware of progress made by his Department in securing a permanent site for the school; and if he will make a statement on the matter. [45780/17]
Amharc ar fhreagra359. Deputy Mary Butler asked the Minister for Education and Skills the plans in place for a school (details supplied) to accommodate increasing numbers of students; his plans to address the need for a larger permanent building for the school; and if he will make a statement on the matter. [46287/17]
Amharc ar fhreagraI propose to take Questions Nos.311 and 359 together. As the Deputies may be aware, the school referred to opened in September 2014 under the patronage divesting process. Under this process, a divested school could be opened where a school building became, or was due to become available as a result of an amalgamation or closure of an existing school.
In this case, pending the school's permanent accommodation becoming available, the school has been operating in temporary accommodation. The school building to be vacated for this school's permanent accommodation is still occupied by the amalgamated school for which an extension project is currently at architectural planning stage.
In the interim, my Department will continue to review the school's accommodation needs in line with enrolment trends.
312. Deputy Pat Casey asked the Minister for Education and Skills the status of the construction of a new school (details supplied); the progression of this project since its inception; the proposed completion date of same; and if he will make a statement on the matter. [45820/17]
Amharc ar fhreagraA building project for the school to which the Deputy refers is included on my Department’s 6 Year Capital Programme. This school will be co-located with a primary school on a green field site. The building projects for both schools are in the process of being devolved for delivery to the local Education and Training Board (ETB). The first step in this process is the execution of a Service Level Agreement between my Department and the ETB and this is being arranged. Thereafter, the ETB will procure a Design Team for the project to design the buildings, obtain the necessary statutory planning permissions and move the projects onward to construction in due course. As the projects are at an early stage in the delivery process, it is not possible at this time to give a date for their completion.
313. Deputy Catherine Murphy asked the Minister for Education and Skills his plans to establish or fund a new educate together school in Leixlip; and if he will make a statement on the matter. [45821/17]
Amharc ar fhreagra348. Deputy James Lawless asked the Minister for Education and Skills the position regarding the provision for an educate together national school in Leixlip, County Kildare; and if he will make a statement on the matter. [46171/17]
Amharc ar fhreagraI propose to take Questions Nos. 313 and 348 together. As the Deputy will be aware, on 30 January, 2017, I announced new plans aimed at providing more multi-denominational and non-denominational schools across the country, in line with the choices of parents, families and school communities and the Programme for Government commitment in this area.
While these new structures are being introduced, my Department will continue to work with the main stakeholders to progress delivery of diversity in areas already identified (of which Leixlip is one), in 2017 and beyond.
The Schools Reconfiguration for Diversity process for supporting transfers of schools to multi-denominational patrons in response to the wishes of local families is based around principles of transparency and cooperation. Therefore, there will be a very substantial level of consultation of local communities in the process, both with the Education and Training Boards in the initial phase to establish evidence of demand by consulting pre-school parents and subsequently through the requirement for the existing patron to consult with local community and school interests in proposing to transfer patronage of an existing school to an alternative patron body.
In that process, the existing patron will also take into account proposals from all prospective multi-denominational patrons that wish to be considered. In the final instance, an application for a formal transfer of patronage will have to be made by the existing patron under the Education Act 1998, which will require my approval. While these new structures are being introduced, my Department will continue to work with the main stakeholders to progress delivery of choice in areas already identified, in 2017 and beyond.
I would point out that the previous model of divestment yielded only a very limited number of schools for transfer to multi-denominational patrons (10 since 2013). I believe that the new schools reconfiguration for diversity process has the potential to significantly increase patron diversity in our school system with a target of reaching 400 multi-denominational and non-denominational schools by 2030.
314. Deputy Niall Collins asked the Minister for Education and Skills the external company undertaking an audit of his departmental website; the cost of the audit; the timeframe for its completion; and if he will make a statement on the matter. [45858/17]
Amharc ar fhreagra334. Deputy Niall Collins asked the Minister for Education and Skills the last time his Department's website was revamped or remodelled; the cost of same; if he or his Department officials have been consulted regarding creating one stand alone online Government portal website; and if he will make a statement on the matter. [46007/17]
Amharc ar fhreagra335. Deputy Niall Collins asked the Minister for Education and Skills the investment in his Department’s website since 2011 including total associated costs incurred; and if he will make a statement on the matter. [46024/17]
Amharc ar fhreagraI propose to take Questions Nos. 314, 334 and 335 together. My Department’s website www.education.ie is an integral part of our communications activities, and, in particular, is used as:
- A public information service
- An instant point of access to the business of the Department and
- A tool for feedback, consultation and engagement.
Between 1 September 2016 and 31 of August 2017, there were over 7.2 million hits on this website.
Between 1 of January 2011 and 31 of October 2017, my Department spent €148,181.77 (ex-VAT) on the development, support maintenance, licencing and hosting of its website, www.education.ie.
The following is a breakdown of how this amount was spent by year:
|
Year |
Total (Ex Vat) |
|
2011 |
€23,100.00 |
|
2012 |
€72,386.85 |
|
2013 |
€4,118.00 |
|
2014 |
€3,663.25 |
|
2015 |
€6,019.66 |
|
2016 |
€6,417.50 |
|
2017 |
€32,476.51 |
|
Sum Total |
€148,181.77 |
My Department's website was subject to a redesign and rebuild this year (2017). This work was necessary to replace aging infrastructure ensure the compatibility of the site with modern browsers and devices and safeguard the security and integrity of the site.
The cost of this development as of 27/10/2017 was €24,675 (ex-vat). This spend was accounted for by 47 Professional Service Days @ €525 per diem on the redesign and testing of the website templates and the deployment of the existing site data onto a new cloud based infrastructure.
At present no external company is undertaking an audit of the department’s website. However a comprehensive set of penetration tests were carried out on the new website and its supporting infrastructure in August 2017 by Blackberry / Encription Ireland, prior to the launch of the new website. This testing cost €4,570 (ex-vat) and is included in the figure stated for expenditure on the website in 2017.
It is also envisioned that a further independent audit of my department's website will be carried out in Q1 of 2018, to ensure that it meets the required standards in terms of accessibility.
As part of the Government's eGovernment strategy 2017- 2020 the Office of the Government's Chief Information Officer is working on the development of a Digital Service Gateway - a single digital point where citizens can easily access information about the Government services that are available to them, including those services from my department.
315. Deputy Brendan Ryan asked the Minister for Education and Skills the position regarding the construction of a permanent school building (details supplied); the annual cost of the school’s prefabs; and if he will make a statement on the matter. [45880/17]
Amharc ar fhreagra319. Deputy Brendan Ryan asked the Minister for Education and Skills the position regarding the building of a permanent school building for a school (details supplied); the annual cost to his Department of the school’s prefabricated buildings; and if he will make a statement on the matter. [45890/17]
Amharc ar fhreagraI propose to take Questions Nos.315 and 319 together. As the Deputy may be aware, my Department has been working with South Dublin County Council to acquire the site on which the school is currently located in temporary accommodation in order to facilitate the development of a permanent building for the school.
The disposal of the site to my Department has been approved by South Dublin County Council. However, title issues were identified with the property and a Compulsory Purchase Order was undertaken by the Council with a view to regularising these and obtaining title on the lands. This process was completed by South Dublin County Council in June 2017.
There is ongoing contact between my Department and South Dublin County Council and both parties are working constructively to progress the site transfer as soon as possible.
Draft contracts in respect of the transfer were received in September and my officials have been liaising with officials in the Council with a view to advancing matters. Due diligence must apply in relation to the legal site transfer. However, my Department is not aware of any specific issues at this time which would impede the site acquisition process.
In tandem with the conveyancing process, it is intended that the architectural planning process for the building project will be initiated shortly.
The annual cost of prefab rental for the school is €3,198.
316. Deputy Darragh O'Brien asked the Minister for Education and Skills the status of the provision of a new secondary school for the Swords area of County Dublin as announced in November 2015; if locations have been identified for the proposed school; and if he will make a statement on the matter. [45882/17]
Amharc ar fhreagraOfficials in my Department continue to liaise with officials in Fingal County Council under the Memorandum of Understanding in relation to the acquisition of the identified site at Mooretown, Swords to accommodate this school. The conveyancing process is at an advanced stage.
This school building project is on the Department’s Rapid Design & Build Programme and the project is currently at architectural planning stage.
My Department has arranged a meeting with the school representatives and patron, Dublin & Dún Laoghaire ETB, to review the plans for the school, after which my Department will be proceeding to secure statutory approvals. Subject to no issues arising, once the statutory approvals have been secured, the project will proceed to tender and construction.
317. Deputy Darragh O'Brien asked the Minister for Education and Skills the status of the provision of a new secondary school for the Malahide and Portmarnock areas of County Dublin as announced in November 2015; if locations have been identified for these proposed schools; and if he will make a statement on the matter. [45883/17]
Amharc ar fhreagraAs the Deputy may be aware, where a requirement for additional post-primary schools has been identified, details including proposed timelines related to the opening of the schools are made known by a Ministerial announcement. However, patrons may decide for different operational reasons in a particular year that it is in the best interests of a new post-primary school to defer its opening. In some cases there may be a timing issue, where many parents will have already committed to other second level schools in the area ahead of the announcement of the new school.
The Patron of the new Malahide/Portmarnock post-primary school (Educate Together) decided for operational reasons that it was in the best interests of the school to postpone its opening to September 2018. My Department will continue to work in close co-operation with the patron body to facilitate the opening of the school in suitable interim accommodation in September 2018.
My Department is continuing to liaise with officials in Fingal County Council in accordance with the Memorandum of Understanding in relation to the identification and acquisition of a suitable Permanent site for this school. As with other site acquisitions in the area, due to the scarcity of suitable sites, this process has proven to be quite challenging and in that context has taken some time to date. Potential site options have been identified. However, due to the commercial sensitivities relating to site acquisitions generally, I am not in a position to provide further details at this time.
318. Deputy Darragh O'Brien asked the Minister for Education and Skills the status of the provision of a permanent site for a school (details supplied); and if he will make a statement on the matter. [45884/17]
Amharc ar fhreagraAs the Deputy is aware, the project to provide permanent accommodation for the school in question is included on my Department's Capital Programme.
Officials in my Department continue to liaise with officials in Fingal County Council in accordance with the Memorandum of Understanding in relation to the identification and acquisition of a suitable site for this school. This process has proven to be quite challenging given the scarcity of suitable sites and in that context has taken some time to date. However, I would like to assure the Deputy that all parties are working to progress matters as expeditiously as possible.
320. Deputy John McGuinness asked the Minister for Education and Skills the status of a school building project for a school (details supplied); if plans for the project are at planning permission stage; the timeframe for approval and funding of the project; and if he will make a statement on the matter. [45909/17]
Amharc ar fhreagraAs the Deputy is aware, a building project for the school in question is included in my Department's 6 Year Construction Programme (2019-2021).
Preparatory work has been undertaken to advance the project and my Department will continue to liaise directly with the school authority concerned in the context of initiating the architectural planning process for the project.
321. Deputy John McGuinness asked the Minister for Education and Skills the status of a school (details supplied) in relation to DEIS; if the matter has been reviewed; and if the decision will be reversed. [45910/17]
Amharc ar fhreagraWe have, for the first time, introduced an objective, statistics based model for deciding which schools merit inclusion in the DEIS Programme, so that all stakeholders can have confidence that we are targeting extra resources at those schools with the highest concentrated levels of disadvantage.
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.
A detailed document explaining the methodology used in the Identification process 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
Some schools, including the one referred to by the Deputy, availed of a verification process which was provided for under DEIS Plan 2017. The verification process involved checking the school’s data as used in the Identification process, in terms of the quality and accuracy of the data supplied and the match rate to CSO small area. This process confirmed no change in the level of disadvantage identified for the school. A communication has issued to all schools who availed of this process, notifying them of the outcome.
Schools included in the list published by my Department on 13 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, including the one referred to by the Deputy, are those which have not been identified as having the highest levels of concentrated disadvantage amongst their pupil cohort, under the new model.
It is important to note that this is the first step in a process and the fact that a school has not been included now does not preclude its inclusion at a later date, should the assessment indicate a level of disadvantage that warrants additional supports. I am fully aware that there are further schools whose concentrated level of disadvantage may not be at the highest level, but may nevertheless be at a level which warrants additional supports for pupils under DEIS.
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 which can now be recorded by schools on both POD and PPOD databases. The HP Index, based on the 2016 National Census data has been 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.
322. Deputy Marc MacSharry asked the Minister for Education and Skills if his attention has been drawn to the retrospective nature of statutory instrument No. 394 of 2017 (details supplied) and the negative impact that this will have on the network and quality of management and service delivery into the future; and if he will make a statement on the matter. [45913/17]
Amharc ar fhreagraMy Department arranges for the secondment of teachers from their teaching posts for the purpose of developing and providing CPD for teachers and for the appointment as Directors of Education Support Centres (ESC's). Secondments are a temporary arrangement renewable on a year to year basis. While on secondment, teachers retain their school post, the terms and conditions that apply to teachers and receive their salary and a secondment allowance which are met in full by my Department.
In 2010, a new policy of secondment was negotiated with the Department of Public Expenditure & Reform (DPER). The policy sanctioned a new limit on secondment numbers and established an upper limit of 5 years on the length of a secondment, following which the Directors return to their posts either as a teacher or an inspector.
There are many benefits from the revised policy for teachers, their boards of management and the system as a whole. Because an upper limit of 5 years now applies to secondments, there is:
- confidence that the teachers involved in the delivery of CPD have recent experience of the curriculum and of the school environment
- certainty about secondment parameters which assist individual teachers and their boards of management in planning
There are more opportunities for teachers to take on career enhancing roles in the support services and the Centres. Teachers returning to their school after a period of secondment have the potential to enrich their school environment and they become eligible to take on subsequent secondment opportunities after a period back in their school.
Regular turnover of seconded teachers is now an established practice with teachers returning to enrich their schools so the investment in their skills is not lost. Since 2010, 10 Education Centres have successfully recruited new Directors and the work of the Centres has not been negatively affected.
Accordingly, the regulations I promulgated under Section 37(6) of the Education Act underpins my Department's secondment policy for the secondment of Directors to Education Support Centres. These regulations comply with relevant legal and policy requirements.
323. Deputy Kevin O'Keeffe asked the Minister for Education and Skills his plans to open an educate together national school facility (details supplied) in County Cork. [45919/17]
Amharc ar fhreagraAs the Deputy will be aware, on 30 January 2017 I announced new plans aimed at providing more multi-denominational and non-denominational schools across the country, in line with the choices of parents, families and school communities and the Programme for Government commitment in this area.
While these new structures are being introduced, my Department will continue to work with the main stakeholders to progress delivery of diversity in areas already identified which includes the area referred to by the Deputy, in 2017 and beyond.
The Schools Reconfiguration for Diversity process for supporting transfers of schools to multi-denominational patrons in response to the wishes of local families is based around principles of transparency and cooperation. Therefore, there will be a very substantial level of consultation of local communities in the process, both with the Education and Training Boards in the initial phase to establish evidence of demand by consulting pre-school parents and subsequently through the requirement for the existing patron to consult with local community and school interests in proposing to transfer patronage of an existing school to an alternative patron body.
In that process, the existing patron will also take into account proposals from all prospective multi-denominational patrons that wish to be considered. In the final instance, an application for a formal transfer of patronage will have to be made by the existing patron under the Education Act 1998, which will require my approval.
I would point out that the previous model of divestment yielded only a very limited number of schools for transfer to multi-denominational patrons (ten since 2013). I believe that the new schools reconfiguration for diversity process has the potential to significantly increase patron diversity in our school system with a target of reaching 400 multi-denominational and non-denominational schools by 2030.
324. Deputy Mary Butler asked the Minister for Education and Skills if he will review a school transport application by persons (details supplied); and if he will make a statement on the matter. [45924/17]
Amharc ar fhreagraSchool transport is a significant operation managed by Bus Éireann on behalf of the Department.
During the 2016/17 school year almost 116,000 children, including some 12,000 children with special educational needs, were 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.
Under the terms of the Primary School Transport Scheme, children are generally eligible for transport where they reside not less than 3.2 kilometres from and are attending their nearest national school.
The children referred to by the Deputy reside less than 3.2 kilometres from the school in question and are therefore not eligible for school transport.
Children who are not eligible for school transport may apply for transport on a concessionary basis only which is subject to a number of conditions including the availability of spare seats on an existing service and payment of the annual charge.
However, Bus Éireann has advised the current service is operating to capacity.
The terms of the Primary School Transport Scheme are applied equitably on a national basis.
325. Deputy Mary Butler asked the Minister for Education and Skills if he will review a school transport application by a person (details supplied); and if he will make a statement on the matter. [45925/17]
Amharc ar fhreagraSchool transport is a significant operation managed by Bus Éireann on behalf of the Department.
During the 2016/17 school year almost 116,000 children, including some 12,000 children with special educational needs, were 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.
Under the terms of the Primary School Transport Scheme, children are generally eligible for transport where they reside not less than 3.2 kilometres from and are attending their nearest national school.
The child referred to by the Deputy resides less than 3.2 kilometres from the school in question and is therefore not eligible for school transport.
Children who are not eligible for school transport may apply for transport on a concessionary basis only which is subject to a number of conditions including the availability of spare seats on an existing service and payment of the annual charge.
However, Bus Éireann has advised the current service is operating to capacity.
The terms of the Primary School Transport Scheme are applied equitably on a national basis.
326. Deputy Mary Butler asked the Minister for Education and Skills if he will review a school transport application by a person (details supplied); and if he will make a statement on the matter. [45926/17]
Amharc ar fhreagraSchool transport is a significant operation managed by Bus Éireann on behalf of the Department.
During the 2016/17 school year almost 116,000 children, including some 12,000 children with special educational needs, were 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.
Under the terms of the Primary School Transport Scheme, children are generally eligible for transport where they reside not less than 3.2 kilometres from and are attending their nearest national school.
The child referred to by the Deputy resides less than 3.2 kilometres from the school in question and is therefore not eligible for school transport.
Children who are not eligible for school transport may apply for transport on a concessionary basis only which is subject to a number of conditions including the availability of spare seats on an existing service and payment of the annual charge.
However, Bus Éireann has advised the current service is operating to capacity.
The terms of the Primary School Transport Scheme are applied equitably on a national basis.
327. Deputy Bernard J. Durkan asked the Minister for Education and Skills the funding or scholarship options available to persons that have been awarded a place to study at a university (details supplied) for one academic year that have lived and worked here preceding their study; and if he will make a statement on the matter. [45928/17]
Amharc ar fhreagraUnder my Department's Free Fees Initiative, the Exchequer provides funding towards tuition fees in respect of eligible students who are pursuing full-time undergraduate courses of study. In order to qualify for funding under the Free Fees Initiative, students must be first-time undergraduates, hold inter alia EU/EEA/Swiss nationality in their own right, and have been ordinarily resident in an EU/EEA/Swiss state for at least three of the five years preceding their entry to an approved third level course. Funding under this Initiative is only available in respect of approved courses within the State.
Similarly, the principal support provided by my Department, in financial terms, is the student grant scheme which makes means-tested financial assistance available to qualifying full-time registered students in higher education attending approved courses in the EU, EEA and the Swiss Confederation.
My Department does not operate or administer any scholarship scheme which extends to third level studies outside of the EU. However, the student in question should check with his/her higher education institution to establish if there is any funding available through the institution towards such studies.
328. Deputy Patrick O'Donovan asked the Minister for Education and Skills the main requirements for the establishment of English language schools; if there is a unit in his Department with responsibility for English language schools; and if he will make a statement on the matter. [45929/17]
Amharc ar fhreagraThe majority of English language schools in Ireland are privately run. These schools are typically registered for business purposes as private limited companies and do not come under the remit of my Department.
The Deputy may be aware that a series of reforms to the student immigration system for international education have been implemented, in line with the Government decision of 19 May 2015. As part of these reforms all English language schools wishing to recruit non-EEA students are required to be listed on the Interim List of Eligible Programmes (ILEP) – the list of education programmes considered to justify the granting of permission to non-EEA students to live and work in Ireland.
A listing on the ILEP obliges English language providers to comply with certain requirements including declaration of ownership, teacher qualifications, attendance rates, compulsory exam registration policies and maximum class size. English language providers are also required to have measures in place to protect students including compulsory learner protection arrangements and a separate account facility to safeguard student advance payments. Further information on the ILEP requirements is available at the following link: http://www.inis.gov.ie/en/INIS/Pages/Interim%20List%20of%20Eligible%20Programmes%20-%20ILEP
The ILEP was introduced in January 2016 and is administered by the Department of Justice and Equality in association with my Department. The ILEP continues to be updated at regular intervals.
The ILEP process is an interim measure until the introduction of the International Education Mark (IEM) for the provision of education to international learners, which will provide a full quality framework in the future. The IEM will be managed by Quality and Qualifications Ireland (QQI), the national agency with responsibility for quality assurance and qualifications. Only those providers who meet the robust quality assurance procedures of QQI will be allowed to carry the IEM.
The necessary legislation to facilitate the introduction of the IEM is being progressed by my Department. This legislation will also provide QQI with additional powers to examine the bona fides of providers, including English language providers.
329. Deputy Catherine Connolly asked the Minister for Education and Skills if the detailed proposal on staffing requirements as agreed by the board of Caranua on 26 July 2017 has been submitted to his Department; if so, if he will provide a copy of same; the steps and or decisions that have been taken further to the report; and if he will make a statement on the matter. [45939/17]
Amharc ar fhreagraIn order for the Board of Caranua to meet its responsibility to distribute the Fund as fairly and equitably as possible, and to prioritise those Survivors who have yet to receive any funding support, the Board decided that a business case should be made to my Department to request additional staff to provide a better service to Survivors. Caranua did submit a business case and the current position is that they have been asked to provide additional information to support their business case.
