Written Answers Nos. 152-166
152. Deputy Clare Daly asked the Minister for Education and Skills if his attention has been drawn to the fact that many post-schools are using a programme (details supplied), are copying and pasting complete text books and sending them to students in clear violation of the copyright licence; the steps he will take in relation to same; and if he will make a statement on the matter. [47725/17]
Amharc ar fhreagraThis issue has not been brought to the attention of my Department. The operation of schools is the responsibility of the management of each individual school, and it is a matter for each individual school management to ensure that it has appropriate policies in place to ensure the responsible and ethical use of digital technologies.
My Department’s support service, the Professional Development Service for Teachers -Technology in Education provides advice and supports to schools in this regard.
Copyright in relation to digital resources features in most PDST Technology in Education online and face to face courses. For example in summer 2017, all summer online courses for primary teachers included a separate module on copyright in relation to digital resources (approx 3000 teachers participated in these courses).
The approach to training teachers in the area of copyright is as follows:
- Making teachers aware of copyright in relation to digital resources, especially images, including awareness of creative commons licensing
- Education on how to cite and credit sources, using World Book inbuilt citation tools as an example
- Showing teachers how to use search engine filtering to find resources that are free for educational use.
- Encouraging teachers to use Scoilnet as a source of open educational digital resources.
Schools are also advised to put in place an Acceptable Usage Policy, to govern the use of the internet at school, covering a wide range of issues surrounding the rights, responsibilities and privileges – as well as sanctions – connected with computer use. Since 2005, a condition for inclusion in my Department's Schools Broadband Programme is that schools must have an AUP in place.
Webwise.ie contains extensive guidance for schools to assist in developing such policies, including specific references to copyright. Webwise also contains general information on Copyright, Plagiarism and other web safety issues.
153. Deputy Clare Daly asked the Minister for Education and Skills if teachers can be held personally liable for copyright breaches in relation to a programme (details supplied) in which entire books are being copied at the behest of school management in violation of the copyright licence permitting the taking of one chapter or 5%, whichever is higher; and the instruction his Department has issued to schools in relation to these matters. [47726/17]
Amharc ar fhreagraThe overall operation of schools is the responsibility of the management authorities of each school. Accordingly, it is a matter for each individual school management to ensure that it has appropriate policies in place to ensure the responsible and ethical use of digital technologies. My Department does not provide legal advice to schools or teachers.
My Department’s support service, the Professional Development Service for Teachers -Technology in Education provides professional guidance and supports to schools on a range of matters including on the use of digital resources.
Guidance on copyright in relation to digital resources is covered in most PDST Technology in Education online and face to face courses. For example in summer 2017, all summer online courses for primary teachers included a separate module on copyright in relation to digital resources (approx 3000 teachers participated in these courses).
The approach to training teachers in the area of copyright is as follows:
- Making teachers aware of copyright in relation to digital resources, especially images, including awareness of creative commons licensing
- Education on how to cite and credit sources, using World Book inbuilt citation tools as an example
- Showing teachers how to use search engine filtering to find resources that are free for educational use.
- Encouraging teachers to use Scoilnet as a source of open educational digital resources.
Schools are also advised to put in place an Acceptable Usage Policy, to govern the use of the internet at school, covering a wide range of issues surrounding the rights, responsibilities and privileges – as well as sanctions – connected with computer use. Since 2005, a condition for inclusion in my Department's Schools Broadband Programme is that schools must have an AUP in place.
Webwise.ie contains extensive guidance for schools to assist in developing such policies, including specific references to copyright. Webwise also contains general information on Copyright, Plagiarism and other web safety issues.
154. Deputy Noel Grealish asked the Minister for Education and Skills the funding available for schools for the provision of horticulture classes; and if he will make a statement on the matter. [47746/17]
Amharc ar fhreagraSchools are funded by capitation grants and have the flexibility to decide at local school level how such funding is used. The Department provides several curricular and other supports which include possible horticultural projects, but does not seek to impose particular routes of study on individual schools. The following is an outline of the ways in which horticulture can form part of a school’s educational activities or curriculum.
Primary schools
Primary schools teach the primary school curriculum. The Primary School Science Curriculum has a Stand “Living Things” with a strand unit “Plant and Animal Life” that enables children to become aware of the basic life processes in animals and plants to investigate the factors that affect plant growth and to understand some ways in which plants reproduce.
While horticulture, as such is not one of the 11 subjects of the Primary School Curriculum (1999), the Geography Curriculum focuses on the interrelationship between the human environment and the natural environment. In the strand unit, people living and working in the local environment and people living and working in a contrasting environment, pupils from 3rd to 6th classes are provided with opportunities to explore and investigate aspects of the lives of these communities. In some instances, pupils can be familiarised with peoples’ work and how this work (horticulture)can support others locally or further away. Depending on the area studies, the work and contribution of the horticulturist may be explored and understood. Visits to garden centres are sometimes arranged so as to get a better understanding of this work.
As part of the strand “Environment awareness and care” and in relation to the strand unit, “Caring for my locality” pupils are enabled to identify and implement strategies to enhance the environment through planting trees, flowers, wild gardens and also to develop a school garden. Many schools have embraced the concept of school gardens, where space allows, and pupils are enabled to plant vegetables, fruits and seasonal flowers. In addition, the pupils are involved and responsible for the garden and its care. Some schools, through participation in the Green Schools initiative and under the theme “recycling” create their own compost and this in turn is used in the school garden to support the growing process. This strand integrates very well with aspects of the Science Curriculum.
Post-primary schools
At post primary it is a matter for schools to decide which subjects they wish to offer, and there is no ringfenced funding for delivery of subjects involving horticulture, as a rule. One of the Leaving Certificate subject options available is Biology. Through the study of Biology students explore the diversity of life and the inter-relationships between organisms and their environment. They become aware of the use of living organisms and their products to enhance human health and the environment. In the LC Biology syllabus students learn about: nutrition in flowering plants; reproduction of the flowering plant; growth regulators in plants and students conduct an ecological habitat study. There is no requirement for horticultural facilities in order for a school to provide Biology.
Leaving Certificate Agricultural Science involves the study of the science and technology underlying the principles and practices of agriculture. It aims to develop knowledge, skills and attitudes that promote the sustainability of agricultural resources, and places emphasis on the managed use of these resources. Students can select an aspect(s) of horticulture while studying Agricultural Science as part of their learning experience of the subject. Plants and animal types associated with agriculture are studied, and investigations are undertaken into such aspects as soil, ecology, plant and animal physiology, farm crops, farming practices, genetics and microbiology. The Agricultural Science syllabus specifies students should carry out scientific investigations into Plant Physiology to include at least three distinct aspects e.g. plant structure in relation to function, plant-water relationships, plant growth regulators, plant reproduction. Teachers usually do these experiments in the laboratory using plants in pots. They could be done in a horticultural polytunnel but it is not necessary. The Irish Agricultural Science Teachers Association (IASTA), is also active in providing CPD for their members.
There is an optional vocational specialism Agriculture and Horticulture within the Vocational Education element of the Leaving Certificate Applied. The course is designed to introduce students to the knowledge and basic skills which apply to the efficient and productive use of natural resources. It is envisaged that students will select those areas of study which are relevant to their interests, the local economy and the potential employment opportunities therein. That syllabus specifies that students will:
- Acquire basics skills associated with agricultural/horticultural processes (aim, page 5, syllabus).
- Observe and experience actual work practices relating to chosen aspects of the course.
The Horticulture module of this syllabus is designed to be student-centred and activity-based suggesting that hands-on horticultural practices should be a component. In this instance, it is likely that a school must have some horticultural facilities on site.
In the new Junior Cycle Science specification students should be able to:
- evaluate how humans can successfully conserve ecological biodiversity and contribute to global food production;
- describe photosynthesis as a biological process;
- investigate factors that affect photosynthesis;
- design, plan and conduct investigations
None of the above, although related to plant growth, implies growing plants so there would be no need for a school to have horticulture facilities to cover the science specification.
As part of the Framework for Junior Cycle 2015, schools are also allowed to develop their own 100-hour short courses to offer as part of their junior cycle programme. A template and guidelines have been developed and published by the NCCA to assist schools.
Cross-sectoral support
Both Primary and Post-Primary teachers are supported by the Professional Development Service for Teachers (PDST) with teaching resources and Continuing Professional Development. There is also material available on Scoilnet regarding horticultural projects. The Green-Schools initiative is a student-led programme with involvement from the wider community. The programme is operated and co-ordinated by the Environmental Education Unit of An Taisce (FEE member for Ireland). Green-Schools is operated in partnership with Local Authorities and is supported by the Department of Housing, Planning, Community & Local Government; Department of Communications, Climate Action and Environment; Department of Transport, Tourism and Sport; The Department of Arts, Heritage Regional, Rural and Gaeltacht Affairs; Department of Foreign Affairs and Trade; Irish Aid, National Transport Authority; National Parks and Wildlife Service, Irish Water and the Wrigley Company Limited.
155. Deputy Margaret Murphy O'Mahony asked the Minister for Education and Skills his plans to ensure that the Bachelor of Arts in the visual arts programme being run on Sherkin Island in west Cork is maintained in view of the fact that there is an issue with funding which has placed the programme in jeopardy; and if he will make a statement on the matter. [47798/17]
Amharc ar fhreagraThe position generally is that my Department allocates recurrent funding to the Higher Education Authority (HEA) for direct disbursement to the HEA designated higher education institutions. The HEA allocates this funding as a block grant to the institutions. As autonomous bodies, the internal disbursement of this funding, along with any funding it receives from private sources, is a matter for the individual institution.
However, the course referred to by the Deputy is being delivered by Dublin Institute of Technology (DIT) in partnership with the Sherkin Island Development Society (SIDS). This partnership has meant that DIT provides the academic input, with lectures taking place in Sherkin by video link, while SIDS has provided the administrative assistance and facilities to ensure the smooth running of the programme and support for students on site in Sherkin.
I understand that SIDS has informed DIT that the funding it receives from Cork County Council is not guaranteed for this year and therefore it is not possible to commit to continuing this course for new entrants. However DIT has committed that the cohort of students currently on the programme will continue to graduation and students have been informed that this commitment is guaranteed under the policy for Protection of Enrolled Learners (PEL) in DIT.
156. Deputy Declan Breathnach asked the Minister for Education and Skills his plans to introduce a defined timeframe for all schools in relation to the payment of both the capitation and minor works grants in order to allow schools operate their budgets efficiently; if his attention has been drawn to the fact that schools are not allowed to go into a bank overdraft situation therefore if payments of grants are delayed this puts them in an impossible position; and if he will make a statement on the matter. [47804/17]
Amharc ar fhreagraAs the Deputy is aware my Department issues capitation related grants to schools in instalments throughout the school year. The following are links to the most recent circulars published on my Department’s website in relation to capitation grants which includes details of the timing of payments:
https://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0028_2016.pdf.
https://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0029_2016.pdf.
The position in relation to the Minor Works Capital Grant for the 2017/2018 school year is that this will be considered in the context of my Department's overall capital position over the coming weeks.
Overdrafts must be approved by the Patron, in conjunction with Trustees (in schools where there are Trustees) where required, and should be avoided except for limited periods, and where the Board is satisfied that the overdraft or debt can be cleared by the Board.
Good budgeting by Boards of Management should help ensure that funding and grants received during the year are managed to cater for costs arising throughout the school year.
157. Deputy Joan Burton asked the Minister for Education and Skills the number of Gaeltacht schools at primary and post-primary level that expressed interest and did not express interest in being designated as a Gaeltacht school under his departmental plan; the anticipated difference in the number of Gaeltacht schools resulting from this process; and if he will make a statement on the matter. [47811/17]
Amharc ar fhreagraIn April 2017, the Department of Education and Skills issued Circulars 0033/2017 and 0034/2017 inviting the 134 primary schools and 28 post-primary schools located in Gaeltacht language-planning areas to participate in the Gaeltacht School Recognition Scheme. 106 primary schools and 27 post-primary schools expressed an interest to participate in the Scheme from September 2017. The remaining 28 primary schools communities and the remaining one post-primary school community will be provided with a further opportunity to express interest to participate in the Scheme in Spring 2018.
158. Deputy Joan Burton asked the Minister for Education and Skills the number of days worked by substitute teachers in primary schools in the school year 2016-2017; the number of days of absence by primary teachers for which substitute teachers could have been employed in the same period; the number of substitute days worked in primary schools in 2016-2017 by retired teachers and unqualified persons acting in place of a teacher; if his attention has been drawn to the concerns being expressed by school management and teacher representative bodies regarding the shortage of available substitutes in cases in which teachers are absent from work; and the steps he plans to take to deal with such concerns. [47812/17]
Amharc ar fhreagraI am pleased to have been in a position to significantly expand the recruitment of teachers at primary and post primary. Some 2,300 new teachers were recruited in 2016-2017 and 2,900 will be recruited in 2017-2018. That figure of 2,900 is 21% more than the number announced in budget 2017 so we have in fact been able to recruit more new teachers than we have announced. All of the 2016-2017 posts have been successfully filled and the process for filling the additional posts in the current year is almost complete. We are successfully filling the posts that we are making available.
Data is entered at school level to the On Line Claims System (OLCS), which records all absences (substitutable and non-substitutable) for all school staff members paid directly on the Department’s payroll and through which claims for substitution are made. The Deputy should note when considering the data that in some cases the rules governing absences and the employment of substitutes provide that the leave absence is not substitutable. Some examples of cases where a substitute claim is not recorded against a substitutable absence are as follows:
- Professional Teacher Development- In some cases schools close for the provision of professional development training for the new primary curriculum. Absences for professional teacher development are normally substitutable but if the school is closed then no substitutes are required.
- Force Majeure/Illness in Family - The first day of this leave absence is not substitutable.
- Self-Certified (Uncertified) Sick Leave - This leave is no longer substitutable except in smaller schools for multiple absences on the same day.
The Deputy should be aware therefore that the data in the table include days for which a substitute is not required or where a substitute is not employed under particular leave arrangements but which nevertheless are recorded on the OLCS as a substitutable absence.
In the school year 2016/17 there were six hundred and seventy nine retired teachers who returned to teach and they worked approximately nineteen thousand substitute days.
Under the terms of Circular 25/2013, it is possible to employ unregistered persons in place of registered teachers in limited circumstances only and for very limited periods. The maximum number of days that an unregistered person can be employed at any one time is five days. There are currently three thousand seven hundred primary schools. Based on information obtained from the Department’s database, the managerial authorities of primary schools in the school year 2016/2017 employed three thousand six hundred persons who were not registered with the Teaching Council at the time of employment. These persons were employed by the managerial authorities for approximately thirty two thousand substitute days.
I am aware that some schools have reported difficulties in recruiting substitute teachers at primary level. Due to the additional positions being created in 2016 and 2017, young teachers now have greater opportunities to take on permanent positions, and as a result some schools may be experiencing issues in hiring teachers to fill temporary or substitute roles.
I have taken some immediate steps to ease some of these pressures. My Department informed all teachers retiring in 2017 that in order to remain eligible for employment in a state funded teaching post for a period of more than five consecutive days or to supervise the State examinations, a teacher must maintain his/her registration with the Teaching Council. My Department also increased the limits for employment while on career break at primary level to a maximum of 90 days in a school year. In addition, as a longer term measure, under my Department’s Gaeltacht Policy, an RFT is currently being developed for a new Irish-medium B.Ed. (primary teaching) ITE programme.
The Deputy will be aware of the report of the Technical Working Group on teacher supply, ‘Striking the Balance’. The report focusses on the development of a model of primary teacher supply and my Department is considering how the development of a model can be progressed, from within available resources. The Teaching Council, which has an advisory role in this matter, recently convened a consultative forum on teacher supply with relevant stakeholders with the aim of producing teacher supply proposals and I look forward to seeing the report from this forum which will further inform our thinking in this matter.
I am currently reviewing with my Department other potential initiatives on teacher supply. In that context my Department intends engaging with the various stakeholders, including school management bodies and the HEA, regarding further actions in this area.
Table: Number of substitutable days and number of substitutable days where no substitute claimed
|
Dates |
Number of substitutable days |
Number of substitutable days where no substitute claimed** |
|
1/9/2015 – 30/6/2016 |
939,840 |
65,872 |
|
1/9/2016 – 22/12/2016* |
353,341 |
26,817 |
*Half school year
** Includes days where no substitute required (e.g. whole school closure for professional development) and days where substitute not due under leave arrangements (e.g. first day of force majeure leave)
159. Deputy Joan Burton asked the Minister for Education and Skills the reason for the difference in figures for the cost of restoring pay equality for post 2010 education and training sector employees as set out by him in the Dáil Éireann on 10 October 2017 as €130 million in a full year, compared with his response of 11 September 2017 in which the cost was €85 million for a full year; the factors on which the stated increase in cost of €45 million or 53% are based; and his plans to resolve pay inequality rather than to maintain differentials in which the cost of remediation must increase annually in the absence of resolving same. [47813/17]
Amharc ar fhreagraThe figure of €130 million includes the cohort of new entrant staff recruited in the education and training sector in September 2017. This includes teachers recruited to fill the almost 3,000 additional teaching posts put into the system in September 2017 to meet rising demographic needs, provide additional resource teachers, provide enhancements to guidance and school leadership and meet the need for additional posts arising from Junior Cycle professional time. The figure also includes SNAs recruited to fill the 975 additional SNA posts to be allocated to schools over the period September to December 2017. In addition, the cost of pay restoration for staff recruited in September 2017 to replace staff who retired in August 2017 at the end of the school-academic year is included. The cost of pay restoration for these staff was not included in the previous figure of €85 million.
The public service agreements have allowed a programme of pay restoration for public servants to start. I have used this to negotiate substantial improvements in pay for new teachers. The agreement reached in September 2016 will see pay rises of between 15-22% (between €4600 and €6700) for new entrant teachers. The agreements also provide for earlier permanency for younger teachers, new promotion opportunities and new flexibilities in working hours.
The agreements have restored an estimated 75% of the difference in pay for more recently recruited teachers and deliver full equality at later points in the scale. This is substantial progress and strikes an equitable balance with other claims for funding on my Department, particularly needs such as enhanced service for children with special educational needs, for disadvantaged schools, for growing schools, for Higher Education and for apprenticeships.
In education, there is a well-established increment system. Teachers are not paid equally. For example, the pay scale for teachers appointed prior to 2011 ranges from €33,805 to €61,951 depending on the date that the individual began teaching. Part of the negotiation to date has secured a convergence of the scales of recruits at different periods.
I accept that the teacher unions have outstanding pay demands and that the new entrant deal does not travel the full distance that they set out to achieve. However, any further negotiation on new entrant pay cannot focus on just one sector. The recently concluded Public Service Agreement 2018-2020 includes a provision in relation to new entrants which states that an examination of the remaining salary scale issues in respect of post January 2011 recruits at entry grades covered by parties to the Agreement will be undertaken within 12 months of the commencement of the Agreement. An initial meeting on new entrant pay under this process took place on the 12th of October 2017.
The Government also supports the gradual, negotiated repeal of the FEMPI legislation, having due regard to the priority to improve public services and in recognition of the essential role played by public servants. The recently published Public Service Pay and Pensions Bill 2017 shows further progress in this area.
The new Public Service Stability Agreement would also bring undoubted benefits to newer teachers. In January 2018, a newly qualified teacher straight out of college will earn €35,958. In October 2020, a newly qualified teacher straight out of college will earn €37,692. This is a very competitive graduate salary.
160. Deputy Joan Burton asked the Minister for Education and Skills his plans to issue guidelines for a procedure under the Education Act 1998 whereby parents' complaints regarding teaching or other school matters may be dealt with at local level. [47814/17]
Amharc ar fhreagraAs the Deputy will be aware the Programme for a Partnership Government provides that the Government will introduce a stronger complaints procedure and charter for parents.
On 5 December 2016, I published the General Scheme of an Education (Parent and Student Charter) Bill 2016. The proposed legislation will require every school to consult with parents and students, and publish and operate a Parent and Student Charter.
The introduction of this proposed legislation will fulfil a key commitment in the Action Plan for Education to improve information and complaint procedures for parents and students relating to schools. The draft legislation defines the principles that will guide how schools will engage with students and parents.
Following consultation with our education partners, including the National Parents Council (Primary), National Parents Council (Post Primary) and the Irish Second-level Students Union, I will finalise national guidelines on a Parent and Student Charter.
The draft Bill went to the Oireachtas Committee on Education and Skills for pre-legislative scrutiny. Pre-legislative scrutiny began on 7 March with officials, NGOs and certain of the education partners, followed by a session on 21 March with some more of the education partners. The Committee held a further session with the remaining education partners on 30 May. The Oireachtas Committee have completed the pre-legislative scrutiny process. My Department will now commence drafting of the bill, in conjunction with the Office of the Parliamentary Counsel.
161. Deputy John McGuinness asked the Minister for Education and Skills the status of an application for funding by a school (details supplied); if the submission made by the school for a full ASD unit to include classrooms, a multi sensory room, an activity room and a kitchen will be fully funded and approved; and if he will make a statement on the matter. [47858/17]
Amharc ar fhreagraI can confirm that the school referred to by the Deputy has submitted an application to my Department for significant capital funding for additional accommodation. The application is currently being assessed and my Department expects to be in a position to convey a decision to the school authority shortly.
162. Deputy Robert Troy asked the Minister for Education and Skills his plans regarding an application by a school (details supplied) in relation to the replacement of the existing prefabs to a more permanent building. [47872/17]
Amharc ar fhreagraI can confirm to the Deputy that the school in question recently submitted an application for additional accommodation. The application will be considered and a decision will be conveyed to the school authority as soon as the assessment process has been completed.
163. Deputy Robert Troy asked the Minister for Education and Skills the status of the extension of a school (details supplied); and if the process will be expedited. [47878/17]
Amharc ar fhreagraThe Deputy will be aware that a building project for the school in question is included in my Department's 6 year Construction Programme.
Preparatory work has been initiated to advance the project and my Department will continue to liaise directly with the school authority concerned in the context of progressing the project through the architectural planning process.
164. Deputy Jackie Cahill asked the Minister for Education and Skills if he will request the National Council for Special Education, NCSE, and Special Educational Needs Organisers, SENO, to reassess the SNA support at a school (details supplied); and if he will make a statement on the matter. [47879/17]
Amharc ar fhreagraThe National Council for Special Education (NCSE), which is an independent statutory agency, is responsible, through its network of local Special Educational Needs Organisers (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. The criteria by which SNA support is allocated to pupils is 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.
All schools have been advised of their allocations for SNA support for the 2017/18 school year. Details of SNA allocations which have been made to schools have been published by the NCSE on their website at http://ncse.ie/statistics.
Where a school has received its allocation of SNA support for 2017/18, but wishes new enrolments or assessments to be considered, which were not taken into account when the initial allocation was made, they may continue to make applications to the NCSE.
The NCSE Appeals Process may be invoked in the following instances:
- a parent or a school where it is considered that a child was not granted access to SNA support on the grounds that Department policy was not met in accordance with Circular 0030/2014.
- a school may also appeal a decision, where the school considers that the NCSE, in applying Department policy, has not allocated the appropriate level of SNA supports to the school to meet the special educational and/or care needs of the child(ren) concerned.
The provisions of Section 14 of SNA Circular 0030/2014 require that SNA allocations, which are made from September 2014, will be time bound; linked to the provision of a personal pupil plan; will be made initially for a maximum period of three years; will be subject to annual review, and will be subject to a full reassessment of their care needs at the end of the three year period.
The NCSE have developed a review process which will give effect to the provisions of the circular and which will review all SNA allocations in accordance with these provisions. This review process will commence in the coming weeks.
All schools have the contact details of their local SENO and parents may also contact their local SENO directly to discuss their child's special educational needs, using the contact details available at http://ncse.ie/seno-contact-list.
As the matter raised in this question refers to an individual child, I have arranged for the NCSE to reply directly to the Deputy.
165. Deputy Fergus O'Dowd asked the Minister for Education and Skills the way in which his Department responded to the declaration of the status red alert weather warning in relation to its own employees; and if he will make a statement on the matter. [47926/17]
Amharc ar fhreagraFollowing consideration by relevant officials and senior management at my Department of the information being made available from the National Emergency Co-Ordination Group and in particular the extension of the red level wind warning to cover all areas issued from Met Eireann a decision was taken around 8:30pm on Sunday the 15th October 2017 to close all of the Departments offices on Monday the 16th October 2017. Following the decision arrangements were put in place to inform staff accordingly.
The Department also issued a directive that no school was to open on Monday 16th or Tuesday 17th October 2017.
166. Deputy Eamon Scanlon asked the Minister for Education and Skills if the case of a person (details supplied) regarding the school transport scheme will be reviewed; and if he will make a statement on the matter. [47948/17]
Amharc ar fhreagraSchool transport is a significant operation managed by Bus Éireann on behalf of the Department.
Currently over 113,000 children, including almost 11,000 children with special educational needs, are being transported in over 4,500 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres annually.
Under the terms of my Department's Post Primary School Transport Scheme children are eligible for school transport where they reside not less than 4.8 kilometres from and are attending their nearest school as determined by my Department/Bus Éireann, having regard to ethos and language.
The child referred to by the Deputy is eligible for school transport however Bus Éireann has advised that the family was late in both applying and paying for school transport. As the service was operating to capacity at the time of payment no additional tickets can be issued.
Children for whom late applications and late payments are received cannot be guaranteed a seat on a school transport service.
The terms of the Post Primary School Transport Scheme are applied equitably on a national basis.
