Tom Neville
Ceist:82. Deputy Tom Neville asked the Minister for Education and Skills his views on a matter (details supplied) regarding a school; and if he will make a statement on the matter. [48462/17]
Amharc ar fhreagraSpecial Educational Needs Service Provision
Ceisteanna (82)
Freagraí scríofa
I wish to advise the Deputy that DES Circular 0013/2017 for primary schools and 0014/2017 for post primary schools were published on 7th March 2017.
These Circulars set out the details of the new model for allocating special education teachers to schools.
The revised allocation process replaces the generalised allocation process at primary and post primary school level for learning support and high incidence special educational needs, and the National Council for Special Education (NCSE) allocation process which provided additional resource teaching supports to schools, to support pupils assessed as having Low Incidence disabilities.
The new Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile.
Under the new allocation model, schools have been provided with a total allocation for special education needs support based on their school profile.
The provision of a profiled allocation is designed to give a fairer allocation for each school which recognises that all schools need an allocation for special needs support, but which provides a graduated allocation which takes into account the actual level of need in each school.
I wish to advise the Deputy that the school referred to in his question received an allocation of 42.05 hours special education teaching support, based on its school profile and an enrolment of 90 pupils at the time that the school profile developed. This is a substantial allocation of hours for a school of this size.
Whereas the profiled allocation had indicated a need of 40 hours for this school, based on its school profile and size, and relative to the profiled needs of all other schools, the school was allocated 42.05 hours, which was equivalent to the allocation the school received in 2016/17.
There has therefore been no reduction to the allocation of special educational needs teaching support for this school.
Under the new allocation model schools are frontloaded with resources, based on each school’s profile, to provide supports immediately to those pupils who need it without delay. This reduces the administrative burden on schools as schools no longer have to complete an application process annually and apply for newly enrolled pupils who require resource hours. Children who need support can have that support provided immediately rather than having to wait for a diagnosis.
Schools will therefore no longer have to make applications, for newly enrolled pupils for whom resource teaching hours may have been provided under the old model, or for pupils who have received a new diagnosis, as schools will now receive a single allocation for all of their special education teaching needs, based on their school size and profile.
It should be noted that this is a brand new model of allocation and is not comparable to the existing model. By using a broad range of attainment and socio-economic criteria, it is expected that generally, a school’s profile will remain relatively constant from year to year. Each year, some students with additional teaching needs will leave and others will enrol, broadly balancing the school profile. Resources allocated under this model will not normally be adjusted between allocations.
Both my Department and the National Council for Special Education (NCSE) are committed to ensuring all schools are treated equally and fairly in the manner in which their school profiles have been calculated.
Accordingly, a number of review processes have been put in place to support schools.
In March of this year, the National Council for Special Education (NCSE) published details of an appeal process for schools.
Schools were advised that this appeal would consider circumstances where schools considered that their school profile was calculated incorrectly, using the data set out in DES Circulars 0013 and 0014 2017. An appeal could be submitted for a review of the information used and of the calculation of the allocation.
Schools who wished to submit an appeal on this basis were asked to do so by March 31st 2017. These appeals have been processed and this appeal process has now concluded.
A second process has been put in place to address circumstances where the school profile significantly changed following the allocation process e.g. a developing school where the net enrolment numbers significantly increased.
The criteria for qualification for mainstream school developing school posts are set out in DES Circular 17/2017 (Primary School Staffing Schedule) and DES 10,11,12/2017 (Post Primary School Staffing Schedule).
Schools who qualified of additional mainstream developing school posts in accordance with these criteria also qualified for additional Special Education Teaching Allocations to take account of this developing status.
Schools were also advised that it acknowledged that there are some circumstances, which may arise in schools, which fall outside the appeals process, or allocations for developing school status.
These relate to exceptional or emergency circumstances which could not have been anticipated e.g. where the school profile changes very significantly, or where other exceptional circumstances have arisen in a school and which may require a review of schools capacity to provide additional teaching support for all pupils who need it in the school, or of their utilisation of their allocations.
The NCSE has now published details of how schools can seek a review of their allocations, including the utilisation of their allocations, in circumstances where a school considers that very exceptional circumstances have arisen subsequent to the development of the profile.
Should a school consider they fulfil the criteria for a review on the grounds of exceptional circumstances, they may request such a review at:
http://ncse.ie/review-of-special-education-teacher-supports-where-there-are-exceptional-circumstances-or-needs-arising-in-a-school
Finally, with regards to mainstream teaching posts, the criteria used for the allocation of teaching posts is published annually on my Departments website. The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing schedule also includes an appeals mechanism for schools to submit an appeal under certain criteria to an independent Appeals Board.
The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally irrespective of location.
The Primary Staffing Appeals Board meets three times per year. The third and final meeting for the 2017/18 school year took place in October, 2017.
The school referred to by the Deputy submitted an application for consideration by the Appeals Board at its June 2017 meeting under the class size criterion. The appeal was refused by the Appeals Board on the basis that the grounds of your appeal did not warrant the allocation of an additional post for the 2017/18 school year.
The Primary Staffing Appeals Board operates independently of my Department and its decision is final.
Pupil-Teacher Ratio
Ceisteanna (83)
Michael Healy-Rae
Ceist:83. Deputy Michael Healy-Rae asked the Minister for Education and Skills if he will address a matter (details supplied) regarding the pupil-teacher ratio of a school; and if he will make a statement on the matter. [48474/17]
Amharc ar fhreagraFreagraí scríofa
The criteria used for the allocation of teaching posts is published annually on the Department website. The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September.
The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally irrespective of location.
The Staffing Schedule includes the provision where schools experiencing rapid increases in enrolment can apply for additional permanent mainstream posts on developing grounds. The staffing schedule also includes an appeals mechanism for schools to submit an appeal under certain criteria to an independent Appeals Board. This process includes a provision in which schools that are not gaining an additional teaching post under the developing schools criterion can submit an appeal to the independent Appeals Board. This appeal criterion is targeted at those schools that make a significant contribution to the provision of school places and so assist the response to demographic growth within their area.
The Primary Staffing Appeals Board meets three times per year. The third and final meeting for the 2017/18 school year took place in October, 2017. There is no record of Milltown Nagle Rice School having submitted an application to the appeal board.
The Primary Staffing Appeals Board operates independently of the Department and its decision is final.
In April 2015 the school referred to moved into a new school building provided by my Department to cater for a long term projected mainstream staffing compliment of Principal plus 12 mainstream teachers.
Subsequently, in late 2016, the school referred to submitted an application for additional accommodation due to increases in pupil enrolments. The application was processed, having regard to the demographic information available for the school planning area within which the school in question is located, and it was determined that there was sufficient capacity within the school planning area to meet the demand for primary school places. In that regard the application was not approved.
My Department is currently reviewing updated demographic data nationally, including the school planning area within which the school referred to is located. This review will advise whether any additional demographic demand is required. In that context the application from the school referred to will be reconsidered and the school authorities will be advised if there is any change in the position.
Teacher Training Provision
Ceisteanna (84, 85)
John Brady
Ceist:84. Deputy John Brady asked the Minister for Education and Skills the number of teachers who qualified to teach home economics in each of the years 2014 to 2016 and to date in 2017. [48490/17]
Amharc ar fhreagraJohn Brady
Ceist:85. Deputy John Brady asked the Minister for Education and Skills the colleges that provide teacher training for home economics. [48491/17]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 84 and 85 together.
I wish to advise the Deputy that St Angela’s College, Sligo is the sole provider of initial teacher education for teachers of Home Economics in Ireland.
The Deputy may wish to note that I have increased from 85 to 101 the number of students admitted to St Angela’s, Sligo to follow the Home Economics ITE programme in the current year, with further expansions in future years being considered.
The information requested by the Deputy is set out in the following table.
Number of teachers who received a qualification in Home Economics
|
Year |
Number of teachers |
|
2014 |
51 |
|
2015 |
53 |
|
2016 |
70 |
|
2017 |
63 |
School Curriculum
Ceisteanna (86)
John Brady
Ceist:86. Deputy John Brady asked the Minister for Education and Skills the percentage of post-primary schools that have home economics on their curricula. [48492/17]
Amharc ar fhreagraFreagraí scríofa
There were 711 post-primary schools in Ireland in 2016/17. Of these, 586 (82%) offered Home Economics at Junior Cycle level and 567 (80%) offered Home Economics at Senior Cycle.
School Textbooks
Ceisteanna (87)
Richard Boyd Barrett
Ceist:87. Deputy Richard Boyd Barrett asked the Minister for Education and Skills the cost of providing free school books to all primary and secondary school children in 2017; and if he will make a statement on the matter. [48525/17]
Amharc ar fhreagraFreagraí scríofa
The information sought is not available to my Department, however one estimate from publishers' sources suggests that the Irish school book market is worth approximately €60 million per annum.
My Department supports the operation of book rental schemes through the funding provided under its school books grant scheme. Under this scheme, my Department provides funding of €16 million annually to primary and post-primary schools in the free education scheme.
School book rental schemes have an important role to play in reducing the cost of school books for parents. Circa. 94% of primary schools and 65% of post-primary schools operate a book rental scheme.
One of the actions as part of the Action Plan for Education is to strengthen the focus on reducing school costs for parents by increasing the financial support for book rental schemes, in order to reduce/eliminate school book costs for parents as resources permit.
Providing additional funding for book rental schemes will be addressed during the lifetime of the Action Plan for Education.
My Department has published a circular to school authorities and ETBs regarding measures to be adopted by schools to reduce the costs which include the provision of a book rental scheme. The circular can be accessed on my Department's website at the following link: www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0032_2017.pdf.
Special Educational Needs Service Provision
Ceisteanna (88)
Eoin Ó Broin
Ceist:88. Deputy Eoin Ó Broin asked the Minister for Education and Skills when a person (details supplied) will be provided with a place in a special class for children with a diagnosed disability in view of the recommendation by the HSE on 23 October 2017. [48529/17]
Amharc ar fhreagraFreagraí scríofa
The policy of my Department is to ensure that all children with special educational needs can be provided with an education appropriate to their needs.
My Department provides for a range of placement options and supports for schools, which have enrolled students with special educational needs, in order to ensure that wherever a child is enrolled, s/he will have access to an appropriate education.
Department policy is that children with special educational needs should be included where possible and appropriate in mainstream placements with additional supports provided. In circumstances where children with special educational needs require more specialised interventions, special school or special class places are provided for.
The National Council for Special Education (NCSE) is a separate independent statutory body whose functions include planning and co-ordinating the provision of education and support services to children with special educational needs in conjunction with schools and the Health Service Executive (HSE). The NCSE, through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports as required. This includes the establishment of special classes in various geographical areas where there is an identified need. The NCSE is aware of emerging need from year to year and where special provision is required it is planned and established to meet that need.
Students enrolling in special lasses must have a report from a relevant professional or team of cprofessionals (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.
170 new special classes have been opened for the 2017/18 school year and the NCSE continues to establish additional special classes as required. Since 2011 the NCSE has increased the number of special classes by over 130% from 548 in 2011 to 1,302 for the 2017/18 school year.
Schools may apply to the NCSE to open a special class where a need has been identified in their area i.e. a number of students have professional reports indicating they require the support of a special class.
SENOs may also approach a school directly where they are aware that a special class is or will be required in the near future. SENOs consult with other education parties (e.g. NEPS and Inspectorate) when planning to set up a special class.
Before approaching schools to request the establishment of a special class, SENOs take into account both present and future potential needs within the area and must be satisfied that the class is sustainable and appropriately located.
Parents/Guardians who may need advice or are experiencing difficulties in locating a school placement, including special class placement, should contact their local Special Educational Needs Organiser (SENO) who can assist in identifying an appropriate educational placement for their child. The NCSE’s SENO responsibility includes planning and co-ordinating the provision of education and support services to children with special educational needs, including supporting children and parents in identifying school placement options and resource needs. Each SENO works in an assigned local area with parents, schools, teachers, psychologists, health professionals and other staff who are involved in the provision of services in that area for children with special educational needs. Contact details are available on www.ncse.ie.
Details of all special classes for children with special educational needs, including those in the area to which the Deputy refers are available on www.ncse.ie in county order, and with new classes identified.
As the matter referred to by the Deputy involves a special class placement for an individual child, I have arranged for the NCSE to respond directly to the Deputy on the issue.
School Staff
Ceisteanna (89)
Joan Collins
Ceist:89. Deputy Joan Collins asked the Minister for Education and Skills the reason a permanent Irish teaching post has not been filled in a school (details supplied) in Dublin 12; his views on this matter; and his plans to make provision for an additional full-time teacher. [48538/17]
Amharc ar fhreagraFreagraí scríofa
I am pleased to have been in a position to significantly expand the recruitment of teachers at primary and post primary levels. Some 2,300 new teachers were recruited in 2016-2017 and 2,900 will be recruited in 2017-2018. The 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.
However, I am aware that some schools have experienced difficulty in recruiting adequately qualified teachers in particular subjects, including Irish, and I am committed to examining all possible means of addressing this issue. My Department has been made aware of the case of the school referred to by the Deputy.
I have taken certain initiatives to address some of the supply pressures in particular subjects. These include, as part of the implementation of the Policy on Gaeltacht Education, increasing from 2018/19 the number of places available on the existing Irish medium post primary initial teacher education programme in NUIG, to which I have granted two additional posts from September 2017. This measure will strengthen the Irish-language proficiency of newly qualified teachers across a range of subjects and, it is anticipated, also increase the supply of Irish language teachers.
I have also undertaken measures to increase the pool of teachers available to schools, in particular to fill short term vacancies. 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 post primary level to a maximum of 300 hours in a school year and at primary level to a maximum of 90 days in a school year.
The Deputy will be aware of the report of the Technical Working Group on teacher supply, ‘Striking the Balance’ which, while focussing on the development of a model of primary teacher supply, outlined the work which will be required to establish a long term model of post-primary teacher supply. The Deputy will appreciate that there are difficulties in developing a reliable model of teacher supply at second level and this was recognised in the work of the Teaching Council as teaching is competing with many other sectors for graduates in areas like Maths, Science, and Irish. 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.
School Patronage
Ceisteanna (90)
Seán Sherlock
Ceist:90. Deputy Sean Sherlock asked the Minister for Education and Skills his plans to facilitate the establishment of a school (details supplied) in County Cork. [48546/17]
Amharc ar fhreagraFreagraí scríofa
As the Deputy may be aware, the report of the Advisory Group to the Forum on Patronage and Pluralism in the Primary Sector recommended that demand for patronage diversity should be met in areas of stable population by divesting patronage of existing schools where there is evidence of parental demand for change. Following surveys conducted by my Department in areas of stable population, sufficient demand emerged in 28 areas, including the Fermoy area. Under this patronage divesting process, ten new schools have opened from 2013 to 2016.
As the Deputy may be aware following discussions on patronage divesting with education stakeholders and patron bodies in 2016, on the 30th 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. 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.
In tandem with the implementation of the schools reconfiguration process, my Department is continuing to work with the main stakeholders to progress delivery of diversity in the areas already identified, including Fermoy.
Public Sector Pensions
Ceisteanna (91)
John Brassil
Ceist:91. Deputy John Brassil asked the Minister for Education and Skills the reason the members of an organisation (details supplied) who are public sector employees and employees of Kerry Education and Training Board, ETB, and pay a pension levy are excluded from the public sector pension scheme; his plans to allow them join the scheme; and if he will make a statement on the matter. [48552/17]
Amharc ar fhreagraFreagraí scríofa
My Department's funding relationship with Kerry ETB for the organisation referred to by the Deputy is predicated on the basis that it is self-financing and that its financial activities are separate from the overall ETB finances. Accordingly, annual grants for same are contributory in nature.
Generally, only pensionable public servants who (a) are not members of the Single Public Service Pension Scheme (Single Scheme and Other Provisions) Act 2012, and (b) are appointed under section 19 of Education and Training Boards Act 2013 to be a member of staff of an education and training board, shall, on their appointment to the education and training board concerned, become and be a member of a relevant superannuation scheme (e.g. Education Sector Superannuation Scheme, SI 290 of 2015) in accordance with its terms and conditions. Access to a Public Sector Pension Scheme is determined by a number of factors, which includes in the case of part time workers, that there is a whole time pensionable comparator in the sector.
It is a matter for each ETB to determine whether a person is eligible to become a member of the relevant superannuation scheme in accordance within the relevant rules and regulations.
Under Section 2 of the Financial Emergency Measures in the Public Interest (FEMPI) Act, 2009, as amended, a person is liable to pay the pensions-related deduction if he or she is a public servant on or after the 1 March 2009 and is a member of a public service pension scheme, is entitled to a benefit under the scheme or receives a payment in lieu of membership of such a scheme.
Accordingly, an individual who is not entitled to a pension benefit from his/her employment may be liable to pay the pension related deduction (PRD) in certain other circumstances, including if he/she receives a payment in lieu of membership of a public service pension scheme. In that regard, for example, a non-pensionable gratuity is payable to certain staff of educational training boards whose service is not reckonable for superannuation purposes.
The PRD forms part of a wider set of financial emergency measures affecting public service pay and pensions which were directed at securing a stabilisation in the public finances. The FEMPI Act has been amended in respect of PRD to provide for a significant easing of the PRD burden on affected public servants by way of revised thresholds.
Gender Balance
Ceisteanna (92)
Mary Lou McDonald
Ceist:92. Deputy Mary Lou McDonald asked the Minister for Education and Skills the gender balance on each of the State boards under his remit, in tabular form. [48562/17]
Amharc ar fhreagraFreagraí scríofa
Information on the gender balance on the boards of each of the State agencies under the aegis of my Department is included in the following table. Comprehensive information on board appointments to agencies under the remit of my Department can also be downloaded from my Department’s website http://www.education.ie.
The current Government target is for at least 40% of each gender on boards. 14 of the 18 boards under the aegis of my Department have reached or exceeded the target. Overall female representation is 47%.
|
Name of Board |
Positions currently vacant |
Men |
Women |
Total current membership |
%Women |
|
An Comhairle um Oideachas Gaeltachta agus Gaelscolaiochta (COGG) |
0 |
6 |
6 |
12 |
50% |
|
Caranua (Residential Institutions Statutory Fund) |
0 |
5 |
4 |
9 |
44% |
|
Commission to Inquire into Child Abuse |
0 |
2 |
4 |
6 |
67% |
|
Grangegorman Development Agency Board |
0 |
9 |
6 |
15 |
40% |
|
HEA |
2 |
7 |
6 |
13 |
46% |
|
Irish Research Council |
0 |
6 |
6 |
12 |
50% |
|
Léargas |
0 |
5 |
4 |
9 |
44% |
|
National Centre for Guidance in Education (NCGE) |
0 |
5 |
8 |
13 |
62% |
|
National Council for Curriculum and Assessment (NCCA) |
0 |
10 |
15 |
25 |
60% |
|
National Council For Special Education (NCSE) |
0 |
6 |
7 |
13 |
54% |
|
Quality & Qualifications Ireland (QQI) |
4 |
3 |
3 |
6 |
50% |
|
Residential Institutions Redress Board |
0 |
4 |
7 |
11 |
64% |
|
Residential Institutions Review Committee |
0 |
4 |
1 |
5 |
20% |
|
Skillnets Limited |
0 |
8 |
5 |
13 |
38% |
|
SOLAS (An tSeirbhís Oideachais Leanúnaigh agus Scileanna) |
0 |
8 |
5 |
13 |
38% |
|
State Examinations Commission (SEC) |
0 |
3 |
2 |
5 |
40% |
|
The Teaching Council |
0 |
23 |
14 |
37 |
38% |
|
Educational Research Centre |
0 |
3 |
2 |
5 |
40% |
|
Total |
3 |
117 |
105 |
222 |
47 |
Departmental Functions
Ceisteanna (93, 94)
James Lawless
Ceist:93. Deputy James Lawless asked the Minister for Education and Skills the functions of his Department that have been legally delegated to the Minister of State, Deputy Mary Mitchell O' Connor; the relevant delegation orders; and if he will make a statement on the matter. [48576/17]
Amharc ar fhreagraJames Lawless
Ceist:94. Deputy James Lawless asked the Minister for Education and Skills the functions of his Department that have been legally delegated to the Minister of State, Deputy John Halligan; the relevant delegation orders; and if he will make a statement on the matter. [48578/17]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 93 and 94 together.
Two Ministers of State were appointed at my Department, Mary Mitchell O'Connor T.D. as Minister of State with responsibility for Higher Education and John Halligan T.D. as Minister of State with responsibility for Training, Skills, Innovation and Research and Development.
There are two Delegation of Functions Orders in place. These Orders were made on 18 July 2017 and are available at www.irishstatutebook.ie website.
S.I. No. 333/2017 - Education and Skills (Delegation of Ministerial Functions) Order 2017 - John Halligan, Minister of State at the Department of Education and Skills
S.I. No. 334/2017 - Education and Skills (Delegation of Ministerial Functions) (No. 2) Order 2017 - Mary Mitchell O’Connor, Minister of State at the Department of Education and Skills
Schools Refurbishment
Ceisteanna (95)
Dara Calleary
Ceist:95. Deputy Dara Calleary asked the Minister for Education and Skills the status of a capital project application by a school (details supplied) in County Mayo; if all documentation requested by his Department has been received; the timeframe for processing of the application; and if he will make a statement on the matter. [48579/17]
Amharc ar fhreagraFreagraí scríofa
The school to which the Deputy refers was approved a devolved grant under my Department's Additional Accommodation Scheme 2012 to provide 5 general classrooms, to relocate existing ball courts and to provide a set down and bus drop off area for pupils. This project was devolved to the local Education and Training Board for delivery.
Following the tendering process, a number of issues were identified by my Department and the ETB was instructed to re-tender the project in accordance with my Department's guidelines.
The ETB has recently submitted the revised tender report and supporting documentation. Once this has been assessed by my Department the ETB will be notified of the outcome.
Third Level Funding
Ceisteanna (96)
Thomas Byrne
Ceist:96. Deputy Thomas Byrne asked the Minister for Education and Skills his views on reports that EUROSTAT has asked the Central Statistics Office, CSO, to determine whether universities are on or off the Exchequer’s balance sheet; the implications of a finding that the universities are on balance sheet; if his Department has made representations to EUROSTAT, the CSO or another State organisation about same; and if he will make a statement on the matter. [48581/17]
Amharc ar fhreagraFreagraí scríofa
As the Deputy will be aware currently universities are classified as outside General Government Balance for Eurostat purposes, while Institutes of Technology are classified as within. This arises primarily from the difference in funding sources in the two sectors, with the university sector raising a greater proportion of income from non-State sources.
The classification of the universities in Ireland has been reviewed a number of times over the past 10-15 years through Eurostat questionnaires and national classification reviews. As part of the latest review, Eurostat has asked the Central Statistics Office (CSO) to carry out an independent review of the universities classification.
Officials from my Department and the Higher Education Authority (HEA) met with Eurostat representatives earlier this year in relation to the matter, and have been liaising with the CSO in relation to the review. The review involves assessment of a number of different areas including the legal status of the universities and their ability to make independent decisions about their courses of study and academic programme. The review has recently been completed and my Department awaits the decision of Eurostat following its consideration of the CSO's submission.
School Placement
Ceisteanna (97)
Fergus O'Dowd
Ceist:97. Deputy Fergus O'Dowd asked the Minister for Education and Skills the availability of school placements in Drogheda, south County Meath and east County Louth in his Department's schools for persons (details supplied); the most appropriate procedure to make sure the persons can enter in the current school term; and if he will make a statement on the matter. [48651/17]
Amharc ar fhreagraFreagraí scríofa
In relation to school admissions, parents can choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available a selection process may be necessary.
This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice. As the Deputy will appreciate, my Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking places.
Section 29 of the Education Act, 1998 provides for an appeal by a parent or guardian to the Secretary General of my Department, or in the case of an Educational Training Board (ETB) school to the ETB in the first instance, where a Board of Management of a school, or a person acting on behalf of the Board, refuses to enrol a student in a school, expels a student or suspends a student for 20 or more days in any school year. Further information on the Section 29 appeals process is available on the Department's website www.education.ie.
The Educational Welfare Service of the Child and Family Agency (EWS) is the statutory agency which can assist parents who are experiencing difficulty in securing a school place for their child. The EWS can be contacted at 01-7718500.
In relation to school places my Department uses a Geographical Information System (GIS) to identify where the pressure for school places across the country will arise. The GIS uses data from a range of sources, including the Central Statistics Office, Ordnance Survey Ireland, the Department of Social Protection and my Department’s own databases. With this information, my Department carries out nationwide demographic exercises to determine where additional school accommodation is needed.
Where demographic data indicates that additional provision is required, the delivery of the additional provision is dependent on the particular circumstances of each case and may, depending on the circumstances, be provided through either one, or a combination of, the following:
- Utilising existing unused capacity with a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school(s).
The nationwide demographic exercises of all school planning areas nationwide at primary and post-primary level, which will determine where additional school accommodation will be needed in the future, is ongoing. It is anticipated that decisions based on the review will be announced later in 2017.
Foreign Conflicts
Ceisteanna (98)
Róisín Shortall
Ceist:98. Deputy Róisín Shortall asked the Minister for Foreign Affairs and Trade the status of the work his Department has engaged in on a bilateral and multilateral level to raise the issue of the ongoing crisis in northern Rakhine state in Myanmar and the resultant refugee crisis; the steps that have been taken to provide assistance to the groups running refugee camps in Bangladesh; and if he will make a statement on the matter. [48585/17]
Amharc ar fhreagraFreagraí scríofa
Reports indicate that a clearly excessive response by the Myanmar security forces to the attacks by the Arakan Rohingya Salvation Army on 25 August have had a devastating impact in Northern Rakhine State. Over 600,000 people, mostly members of the Rohingya community, have now fled from Myanmar and are facing extremely challenging circumstances in Bangladesh. This Government has consistently expressed our concern about the violence which has taken place in Northern Rakhine State, and the ensuing humanitarian crisis which has developed in neighbouring Bangladesh.
Ireland has stressed the need for a full restoration of humanitarian aid and media access to Rakhine State, and an investigation into the allegations of human rights violations by the Myanmar security forces. Ireland has also called upon the Government of Myanmar to implement the recommendations of the Annan-led Advisory Commission on Rakhine State in full.
We are fully engaged in the EU’s efforts to engage Myanmar on this issue, and our position is reflected in Conclusions adopted by the Foreign Affairs Council on 16 October. I raised Ireland’s concerns in my own statement on this issue on 15 September, and in my statement to the UN General Assembly on 23 September. My officials are also engaged in deliberations in UN fora on this issue, most recently by co-sponsoring a resolution on the situation in Myanmar [which is expected to be adopted on 16 November by the Third Committee of the UN General Assembly].
Ireland is committed to contributing to international efforts to alleviate the immediate needs of the refugees that have entered Bangladesh, which now number over 600,000. To this end, at the Pledging Conference for the Rohingya Refugee Crisis in Geneva on 23 October we pledged €2m in direct support. €1m has already disbursed to civil society partners and international organisations that are providing services to vulnerable refugees in Cox’s Bazar and two experts have been deployed via the Irish Aid Rapid Response Corps. The UN Central Emergency Response Fund (CERF) and the International Committee of the Red Cross, to which Ireland contributes funding, have also scaled up their operations in Bangladesh and in Myanmar. My Department will continue to closely monitor the humanitarian situation as it unfolds.
While the level of violence has decreased in recent weeks, the situation on the ground has not significantly improved. The ASEM Foreign Minister’s Meeting will take place in Nay Pyi Taw next week and will present an important opportunity for Ireland and the EU to engage with the Government of Myanmar on this issue.
Brexit Issues
Ceisteanna (99)
Micheál Martin
Ceist:99. Deputy Micheál Martin asked the Minister for Foreign Affairs and Trade if his departmental officials are working on suggestions on the way to prevent a physical border on the island of Ireland. [43831/17]
Amharc ar fhreagraFreagraí scríofa
The Government’s priority of protecting the Good Friday Agreement in all its parts and the gains of the peace process, including avoiding a hard border on this Island, is clear. This priority is fully reflected in the European Commission Task Force’s Guiding Principles paper on Ireland/Northern Ireland of 7 September. It makes clear that it is the UK’s responsibility to propose workable solutions and take the policy decisions required to deliver on the shared objective of avoiding the border. The Government fully supports this paper.
I welcome the UK’s commitment to protecting the Good Friday Agreement, maintaining the Common Travel area and avoiding “any physical infrastructure at the border”. While I acknowledge the sincerity of this commitment, the EU has made it clear that it needs to be backed up with workable solutions that consider fully the complexities presented by the UK’s decision to leave the European Union.
In committing to concrete plans to avoid a hard border, the UK must also take account of and comprehensively address the risks presented by any regulatory divergence from the rules of the EU Internal Market and Customs Union.
The Government remains of the view that any solution to the border issue will, first and foremost, need to be political. Flexible and imaginative solutions will be required to avoid a hard border which not only address the economic challenges but also take account of the societal challenges and how important the current invisible border is for sustaining the peace process and the Good Friday Agreement. This is about ensuring that people’s lives and livelihoods are protected and that communities and businesses in the border region are given every opportunity to develop and prosper.
Planning is ongoing across Government to prepare for all possible scenarios, including in the event of no deal being reached, but we are not at the cliff edge yet. The focus remains on working with our EU partners and the UK in seeking an orderly withdrawal, that protects the peace process, avoids a hard border, maintains the Common Travel Area and secures a transitional arrangement that leads to the closest possible relationship between the EU and the UK. This will be a long and complex process and an outcome is far from determined. The Government remains hopeful that the sufficient progress required can be made in the coming weeks before the next meeting of the European Council on 14-15 December that could enable it to decide to move onto phase 2 and the parallel discussions on a framework for the EU’s future relationship with the UK and on transitional arrangements. This will require hard work, and political will.
Brexit Negotiations
Ceisteanna (100)
Brendan Smith
Ceist:100. Deputy Brendan Smith asked the Minister for Foreign Affairs and Trade the status of EU negotiations concerning the British decision to leave the European Union in 2019; and if he will make a statement on the matter. [48530/17]
Amharc ar fhreagraFreagraí scríofa
At its meeting on 20 October, the European Council welcomed the progress made in the EU-UK negotiations to date but agreed that further work is needed before it can agree that sufficient progress has be made on all of the exit issues - citizens’ rights, the UK’s financial settlement and the issues unique to Ireland – to enable discussions on the framework for a future EU-UK relationship and transitional arrangements to begin.
While it had been hoped that the UK’s position would be more advanced, the European Council outcome was not unexpected. It was clear well in advance that it would not be possible for the EU’s Chief negotiator, Michel Barnier, to recommend that sufficient progress has been made.
I welcome the call by the European Council for work in the negotiations to continue, and its commitment to reassess progress at its next meeting in December. The EU has been clear on what is expected from the UK in phase 1 and now is the time for the UK to make the necessary commitments across all three exit issues.
Importantly, the European Council also agreed to begin internal preparatory discussions on priorities for the future framework for the EU-UK future relationship, and for transitional arrangements. The aim of such discussions, which began at official level last week, is to ensure that the EU is ready to begin phase 2 negotiations with the UK as soon has sufficient progress has been recorded. This should be seen not just as prudent preparation but as a signal of goodwill.
There was some progress on citizens’ rights during the negotiating round of 9/10 November. More work needs to be done but we note the Task Force’s view that the UK has provided useful clarifications that are a good basis for further work. There is however significantly more work to be done on the issue of the financial settlement, where more detail is needed from the UK as to how it will honour its commitments, as promised by the Prime Minister in her Florence speech in September.
On the Irish specific issues, the support of our EU partners for finding solutions to the unique challenges facing the island of Ireland has been strong and consistent throughout this process. The basis of the EU’s position remains as set out in the European Council Guidelines of 29 April and the Task Force’s Guiding Principles paper of 7 September. The EU’s approach to this week’s round of negotiations has not departed from this, but has built upon it.
Overall, more needs to be done before the December European Council. We do not underestimate the challenges ahead but the Government remains hopeful that, with hard work and political will, sufficient progress can be made in the intervening period. I believe that this is the shared view of all EU-27 Member States and I also believe, based on my own discussions and on reports from our Missions, that the British Government is increasingly aware of the steps it needs to take.
Northern Ireland
Ceisteanna (101, 103, 110)
Brendan Smith
Ceist:101. Deputy Brendan Smith asked the Minister for Foreign Affairs and Trade his plans to meet the British Government and the parties in Northern Ireland regarding the urgent need to have the Northern Ireland Executive and Assembly restored; and if he will make a statement on the matter. [48531/17]
Amharc ar fhreagraBrendan Smith
Ceist:103. Deputy Brendan Smith asked the Minister for Foreign Affairs and Trade the discussions he has had recently with civic society groups in Northern Ireland on the need to have the Northern Ireland Executive and Assembly restored; and if he will make a statement on the matter. [48583/17]
Amharc ar fhreagra
Bernard Durkan
Ceist:110. Deputy Bernard J. Durkan asked the Minister for Foreign Affairs and Trade the extent to which he continues to have direct contact with all parties with interest in Northern Ireland with a view to the restoration of the power sharing government and as a consequence the peace process in Northern Ireland in view of the importance of the issue for both jurisdictions; and if he will make a statement on the matter. [48667/17]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 101, 103 and 110 together.
As a co-guarantor of the Good Friday Agreement, the Government, working with the British Government, has spared no effort in supporting and facilitating talks on formation of a new Executive, over many months.
However, devolved power-sharing government can only operate on the basis of an agreement reached between the two largest parties. The other parties represented in the Assembly - which have shown considerable patience - also have a critical role to play.
I am disappointed that, after several phases of negotiations in different formats, we still do not have an agreement to form an Executive. The issues under discussion – particularly those on language and culture – go to the heart of the divisions in society in Northern Ireland and agreement on them was always going to be challenging.
I have always believed that it remains possible to reach an honourable compromise which ensures implementation of previous agreements and reflects the core principles of the Good Friday Agreement and power-sharing itself - partnership, equality and mutual respect. It remains my conviction that this is achievable.
I maintain regular engagement on behalf of the Government with civic society across all communities and regions in Northern Ireland. The Taoiseach and other Government Ministers also visits Northern Ireland on a regular basis. There is in addition extensive engagement, North and South, through the Government’s ongoing All-Island Civic Dialogue on Brexit.
All of the Government’s engagement with civic society in Northern Ireland, confirms our view that there is an urgent need and demand for the effective operation of the power-sharing Executive and Assembly, to deliver representative and accountable devolved Government, as provided for under the Good Friday Agreement and as mandated by the public in the last Assembly election.
The introduction of a Budget Bill for Northern Ireland at Westminster this week is a significant development for the political process in Northern Ireland, founded on the Good Friday Agreement. A budget for Northern Ireland is a matter that should be considered and decided on by the power-sharing Executive and Assembly.
As there is no Executive in place at present, the necessary budgetary decisions cannot be made by the devolved institutions. In the meantime, a statutory basis for the continued funding of public services in Northern Ireland is required.
The Secretary of State for Northern Ireland has confirmed that the Budget Bill reflects the advice of the Northern Ireland Civil Service, and has not been subject to political decision-making outside of Northern Ireland.
I would acknowledge that this step has been taken by the British Government with reluctance and at the latest possible stage in order to seek to preserve the role of the devolved institutions to decide on budgetary and other matters within their responsibility when they are operating again.
It is important to clearly affirm that the Good Friday Agreement remains the indispensable framework for relationships within Northern Ireland, on the island of Ireland and between the UK and Ireland. The Government has confirmed that this week, as has the British Government.
In the event that the devolved institutions cannot function, it is the responsibility of the British and Irish Governments to ensure that the North/South and East-West institutions of the Agreement can continue to operate effectively and in accordance with the letter and the spirit of the Good Friday Agreement and subsequent agreements.
The Government has consistently affirmed our unwavering commitment to the Good Friday Agreement, and determination, as a co-guarantor of the Agreement, to secure the effective operation of all of its institutions. The Taoiseach and I continue to engage with the British Government and the parties in Northern Ireland to give full effect to that commitment.