Lisa Chambers
Ceist:187. Deputy Lisa Chambers asked the Minister for Education and Skills the position regarding the working group established to examine the future of the Mayo campus of GMIT. [48733/17]
Amharc ar fhreagraInstitutes of Technology
Ceisteanna (187)
Freagraí scríofa
My Department, the HEA and GMIT Governing Body are fully committed to the continuance of the GMIT Castlebar campus.
Myself and the then Taoiseach established a working group in March 2017 to formulate a plan to develop a sustainable future for the Mayo Campus in Castlebar. Membership of the GMIT Working Group comprised representatives of GMIT, my Department and the HEA.
In the course of its work and guided by the agreed terms of reference, the Working Group has engaged with all relevant stakeholders to allow for a full consideration of all the issues and the options available to address the issues affecting the sustainability and viability of the Mayo Campus.
The GMIT Working Group has now completed it work and has submitted its final report to the Higher Education Authority (HEA) for approval. It is expected that the HEA will submit the report to my Department shortly. The report will then be considered by my Department and arrangements will be made for its publication
Third Level Fees
Ceisteanna (188)
Bríd Smith
Ceist:188. Deputy Bríd Smith asked the Minister for Education and Skills if he will review the criteria and number of years residency required for students to access the payment of fees when entering third level courses in view of the fact that many young persons are returning home having been abroad during the recession; and if he will make a statement on the matter. [48752/17]
Amharc ar fhreagraFreagraí scríofa
The position is that to qualify for funding towards tuition fees, 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. These rules apply to all students from all EU/EEA/Swiss states.
Where students do not qualify for free fees funding they must pay the appropriate fee - either EU or Non-EU, as determined by each higher education institution. These institutions are autonomous bodies and the level of fee payable by students who do not meet the requirements of the free fees scheme is a matter for the relevant institution to determine.
Due to concerns in relation to the fact that in some cases the higher Non-EU fee was being charged to students who hold EU/EEA/Swiss nationality but did not meet the residency clause for free fees, my Department requested that the higher education institutions charge the more moderate EU fees to such students who have completed at least five academic years of study (primary or post-primary level) in Ireland/EU/EEA/Switzerland and commence their first undergraduate course of study in an approved institution here. This position took effect from the academic year, 2014/15. In this way, such students, while still not eligible for tuition fees funding under the Free Fees Initiative, could avail of the more moderate EU rate of tuition fees.
Tax relief is available on these fees and students can apply to the Student Assistant Fund for financial support if needed.
There are currently no plans within my Department to amend this criteria.
Brexit Issues
Ceisteanna (189)
Stephen Donnelly
Ceist:189. Deputy Stephen S. Donnelly asked the Minister for Education and Skills the preparations made in his Department in the event of no agreement being reached between the United Kingdom and the European Union on the terms of the UK's exit from the EU; if such preparations involve the drawing up of detailed and specific contingency plans in the event of a hard Brexit and a trade regime based on WTO tariffs; and if he will make a statement on the matter. [48775/17]
Amharc ar fhreagraFreagraí scríofa
The Minister for Foreign Affairs and Trade has responsibility for coordinating the whole-of-Government response to Brexit. In this capacity, he is working closely with colleagues across Government to address the many challenges resulting from Brexit. This cooperation also involves the relevant State Agencies.
Work at Cabinet level is being supported by cross-Departmental coordination structures through which all relevant Departments are providing their research, analysis and overall policy input to the Government’s wider response to Brexit, including its priorities for the ongoing Article 50 negotiations between the EU and the UK.
As the outcome of the negotiations is not yet known, an important focus of the planning and preparation being undertaken through these structures is on deepening the Government’s analysis and understanding of the exact consequences of a range of different possible scenarios, including a hard Brexit. This represents an intensification of efforts to build on the Government‘s contingency planning framework, to which my own Department contributed fully on the preparation of the education components.
Our work has been facilitated by the International Unit of my Department which, under the leadership of a Deputy Secretary General, has been given overall responsibility for co-ordinating our response to Brexit. In discharging its Brexit-related functions, the International Unit participates in the Inter-Departmental Senior Officials Group which oversees the coordination of the Government’s response to the outcome of the UK referendum, and supports the Cabinet Committee on the European Union including Brexit. This is further underpinned by the Unit's active engagement with other Departments in Brexit Workgroups on Brexit Coordination; the Economy and Sectoral Issues; the Common Travel Area; and the Island of Ireland Working Group.
The Unit also chairs the Education and Research Subgroup under the Economy and Sectoral Issues strand of co-ordination. The Subgroup includes relevant areas within the Department and relevant Agencies of the Department and other Departments/Agencies. Meetings of the Education and Research Subgroup of the Economy and Trade Group took place on 28 October 2016, 15 February; 24 May and 9 October 2017 and most recently focused on stakeholder consultations input and research collaboration.
My Department also works closely with the Higher Education Authority in Brexit planning for the higher education sector. The HEA has published a Brexit issues paper and has held meetings with the HEIs to discuss ongoing planning and issues with them as the process develops. We will continue to engage in this important aspect of planning and research work.
It is my priority to continue to engage actively on a number of fronts in dealing with the impact of Brexit on the Education sector. Consultation has been fundamental to my Department’s preparations for Brexit. We have consulted extensively with our stakeholders. Between December 2016 and January 2017 both I and Minister of State Halligan have led consultations with stakeholders from right across the higher education, further education and training; and primary and post-primary education sectors. More recently, on 3 July 2017, the Tánaiste, and Minister for Enterprise and Innovation Frances Fitzgerald TD, and I co-hosted a joint stakeholder dialogue on enterprise skills needs and Brexit. The outputs from these events have been made publicly available. A further joint stakeholder dialogue on research and innovation with the Department of Business, Enterprise and Innovation is due to take place on 5th December 2017.
All risks and challenges are being factored in to my Department’s overall approach to future discussions and negotiations and our input to Government's preparations for EU-UK negotiations including the finalisation of our sectoral response plan. Both I and my Department will continue to consult with the sector interests as necessary through the period ahead.
I have attached particular importance to engagement at political and institutional level on our Brexit agenda. I have met counterparts Peter Weir and Simon Hamilton of the NI Executive, and the UK’s Secretary of State for Education, Justine Greening. Meetings were also held with the former Minister of State for Exiting the EU, David Jones, the UK’s Opposition Spokesperson on Brexit, Keir Starmer, as well as members of the All Party Parliamentary Group on the Irish in Britain. Meetings have also taken place with Ministers from other EU Member States and with representatives of the EU Commission including Commissioner Navracsics.
All of this work is ongoing and must also respond to the emerging developments in the Brexit negotiations. My Department will work to ensure appropriate timely inputs to the current negotiations including the work of the Barnier taskforce. To that end we will keep under review the need for research and analysis of specific areas or issues that can inform these inputs.
There may also be opportunities to increase the numbers of international students choosing Ireland in the wake of Brexit and this is factored into the implementation work underway led by my Department, working with the sector, in the delivery of the actions in the International Education Strategy 2016-2020.
I will keep under review the necessity for further allocations of funds as circumstances develop.
Schools Refurbishment
Ceisteanna (190)
Marcella Corcoran Kennedy
Ceist:190. Deputy Marcella Corcoran Kennedy asked the Minister for Education and Skills his plans to arrange for a technical engineer from his Department to visit a school (details supplied) with a view to allocating the necessary funding to allow repair work to be carried out; and if he will make a statement on the matter. [48789/17]
Amharc ar fhreagraFreagraí scríofa
My Department has been in contact with the principal of the school in question and the school will be submitting an Emergency Works application to the Department in respect of this issue.
Education and Training Boards
Ceisteanna (191)
Jan O'Sullivan
Ceist:191. Deputy Jan O'Sullivan asked the Minister for Education and Skills the progress that has been made on the provision of a permanent building for a college (details supplied); and if he will make a statement on the matter. [48794/17]
Amharc ar fhreagraFreagraí scríofa
I can confirm to you Deputy that a project for the school in question was included in the Department's 6 Year Capital Programme announced in November 2015.
A suitable site in Local Authority ownership has been identified and the acquisition of the site has been devolved to the local Education and Training Board (ETB) for completion.
The building project for this school is also 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 project onward to construction in due course. As the project is at an early stage in the delivery process, it is not possible at this time to give a date for their completion.
Schools Building Projects Status
Ceisteanna (192)
Jan O'Sullivan
Ceist:192. Deputy Jan O'Sullivan asked the Minister for Education and Skills the progress that has been made on the provision of a new school building (details supplied); and if he will make a statement on the matter. [48795/17]
Amharc ar fhreagraFreagraí scríofa
The delivery of the school project referred to by the Deputy has been devolved to Limerick and Clare Education and Training Board (LCETB). A Stage 1 (preliminary design) submission has recently been received from LCETB and this will be considered at a meeting scheduled to take place shortly. If the submission is found to be in order the project will be allowed to proceed to the next stage (Stage 2a - developed design).
School Excellence Fund
Ceisteanna (193)
Thomas Pringle
Ceist:193. Deputy Thomas Pringle asked the Minister for Education and Skills the reason no DEIS schools in County Donegal were included as part of the new school excellence fund launched recently; the criteria used to determine which DEIS school would receive initial funding; when he plans to roll out funding to include schools in County Donegal; and if he will make a statement on the matter. [48797/17]
Amharc ar fhreagraFreagraí scríofa
The development of the School Excellence Fund is at an early pilot stage and its rollout is being managed on a phased basis. Currently, there are 10 school clusters about to commence work in this early pilot phase, the majority of them located in urban areas designated as disadvantaged. When fully established, it is anticipated that the cohort of schools involved in the School Excellence Fund will meet criteria such as geographical spread, a variety of school size and type, a cross-sectoral dimension, potential to engage in innovative practice in teaching and learning, and demonstrated capacity to engage in DEIS action planning for improvement. There is no reason why DEIS schools in Donegal that meet criteria such as those outlined would not be included in further phases of the initiative, should they express an interest in participating.
Planning for the involvement of the next cohort of schools will begin in 2018. It is envisaged that further phases of the initiative will be rolled out in 2018 and 2019, subject to learning from the initial pilot phase.
Departmental Staff Training
Ceisteanna (194)
Catherine Murphy
Ceist:194. Deputy Catherine Murphy asked the Minister for Education and Skills the cost of providing external coaching and-or training services for staff development in his Department over the past five years and to date in 2017, by cost per year, in tabular form; the company that delivered the training courses; and if he will make a statement on the matter. [48804/17]
Amharc ar fhreagraFreagraí scríofa
The following tabular statement contains the information in relation to coaching and mentoring provided to officials at my Department as requested by the Deputy.
Expenditure 2012 – 2017: Coaching and Mentoring
|
Year |
Expenditure € |
Provider |
|
2017 |
€3,120 |
Real Potential Ltd. |
|
2016 |
0 |
n/a |
|
2015 |
0 |
n/a |
|
2014 |
0 |
n/a |
|
2013 |
0 |
n/a |
|
2012 |
€600 |
BROSNAN COMMUNICATIONS |
|
€2124.70 |
MAYBE INTERNATIONAL |
|
|
€800 |
Melissa Darmody |
School Placement
Ceisteanna (195)
Alan Farrell
Ceist:195. Deputy Alan Farrell asked the Minister for Education and Skills if there will be enough primary school places specifically for junior infants in Balbriggan, County Dublin, for September 2018; and if he will make a statement on the matter. [48825/17]
Amharc ar fhreagraFreagraí scríofa
As the Deputy may be aware, in order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas. 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 at primary and post primary level to determine where additional school accommodation is needed.
Where demographic data indicates that additional provision is required, the delivery of such 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 within a school or schools
- Extending the capacity of a school or schools
- Provision of a new school or schools
As with other school planning areas nationwide, the demographic data for the Balbriggan school planning area is being reviewed by my Department to take account of updated child benefit data and updated enrolment data. It is anticipated that these exercises will be concluded shortly.
Departmental Operations
Ceisteanna (196)
Catherine Murphy
Ceist:196. Deputy Catherine Murphy asked the Minister for Education and Skills the names of the companies renting a fixing and-or space on telecommunications and-or communications masts from his Department; the income received for each of the past five years for same, in tabular form; and if he will make a statement on the matter. [48838/17]
Amharc ar fhreagraFreagraí scríofa
My Department is compiling the information required and will revert to the Deputy as soon as possible.
A deferred reply was forwarded to the Deputy under Standing Order 42A.
Schools Building Projects Status
Ceisteanna (197)
Aindrias Moynihan
Ceist:197. Deputy Aindrias Moynihan asked the Minister for Education and Skills the status of the tender for construction of a school (details supplied) in County Cork; and if he will make a statement on the matter. [48853/17]
Amharc ar fhreagraFreagraí scríofa
The project at the school referred to by the Deputy has been tendered and a preferred bidder was selected; however, before the project proceeded to site the preferred bidder withdrew his tender.
The Design Team are currently examining the second-lowest tender and subject to no issues arising it is envisaged that the project will commence on site early in 2018.
State Examinations
Ceisteanna (198)
Seán Barrett
Ceist:198. Deputy Seán Barrett asked the Minister for Education and Skills if he has given consideration to introducing compulsory oral testing for junior certificate students who study a foreign language (details supplied); and if he will make a statement on the matter. [48864/17]
Amharc ar fhreagraFreagraí scríofa
The new Junior Cycle specifications for Modern Foreign Languages (MFL) and Gaeilge (for both Gaeilge as Language 1 and Language 2) were introduced in September 2017 for incoming first year students. The specifications provide for the sustained development of students’ oral language competence (spoken production and spoken interaction) throughout the three years of junior cycle.
The assessment of student oral language skills at Junior Cycle is incorporated into the two Classroom Based Assessments (CBAs) in both Modern Foreign Languages and Gaeilge. This is reflective of the emphasis placed on the development of students’ oral language competence in the specifications. Both CBAs provide opportunities to assess students’ oral production and spoken interaction skills.
In the MFL specification, the first CBA, completed during their second year, involves students demonstrating their oral skills through a production or interaction. The second CBA, completed during students' third year of junior cycle, is the creation of a Language Portfolio. Throughout their junior cycle studies, students engage with and reflect on their language learning and develop and document their sociocultural awareness. The students choose three pieces of work from their compilation to submit for assessment.
For Gaeilge, CBA 1, carried out in second year, requires the completion of a portfolio in which one piece of text will be a sound/video piece. CBA 2, carried out in third year, is based entirely on students’ oral language competence, including spoken interaction.
With these changes, the assessment of oral language skills in Junior Cycle Modern Foreign Languages and Gaeilge will no longer be optional.
Departmental Contracts Data
Ceisteanna (199)
Catherine Murphy
Ceist:199. Deputy Catherine Murphy asked the Minister for Education and Skills the income received by his Department from the renting to companies of space to use and-or take fixings from telecommunications and-or communications masts on site or on the roof of his Department, in each of the past five years, by location; and if he will make a statement on the matter. [48876/17]
Amharc ar fhreagraFreagraí scríofa
For the Deputy's information, the Office of Public Works (OPW) acts as an agent for Government Departments and accordingly, the Department of Education and Skills does not own its office properties.
The Department understands that space has not been rented to companies for telecoms or communication masts on the Department's offices.
Special Educational Needs Service Provision
Ceisteanna (200, 201)
Fiona O'Loughlin
Ceist:200. Deputy Fiona O'Loughlin asked the Minister for Education and Skills if progress has been made to increase the number of second level places for students with special needs in south County Kildare; and if he will make a statement on the matter. [48904/17]
Amharc ar fhreagraFiona O'Loughlin
Ceist:201. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the recommendation from his Department for students with special needs finishing primary school who cannot secure a suitable place in second level; and if he will make a statement on the matter. [48905/17]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 200 and 201 together.
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.
The National Council for Special Education (NCSE) which is a separate independent statutory body, plans and co-ordinates 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, which includes the establishment of special classes in mainstream primary and post primary schools. The NCSE is aware of emerging need from year to year, including the need for school placements in Co. Kildare, and where special provision is required it is planned and established to meet that need.
The NCSE has advised that the SENO and Senior SENO for the Kildare area have met with parents of the students who are due to leave the primary school referred to by the Deputy, in June 2018, to discuss their concerns and provide information relating to their transition to post primary education. The NCSE have also advised that they have assured parents that they are aware of their child’s departure from primary school and are planning accordingly.
The enrolment of a child in a school is a matter, in the first instance, for the parents of the child and the Board of Management of a school. My Department and the NCSE has no role in relation to processing applications for enrolment to schools.
Accordingly, the NCSE has advised the parents involved, to seek to enrol their child, by applying in writing, to the school/s of their choice as early as possible.
It is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998. The criteria to be applied by schools in such circumstances are a matter for the schools themselves. 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. Under section 15 (2) (d) of the Education Act 1998, each school is legally obliged to publish its enrolment policy.
Section 29 of the Education Act 1998, provides parents with an appeal process where a board of management of a school or a person acting on behalf of the Board refuses enrolment to a student. Where a school refuses to enrol a student, the school is obliged to inform parents of their right under Section 29 of the Education Act 1998 to appeal that decision to either the relevant Educational Training Board or to the Secretary General of my Department.
The NCSE will continue to work with schools, parents, NEPS, health professionals and other staff who are involved in the provision of services in that area for children with special educational needs, to ensure that each child has a post primary placement appropriate to their needs for the 2018/19 school year.
My Department continues to work with the NCSE to ensure that there is appropriate planning in place to ensure that all children who require special class placements and special school places can access such placements in schools within their communities.
Schools Building Projects Status
Ceisteanna (202)
Mattie McGrath
Ceist:202. Deputy Mattie McGrath asked the Minister for Education and Skills the status of works at a school (details supplied); and if he will make a statement on the matter. [48907/17]
Amharc ar fhreagraFreagraí scríofa
My Department issued comments on the stage 2b submission to the Design Team on 25 October 2017 and requested confirmations from the Design Team that it carries out one final review of all of its tender documentation to ensure compliance with DoES requirements. The Design Team has been requested to submit written confirmation from each Design Team member including the PSDP that they have completed this review and are satisfied that the Tender Documents are complete, correct and in compliance with DoES and Building Control (Amendment) Regulations (BC(A)R) tender documentation requirements.
Upon receipt of these confirmations, my Department will then revert to the Design Team with regard to further progression of the project.
Schools Amalgamation
Ceisteanna (203)
Mattie McGrath
Ceist:203. Deputy Mattie McGrath asked the Minister for Education and Skills the status of the amalgamation of schools (details supplied); the expenditure to date on same; and if he will make a statement on the matter. [48908/17]
Amharc ar fhreagraFreagraí scríofa
I wish to advise the Deputy that I understand the amalgamation process involving the schools, referred to, will be finalised with the delivery of the major school building project.
In that regard, the project concerned is currently at Stage 2(a) of the architectural planning process. Following a successful completion of this stage, the project will proceed to Stage 2(b), Detailed Design, which includes the application for planning permission and other statutory approvals and the preparation of tender documents.
To date the figure paid by my Department in Design Team Fees on this project is €159,199.35 inclusive of VAT.
Education Schemes
Ceisteanna (204)
Joan Burton
Ceist:204. Deputy Joan Burton asked the Minister for Education and Skills the education services provided for children in the emergency response and orientation centre in Ballaghadereen; if such services involve integrating children in the centre into local schools and with local children; the supports provided when displaced children are enrolled in schools under his Department; and if he will make a statement on the matter. [48910/17]
Amharc ar fhreagraFreagraí scríofa
Under the Irish Refugee Protection Programme (IRPP) my Department has committed to providing an interim education and orientation programme for families accommodated in IRPP Emergency Reception and Orientation Centres (EROCs) established by the Department of Justice and Equality, including the centre opened in Ballaghaderreen, Co. Roscommon earlier this year.
My Department has mandated the Education and Training Board (ETB) sector to manage education provision for residents of the EROCs. In the case of the Ballaghaderreen EROC, Galway Roscommon ETB provides:
- A transitional primary school programme on-site which introduces children and their families to the Irish education system whilst fostering social and personal development and cultural integration;
- A transitional post primary education programme, delivered on-site which includes English language tuition is provided for this age-group.
These transitional programmes are based around the anticipated resettlement timescale of 3-4 months indicated by the Department of Justice and Equality. Where families continue to reside in the EROC beyond this period, arrangements can be made, in consultation with Tusla’s Educational Welfare Service, for the transition of school-age children to mainstream education in local schools. Otherwise these children will begin to attend mainstream school in the location where their family has been resettled.
The objective of my Department is that all children would have access to the mainstream education system at the earliest possible opportunity. In the case of children resident in EROC accommodation, this objective must take account of both school readiness of children and the availability of school places. With regard to the latter, it may be noted that the location of EROCs, including the centre in Ballaghaderreen, is determined by the Department of Justice and Equality based on the availability of suitable premises.
Efforts have been made by GRETB to engage with local schools as appropriate, while overall integration with the local community for families in the EROC is overseen by the local Interagency Committee.
In terms of additional supports for schools, both primary and post-primary schools may avail of additional language supports provided for students who do not speak English as their first language. English as an Additional Language (EAL) resources are designed to allow individual students to participate in mainstream education on a par with their peers. These and other learning supports are provided on the basis of identified educational need.
All children who present with special educational needs, including those participating in the IRPP, are assessed by the relevant health and education professionals, and are linked with the relevant education provision most suited to their needs. These supports include learning support, access to special classes in mainstream schools or access, if necessary, to special schools.
Overall education provision to persons in the Irish Refugee Protection Programme is overseen by my Department in collaboration with relevant ETBs and the educational Welfare Service of Tusla. Provision in individual centres, as well as the overall programme is kept under constant review with the overall objective of ensuring the best possible educational outcomes for participating families.
Public Services Card
Ceisteanna (205)
Jonathan O'Brien
Ceist:205. Deputy Jonathan O'Brien asked the Minister for Education and Skills if he has been briefed by Student Universal Support Ireland, SUSI, on proposals for its future use of the public services card in its work; and if his attention has been drawn to the scope of the proposals. [48951/17]
Amharc ar fhreagraFreagraí scríofa
In line with the 2013 Government decision, S180/20/10/1789, the Public Services Card (PSC) infrastructure is the Government’s standard identity verification scheme, which is to be used for access to all public services, where appropriate. As such, the widespread adoption of the PSC infrastructure, including its online counterpart MyGovID, to underpin access to public services by citizens is critical to the successful delivery of the eGovernment strategy.
MyGovID will be used by SUSI (Student Universal Support Ireland) as the user authentication mechanism, to provide access to the online student grants system. Student grant applicants will also have to be SAFE (Standard Authentication Framework Environment) registered in order to make an application.