Written Answers Nos. 188-201
188. Deputy Thomas Byrne asked the Minister for Education and Skills the steps he is taking to address the shortage of substitute teachers in guidance, modern languages, Irish and home economics specifically. [51596/17]
Amharc ar fhreagra197. Deputy Joan Burton asked the Minister for Education and Skills the position regarding substitute teachers in the science, technology, engineering and mathematics or STEM subjects; if his Department has encountered difficulties securing sufficient substitutes; and if he will make a statement on the matter. [51769/17]
Amharc ar fhreagra198. Deputy Joan Burton asked the Minister for Education and Skills if he has discussed with the Teaching Council fast-tracking the qualification of suitably qualified graduates, for example engineers, to qualify as teachers in STEM subjects both in terms of filling vacancies and contracted substitutes; and if he will make a statement on the matter. [51770/17]
Amharc ar fhreagraI propose to take Questions Nos. 188, 197 and 198 together.
In 2016/17 and in 2017/18, I provided for the recruitment of in the region of 3,000 teachers at post-primary level. 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 and are in the process of actually hiring 2,900 teachers - 21% more than the number announced in Budget 2017.
However, I am aware that some schools have reported difficulties in recruiting teachers in certain subjects at post primary level, and I am committed to examining all possible means of addressing these issues.
At post primary level I have taken certain initiatives to address some of the supply pressures in particular subject areas. 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 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.
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 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 reviewing a number of options in order to incentivise students to undertake the two year Professional Masters in Education, including financial incentives. Specifically, in the recently launched STEM and Foreign Languages in Education Implementation Plans, my Department has committed to undertake baseline data collection and analysis to inform policy on the supply of STEM and foreign language teachers and to develop policy actions to support the supply of teachers of these subjects.
189. Deputy Thomas Byrne asked the Minister for Education and Skills the steps he is taking to provide cover for teachers taken out of the system to train for the new junior certificate. [51597/17]
Amharc ar fhreagraIt is essential that all teachers have adequate opportunities to avail of the continuing professional development (CPD) being provided so that they are fully informed about the changes to teaching, learning and assessment required for the implementation of the Framework for Junior Cycle.
A variety of delivery methods is being employed to facilitate the attendance of teachers at CPD. Schools may close for a day of whole-school planning and self-evaluation for Junior Cycle implementation for each year of implementation up to 2021/22. This day is facilitated by my Department’s support service Junior Cycle for Teachers (JCT). A second school closure day is used to facilitate CPD activities, including subject specific CPD and is also delivered by the JCT. These CPD days are delivered in the cluster model of delivery, which allows several schools in a geographical region to close on the same day, ensuring that all teachers in each of these schools can come together for the purpose of attending Junior Cycle related CPD. The Deputy should note that the majority of support for the Framework for Junior Cycle is delivered during school closure days, for which substitute cover is not required.
CPD for teachers with second subjects is delivered off-site and does require substitution. To assist schools in planning for the release of teachers, JCT notifies schools of the arrangements for these CPD events as early as possible. There are also on-line professional development opportunities provided. It is recognised that the scale of CPD being delivered to support the implementation of the Framework for Junior Cycle is significant and efforts will continue to be made to minimise disruption to schools.
190. Deputy Thomas Byrne asked the Minister for Education and Skills his plans to introduce a rent allowance scheme similar to that of An Garda Síochána for teachers living in Dublin. [51598/17]
Amharc ar fhreagraThe Government approved a number of measures relating to public service allowances following a public service-wide review of allowances and premium payments conducted by the Minister for Public Expenditure and Reform in 2012. As a result, a number of allowances were withdrawn from new beneficiary public servants, including teachers.
A rent allowance was not payable to teachers previously and there is no plan to introduce a rent allowance scheme for teachers.
191. Deputy Thomas Byrne asked the Minister for Education and Skills his plans to incentivise rather than punish retired teachers who can help alleviate the substitute teacher shortage. [51599/17]
Amharc ar fhreagraIn general, there have been no problems in relation to the recruitment of teachers. In Budget 2017, we announced 2,400 new teachers whereas we are in the process of actually hiring 2,900 teachers - 21% more than the number announced.
I am aware that some schools have reported difficulties in recruiting substitute teachers at primary level and in certain subjects at post primary level, and I am committed to examining all possible means of addressing these issues.
Regarding issues around finding substitution at primary level, there are strong career opportunities in teaching and the number of permanent full-time positions are currently increasing at over 1,000 per year in 2016/2017 and 2017/2018. Due to the additional permanent positions being created, young teachers 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, which arise in schools for a number of reasons, including covering sick leave and career breaks.
At post primary level I have taken certain initiatives to address some of the supply pressures in particular subject areas. 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 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.
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 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.
In the school year, 2016/17, circa 950 retired teachers were employed in schools. The vast majority of retired teachers undertake very short periods of teaching.
The recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority, subject to procedures agreed under Section 24 of the Education Act 1998 (as amended by the Education (Amendment) Act 2012). The policy of my Department is to ensure, as far as possible, that the Managerial Authorities of Primary and Post Primary schools give priority to unemployed registered teachers who are fully qualified when filling vacant teaching posts. My Department has issued a number of Circulars addressing this issue in recent years. Circular 31/2011 details a cascade of measures for the recruitment of teachers, prioritising registered teachers over retired registered teachers and unregistered people.
In accordance with the normal arrangements which apply to retired public servants who take up public sector work, abatement applies where the combined earning exceed the pay on which the pension is based. Retired teachers, who undertake casual or intermittent teaching subsequent to retirement are paid at the casual rate generally. Where they undertake teaching for a more substantial period they are then placed on the 1st point of the post-February 2012 pay scale.
I am currently reviewing with my Department other potential initiatives on teacher supply. In that context my Department has engaged with the HEA with a view to obtaining baseline data to support future policy decisions in this area. My Department also intends engaging with other stakeholders, including school management bodies, in this matter.
193. Deputy Pat The Cope Gallagher asked the Minister for Education and Skills the reason a school (details supplied) located in south-west County Donegal has failed to obtain DEIS status; the way in which each of the feeder schools to the school are designated DEIS but the school is not; if his attention has been drawn to the recent poverty and disadvantage reports into south-west County Donegal which is the catchment area of the school in question; and if he will make a statement on the matter. [51608/17]
Amharc ar fhreagraWe have, for the first time, introduced an objective, statistics based model for deciding which schools merit inclusion in the DEIS Programme, so that all stakeholders can have confidence that we are targeting extra resources at those schools with the highest concentrated levels of disadvantage.
The key data sources used in the DEIS identification process are the DES Primary Online Database (POD) and Post-Primary Online (PPOD) Databases, and CSO data from the National Census of Population as represented in the Pobal HP Index for Small Areas which is a method of measuring the relative affluence or disadvantage of a particular geographical area. Variables used in the compilation of the HP Index include those related to demographic growth, dependency ratios, education levels, single parent rate, overcrowding, social class, occupation and unemployment rates. This data is combined with pupil data, anonymised and aggregated to small area, to provide information on the relative level of concentrated disadvantage present in the pupil cohort of individual schools. This method of identification has been uniformly applied for all schools in the country, including the school referred to by the Deputy.
A detailed document explaining the methodology used in the Identification process is available on the Department’s website at:
https://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/DEIS-Identification-Process.pdf.
Schools included in DEIS with effect from September 2017 are those whose level of disadvantage has been identified as those schools serving the highest concentrations of disadvantage among their pupil cohort. Schools which have not been included at this stage are those which have not been identified as having the highest levels of concentrated disadvantage amongst their pupil cohort, under the new identification model.
It is important to note that this is the first step in a process and the fact that a school has not been included now does not preclude its inclusion at a later date, should the assessment indicate a level of disadvantage that warrants additional supports.
A further assessment of all schools will take account of updated data as it becomes available. Schools are being advised to ensure that their POD/PPOD data is fully correct and up to date including Eircode which can now be recorded by schools on both POD and PPOD databases. The HP Index, based on the 2016 National Census data has been published recently.
Should this exercise reveal that any school, which did not qualify for DEIS in 2017, meets the criteria applicable to schools with the highest concentration of disadvantage based on the updated information then additional schools may be included subject to available resources.
194. Deputy Darragh O'Brien asked the Minister for Education and Skills his plans regarding the provision of a new primary school for Swords, County Dublin, in view of the fact that the existing primary schools are at capacity; and if he will make a statement on the matter. [51624/17]
Amharc ar fhreagraAs 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.
The demographic data for Swords 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 this exercise will be concluded shortly.
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.
195. Deputy Dara Calleary asked the Minister for Education and Skills the reason a school (details supplied) does not qualify for DEIS status; the options available for the school to pursue DEIS status; and if he will make a statement on the matter. [51680/17]
Amharc ar fhreagraWe have, for the first time, introduced an objective, statistics based model for deciding which schools merit inclusion in the DEIS Programme, so that all stakeholders can have confidence that we are targeting extra resources at those schools with the highest concentrated levels of disadvantage.
The key data sources used in the DEIS identification process are the DES Primary Online Database (POD) and Post-Primary Online (PPOD) Databases, and CSO data from the National Census of Population as represented in the Pobal HP Index for Small Areas which is a method of measuring the relative affluence or disadvantage of a particular geographical area. Variables used in the compilation of the HP Index include those related to demographic growth, dependency ratios, education levels, single parent rate, overcrowding, social class, occupation and unemployment rates. This data is combined with pupil data, anonymised and aggregated to small area, to provide information on the relative level of concentrated disadvantage present in the pupil cohort of individual schools.
A detailed document explaining the methodology used in the Identification process is available on the Department’s website at:
https://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/DEIS-Identification-Process.pdf.
Schools included in DEIS with effect from September 2017 are those whose level of disadvantage has been identified as those schools serving the highest concentrations of disadvantage among their pupil cohort. Schools which have not been included at this stage are those which have not been identified as having the highest levels of concentrated disadvantage amongst their pupil cohort, under the new identification model.
It is important to note that this is the first step in a process and the fact that a school has not been included now does not preclude its inclusion at a later date, should the assessment indicate a level of disadvantage that warrants additional supports.
A further assessment of all schools will take account of updated data as it becomes available. Schools are being advised to ensure that their POD/PPOD data is fully correct and up to date, including Eircode which can now be recorded by schools on both POD and PPOD databases. The HP Index, based on the 2016 National Census data has been published recently.
Should this exercise reveal that any school, which did not qualify for DEIS in 2017, meets the criteria applicable to schools with the highest concentration of disadvantage based on the updated information then additional schools may be included subject to available resources.
196. Deputy Robert Troy asked the Minister for Education and Skills his plans to ensure SNA hours are maintained for a person (details supplied); and if he will make a statement on the matter. [51761/17]
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, as set out in Circular 0030/2014.
In considering applications for SNA supports for individual students, the SENOs take account of the student's 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 students from its current level of resources. SNAs are not allocated to individual students but to schools as a school based resource.
Details of SNA allocations which have been made to schools for the 2017/18 school year 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 new 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.
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 forwarded the question to the NCSE for direct reply.
199. Deputy Mary Butler asked the Minister for Education and Skills the status of an application for funding by a school (details supplied); and if he will make a statement on the matter. [51774/17]
Amharc ar fhreagraThe school to which the Deputy refers recently submitted tender documents to my Department for approval. An examination of the documents has been completed and I am pleased to be able to inform the Deputy that approval has issued to the school to proceed to tender for the works.
200. Deputy Lisa Chambers asked the Minister for Education and Skills further to Parliamentary Question No. 203 of 28 November 2017, the exact date of publication of the GMIT working group's final report; and if he will make a statement on the matter. [51778/17]
Amharc ar fhreagraThe report of the GMIT working group has now been submitted to my Department. I will consider the findings and recommendations in the report, in conjunction with officials in my Department. Given the importance of this report to the future sustainability of the GMIT Castlebar campus, a full and comprehensive consideration of its findings and recommendations is necessary. Therefore, an exact date for its publication has not been set. However, the report will be published before the end of 2017.
