Written Answers Nos. 126-145
126. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which adequate primary school places exist or are required at Sallins, County Kildare; the proposed programme to address issues arising; and if he will make a statement on the matter. [52281/17]
Amharc ar fhreagra131. Deputy Bernard J. Durkan asked the Minister for Education and Skills the degree to which primary and second level school place requirements are being met in Kilcock, County Kildare; the extent to which further provision is required in this regard; and if he will make a statement on the matter. [52300/17]
Amharc ar fhreagra132. Deputy Bernard J. Durkan asked the Minister for Education and Skills the degree to which primary and second level school place requirements are being met in Clane, County Kildare; the extent to which further provision is required in this regard; and if he will make a statement on the matter. [52301/17]
Amharc ar fhreagra133. Deputy Bernard J. Durkan asked the Minister for Education and Skills the degree to which primary and second level school place requirements are being met in Maynooth, County Kildare; the extent to which further provision is required in this regard; and if he will make a statement on the matter. [52302/17]
Amharc ar fhreagra135. Deputy Bernard J. Durkan asked the Minister for Education and Skills the degree to which his Department continues to assess primary and second level school place requirements in Celbridge, County Kildare; if adequate provision is being made for the future; and if he will make a statement on the matter. [52304/17]
Amharc ar fhreagraI propose to take Questions Nos. 126, 131 to 133, inclusive, and 135 together.
I wish to advise the Deputy that my Department's Capital Programme continues to address the challenge posed by a rapidly increasing school population. To meet this demographic challenge, my Department’s Capital Investment Programme (2016-2021) details the school projects that are being progressed through the architectural planning process towards tender and construction, including projects for County Kildare. The Capital Programme also provides for devolved funding for additional classrooms for schools where an immediate enrolment need has been identified or where an additional teacher has been appointed.
There is currently a review underway of the need for school places across our 314 school planning areas, which is expected to identify new needs due to the higher than expected population recorded census.
The Action Plan for Education sets out the Government's ambitions for the Education system, including the commitment contained in the Programme for Government, towards the prioritisation of school educational infrastructure.
Following the Capital Review, additional capital funding of €332m will be available to the schools sector primarily from 2019 onwards, boosting investment in our primary and post-primary schools infrastructure. This significant investment reflects the priority which government has put on education on delivering on our ambition to deliver a fair society and a strong economy.
128. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which he remains satisfied regarding the inadequate stream of third level graduates to meet the demands of the workplace with particular reference to the medical professions; and if he will make a statement on the matter. [52297/17]
Amharc ar fhreagraThe National Skills Strategy 2025 identifies Ireland’s current skills profile, provides a strategic vision and specific objectives for Ireland’s future skills requirements, and sets out a road map for how the vision and objectives can be achieved across the education and training sector.
There are over 36,500 students enrolled in health and welfare programmes. This represents an increase of 21.4% between 2010 and 2016 and 17% of total enrolments in Higher Education Institutions (HEIs).
In 2015/16, nearly half of all enrolments in health and welfare programmes were made up of nursing and midwifery (9,566, i.e. 26%) and medicine (8,513, i.e. 23%). Nursing numbers remain relatively consistent with preceding years, while medical enrolments increased significantly.
In other programmes, notable trends include the increases in social services (up 140%), combined health and welfare (257%), combined health (129%), pharmacy (57%) and childcare and youth services (57%). A more modest increase was seen in therapy and rehabilitation (16%), while enrolments in dental studies and medical diagnostic and treatment technology declined (by 3% and 53% respectively).
Provision of HE programmes is generally determined by the HSE setting quotas for the number of students that should be taken onto such education programmes. At that stage, the health and higher education systems engage as to the training needs and funding for that quota of students is allocated.
A cross sectorial steering group was convened by the Department of Health in mid-2016 to develop a strategic framework for health and social care workforce planning for Ireland. ‘Working Together For Health - A National Strategic Framework for Health Workforce Planning’ was approved by the Minister for Health at the end of October 2017 with the objective of supporting the recruitment and retention of the right mix of health workers across the health system to meet planned and projected service need.
The Department of Education and Skills (DES) was represented on the Steering Group and will be cooperating fully during the implementation of the strategic framework.
129. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which an adequate supply of teachers can be found to fill temporary posts at primary and second level schools throughout the country; if specific intervention is required to address the issue having regard to the situation as reported to his Department by particular schools throughout the country and in particular County Kildare; and if he will make a statement on the matter. [52298/17]
Amharc ar fhreagraI 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 are being 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 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.
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.
130. Deputy Bernard J. Durkan asked the Minister for Education and Skills the position regarding the provision of a gaelcholáiste in north County Kildare; the extent to which plans are proceeding as expected; and if he will make a statement on the matter. [52299/17]
Amharc ar fhreagraMaynooth Community College opened in 2014 with an Irish-medium Aonad and it was stated that should the Aonad demonstrate sufficient viability after four years from its date of establishment, a Gaelcholáiste would be established, in a partnership patronage model between Kildare and Wicklow ETB and An Foras Pátrúnachta.
As part of the Major School Building Projects announcement in November 2015 and in view of the continued support for an independent Gaelcholáiste, it was confirmed that a Gaelcholáiste to serve the North Kildare area will open in 2019, subject to the continued viability of the Irish-medium Aonad at Maynooth Community College.
Kildare and Wicklow Education and Training Board is continuing to examine the options for accommodation for the school referred to by the Deputy which will involve consideration of the timing and availability of appropriate infrastructure in the area.
My Department will continue to work closely with Kildare and Wicklow Education and Training Board and An Foras Pátrúnachta in relation to the provision of appropriate accommodation for the establishment of the school.
134. Deputy Bernard J. Durkan asked the Minister for Education and Skills the degree to which primary and second level school place requirements continue be met in Naas, County Kildare; the extent to which progress can be reported in respect of the plans for a school (details supplied); the extent to which his Department has evaluated further requirements in the area; his plans to address the issues; and if he will make a statement on the matter. [52303/17]
Amharc ar fhreagraI wish to advise the Deputy that my Department's Capital Programme continues to address the challenge posed by a rapidly increasing school population. To meet this demographic challenge, my Department’s Capital Investment Programme (2016-2021) details the school projects that are being progressed through the architectural planning process towards tender and construction including projects in Co Kildare. The Capital Programme also provides for devolved funding for additional classrooms for schools where an immediate enrolment need has been identified or where an additional teacher has been appointed.
There is currently a review underway of the need for school places across our 314 school planning areas, which is expected to identify new needs due to the higher than expected population recorded census.
As the Deputy is aware, a building project for the school to which he refers is included in the 6 Year Construction Programme.
A site visit to the school has been undertaken by my Department which involved an assessment of the school building. The outcome of the visit is currently being considered and this will assist in determining how the accommodation needs of the school will be addressed. This includes the formulation of the accommodation brief i.e. defining the extent of extension/refurbishment to be provided. My Department has been liaising with the school’s Patron in this regard. When the brief formulation process has been completed, my Department will be in further contact with the Patron in relation to the next steps to be taken to initiate the architectural planning process for the project.
The Action Plan for Education sets out the Government's ambitions for the Education system, including the commitment contained in the Programme for Government, towards the prioritisation of school educational infrastructure.
Following the Capital Review, additional capital funding of €332m will be available to the schools sector primarily from 2019 onwards, boosting investment in our primary and post-primary schools infrastructure. This significant investment reflects the priority which government has put on education on delivering on our ambition to deliver a fair society and a strong economy.
136. Deputy Bernard J. Durkan asked the Minister for Education and Skills if extra funding will be provided under the summer works project or otherwise to deal with outstanding issues of upgrading or maintenance with particular reference to a school (details supplied); and if he will make a statement on the matter. [52305/17]
Amharc ar fhreagraThe first school to which the Deputy refers was granted funding for roof works under the Summer Works Scheme (2016-2017) and subsequently applied to my Department for additional funding to meet tender costs. My Department's Professional and Technical Staff have assessed this application and have advised that the project should be retendered to achieve better value for money. Upon completion of this process the project costs will be reviewed and a decision in the matter will issue directly to the school authority.
In relation to the second school to which the Deputy refers, my Department is in receipt of a Category 10 application, external environment project, from the school under the same Summer Works Scheme, which is the current one. The Deputy will be aware that this Scheme is being applied on a multi-annual basis. The Deputy will also be aware that nearly 50% of schools have applied for inclusion under the scheme which reflects a very high demand. Almost €80 million has been approved to date for 640 school projects in project categories 1 - 6 under the Scheme. Details of successful school applicants in respect of these categories are published on my Department's Website www.education.ie. The 2018 budgetary provision will allow my Department to meet the carry-over costs of the projects already approved. The assessment of applications in the remaining categories, 7-10, is reliant on the availability of funding.
137. Deputy Bernard J. Durkan asked the Minister for Education and Skills the position regarding to the provision of extra or replacement facilities on the present site or elsewhere in respect of a school (details supplied); and if he will make a statement on the matter. [52306/17]
Amharc ar fhreagraThe Deputy will be aware that a building project for the school in question is included in my Department's 6 Year Construction Programme.
Following the site visit to the school by my Department, the preliminary work associated with the project has been initiated. This includes determining how the accommodation needs of the school will be met and this process is in train. My Department will be in further contact with the school patron when this process has been completed.
138. Deputy Bernard J. Durkan asked the Minister for Education and Skills the position regarding the revised proposals by school authorities in respect of a school (details supplied) in view of the fact that the costs of the project have been dramatically reduced; and if he will make a statement on the matter. [52307/17]
Amharc ar fhreagraThe revised proposal to which the Deputy refers and which was requested of the school by my Department in July 2017, has not been received.
My Department will review the revised proposal in timely matter when the school submits it.
139. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which special needs school places are readily available at primary and second level throughout the country at appropriate locations to ensure the availability of such places within reason for children seeking the facilities; and if he will make a statement on the matter. [52308/17]
Amharc ar fhreagra141. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which facilities for children with autism or Asperger's syndrome continue to remain available and accessible at primary and second level throughout the country; and if he will make a statement on the matter. [52310/17]
Amharc ar fhreagraI propose to take Questions Nos. 139 and 141 together.
It is the policy of my Department that all children with Special Educational Needs, including those with Autism Spectrum Disorder (ASD), can have access to an education appropriate to their needs, preferably in school settings through the primary and post primary school network.
Such placements facilitate access to individualised education programmes which may draw from a range of appropriate educational interventions, delivered by fully qualified professional teachers, with the support of Special Needs Assistants and the appropriate school curriculum.
The National Council for Special Education (NCSE) policy advice on Supporting Students with Autism Spectrum Disorder (2016) found that Students are generally well supported in schools with appropriate curriculum; extensive teacher and SNA supports; improving range of educational placements supported by improved accommodation and equipment; improved teacher knowledge and understanding and a generally good standard of provision at primary and post primary levels.
The NCSE policy advice noted that ASD is a spectrum condition, so some students with ASD may require little support in school and are relatively independent in their learning, while others require significant levels of support.
The NCSE Policy Advice also states that International Research findings suggest that most students with ASD should be considered for inclusion in mainstream education with their peers, where inclusion is well-planned and well-resourced.
Decisions about placement should be based on individual needs and take into account a number of factors including parental wishes, availability of evidence-based treatments and well-trained staff and individual factors such as targets for intervention and management of behaviours.
Some students, although academically able to access the curriculum in mainstream, may find it too difficult to manage full-time placement there. This can be due to significant difficulties in areas such as behaviour or sensory needs which have not been ameliorated, even with appropriate intervention, in mainstream.
Others may have such complex needs that they are best placed in a special school.
There is therefore not one preferred educational environment for children with ASD, rather there is a model which takes into account the assessed educational needs of individual pupils.
The NCSE, through its network of local Special Educational Needs Organisers (SENOs), in consultation with the relevant education partners, is responsible for the establishment of special class and special school placements 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.
Since 2011 the NCSE has increased the number of special classes by over 100% from 548 in 2011 to 1,302 for the 2017/18 school year. 1,042 of these are ASD special classes of which 151 are being newly established for this school year.
125 special schools also provide specialist education for those students with complex special educational needs, including students diagnosed with ASD. The number of students attending special schools has increased by 150 on average each year over the last 4-5 years, increasing from 6,848 in 2011/12 to 7,750 in 2016/17, an increase of 13%.
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 or special school placements can access such placements.
Parents/guardians of children with special needs who may need advice or are experiencing difficulties in locating a school placement should contact their local Special Educational Needs Organiser (SENO) as soon as possible for information on available places. The local SENO contact details are available on www.ncse.ie .
140. Deputy Bernard J. Durkan asked the Minister for Education and Skills the degree to which class sizes and pupil teacher ratios continue to improve arising from the steps taken over the past four years; and if he will make a statement on the matter. [52309/17]
Amharc ar fhreagraBudget 2018 marks the second year of major reinvestment in the education sector, as we continue to implement the Action Plan for Education, which has the central aim to make the Irish Education and training service the best in Europe within a decade.
Budget 2018 provides for an additional 1280 teaching posts in the 2018/19 school year. This includes a one point improvement in the staffing schedule in primary schools which brings the position to the most favourable ever seen at primary level.
These changes will come into effect in September 2018 for the 2018/19 school year.
It is expected that this one point improvement in the staffing schedule when implemented in September 2018 will further improve the overall ratio of teacher to students. The latest figures in relation to pupil teacher ratio show an improved ratio of teachers to students from 16:1 to 15.7:1 at primary level when comparing the 2015/16 school year to the 2016/17 school year.
The increase in teacher numbers in the current school year as a result of Budget 2017 will be reflected in the ratio of teachers to students when this information is published at the end of the school year.
142. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which he expects to be in a position to improve the career guidance service throughout second level education; if he anticipates improvement in the short and medium term; and if he will make a statement on the matter. [52311/17]
Amharc ar fhreagraMeasures announced by my Department as part of Budgets 2016, 2017 and 2018 mean that 500 of the 600 guidance posts that were withdrawn in Budget 2012 will be restored to schools from September 2018.
All of these 500 posts are allocated separately and transparently on the normal staffing schedule of posts for schools. These posts have been ring-fenced so they can only be used for guidance activities and to meet the guidance needs of the school.
Restoring the remaining 100 posts will be considered in the context of future Budgets, however there are needs across the system which have to be balanced in the decisions made in each budget.
143. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which the school building programme at primary and second level in County Kildare continues to proceed as planned having particular regard to the urgent requirement of school places; the extent to which slower than expected progress has been noted in respect of a particular school; the action proposed to deal with this; and if he will make a statement on the matter. [52312/17]
Amharc ar fhreagraI wish to advise the Deputy that my Department's Capital Programme continues to address the challenge posed by a rapidly increasing school population. To meet this demographic challenge, my Department’s Capital Investment Programme (2016-2021), details the school projects that are being progressed through the architectural planning process towards tender and construction. The Capital Programme also provides for devolved funding for additional classrooms for schools where an immediate enrolment need has been identified or where an additional teacher has been appointed.
As the Deputy is aware, there are currently 29 major capital projects being progressed in County Kildare, details of which were provided to the Deputy previously. This is in addition to the smaller scale projects that have been approved devolved funding under my Department's additional accommodation scheme. Details of these projects may be viewed on my Department's website www.education.ie,which is updated regularly.
I am aware that the Deputy's office has clarified that his question relates to County Kildare rather than a particular school.
144. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which he expects the education system at all levels to be in a position to meet the skills demand in the workplace; the extent to which apprenticeships are likely to impact on the situation; and if he will make a statement on the matter. [52314/17]
Amharc ar fhreagraThe education system at all levels has developed a number of strategies to meet the existing and future skills demands in the workplace, including the National Skills Strategy 2025 and the Action Plan for Education 2016-2019.
One of the key actions in the National Skills Strategy 2025 is a commitment to provide 50,000 modern apprenticeship and traineeship places to 2020. Craft apprenticeship registrations were 36% ahead at end August of where they were at the same point in 2016. There are now a number of new apprenticeship programmes at various levels of the National Framework of Qualifications and involving both FET and HE institutions.
A Second call for apprenticeship proposals closed on 1st September. 77 proposals were received across a wide range of occupations and the Apprenticeship Council is currently evaluating these proposals.
A target of 6,200 apprenticeship registrations in 2018, including 4,700 on existing pre-2016 apprenticeships and 1,500 on post-2016 apprenticeships, has been set.
145. Deputy Bernard J. Durkan asked the Minister for Education and Skills indicate the extent to which he remains confident regarding the adequacy of provisions in respect of school places, teachers and academic staff at primary, secondary and third level throughout the country; the extent to which potential deficiencies have been provided and are likely to be provided for; and if he will make a statement on the matter. [52315/17]
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 all school planning areas 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.
Teacher allocations to primary and post primary schools are approved annually by my Department in accordance with established rules based on recognised pupil enrolment. The criteria for the allocation of posts are communicated to school managements annually and are available on my Department website.
In 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.
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.
As the Deputy may be aware, third level institutions are autonomous bodies and are responsible for the day to day management and operational affairs of the institute, including the management of its staffing requirements. My Department allocates recurrent funding to the Higher Education Authority (HEA) for direct disbursement to the HEA designated higher education institutions and the internal disbursement of funding (both public and private) is then a matter for the individual institution.
Since the introduction of the moratorium on public sector recruitment, an Employment Control Framework (ECF) has been in place for the higher education sector which provides institutions with considerable flexibility to fill vacancies, through recruitment or promotions on the basis of meeting an overall ceiling of posts.
In Budget 2015, the Minister for Public Expenditure and Reform announced that the existing ECFs and associated moratoriums would be lifted and replaced with a system of delegated sanction for recruiting and promoting up to Principal Officer level, subject to adherence by Departments to binding pay ceilings and ongoing compliance with Workforce Planning requirements. My Department is currently consulting with the Department of Public Expenditure and Reform to identify the most appropriate staffing model for the higher education sector.
