Written Answers Nos. 71-85
71. Deputy Catherine Martin asked the Minister for Education and Skills his plans to introduce a module on animal welfare and responsible pet ownership to the primary school curriculum; and if he will make a statement on the matter. [51917/17]
Amharc ar fhreagraAt primary school level, social, environmental and scientific education enables the child to learn and practice a wide range of skills; and to acquire open, critical and responsible attitudes, including caring for animals.
Engagement with the Living Things strand unit in the science curriculum gives children the opportunity to study animals and their life processes in the context of their interrelationships with plants and people. For example, the science curriculum aims to enable children to appreciate that people share the environment with animal life and that living things have essential needs for growth. In addition, children explore how to care for and respect animals and how to take action to protect their environment. Through the science curriculum, children also come to recognise that people, plants and animals depend on each other.
In the course of their work, teachers in different disciplines use various support materials produced by bodies such as the Irish Society for the Prevention of Cruelty to Animals, Compassion in World Farming and other national Animal Welfare Charities who provide either free primary school programmes to schools or facilitate educational visits from schools. I currently have no plans to introduce a separate module on animal welfare and responsible pet ownership.
72. Deputy Niall Collins asked the Minister for Education and Skills the action he will take to address the fact that new apprenticeships registrations are running 67% behind target in 2017. [51901/17]
Amharc ar fhreagraAs the Deputy is aware, I published the Action Plan to Expand Apprenticeship & Traineeship in Ireland 2016-2020, which sets out a series of detailed actions and targets outlining how the overall expansion commitment contained in the Action Plan for Education will be met.
While we have already exceeded our 2017 target registrations in craft apprenticeships, we are unlikely to reach our target this year of 800 new registrations on a total of 15 new apprenticeships. To date 9 new apprenticeship programmes are operational and registrations across these schemes this year currently stand at 302. Two further programmes in ICT have been validated by Quality and Qualifications Ireland and are scheduled for their first intake of apprentices early in 2018.
We have a strong pipeline of apprenticeships in development the meet the Action Plan targets for future years. In addition, the two programmes with a second intake in 2017 both showed increased registrations over their year one figures. This pattern of the initiating programmes with smaller numbers and building registrations in subsequent years is likely to continue and provides a solid basis to meet registration targets as the programme base grows.
Earlier this year a second call for apprenticeship proposals issued to industry and education and training providers in order to refresh the pipeline of apprenticeships in development already established through the first call. The second call closed on the 1st September with 77 proposals received from a range of sectors and occupations. Since the call closed the Council has been assessing the proposals received and the results of the second call will be published shortly.
In addition, a digital campaign to promote apprenticeship is now underway with a dedicated Twitter feed #GenerationApprenticeship, a new apprenticeship website www.apprenticeship.ie, an Apprenticeship Ireland Facebook page and a LinkedIn page. The campaign is designed to promote the value of the apprenticeship model to both employers and to prospective apprentices.
74. Deputy John Curran asked the Minister for Education and Skills the progress being made to introduce a new in school speech and language therapy service; and if he will make a statement on the matter. [51903/17]
Amharc ar fhreagraThe Programme for a Partnership Government states that a new model of In-School Speech and Language Therapy will be established.
In October of this year, Budget 2018 provided an additional €2M to introduce a pilot/demonstration project for in-school Therapy services in 2018.
The demonstration project will develop and test a model for the delivery of in school speech and language and occupational therapy support, in a defined regional area, across a range of schools, in conjunction with the Health Service Executive (HSE) and supplementing existing HSE therapy services.
The pilot will focus on developing greater linkages between educational and therapy supports.
It will provide for in school therapy services and also professional support, training and guidance for school staff and parents. It will seek to assist schools to develop their capacity to support children with speech and language therapy needs in schools, while also focusing on early identification and intervention.
An Interdepartmental Working Group, including representatives from my Department, the National Council for Special Education, the Department of Health, the Health Service Executive, and the Department of Children and Youth Affairs, has been appointed to develop the pilot/demonstration model for In-school Therapy Services.
I will be announcing further details in relation to the project in the near future.
75. Deputy Joan Burton asked the Minister for Education and Skills the status of rebuilding works at a school (details supplied) that were due to commence in 2016 and have now been deferred; and if he will make a statement on the matter. [51813/17]
Amharc ar fhreagraThe major school building project to which the Deputy refers is at an advanced stage of architectural planning - Stage 2(b). All statutory approvals have been secured.
However, following the necessary appointment of a replacement Mechanical & Electrical Engineer the Design Team in association with the newly appointed Engineer are working on a revised Stage 2b report which will be submitted to the Department when it is completed. My Department will revert to the school with regard to the further progression of the project following consideration of that report.
76. Deputy Richard Boyd Barrett asked the Minister for Education and Skills if he will progress plans to ensure equal access to education for all pupils independent of their religion; his views on whether the repeal of section 7(3)(c) of the Equal Status Act 2000 is necessary to ensure this; and if he will make a statement on the matter. [52015/17]
Amharc ar fhreagraOn 16th January 2017 I announced my intention to reform the school admissions system in relation to the role that religion can play in that process.
I have always indicated that I think it is unfair that preference can be given by publicly funded denominational schools to children of their own religion who might live some distance away, ahead of children of a different religion or of no religion who live close to the school. I also believe that it is unfair that some parents, who might otherwise not do so, feel pressure to baptise their children in order to gain admission to their local school.
This is why I ran a public consultation process from 24th January to 20th March 2017 on this matter, to which I received almost 1,000 submissions. I also held a public forum last May on the role of Religion in Primary School Admissions which was attended by 121 individuals.
I have outlined my intention to make changes in the first instance in respect of the primary school system. It was noted in the consultation paper that any changes need only apply in respect of oversubscribed schools (approximately 20% of schools). In respect of all other schools, the practice is to admit all applicants. This will become law following the enactment of the Education (Admission to Schools) Bill – when schools will be required to admit every child who applies.
Last June during Committee Stage debate on the Education (Admission to Schools) Bill I advised that my preference is to make changes to the Equal Status Act, 2000 that would remove the capacity for state-funded denominational primary schools, where they are oversubscribed, to use religion as a criteria in admissions process. In my proposal I also made it clear that I was anxious to deal with the position of minority religions.
My officials are currently engaging with the Office of the Attorney General on the development of legislative proposals on this matter which I hope to bring forward to Government for approval shortly.
77. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which he remains satisfied that adequate steps have been taken to prevent school bullying with particular reference to the use of social media, in the classroom or outside, on or off school precincts; and if he will make a statement on the matter. [52006/17]
Amharc ar fhreagraThe Action Plan on Bullying, which was published in 2013, sets out my Department's approach to tackling bullying in schools. These actions focus on support for schools, teacher training, research and awareness raising and aim to ensure that all forms of bullying, including cyberbullying, are addressed.
As part of the implementation of the Action Plan anti-bullying procedures for all primary and post primary schools, which include a specific reference to cyberbullying, were published at the beginning of the 2013/14 school year. The procedures are designed to give direction and guidance to school authorities and school personnel in preventing and tackling school-based bullying behaviour amongst its pupils and in dealing with any negative impact within school of bullying behaviour that occurs elsewhere. They include specific requirements in relation to the use of prevention and education strategies and the consistent investigation, follow up and recording of bullying behaviour.
My Department has also supported the development of anti-bullying training materials for parents, teachers and Boards of Management and is supporting a number of anti-bullying initiatives aimed at young people such as the Stand Up! Against Homophobic and Transphobic bullying campaign, organised by BeLonG To, and the Europe-wide initiative, Safer Internet Day. In addition, a new National Anti-Bullying website, www.tacklebullying.ie, has been launched to provide a single point of information and support for young people, parents and teachers affected by bullying.
Awareness on internet safety for schools is carried out by the Professional Development Service for Teachers (PDST-Technology in Education) in partnership with the Safer Internet Ireland Project. Webwise, an internet safety initiative established by the PDST Technology Team, promotes the autonomous, effective, and safer use of the internet by young people through a sustained information and awareness strategy targeting parents, teachers, and children themselves with consistent and relevant messages including guidance on acceptable usage in schools. Since 2013 new resources to tackle cyberbullying “UP2US”, “My Selfie and the wider world” and “Lockers” have been launched through Webwise. On Safer Internet Day 2017 Webwise launched a new online Parenting Hub: Webwise Parents. The PDST Technology Team also develop and disseminate resources that help teachers integrate internet safety into teaching and learning in their schools.
Internet safety issues are also covered in the curriculum. One of the statements of learning identified in the Junior Cycle is being responsible, safe and ethical in using digital technology. In addition, the NCCA has developed a Junior Cycle short course on Digital Media Literacy. This short course aims to extend and refine students’ ability to use digital technology, communication tools, and the internet creatively, critically and safely, in support of their development, learning and capacity to participate effectively in social and community life.
78. Deputy Mick Wallace asked the Minister for Education and Skills the steps he has taken to address the problems facing eligible children who were not allocated a seat on a school transport service due to services being oversubscribed; his plans for a grant towards the cost of private transport arrangements for these children; and if he will make a statement on the matter. [52010/17]
Amharc ar fhreagraSchool transport is a significant operation managed by Bus Éireann on behalf of the Department.
Currently over 114,000 children, including some 11,000 children with special educational needs, are being transported in over 4,500 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres annually.
The purpose of the School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remotely from their nearest school.
In general, children are eligible for school transport if they meet the distance criteria and are attending their nearest school.
Bus Éireann will provide larger or additional vehicles to accommodate children who are eligible for school transport provided these children have completed the school transport application process within the prescribed time limits.
Children who are eligible for school transport but for whom no transport service is available may, following an application for transport within the prescribed time limits, receive a Remote Area Grant towards the cost of private transport arrangements.
This grant is also payable for eligible children who may have to travel 3.2 kilometres or more to or from a designated pick up/set down point.
The terms of the School Transport Schemes are applied equitably on a national basis.
79. Deputy Thomas P. Broughan asked the Minister for Education and Skills the way in which students with dyspraxia development co-ordination disorder are supported in classrooms in primary, secondary and third level institutions; and if he will make a statement on the matter. [51816/17]
Amharc ar fhreagraThere is a range of supports available in the education system to support pupils with special educational needs, including Dyspraxia/Developmental Coordination Disorder (DCD).
A new model for allocating special education teachers has been introduced since September 2017. Under this new model, schools are frontloaded with a single unified allocation for special educational support teaching, in order to provide additional teaching support to all pupils who need such support, based on the profiled needs of their school.
This allocation allows schools to provide additional teaching support for all pupils who require such support in their schools and for schools to deploy resources based on each pupil’s individual learning needs.
All schools have therefore been allocated additional teaching support to cater for children with special educational needs, including pupils with Dyspraxia/DCD.
Schools now have greater discretion as to how they can distribute resources, based on the individual needs of pupils
This gives greater flexibility to schools as to how they can deploy their resources, to take account of the actual learning needs pupils have, as opposed to being guided by a particular diagnosis of disability, and schools are guided as to how they should make such allocation decisions.
The school will take account of learning needs as evidenced by performance in schools but also supported where relevant by information provided regarding the nature of a condition that a pupil may have.
My Department recently published guidelines for schools as to how they should utilise and deploy their resources under the new allocation model. These guidelines are available at
http://www.education.ie/en/The-Department/Announcements/Guidelines-for-Schools-Supporting-Children-with-Special-Educational-needs-in-Mainstream-Schools.html
The guidelines will support schools in how they identify pupils, including pupils with Dyspraxia/DCD for additional teaching support, and decide how much support to provide, taking into account the extent and severity of their needs.
Where pupils have care needs, which are so significant that they require additional adult support in order to attend school, they may be supported by Special Needs Assistants.
The Special Needs Assistant (SNA) scheme is designed to provide recognised schools with additional adult support staff to cater for the care needs of pupils with disabilities in an educational context, in accordance with the criteria set out in my Departments Circular 30/2014.
The 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 SNA support for each school annually.
In circumstances where pupils with Dyspraxia/Developmental Coordination Disorder (DCD) have care needs to the extent that the school considers SNA support is required for them to attend, the school may apply to the NCSE for SNA support.
My Department also provides funding to schools towards the cost of assistive technology, for children with special educational needs which is essential for educational purposes, to assist children with special educational needs in Primary, Post Primary and Special schools, in accordance with the criteria set out in my Department's Circular 0010/2013.
Secondary school students with special needs may have special arrangements made for them while sitting State examinations such as the Leaving Certificate and Junior Certificate. Candidates with disabilities can apply through their school for reasonable accommodation during examinations.
Further details of supports is available from the State Examinations Commission (SEC) Reasonable Accommodations Section.
At third level, The National Office for Equity of Access to Third Level Education, within the Higher Education Authority (HEA), administers a number of access measures including the Fund for Students with Disabilities (FSD), the purpose of which is to assist students with disabilities.
A range of supports are available at third level colleges to support students who have disabilities or special educational needs.
Details of the additional support and services that are available for pupils with medical conditions/disabilities at third level colleges will be provided by the Disability Officers at each college.
The supports which will be provided for pupils with special educational needs, including Dyspraxia/Developmental Coordination Disorder (DCD), will take account of the needs that each pupil has and the type of college or course that they are attending.
Students with disabilities or severe medical conditions should contact the Disability Office before the beginning of the academic year to find out what disability supports will be available to them and will need to discuss with the Disability/Access Officer in the college/university details of their needs based requirement in college.
80. Deputy Paul Murphy asked the Minister for Education and Skills when the conveyancing process in the transfer of the land for a school (details supplied) will be completed; and if he will make a statement on the matter. [52004/17]
Amharc ar fhreagraIt is planned to provide permanent accommodation, for the school to which the Deputy refers, on a site which is currently owned by the Local Authority.
As the Deputy may be aware the local authority has completed a CPO process in order to rectify title issues relating to the site.
The conveyancing process is now at a very advanced stage and all parties are working towards its completion at the earliest possible date.
In the meantime, my Department is liaising with the school with a view to advancing the project into architectural planning shortly.
81. Deputy Thomas Byrne asked the Minister for Education and Skills his views on a recent claim that education authorities do not want to draw attention to the volume of upgrades in the leaving certificate in view of the fact that it could undermine public confidence in State exams. [51820/17]
Amharc ar fhreagraThe operation and delivery of the State examinations is the responsibility of the State Examinations Commission (SEC). The SEC has informed me that the openness and transparency of the Leaving Certificate examination place it among the most transparent globally, with published marking schemes, marked scripts made available for viewing by candidates prior to deciding on an appeal and an accessible multi-stage appeals process. Leaving Certificate examinations are marked in accordance with marking schemes which are published by the SEC following the marking of candidates’ work. Examiners are drawn from among the subject experts who apply for the positions. They are fully trained in the application of the marking scheme at a two-day training and standardising conference before they commence to mark candidates’ work. Examiners’ work is subject to ongoing review by more experienced examiners throughout the marking process and they must follow the advice of these more experienced examiners if any deviation from the marking scheme and national standard is identified.
In a system as large as the Leaving Certificate in which the SEC generates 400,000 individual grades based on 900,000 items of candidates’ work, the SEC fully acknowledges that examiner error can happen. For this reason, the SEC has a robust and transparent appeals process in place. Before deciding whether to appeal a result, candidates, accompanied by a person of their choosing (generally their teacher in the subject), are encouraged to view their marked scripts. They are provided with the marking schemes used by the examiners which assists the candidate to identify if an error in marking has occurred, and candidates are invited to highlight any such errors when appealing. In the course of remarking the full script, the appeal examiner is also obliged to address and provide a written response to the points raised by candidates in this way. The appeal marking is undertaken by a different examiner to the earlier, Summer, marking and is subject to rigorous overview by more experienced examiners (again, different personnel to those involved in the Summer marking). Ultimately, candidates who continue to be unhappy with how their appeal has been processed by the SEC can have their case referred to a panel of Independent Appeal Scrutineers and, if they choose to raise specific issues of concern regarding the application of the marking scheme to their work, these must be fully addressed and answered by the Chief Examiner for the subject.
The SEC issues almost 400,000 Leaving Certificate grades each year. In recent years the number of individual subject appeals has generally been around 9,800. There were approximately 1,400 upgrades awarded on foot of the 2017 Leaving Certificate appeals process. Up to 2016 the successful rate of upgrade was approximately 18% of the appeals received. In 2017 this rate was 14.5%, which reflects the move to broader 10% grade bands in 2017, compared to the previous system of 5% sub-grades (when all original grades were within a maximum of 2.5% away from the next grade boundary). These rates compare very favourably with other examination systems, particularly in the UK, where the average rate of upgrade is 20% (based on 10% grading bands). The number of grades changing on foot of the Leaving Certificate appeal system this year represented 0.36% of all the grades awarded in the 2017 Leaving Certificate examination.
The State Examinations Commission has assured me that it is satisfied that it operates a transparent, accessible and effective Leaving Certificate appeals system in which candidates can raise issues of concern regarding the marking of their work and have these fully and transparently addressed.
82. Deputy Richard Boyd Barrett asked the Minister for Education and Skills when a school (details supplied) can expect to have its school building; and if he will make a statement on the matter. [52013/17]
Amharc ar fhreagraThe school to which the Deputy refers is currently located on the Notre Dame campus, Upper Churchtown Road, Dublin 14 pending completion of the permanent accommodation for the school at the St. Tiernan’s Community School site in Balally.
As the Deputy may be aware, outline planning permission at a site in Balally for the school to which the Deputy refers was submitted to the relevant local authority in December 2012 but was refused on the grounds of site access. My Department subsequently submitted an amended outline planning permission in 2013, which was also refused on similar grounds.
This decision was appealed by my Department to An Bord Pleanála but was refused. However, the Board considered that the matter of assessing alternative means of accessing these lands would benefit from a co-ordinated approach by my Department and the local authority in the interests of achieving a comprehensive and balanced solution to ongoing access issues on this educational campus.
Access to the permanent site is complex planning issue. Since June 2017, my Department has engaged with relevant third parties with a view to negotiating an acceptable solution to the access issue. As these are commercially sensitive negotiations it is not possible to comment further at this stage. All aspects are being progressed in close liaison with the local authority in order to ensure that a further planning application has the best likelihood of success. My Department is fully committed to bringing this project to a satisfactory conclusion as soon as the planning issues have been resolved.
83. Deputy Richard Boyd Barrett asked the Minister for Education and Skills the way in which he envisages ensuring equal access to education in view of the derogation in equality legislation that allows schools to offer a place to a child of one religion over another; and if he will make a statement on the matter. [52011/17]
Amharc ar fhreagraOn 16th January 2017 I announced my intention to reform the school admissions system in relation to the role that religion can play in that process.
I have always indicated that I think it is unfair that preference can be given by publicly funded denominational schools to children of their own religion who might live some distance away, ahead of children of a different religion or of no religion who live close to the school. I also believe that it is unfair that some parents, who might otherwise not do so, feel pressure to baptise their children in order to gain admission to their local school.
This is why I ran a public consultation process from 24th January to 20th March 2017 on this matter, to which I received almost 1,000 submissions. I also held a public forum last May on the role of Religion in Primary School Admissions which was attended by 121 individuals.
I have outlined my intention to make changes in the first instance in respect of the primary school system. It was noted in the consultation paper that any changes need only apply in respect of oversubscribed schools (approximately 20% of schools). In respect of all other schools, the practice is to admit all applicants. This will become law following the enactment of the Education (Admission to Schools) Bill – when schools will be required to admit every child who applies.
Last June during Committee Stage debate on the Education (Admission to Schools) Bill I advised that my preference is to make changes to the Equal Status Act, 2000 that would remove the capacity for state-funded denominational primary schools, where they are oversubscribed, to use religion as a criteria in admissions process, with an exception for pupils of minority religions.
My officials are currently engaging with the Office of the Attorney General on the development of legislative proposals on this matter which I hope to bring forward to Government for approval shortly.
85. Deputy John Curran asked the Minister for Education and Skills when approval for stage 2B will issue for a project (details supplied); if funding is in place for this project in view of the fact that the brief change documentation has been submitted to his department; and if he will make a statement on the matter. [51904/17]
Amharc ar fhreagraThe Major Building Project referred to by the Deputy is at an advanced stage of architectural planning, Stage 2b - Detailed Design, which includes applications for Planning Permission, Fire Safety Certification, Disability Access Certification and the preparation of tender documents. All statutory approvals have been received.
A Brief Change Request Submission has recently been received by my Department from the school and its Design Team and is currently under review. My Department will revert to the school and Design Team once the review is completed.
