Written Answers Nos. 210-229
210. Deputy Gerry Adams asked the Minister for Education and Skills when minor works grant funding will be received by a school (details supplied) in County Louth; the reason the funding for 2017 was delayed; and his plans for 2018 allocations to ensure schools are not put under undue financial strain. [3049/18]
Amharc ar fhreagraThe Minor Works Grant in respect of the school year 2017/2018 was paid to the school referred to by the Deputy on 12 December 2017.
The payment of the Minor Works Grant is not confined to any particular date and can in fact, if paid, be issued during any month of the school year. For the 2002/2003 school year, part of the grant was paid in May 2003, with the balance in October 2003.
As part of our longer term infrastructural planning, my Department will explore whether it will be possible to give greater certainty to primary schools in relation to the payment of the Minor Works Grant, taking account of the Government's 10 Year Public Capital Investment Plan, which is currently under development.
211. Deputy Mattie McGrath asked the Minister for Education and Skills to set out details of the funding that is provided for a school (details supplied); and if he will make a statement on the matter. [3137/18]
Amharc ar fhreagraThe school referred to by the Deputy is an ETB school.
ETB schools are not funded directly by my Department but are funded via pay and non-pay budget allocations provided to each ETB.
Pay budgets are provided to ETBs in accordance with approved staffing complements. Non-pay current funding is provided as part of a block grant that covers ETB overheads and other activities apart from the second-level programme. ETBs are afforded considerable flexibility in the use of these resources to meet the needs of individual schemes. As such, my Department does not earmark allocations for individual schools or for the various activities of ETBs.
The way in which the allocation is distributed among schools is a matter for each ETB in line with its priorities and perceptions of need.
212. Deputy Niall Collins asked the Minister for Education and Skills to set out details of the contracts his Department or agencies under his remit have with a company (details supplied); the status of these contracts; the contingency plans that may now be required; and if he will make a statement on the matter. [3144/18]
Amharc ar fhreagraIn respect of the Schools Bundle 5 PPP programme, a contract exists between my Department and the Principal contractor, Inspiredspaces. Inspiredspaces is the name of the Special Purpose Vehicle (SPV) responsible for the design, construction, finance, operation and maintenance of the programme.
The company referred to by the Deputy has been a 50% shareholder in InspiredSpaces. It is important to note that Inspiredspaces remains in place as the SPV responsible for delivery of Schools Bundle 5. The other 50% shareholder in the SPV is the Dutch Infrastructure Fund (DIF).
The National Development Finance Agency (NDFA) is responsible for management of the PPP contract on behalf of the Department of Education and Skills. The NDFA is currently engaging with DIF in relation to next steps. Every effort is being made to ensure delivery of the schools in as timely a manner as possible.
213. Deputy Anne Rabbitte asked the Minister for Education and Skills to outline the reason for the lack of apprenticeships in areas such as mechanics and HGV; if he will provide a list of the 26 apprenticeship programmes announced during 2017; the locations of these; and if he will make a statement on the matter. [3157/18]
Amharc ar fhreagraAs the deputy is aware, the Apprenticeship Council is currently overseeing the expansion of the apprenticeship system in Ireland into a range of new sectors of the economy. The Council has now made two calls for apprenticeship proposals inviting consortia of enterprise, professional bodies and education and training providers to submit proposals for apprenticeship programmes to be developed to meet identified skill needs in their sector.
Following the Council’s first call for proposals in 2015 a proposal for a HGV Driver Apprenticeship, with the Irish Road Haulage Association as industry lead, is currently in development and is scheduled to get underway later this year. This programme, which is 3 years in duration, will lead to a level 5 qualification on the National Framework of Qualifications.
Resulting from last year's second call for proposals, last month, I announced 26 new apprenticeship proposals to be further developed into national apprenticeship programmes, including a proposal for a Logistics Associate Apprenticeship, with the Freight Transport Association Ireland as industry lead. This programme, which is 2 years in duration, will lead to a level 6 qualification on the National Framework of Qualifications. It is estimated that the development process will take between 12 and 15 months.
These apprenticeship proposals approved for further development include detail on the wider breadth of the delivery of the apprenticeships and a commitment to the delivery of off-the-job training on a national basis with the appropriate resources and facilities. As consortia further progress their proposals, further detail will become available. A list of the 26 proposals is set out in the following table.
With regard to apprenticeships in mechanics, there are a number of apprenticeships currently on offer in the area such as motor mechanic, heavy vehicle mechanic and agricultural mechanic. Details of these and all other apprenticeships currently on offer can be found at www.apprenticeship.ie.
|
Number |
Title of proposed apprenticeship |
Industry lead |
Proposed coordinating provider |
|
1. |
Applied Horticulture - Level 6 - Duration 2 years |
Teagasc |
Teagasc |
|
2. |
Arboriculture Level 5 Duration 2 years |
Caseys Tree Care Ltd, North West Tree Care, Kilcoyne Tree Care, Arborist Ireland |
Galway Roscommon ETB |
|
3. |
Associate Sales Professional Level 6 Duration 3 years |
Sales Sense |
Mayo Sligo & Leitrim ETB |
|
4. |
CGI Technical Artist (Animation, Games, VFX) Level 9 Duration 2 years |
Screen Training Ireland |
Dublin IT |
|
5. |
Equipment Systems Engineer |
SL Controls |
University of |
|
Level 9 Duration 2 years |
Limerick |
||
|
6. |
Farm Management Level 7 Duration 4 years |
Teagasc |
Teagasc |
|
7. |
Farm Technician Level 6 Duration 2 years |
Teagasc |
Teagasc |
|
8. |
Geo-Driller Level 6 Duration 3 years |
Geological Survey Ireland |
IT Carlow |
|
9. |
ICT Associate Professional in Cybersecurity Level 6 Duration 2 years |
FastTrack into Technology (FIT) |
FIT |
|
10. |
Lean Sigma Manager Level 9 Duration 2 years |
Teleflex |
University of Limerick |
|
11. |
Logistics Associate Level 6 Duration 2 years |
Freight Transport Association Ireland |
Dublin IT |
|
12. |
Principal Engineer- Professional Doctorate Level 10 Duration 4 years |
SL Controls |
University of Limerick |
|
13. |
Professional Bar Manager Level 6 Duration 2 years |
Vintners Association |
Griffith College |
|
14. |
Professional Hairdressing Level 6 Duration 3 years |
Hairdressing Council of Ireland |
Limerick & Clare ETB & Image Learning and Development Training Network Ltd |
|
15. |
Professional Healthcare Assistant Level 6 Duration 2 years |
Kiltipper Woods Care Centre |
Griffith College |
|
16. |
Quality Assurance Technician Level 7 Duration 3 years |
Ibec Biopharma cluster |
IT Tallaght |
|
17. |
Quality Laboratory Technician Level 6 Duration 2 years |
Ibec Biopharma cluster |
IT Tallaght |
|
18. |
Senior Quantity Surveyor Level 9 Duration 2 years |
Society of Charted Surveyors Ireland |
Limerick Institute of Technology |
|
19. |
Recruitment Practitioner Level 6 Duration 2 years |
National Recruitment Federation |
National College of Ireland |
|
20. |
Scaffolding Level 6 Duration 3 years |
Construction Industry Federation |
Laois & Offaly ETB |
|
21. |
Software System Designer Level 9 Duration 2 years |
Lero |
University of Limerick |
|
22. |
SportTurf Management Level 6 Duration 2 years |
Teagasc |
Teagasc |
|
23. |
Stud Farm Management Level 7 Duration 2 years |
Teagasc |
Teagasc |
|
24. |
Supply Chain Associate Level 7 Duration 3 years |
IPICS The Supply Chain Management Institute |
University of Limerick |
|
25. |
Supply Chain Manager Level 9 Duration 2 years |
IPICS The Supply Chain Management Institute |
University of Limerick |
|
26. |
Supply Chain Specialist Level 8 Duration 2 years |
IPICS The Supply Chain Management Institute |
University of Limerick |
214. Deputy Pearse Doherty asked the Minister for Education and Skills if correspondence has been received from the board of management of a school (details supplied) in County Donegal in which the board expressed a desire for the capitation grant to be increased; if a reply to this correspondence has issued; and if he will make a statement on the matter. [3198/18]
Amharc ar fhreagraMy Department replied to the correspondence referred to by the Deputy on 9th January 2018.
I do recognise the need to improve capitation funding for schools having regard to the reductions that were necessary over recent years.
Budget 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. In 2018, the budget for the Department of Education will increase by €554 million to over €10 billion.
Capitation funding remains a priority for me to address as part of the Action Plan.
The process is underway for restoring grant funding that is used by schools to fund the salaries of ancillary staff. Circular 0079/2017 outlines the current rate increases in order to enable schools to implement the arbitration salary increase for grant-funded school secretaries and caretakers and to also implement the restoration of salary for cleaners arising from the unwinding of FEMPI legislation.
215. Deputy John Lahart asked the Minister for Education and Skills if funding for the renovation of a school (details supplied) will be considered; the reason for the reluctance of his Department to proceed with this project; and if he will make a statement on the matter. [3201/18]
Amharc ar fhreagraAs the Deputy is aware, the school in question applied for significant capital funding for various improvement works. The matter of phasing and prioritising the works was discussed with the school during a visit by my Department's technical division. An area of priority that the school wish to see addressed relates to insulation works.
My Department spoke with the school principal recently and was advised that cost estimates for these insulation works are currently being prepared and that these will be furnished to my Department when available. My Department will be in further contact with the school following receipt and consideration of the cost estimates.
216. Deputy James Lawless asked the Minister for Education and Skills to outline the extent to which adequate provision is being made for the high numbers of primary school places required in Naas, County Kildare, in view of the high numbers of new residents settling and due to settle in the town; the plans being put in place to cope with the high demand; and if he will make a statement on the matter. [3202/18]
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.
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; and provision of a new school or schools.
As with other school planning areas nationwide, the demographic data for the Naas area is being kept under ongoing review by my Department to take account of updated data. In addition, my Department is currently engaging with the local authority in relation to additional residential development in Kildare, including the Naas area.
As the Deputy may be aware, there are building projects for Naas included in the Major Capital Programme at St. Corbans Primary School and Mercy Convent Primary School.
217. Deputy Sean Fleming asked the Minister for Education and Skills when construction work will begin on a new school (details supplied); and if he will make a statement on the matter. [3208/18]
Amharc ar fhreagraThe school building project to which the Deputy refers is currently at tender stage. Tenders for this project are currently being assessed. Assuming no further issues arise and the contract is awarded the project will thereafter proceed to construction in Quarter 1 of 2018.
218. Deputy Mattie McGrath asked the Minister for Education and Skills to outline the position regarding the funding and development of a school (details supplied); and if he will make a statement on the matter. [3213/18]
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 the application for statutory approvals and the preparation of tender documents.
The Design Team has submitted written confirmation that it has completed a final review and is satisfied that the tender documents are complete, correct and in compliance with DoES and Building Control (Amendment) Regulations (BC(A)R) tender documentation requirements.
My Department is currently reviewing its programme for capital expenditure in 2018 and 2019. Building projects, including the project for the school to which the Deputy refers, will be considered in that context. Officials from my Department will shortly be in contact with the school regarding a timeframe for progression of this project.
219. Deputy Mattie McGrath asked the Minister for Education and Skills to outline the position regarding the amalgamation of national schools in Cahir, County Tipperary; and if he will make a statement on the matter. [3214/18]
Amharc ar fhreagraI wish to advise the Deputy that the amalgamation process involving the Cahir schools will be finalised with the delivery of the major school building project.
In that regard, the major building project is currently at Architectural Planning, Stage 2A, which is the Developed Sketch Design Stage. The Board of Management and Design Team are currently working on the Stage 2A report for submission to my Department Officials for review. Upon successful completion of Stage 2A and subject to no issues arising the project will be authorised to proceed to Stage 2B – Detailed Design. The Notification of Decision to Grant Planning Permission was received from Tipperary County Council 20th December 2017.
220. Deputy Alan Kelly asked the Minister for Education and Skills if partial capacity benefit will be included as an eligible payment for the purposes of a SUSI special rate grant award in circumstances in which the appellant's partial capacity benefit is dependent on the appellant satisfying the underlying eligibility conditions for invalidity pension; and if he will make a statement on the matter. [3222/18]
Amharc ar fhreagraTo qualify for the special rate of grant under the 2017 scheme, an applicant’s reckonable income has to be less than €23,000 and include on the 31st of December 2016, one of the specified long-term social welfare payments prescribed in the scheme.
Partial Capacity Benefit is a Department of Employment Affairs and Social Protection (DEASP) payment. To qualify for Partial Capacity Benefit, one needs to be in receipt of either Illness Benefit or Invalidity Pension. The payment is a type of activation payment, made to persons who have been assessed as capable of re-entering the workforce, usually on reduced hours. Persons in receipt of Partial Capacity Benefit can retain the right to move back on to Illness Benefit or Invalidity Pension. However, this entitlement is subject to review.
Invalidity Pension is a long-term social welfare payment and therefore a qualifying payment for the special rate of grant. However, Illness Benefit is a short-term payment and not a qualifying payment for the special rate of grant.
Partial Capacity Benefit is not listed as one of the qualifying long-term payments for the special rate of grant in the Student Grant Scheme 2017.
The review of the Student Grant Scheme 2018 is ongoing. The treatment of Partial Capacity Benefit will be considered in the context of the review. It is anticipated that the Scheme will be published in early April.
221. Deputy James Browne asked the Minister for Education and Skills if a preferred site for a school (details supplied) has been chosen in view of the fact that the building occupied by the school is now up for sale and no leasing arrangement is in place; if his Department has entered negotiations with the site owners; and if he will make a statement on the matter. [3251/18]
Amharc ar fhreagraAs the Deputy is aware, the project to which he refers was announced as part of my Department's Six Year Capital Programme in 2015.
Officials in my Department continue to work closely with officials from the relevant local authority under the Memorandum of Understanding in relation to the acquisition of a suitable permanent location for the school to which the Deputy refers and with the assistance of Council officials a shortlist of technically suitable site options was identified.
Engagement with the relevant landowners is ongoing with a view to reaching agreement in principle on the most suitable site acquisition as soon as possible. The school patron will be appraised of developments in this respect and will be informed of the proposed permanent school location as soon as it is possible to do so.
I can assure the Deputy that the acquisition of a suitable site for the school is very active on the programme of site acquisitions and every effort is being made to secure the suitable site for the school as expeditiously as possible.
222. Deputy Fiona O'Loughlin asked the Minister for Education and Skills if he has received a report from an organisation (details supplied); and if he will schedule a meeting with the organisation regarding same. [3261/18]
Amharc ar fhreagraI can confirm that my Department has received correspondence, including a report, from the group referred to by the Deputy and that a response issued on the 9th November 2017.
As the Deputy may be aware, 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 the 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; and provision of a new school or schools.
As with other school planning areas nationwide, the demographic data for the South Kildare school planning areas is being kept under ongoing review by my Department to take account of updated data. It is anticipated that decisions based on the nationwide demographic exercises will be announced shortly.
With regard to demand for particular models of school provision, it should be noted that the patronage process for new schools is a separate process which has been in place since 2011. This process is run after it has been decided that a new school is required. Parental preferences are central to this process and prospective patrons are required to provide evidence of demand for their particular school model and medium of instruction. Therefore, where, based on demographics, it might be indicated that a new school is required, it cannot be guaranteed that this would be a school under a particular type of patronage as this will be dependent to a large degree on parental preferences in the area at the time of a patronage process.
The patronage process has been in place since 2011 and is a fair, transparent and open process and it is open to all patrons to apply. In the context of the ongoing demographic exercises and in light of the process in place to decide who will operate any school(s) which may arise from these exercises, it would not be appropriate to meet with individual campaign groups.
My Department is aware that representatives of Educate Together and the Kildare and Wicklow Education and Training Board entered into discussions regarding a possible partnership to provide Educate Together second-level provision in the Newbridge area of South Kildare, where significant additional places are being delivered. I welcome this development and consider it a great example of constructive co-operation between patron bodies in order to provide greater choice and diversity to the education system.
223. Deputy John Curran asked the Minister for Education and Skills if he will report on the progress to date of his Department's steering group that was set up to develop and oversee an implementation plan for leaving certificate computer science with a view to commence introduction in schools from September 2018; the group's findings in terms of cost of infrastructure and equipment; and if he will make a statement on the matter. [3269/18]
Amharc ar fhreagraI am delighted to be able to introduce Computer Science as a new optional Leaving Certificate subject. A Computer Science Steering Group, chaired by my Department, has met on six occasions to date and is overseeing an implementation plan for the new specification. 40 schools have been selected for Phase 1 implementation of the new subject from September of this year. My Department's Teacher Education support services will be working closely with these schools to prepare for the subject's introduction.
One of the aims of the phase 1 implementation of the subject will be to assist in ascertaining the likely typical costs in schools of introducing the subject, including infrastructure and equipment costs, as well as the requirement for physical space needed to accommodate students, computers and group work. At this stage it is known that there are likely to be some one-off IT network-related funding requirement for schools. The National Council for Curriculum and Assessment (NCCA) has also been identifying the likely minimum requirements for computers/laptops for implementation of the new specification, in terms, for example, of processor size, memory capacity and storage. It is expected that the details of these likely costs will crystallise over the period ahead.
224. Deputy John Curran asked the Minister for Education and Skills to outline his plans to introduce computer coding at primary level; and if he will make a statement on the matter. [3270/18]
Amharc ar fhreagraThe National Council for Curriculum and Assessment (NCCA) is currently developing a new primary mathematics curriculum which will include elements of creative and computational thinking, which underpin coding and computer science. The NCCA will also be working with a network of schools during this school year to explore different approaches to integrating coding in the primary curriculum.
The Deputy may also be aware of developments regarding coding and computer science at post-primary level. I am introducing Computer Science as a new optional Leaving Certificate subject. 40 schools were selected for Phase 1 implementation of the new subject from September of this year. At Junior Cycle, schools are now able at Junior Cycle to offer a coding short course as part of their junior cycle programme.
225. Deputy John Curran asked the Minister for Education and Skills to set out the schools nationally that run voluntary coding programmes through initiatives such as an organisation (details supplied); and if he will make a statement on the matter. [3271/18]
Amharc ar fhreagraMy Department is aware that a large number of schools are running voluntary coding programmes through initiatives such as Coder Dojo (which has over 200 “dojos” in Ireland), Hour of Code, where over 200 events took place in Ireland, and the annual computer programming Olympiad held at Dublin City University.
However, decisions to participate in such initiatives are decided by individual schools and are not recorded by my Department.
My Department's STEM Education Policy Statement and Implementation Plan, published in November 2017, highlights the importance of voluntary and informal programmes such as Coder Dojo and include actions to identify methods to more formally recognise student participation in such programmes. At Junior Cycle, it will be now be possible to record such participation as part of the 'Other Areas of Learning' section of the new Junior Cycle Profile of Achievement. Schools are also now able at Junior Cycle to offer a coding short course as part of their junior cycle programme.
Currently my Department's PDST Technology in Education service provides training for both primary and post primary teachers in ICT which includes 'Scratch' coding. Some 5,800 teachers received ICT training in 2016.
The National Council for Curriculum and Assessment (NCCA) is currently developing a new primary mathematics curriculum which will include elements of creative and computational thinking, which underpin coding and computer science. The NCCA will also be working with a network of schools during this school year to explore different approaches to integrating coding in the primary curriculum.
Additionally, I am introducing Computer Science as an optional Leaving Certificate subject. 40 schools were selected for Phase 1 implementation of the new subject from September of this year.
226. Deputy John Curran asked the Minister for Education and Skills if he has examined introducing computer science as a junior certificate subject; and if he will make a statement on the matter. [3272/18]
Amharc ar fhreagraThe implementation of the new Junior Cycle which is well underway brings a renewed focus on ensuring that all students are engaged and making progress in accordance with their potential.
A short course on Coding developed by the National Council for Curriculum and Assessment (NCCA) is available to schools to implement as part of their Junior Cycle programme. The course aims to develop the student’s ability to formulate problems logically, to design, write and test code, to develop games, apps, animations and websites and, through these learning activities, to learn about computer science.
In broader terms the design of the new Junior Cycle identifies eight skills that are key to learning in every area of Junior Cycle and beyond and which are embedded in the learning outcomes of every Junior Cycle subject. One of these key skills is 'managing information and thinking', elements of which include: gathering, recording, organising and evaluating information and data; thinking creatively and critically; and using digital technology to access, manage and share content. Other elements linked to creative and computational thinking are also detailed under additional key skills areas.
The Deputy will be aware that I have accelerated plans to implement Computer Science as a new Leaving Certificate subject. Under the first phase of its introduction the new subject will be introduced to students in 40 schools from September of this year.
227. Deputy John Curran asked the Minister for Education and Skills to outline his views on whether the science curriculum is sufficient at primary school level; and if he will make a statement on the matter. [3273/18]
Amharc ar fhreagraAt primary school level, the Social, Environmental and Scientific Education area of the curriculum which includes the Science Curriculum enables the child to learn and practice a wide range of skills and to acquire open, critical and responsible attitudes. The content of the Science curriculum is broken into four main strands /areas of learning: Living Things, Energy and Forces, Materials and Environmental Awareness and Care. The Science curriculum effectively allows for the evolving nature of the subject by having a programme which is not solely focused on acquiring knowledge and facts but rather promotes skill development. Pupils’ skills of working scientifically and designing and making are developed as work is completed on the four areas. Pupils are provided with opportunities to develop their higher-order skills by applying the knowledge and skills acquired to solving open-ended investigations and to design and make activities.
Therefore the Primary Science curriculum aims to develop knowledge and understanding of scientific and technological concepts through exploration, to develop a scientific approach to problem solving which emphasises understanding and constructive thinking, and to foster children’s natural curiosity.
Other additional opportunities to support pupils’ learning in Science through their involvement in STEM education initiatives in primary schools include: Discover Primary Science and Maths Awards; the BT Young Scientist and Technology Exhibition (BTYSTE); SciFest; CoderDojo; Coolest Projects; RDS STEM Learning; LearnStorm; Smart Futures; and the Green Schools’ Programme.
My Department's Action Plan for Education for 2016-2019 and the National Skills Strategy contain a clear commitment to supporting and developing Science, Technology, Engineer and Mathematics (STEM). My Department also published a new STEM Education Policy Statement and Implementation Plan in November 2017. The Implementation Plan, which covers the period 2017-2019, contains a range of actions for primary education, including: providing guidance and support to newly qualified teachers to embed STEM into teaching, learning and assessment; commencing a school-based initiative on coding in primary schools to explore approaches to integrating coding in the primary curriculum; and providing advice and guidance to schools to facilitate teachers and schools working together to improve the quality of STEM teaching and learning.
Additionally, the National Council for Curriculum and Assessment is in the process of developing a new primary Mathematics curriculum which will include elements of creative and computational thinking, which underpin coding and computer science.
228. Deputy Joe Carey asked the Minister for Education and Skills to outline the reason the back-to-work family dividend cannot be regarded as a qualifying payment for the special rate of postgraduate grant as administered by SUSI; and if he will make a statement on the matter. [3294/18]
Amharc ar fhreagraThe Deputy will be aware that the Back to Work Family Dividend (BTWFD) is a Department of Employment Affairs and Social Protection (DEASP) payment. The scheme aims to help families to move from social welfare into employment. It is available to jobseekers and lone parents who take up or increase the level of their employment and is payable for up to 2 years only. The payment is not recognised as a long term payment for the purposes of the Student Grant Scheme however, it is treated as an income disregard in the scheme and is therefore not included in the calculation of reckonable income.
The BTWFD can be paid with Family Income Supplement (FIS) which is an eligible payment for the special rate of grant.
The Deputy will be aware that additional funding of €4 million was secured in Budget 2017 to facilitate the reinstatement of full maintenance grants, from September 2017, for the most disadvantaged postgraduate students. A further €3m was secured in Budget 2018.
Postgraduate students who meet the qualifying conditions for the special rate of grant under the Student Grant Scheme are eligible for a maintenance grant of up to €5,915. The income threshold for this grant is €23,000. Qualifying postgraduate students may also be eligible to have their tuition fees paid up to a maximum fee limit of €6,270.
Alternatively a postgraduate student may qualify to have a €2,000 contribution made towards the cost of his/her fees. The income threshold for this payment is €31,500 for the 2017/2018 academic year.
My Department also provides funding for the Student Assistance Fund (SAF). The fund is available in various publicly funded higher education institutions. The SAF provides financial assistance to students experiencing financial difficulties while attending third level. Students can be assisted towards their rent, childcare costs, transport costs and books/class materials. The SAF is open to full-time registered students on courses of not less than one year's duration leading to an undergraduate or postgraduate qualification.
Tax relief at the standard rate of tax may be claimed in respect of tuition fees paid for approved courses at approved colleges of higher education. Further information on this tax relief is available from the Revenue Commissioners at www.revenue.ie.
229. Deputy Seán Haughey asked the Minister for Education and Skills to outline his plans to provide replacement or new schools in Clongriffin, Dublin 13; if his attention has been drawn to the fact that the school population in this area is increasing rapidly; the stages at which these school building projects are listed on the school buildings programme; and if he will make a statement on the matter. [3296/18]
Amharc ar fhreagraI understand the Deputy is referring to two school projects in Belmayne. It is expected that a contract will be awarded in the first quarter of 2018 and work will commence on site. The construction period is 12 months with anticipated occupation of the permanent accommodation by the schools in Q1 2019. My officials have been in contact with the schools concerned recently to bring them up to date on these Developments.
