Written Answers Nos. 30-49
30. Deputy Brian Stanley asked the Minister for Education and Skills the action he will take for a school (details supplied) which has been vandalised; and the timeframe for construction of a new school which is planned on the site. [14349/18]
Amharc ar fhreagraI am pleased to advise the Deputy that the project for the new school building for the school in question, is currently at tender stage with the issuing of tenders on 9th March 2018. The award of the contract and commencement of construction will follow, and this is anticipated to be in quarter 3 of this year.
Regarding the vandalism referred to by the Deputy, the position is that the site will not be transferring to the Department’s ownership and therefore its security is consequently a matter for the Patron/Parish as its owners. This has been outlined to the Patron's representatives at a meeting with Department officials in April 2017 and again in recent correspondence. However the demolition of the old school will form part of the building contract and will be carried out as the first phase of the construction contract once a contractor has been appointed.
31. Deputy Marcella Corcoran Kennedy asked the Minister for Education and Skills the number of school places created and the capital expenditure in County Offaly on school building projects since 2010; and if he will make a statement on the matter. [14282/18]
Amharc ar fhreagraThe capital expenditure on school building projects in County Offaly for the period from 1 January 2010 to 25 March 2018 totals over €77 million. The breakdown per year is as follows:
2010 - €9.133 million
2011 - €12.535 million
2012 - €5.659 million
2013 - €3.547 million
2014 - €11.564 million
2015 - €12.976 million
2016 - €11.760 million
2017 - €7.986 million
2018 (to 25 March) - €1.889 million
In the period 2010 to 2017, 1,765 additional permanent school places and 2,149 replacement places, giving a total of 3,914 permanent school places, were provided in County Offaly.
32. Deputy John Lahart asked the Minister for Education and Skills the provisions available for children who may not be able to transition adequately from primary to post-primary schools; and if he will make a statement on the matter. [8925/18]
Amharc ar fhreagraTransitions at all stages and levels including starting school; the move from primary to post-primary; moving between mainstream and special school settings and preparation for life after school can be a difficult time for all parents and students, including those with special educational needs.
My Department has committed to a range of actions aimed at supporting effective transition at all stages within the education system, including transition from primary to post primary. A range of resources are available to facilitate and support the transition of 6th class students, including those with special educational needs.
My Department provides for a continuum of special education provision to be made available for children with special needs, so that regardless of the level of need of the child, educational provision can be made for them.
In 2018, almost 1.8 billion will be invested in Special Education, nearly one fifth of the overall Education budget, and up 43% since 2011, providing for mainstream classroom supports, special educational needs teachers, SNAs, additional special class support, assistive technology and individual supports depending on the various needs of students at different levels of the education cycle.
A number of useful Resources are available from the National Council for Special Education (NCSE), the National Educational Psychological Service (NEPS) and the National Council for Curriculum and Assessment (NCCA) providing advice and guidance for parents, students and schools covering the transitions between all stages of education, including the transition from primary to post-primary.
Schools use the NCCA Education Passport materials to support the reporting and transfer of pupil information at the end of sixth class, to support the dual purpose of reporting to parents and of transferring pupil information to post-primary schools once enrolment has been confirmed.
33. Deputy Maureen O'Sullivan asked the Minister for Education and Skills further to Parliamentary Question No. 35 of 6 December 2017, if the rebuilding of a school (details supplied) is still a priority for him. [14297/18]
Amharc ar fhreagraThis project is included on the 6-year construction programme announced on 17th November 2015. The building project will provide a new 350 student post primary school with an MDVI (Multiple Disability and Visual Impairment) unit, on the site of existing school building.
Notification of Decision to grant planning permission for the school was received 18th Aug 2017 from Dublin City Council. A third party planning appeal to An Bord Pleanála has significantly delayed the project from progressing to tender stage. The Design Team appointed by my Department has submitted a detailed rebuttal of this appeal and a decision from An Bord Pleanála is awaited.
This project is currently at Stage 2B of Architectural planning - Detailed Design. The Design Team is preparing the Stage 2B submission which will be submitted to my Department on conclusion of the appeal to An Bord Pleanála. The Department wrote to the Board of Management for the school on 9th March this year with an update on the progression of the project.
34. Deputy Kathleen Funchion asked the Minister for Education and Skills the reason a school (details supplied) in County Tipperary which has been awarded RAPID status has been designated DEIS status but has yet to receive DEIS funding. [14458/18]
Amharc ar fhreagraAs I have previously advised the Deputy, we have, for the first time, introduced an objective, statistics based model for deciding which schools merit inclusion in the DEIS Programme, so that all stakeholders can have confidence that we are targeting extra resources at those schools with the highest concentrated levels of disadvantage. The methodology adopted to assess levels of disadvantage in schools is based on centrally held data with a uniform application across the entire school system to assess levels of disadvantage in Primary and Post-Primary schools. A detailed document explaining the methodology used in the Identification process is available on the Department’s website at
https://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/DEIS-Identification-Process.pdf
Following the application of this model, 79 schools were identified last year as having significant levels of concentrated disadvantage to warrant inclusion in DEIS. These schools have been receiving supports under DEIS since September, 2017. The school referred to by the Deputy was not assessed as having a sufficiently high level of concentrated disadvantage such as to warrant inclusion in the DEIS programme at that time and therefore is not entitled to receive any of the related supports.
An update of the identification model is currently underway. This will take account of updated school data as provided by schools for the current school year combined with the Pobal HP Index of Deprivation, based on CSO Small Area Population statistics derived from the 2016 National Census. This will be followed by a quality assurance process after which the data will be available to my Department. This data will be used to inform policy decisions in terms of future provision in the DEIS programme, including decisions with regard to the future designation of schools identified as requiring supports.
35. Deputy Joan Burton asked the Minister for Education and Skills the number of primary schools using tablet devices (details supplied) in the classroom; the number that have stopped using these devices in the classroom due to control issues; the problems primary schools have experienced in respect of this; and if he will make a statement on the matter. [14422/18]
Amharc ar fhreagraThe decision to use tablet devices is a matter for the Board of Management of each school. Where the introduction of new technology is planned, consultation with members of the school community including parents is advised. The cost and other implications must be fully considered by the Boards of Management before a decision is made.
My Department does not maintain records on individual schools using mobile devices nor does it have access to the information sought on the number of schools that have stopped using these devices or the reasons.
I will shortly publish the Education (Parent and Student Charter) Bill 2016, under which schools will be required to consult with parents and students in developing a policy on the use of smart phones and tablet devices in schools.
An advice sheet on the adoption of tablets in schools is available on the Professional Development Service for Teachers Technology in Education (PDST-TIE) website which addresses areas such as what tablets can offer a school, educational considerations, purchasing considerations and software.
Under the Broadband for Schools Programme schools are provided with a portfolio of network services including security & filtering of content.
All schools are advised to have an Acceptable Usage Policy in place, which governs students’ use of the internet at school and covers a wide range of issues surrounding the rights, responsibilities and privileges – as well as sanctions – connected with computer use. A suite of information, including an “AUP Generator” to assist schools is available at https://www.webwise.ie/aup-2/.
The Digital Strategy for Schools has committed to €210m in funding for multi-annual ICT Infrastructure Grants to schools over the period of the Strategy. The second tranche of this funding (€30m), in respect of the 2017/2018 school year, has issued to schools.
36. Deputy Alan Farrell asked the Minister for Education and Skills the status of the commitment to implement coding into the primary school curriculum; and if he will make a statement on the matter. [14279/18]
Amharc ar fhreagraMy Department is committed to providing a primary curriculum that will enable our children to develop the computational skills that are relevant in an ever changing digital environment, of which coding is at the forefront.
Currently my Department's the PDST Technology in Education service provides training for both primary and post primary teachers in ICT which includes 'Scratch' coding. 5,800 teachers received ICT training in 2017.
Following my request as part of the Action Plan for Education to have Coding integrated into the Primary Curriculum, the National Council for Curriculum and Assessment (NCCA) sought expressions of interest from primary schools that currently teach coding. Following this call 15 schools have been invited to share their work related to coding. Examples of this work will be published on the NCCA website this year to support other schools, in the short-term, which might be interested in the area.
The second phase of work with schools will begin in the next few months. The NCCA will work closely with schools in testing different approaches to integrating coding in the Primary Curriculum and evaluating the effectiveness of these approaches in terms of children's learning outcomes, teachers' professional learning needs, the interface between coding and the rest of the curriculum, and supports needed to implement coding.
Furthermore, a large number of schools are also running voluntary coding programmes through initiatives such as Coder Dojo (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.
37. Deputy Ruth Coppinger asked the Minister for Education and Skills if funding for third level institutions will be increased in order to end the practice of charging students fees and charges for certain services; and if he will make a statement on the matter. [14379/18]
Amharc ar fhreagraAs the Deputy will be aware, my Department allocates recurrent funding to the Higher Education Authority (HEA) for direct disbursement to the HEA designated higher education institutions. The HEA allocates this funding as a block grant to the institutions included.
However, as autonomous bodies, the internal disbursement of this funding including the determination of the fee rate applicable for certain services is a matter for the Governing Authority of each institution.
Higher education is a central part of our plan as a Government to support a strong economy and deliver a fair society. The Report of the Expert Group on Future Funding (Cassells Report) which was published in July 2016, clearly outlines the funding challenges in the higher education sector and offers a number of potential policy approaches for consideration.
38. Deputy Joan Burton asked the Minister for Education and Skills his plans to provide continuous professional development for second level teachers in respect of the teaching and learning of computer science at second level; and if he will make a statement on the matter. [14419/18]
Amharc ar fhreagraThe Professional Development Service for Teachers (PDST) has prepared a comprehensive continuous professional development (CPD) programme to support the 40 schools selected to participate in Phase 1 of the implementation of Computer Science as a Leaving Certificate subject. This CPD programme, which will be implemented over the coming two and a half years, is guided by key underpinning principles of effective CPD required to support the introduction and embedding of a new subject. It comprises a range of CPD supports as part of a sustained professional learning pathway to equip those teachers nominated by the schools to lead the implementation of Computer Science in 5th Year from September, 2018.
These supports comprise a series of national professional learning seminars, regionally based clusters, specific skills based workshops, webinars and access to relevant online resources known as MOOCs. These professional learning supports aim to assist schools in becoming fully familiar with the Computer Science specification and enable them to draw upon a range of exemplar resources and pedagogic approaches towards high-quality practical classroom implementation, meaningful learning experiences for students and preparation for the practical coursework and final examination for certification in 2020. The PDST will also provide professional support for the school leaders of these 40 schools towards assisting them to facilitate the effective introduction and implementation of this new subject in their schools.
The supports required to facilitate schools in Phase 2 of the implementation of Computer Science will also be a key focus of my Department in the coming months.
39. Deputy Peter Fitzpatrick asked the Minister for Education and Skills when he plans to resolve the deficiencies in the vetting regime for special needs assistants in view of the difficulties this is causing for children with special education needs and their families; and if he will make a statement on the matter. [14275/18]
Amharc ar fhreagraIn April 2016, my colleague, the Minister for Justice and Equality commenced the National Vetting Bureau (Children and Vulnerable Persons) Acts 2012 to 2016 (the Vetting Act) which put in place statutory requirements for the Garda vetting of persons involved in working with children and vulnerable persons.
The Vetting Act applies not just to schools but to any relevant organisation that employs, contracts, permits or places a person in relevant work with children or vulnerable persons.
The vetting legislation and the vetting procedures operated by the National Vetting Bureau fall within the remit of the Minister for Justice and Equality. However, when the statutory vetting requirements were commenced my Department issued circular 0031/2016 which set out the statutory vetting requirements applicable to schools along with the practical arrangements in place to support the vetting procedures.
The circular outlines that the Vetting Act allows for some limited exemptions to the requirement under Section 12(1) of the Act to obtain a vetting disclosure from the National Vetting Bureau prior to commencing an employment, including in certain circumstances in the case of persons such as SNAs undertaking recurring substitute employment in a particular school.
A Frequently Asked Questions document was also published by my Department to assist schools with queries in respect of the circular.
40. Deputy Martin Heydon asked the Minister for Education and Skills the status of the provision of additional secondary school places in south County Kildare; and if he will make a statement on the matter. [14428/18]
Amharc ar fhreagraProjects are currently being progressed in respect of four schools in the South Kildare area. A building project for St. Conleth’s Community College is currently on site and the project is expected to be completed in time for the commencement of the academic year in September, 2018. Also, a building project for St Paul's Secondary School, Monasterevin is currently at Stage 2(b) of the architectural planning process.
In addition, building projects for Athy Community College and Cross and Passion Secondary School, Kilcullen are included in my Department's Capital Programme. In the context of progressing the building projects, my Department has undertaken site visits to the schools.
The building project for Athy Community College will be devolved to Kildare Wicklow Education Training Board (KWETB) for delivery and it is my Department's intention to engage with KWETB shortly in this regard.
Additional capacity in the region of 1,700 school places will be provided when projects at these four schools are completed.
41. Deputy Kathleen Funchion asked the Minister for Education and Skills when a school (details supplied) will be signed off; and when it will open in view of the collapse of the main contractor. [14459/18]
Amharc ar fhreagraThe school referred to by the Deputy forms part of Schools Bundle 5, the PPP project which has been impacted by the liquidation of Carillion.
The Dutch Infrastructure Fund (DIF), representing the PPP Company responsible for delivery of Schools Bundle 5, is currently implementing a rectification plan to secure service commencement on the five school buildings and one further education college as soon as possible.
DIF has indicated that a number of contractors/service providers have now been invited to quote for finishing the works outstanding on the relevant buildings and for the provision of facilities management services over the 25-year life of the project. It expects to receive final bids from tenderers, with whom it has already had extensive engagement, by early April.
Based on this, and the expected timeframe for the evaluation of tenders, and appointment and mobilisation of the new contractor/service providers, DIF is targeting all six buildings to be operational for the beginning of the coming school year, with the most advanced schools - which includes the school referred to by the Deputy - to be delivered earlier in the summer.
DIF has confirmed that, in conjunction with its lenders, it will deploy all necessary resources towards achieving these target dates.
42. Deputy Hildegarde Naughton asked the Minister for Education and Skills the way in which the mission of technological universities is to drive regional development and jobs growth and meet the skills needs of the regions. [14280/18]
Amharc ar fhreagraThe Technological Universities Act 2018 is a transformative piece of legislation and I am very pleased that it is now enacted. The TU Act underpins the development of a new type of higher education institution, building on the strengths and mission of institutes of technology to develop world class technological universities.
The mission and vision for each of the individual proposed technological universities will be developed by the consortia of Institutes of Technology who are engaged with the process seeking to become designated as Technological Universities. This will be done in consultation with stakeholders, including staff and students, and the mission and vision will be contained in the implementation plans subsequently developed.
Technological Universities will be able to deliver a range of disciplines and levels of qualification, including apprenticeships, to meet the skills needs of the regions in which they are situated, and importantly, retain talent in the regions.
Along with their mission to develop our human resources to ensure that vital skills are available to make the most of economic and employment opportunities, the Technological Universities will engage in research and innovation, all of which are key to economic development and jobs growth in the regions.
The new Technological Universities will each have a strong regional mission to support development and innovation in line with the Government’s Project Ireland 2040. I think that this represents an enormous opportunity for the regions in which the TUs are located and has the potential to be a driver of regional development and to retain jobs in regions.
Technological Universities will be institutions of scale and increased capacity to compete regionally, nationally and internationally. They will have a strong role to play in facilitating lifelong learning, upskilling and reskilling to support career development for citizens throughout their lives. Their scale and coherent branding will enable them to increase their internationalisation activities including attracting more international students and increasing mobility opportunities for Irish students and staff.
They will create the capacity for greater engagement with local enterprises, particularly Small and Medium Enterprises and will support innovation, management upskilling and internationalisation of companies.
They will be able to undertake globally significant research and innovation that supports competitiveness and nurtures new business ideas; creating a regional research capacity. They will be a key selling point in the attraction, retention and development of Foreign Direct Investment in the regions.
They will build on the existing mission of the Institutes of Technology and have a greater capacity for social and community engagements that can include placements, research and innovation, work with schools, cultural and sporting activities.
43. Deputy Brian Stanley asked the Minister for Education and Skills the progress that has been made on finalising the project brief for a school (details supplied) and having it progressed into architectural planning process. [14348/18]
Amharc ar fhreagraAs the Deputy is aware, a building project for the school to which he refers is included in my Department's 6 Year Construction Programme.
The process of acquiring a suitable site to facilitate the proposed building project has been completed. The project brief is now being finalised. This is part of the preparatory work required to facilitate the progression of the project into the architectural planning process and my Department will be in further contact with the school in this regard.
44. Deputy Thomas Byrne asked the Minister for Education and Skills his views on whether the six-year route to qualifying as a second level teacher is too long. [14449/18]
Amharc ar fhreagraThere are two routes to the teaching profession at post primary level, concurrent (undergraduate) and consecutive (postgraduate) programmes of initial teacher education (ITE). All ITE programmes in Ireland that lead to registration with the Teaching Council must have professional accreditation from the Council.
Teachers qualifying through the undergraduate route typically complete a four year level 8 ITE programme. I have announced 280 extra places on these courses for September 2018. I welcome that there has been a 4 % increase in the number of students applying for these courses.
Teachers qualifying through the postgraduate route will have completed a level 8 degree and a two year Professional Masters in Education. I have announced 100 extra places on these courses for September 2018.
Changes to initial teacher education were recommended in the National Strategy to Improve Literacy and Numeracy among Children and Young People 2011-2020 and were incorporated into the Teaching Council’s Policy Paper on the Continuum of Teacher Education and Criteria and Guidelines for Programme Providers. Both were published in 2011.
The changes made to post graduate ITE programmes included the reconfiguration of their content and an increase in their duration to two years. The increased duration allows for substantial periods of school placement, which is central to student teacher development, and a number of mandatory elements such as Literacy & Numeracy, Adolescent Learning and Teaching, Learning and Assessment.
The changes made to the content and duration of the initial teacher education programmes for post primary teaching are in line with the aims of the National Literacy and Numeracy Strategy and aim to ensure that newly qualified teachers are better equipped for the needs of modern day classroom.
The Deputy may wish to note that earlier this week I convened the first meeting of the Teacher Supply Steering Group, which is chaired by the Secretary General of my Department.
The Group will consider the issues that impact on teacher supply, including the length of ITE programmes, and oversee a programme of actions according to strict timelines and clear deliverables to meet important needs. In undertaking its task, the Group will be cognisant of the requirement that all persons wishing to teach in recognised schools must meet the professional registration standards and criteria set by the Teaching Council, which is the professional regulatory body for the teaching.
45. Deputy John Brady asked the Minister for Education and Skills when a school (details supplied) will move to a new premises; and if he will make a statement on the matter. [14415/18]
Amharc ar fhreagraThe Deputy will be aware that a project for the school in question is included in my Department's 6 Year Construction Programme.
My Department has advised the Patron of the school in question that with the agreement of Kildare Wicklow Education Training Board (KWETB), the school will be co-located with the Bray Institute of Further Education (BIFE). In this regard, my Department is engaging with KWETB in the context of progressing a development on the BIFE campus.
46. Deputy Tony McLoughlin asked the Minister for Education and Skills the process and timescale by which the Institute of Technology, Sligo, will become a member of a technological university consortium; the way in which he believes IT Sligo will make a greater contribution to the economic development of its region following the enactment of the Technological Universities Bill 2015; and if he will make a statement on the matter. [14362/18]
Amharc ar fhreagraTechnological Universities (TUs) will have a strong regional mission to support economic development and innovation. They will be able to deliver a range of disciples and levels of qualification, including apprenticeships, to meet the skills needs of the regions in which they are situated, retain talent in the regions and contribute to national priorities. They will create the capacity for greater engagement with local enterprises, particularly Small and Medium Enterprises and will support innovation, management upskilling and internationalisation of companies.
There are currently four consortia of Institutes of Technology engaged with the developmental process seeking to become designated as technological universities. I am pleased to be able to confirm to the Deputy that IT Sligo is a member of the Connaught Ulster Alliance (CUA) consortium seeking technological university status along with Letterkenny IT and Galway Mayo IT.
The CUA consortium submitted an expression of interest for designation as a Technological University in March 2015 and in October 2015 they were approved to proceed to the next stage of the process which involves the development of a plan to meet the TU criteria.
To date the HEA has provided the CUA consortium with just over €2.1m in funding to advance their TU project. The HEA has recently issued a further call for proposals and it is open to the CUA consortium to apply for further support in response to this call.
The recently enacted Technological Universities Act 2018 sets out the eligibility criteria and the application process whereby consortia of applicant institutes of technology may jointly apply to the Minister for Education and Skills for an order establishing a Technological University. The various consortia are at different stages of development, dependent on their particular circumstances. It is a matter for the Institutes of Technology in a consortium to lead on the progression of their plans to seek designation as a Technological University. My understanding is that the CUA consortium is progressing work in a number of different respects to develop its application for TU designation but that, as yet, no firm date for the submission of such an application has been set.
47. Deputy Thomas Byrne asked the Minister for Education and Skills his views on whether schools are generally in severe financial difficulties; and if an increase in capitation rates will be ensured. [14453/18]
Amharc ar fhreagraI recognise the need to improve capitation funding for schools having regard to the reductions that were necessary over recent years. The first cuts to capitation were announced in October 2010 by the then Minister for Finance. Restoring capitation funding as resources permit is one of the actions included in the Action Plan for Education.
Budget 2018 marked 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 increased by €554 million to over €10 billion.
The process is underway for restoring grant funding that is used by schools to fund the salaries of ancillary staff. The ancillary grant was increased by €6 in 2016, €5 in 2017 and €5 in 2018, in order to enable primary 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. A similar type approach in relation to improvements in grant funding was applied, as appropriate, at post-primary level.
48. Deputy Richard Boyd Barrett asked the Minister for Education and Skills the recent efforts he has made to assist a school (details supplied) in its ongoing campaign to ensure the future of its playing pitches; and if he will make a statement on the matter. [14273/18]
Amharc ar fhreagraI understand that a legal case is currently being taken against the Christian Brother Congregation regarding the sale of land in question. It would be inappropriate for me as Minister to comment on cases before the Courts.
The Deputy will also be aware that I have received a request from the Patron of the school concerned to approve the dissolution of the Board of Management.
The statutory process of dissolution is underway in which I, as Minister, must make a decision having considered the submissions made to me.
Until I have fully considered the request and the dissolution process is concluded I am not in a position to comment on matters that are related to the request. To make a public comment on this request to dissolve the board or related matters would be for me to pre-judge a statutory function which I must now discharge.
I will however make a decision in due course having considered all aspects of the dissolution in keeping with my statutory function.
49. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais agus Scileanna an bhfuil sé i gceist aige beartas oideachais speisialta a réiteach bunaithe ar mholtaí Chomhchoiste Oideachais agus Scileanna an Oireachtais; má tá, cén uair a fhoilseofar é. [14261/18]
Amharc ar fhreagraAithním na dúshláin bhreise atá ag meánscoileanna na n-oileán. Tá grúpa oibre curtha le chéile agam san Roinn chun féachaint mar chéad chéim ar riachtanais scoileanna na niar-bhunscoileanna Gaeltachta ar na hoileáin. Thosaigh obair an ghrúpa ag deireadh na bliana 2017 agus déanfar dul chun cinn leis an obair seo in 2018 tar éis don ghrúpa oibre comhairliúchán a dhéanamh leis na boird oideachais agus oiliúna ábhartha. Déanfaidh an grúpa oibre cíoradh ar na saincheisteanna éagsúla chun féachaint ar chén tacaíocht gur féidir a thabhairt do na hiar-bhunscoileanna Gaeltachta ar na hoileáin chun é seo a thabhairt chun cinn.
I am aware of the additional challenges faced by post-primary schools on the islands. I have established a working group in the Department to examine in the first instance, the needs of post-primary schools in the Gaeltacht. The work of the group commenced in late 2017 and will progress in 2018 after the group has consulted with the relevant Education and Training Boards. The working group will consider the various issues and see what assistance can be provided to these schools as a way forward.
