Written Answers Nos. 226-244
226. Deputy Brendan Ryan asked the Minister for Education and Skills the timeframe from when a site is identified and purchased for a new school or an existing school to be transferred to a new site, built and opened; the main stages in the process after land acquisition to school opening; and if he will make a statement on the matter. [17727/18]
Amharc ar fhreagraI am pleased to inform the Deputy that my Department has set out on its website, the stages in school building projects and also outlines the current status of existing major projects in the school building programme in a more user-friendly format. The status of projects is being regularly updated to reflect their progress as part of the €8.4 billion investment in school buildings under Project Ireland 2040. Please see here: www.education.ie - Building Works
In summary, the stages in the process are as follows:
- Site Acquisition (where required) - site may be acquired by my Department or by the school's patron
- Project Brief stage - this includes determining the project brief and schedule of accommodation
- Stage 1 - Preliminary
- Stage 2 - Design (which is divided into Stage 2a - Developed Sketch Scheme and Stage 2b - Detailed Design)
- Stage 3 - Tender Action, Evaluation and Award
- Stage 4 - Construction
In terms of timeframe, this can vary depending on the site and project involved. Throughout all stages of the delivery process, there are a range of factors and external dependencies outside the Department’s control that can impact on delivery timelines on individual projects and the ability to achieve the Department’s published indicative timelines for same. Delays can occur in site acquisition, planning, design and construction. Therefore timeframes are project specific and school authorities are kept informed of the project status.
Various delivery mechanisms are used for delivering school building projects with a view to ensuring that timelines are met. These include my Department's Design and Build Programme, ADAPT Building Programme, Public Private Partnerships and in addition there is a strong emphasis on delivery on a devolved basis to various agencies and school authorities.
227. Deputy Willie Penrose asked the Minister for Education and Skills if the level of wages paid to cleaning personnel and others working in the State examinations centre of his Department will be expedited; if he is satisfied that each employee in the sector is paid at least the minimum wage; and if he will make a statement on the matter. [17743/18]
Amharc ar fhreagraThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
228. Deputy Willie Penrose asked the Minister for Education and Skills the reason cleaners in the State examinations centre in his Department are only paid in respect of overtime at the rate of 1.5 times the overtime rate at the first point of the scale, as opposed to double the rate of pay which is applicable to other personnel who are paid appropriately at the relevant point of the scale they are on at that stage; and if this rate can be applied to cleaners and other personnel in the State examinations centre. [17744/18]
Amharc ar fhreagraThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
229. Deputy Robert Troy asked the Minister for Education and Skills if an application for works to be carried out on car parking facilities at a school (details supplied) will be reviewed; and if he will make a statement on the matter. [17753/18]
Amharc ar fhreagraI can confirm to the Deputy that the school in question applied for funding under the Summer Works Scheme, under Category 10 - External Environment Works.
The Summer Works Scheme (SWS) is designed to allow schools to carry out small and medium sized building works that will improve and upgrade existing school buildings.
Funding of almost €80 million has been approved in respect of 635 schools for Categories 1 to 6 under the multi-annual Summer Works Scheme (2016-2017). Nearly 50% of all schools have applied for inclusion under the scheme which reflects a very high demand. Details of successful school applicants, in respect of Categories 1 to 6 can be accessed on my Department's website www.education.ie.
The 2018 budgetary provision will allow my Department to meet the carry over costs of summer works projects already approved. This will involve expenditure in 2018 of over €25 million. My Department's focus in 2018 is on the delivery of those Category 1 to 6 summer works projects in addition to the major school projects and additional accommodation scheme projects needed to cater for demographic requirements.
230. Deputy Charlie McConalogue asked the Minister for Education and Skills if there are supports offered to assist a person (details supplied) with the cost of an online masters degree which will be accredited by an Irish university; and if he will make a statement on the matter. [17831/18]
Amharc ar fhreagraThe student grant scheme, administered by SUSI, provides maintenance grants to students who meet the prescribed conditions of funding, including those relating to nationality, residency, previous academic attainment and means. Students who meet these conditions can apply to SUSI for financial support.
In the context of limited public funding and competing priorities, student support funding is currently targeted at full-time students in approved institutions. The potential for reviewing options for existing access funding initiatives to part-time studies in higher education could only be considered in the context of the overall priorities and financial resources for access to higher education, and in the wider higher education funding context.
Further details on the criteria for student grant eligibility is available on www.susi.ie.
I regret to advise that my Department does not provide any supports to students in the circumstances that pertain to the student in question.
231. Deputy Tom Neville asked the Minister for Education and Skills the number of resource teachers recruited in each of the years 2005 to 2017 and to date in 2018, in tabular form. [17834/18]
Amharc ar fhreagra232. Deputy Tom Neville asked the Minister for Education and Skills the number of SNAs recruited in each of the years 2005 to 2017 and to date in 2018, in tabular form. [17835/18]
Amharc ar fhreagra233. Deputy Tom Neville asked the Minister for Education and Skills the number of special classes the National Council for Special Education plans to open in 2018, in tabular form. [17836/18]
Amharc ar fhreagra234. Deputy Tom Neville asked the Minister for Education and Skills the number of special classes opened in each of the years 2005 to 2017 and to date in 2018, in tabular form. [17837/18]
Amharc ar fhreagraI propose to take Questions Nos. 231 to 234, inclusive, together.
Ensuring that children with special educational needs are supported and given the opportunity to reach their full potential is a key priority for this government.
My Department's policy aims to ensure that all children with Special Educational Needs can have access to an education appropriate to their needs, preferably in school settings through the primary and post primary school network.
Such placements facilitate access to individualised education programmes which may draw from a range of appropriate educational interventions, delivered by fully qualified professional teachers, with the support of Special Needs Assistants and the appropriate school curriculum.
All state-funded primary and post primary schools have been allocated additional resources to provide for children with special educational needs enrolled in school.
The National Council for Special Education (NCSE) is responsible for processing applications from schools for special educational needs supports. The NCSE operates within my Department's criteria in allocating such support.
In 2018, almost €1.8 billion will be invested in Special Education. This represents an increase of almost 43% since 2011 and amounts to almost 20% of the Department’s overall Budget.
To this end my Department has allocated SNA support to over 12,000 extra pupils since 2011 and provided extra Special Education teachers to meet the expansion in children in need of teaching support.
Since 2011, the increase in SNAs has been 3,545, including an additional 2,080 posts in the last two years bringing the current number to some 14,120.
The number of Special Education teachers has increased by 3,660 since 2011, including 1,600 additional posts in the past two years, bringing the current number to 13,400.
The number of special classes has risen by 756 since 2011, including 293 new classes in the past two years bringing the current number to over 1,300. The NCSE have advised my Department that it intends to establish approx. 160 new special classes, including approximately 150 new ASD classes, for the 2018/19 school year.
The NCSE is aware of emerging need from year to year, and where special provision is required it is planned and established to meet that need.
The NCSE continues to progress the planning process to ensure that all students with Special Educational Needs can access supports appropriate to their needs for the 2018/19 school year and beyond.
Tables are provided showing the following:
- The number of SNAs allocated from 2005 to 2018
- The number of special classes from 2010 to 2018 – the number for the years 2005 to 2010 is not readily available, I will arrange to have this information compiled and forwarded to the Deputy as soon as possible.
- The numbers of learning support and resource teachers from 2009 to 2017, and Special Education teachers in 2017/18. As prior to 2009, allocations for resource teaching support were only made to schools once all existing surplus teaching capacity was utilised in schools, allocations for resource teaching were not recorded as a separate entity at that time and are therefore not available for the period prior to 2009.
Number of Special Classes
|
School Year |
No. of Special Classes |
|
2010/11 |
503 |
|
2011/12 |
548 |
|
2012/13 |
628 |
|
2013/14 |
737 |
|
2014/15 |
855 |
|
2015/16 |
1011 |
|
2016/17 |
1152 |
|
2017/18 |
1304 |
General Allocation Model Learning Support and Resource Teaching posts
|
School Year |
GAM LS Posts |
RT Posts |
Total |
|
2009/10 |
4454 |
4869 |
9323 |
|
2010/11 |
4454 |
5175 |
9629 |
|
2011/12 |
4475 |
5265 |
9740 |
|
2012/13 |
4863 |
5265 |
10128 |
|
2013/14 |
4882 |
5721 |
10603 |
|
2014/15 |
4954 |
6203 |
11157 |
|
2015/16 |
5015 |
6821 |
11836 |
|
2016/17 |
5072 |
7429 |
12501 |
New Special Education Allocation Model
|
Year |
Primary |
Post Primary |
Total |
|
2017/18* |
9321 |
4049 |
13306 |
*As at March 2018. Includes 25 posts allocated to the NCSE to develop support services for schools. The remaining 94 posts which have yet to be allocated are available to allocate to schools for appeals, demographic growth, or where exceptional circumstances arise in schools.
SNA Allocations 2005-2017
|
Year |
Allocation of Special Needs Assistants 2005- 2018 (End December Each year) |
|
2005 |
7294 |
|
2006 |
8390 |
|
2007 |
9824 |
|
2008 |
10,442 |
|
2009 |
10,342 |
|
2010 |
10,543 |
|
2011 |
10,575 |
|
2012 |
10,575 |
|
2013 |
10,745 |
|
2014 |
11,330 |
|
2015 |
12,040 |
|
2016 |
12,900 |
|
2017 |
13990 |
|
2018 (to end of June) |
14,120 |
235. Deputy Catherine Connolly asked the Minister for Education and Skills the position regarding the requested consultation talks with survivors of residential industrial schools to facilitate a survivor-led strategy providing support for survivors looking for assistance; and if he will make a statement on the matter. [17859/18]
Amharc ar fhreagraFollowing a meeting with survivors, I expressed a willingness to have a series of consultation meetings around the country, led by and for survivors of institutional abuse. The purpose of these meetings will be to enable survivors to reflect on their experiences, the State’s response to the issue of institutional abuse and to make any recommendations they wish to make. The detail of how this can happen is being worked out and Department officials are in contact with survivors.
236. Deputy Catherine Connolly asked the Minister for Education and Skills when the eligibility review for Caranua will be published; and if he will make a statement on the matter. [17874/18]
Amharc ar fhreagraThe review of eligibility to apply for Caranua is nearing completion and will be published in the coming weeks.
237. Deputy Catherine Connolly asked the Minister for Education and Skills the progress made by Caranua following publication of its customer service charter and its feedback and complaints policy; and if he will make a statement on the matter. [17875/18]
Amharc ar fhreagraCaranua (the Residential Institutions Statutory Fund) is an independent statutory body and I have no role in relation to its day to day operations. The organisation's existing Customer Charter is available on its website www.caranua.ie, as is its Feedback and Complaints Policy. Recent statistics published on the website show that 95% of the feedback between January and March of this year was positive.
Caranua has identified a number of areas that it would review, these include: waiting times for first time applicants, its prioritisation policy and the usage of Nominated Person and Permission to Share Policy. I am advised that Caranua will progress these and related issues.
238. Deputy Catherine Connolly asked the Minister for Education and Skills if the board members of Caranua who recently resigned have been replaced; and if he will make a statement on the matter. [17876/18]
Amharc ar fhreagraArrangements will be put in place as soon as practicable to fill the two vacancies that have arisen on the Board of Caranua. These vacancies will be filled in accordance with the provisions of the Residential Institutions Statutory Fund Act 2012 and the Guidelines on Appointments to State Boards. Notwithstanding these vacancies the Caranua Board continues to operate and currently has seven members, two of whom are former residents.
239. Deputy Sean Fleming asked the Minister for Education and Skills the position regarding teachers who are coming up to retirement age but want to continue teaching; the pay arrangements in place in such situations; if this a temporary arrangement; the length of time it is expected to continue; the age to which teachers can work after 65 years of age; his plans to amend this matter; and if he will make a statement on the matter. [17897/18]
Amharc ar fhreagraIn December 2017 this Government committed to makes changes to the compulsory retirement age in the public sector which currently requires those affected, including some teachers, to retire at age 65. The proposed change, which will increase the compulsory retirement age to 70 years, will require the enactment of legislation and my colleague, the Minister for Finance and Public Expenditure and Reform is progressing this draft legislation at present.
Pending the legislative changes referred to above the Department of Public Expenditure and Reform set out temporary measures which will apply to those affected and who will reach age 65 before the legislation has commenced. That circular from DPER further authorised Government Departments and Offices to adapt those temporary arrangements so as to make them available to public service bodies under their aegis.
The temporary arrangements in the Education and Training sector mirror those outlined by DPER and my Department recently issued a Circular and Frequently Asked Questions (FAQs) on this matter to the sector.
In essence these arrangements permit someone with a compulsory retirement age of 65 years to continue working until they reach State pension age currently age 66. The person concerned must retire, take their lump-sum payment but can return directly to their post in the educational institution. They will return to work on the first point of the relevant pay-scale. It is intended that these temporary arrangements will continue until the commencement of the legislation to change the compulsory retirement age.
Full details of the Circular and FAQs which are published on my Department’s website are attached for ease of reference.
240. Deputy Mary Lou McDonald asked the Minister for Education and Skills the form, date and amount of all invoices issued to his Department by a company (details supplied) in each of the years 2007 to 2017, in tabular form. [17904/18]
Amharc ar fhreagraFollowing an examination of my Department's FMS Financial Management System, I understand that no payments were made to the company (details supplied) in the years 2007 to 2017.
241. Deputy Thomas Byrne asked the Minister for Education and Skills the school sites which have been agreed in principle and-or announced as having been agreed which have not been fully conveyed, transferred or leased to his Department by the date the agreement was reached or announced as having been reached. [17919/18]
Amharc ar fhreagraI wish to clarify that any site that has been announced as having been “agreed in principle” will not have been fully conveyed, transferred or leased to my Department by the date the agreement was reached or announced as having been reached.
In order to explain the answer to the Deputy’s question, I wish to put a context on the site acquisition process. The first step is the identification of potential site options. My Department works closely with local authorities in the identification of school sites and, in addition in line with relevant circulars, also considers the potential of existing properties in the ownership of my Department or other state agencies.
Where a suitable site or property is identified, negotiations with the relevant landowner follow with a view to obtaining agreement on the terms of the land acquisition; this includes price but can also include other aspects such as technical issues arising from the development of the site. This process can take some time but once the terms of the acquisition are agreed, i.e. "agreement in principle" obtained, the process moves to conveyancing stage.
The point at which "agreement in principle" is reached with a landowner in respect of a proposed site acquisition is a very positive step in the acquisition process. However, it is also the point that the conveyancing process to formalise the transfer (or lease) of the property commences.
Property conveyancing can be a time-consuming process depending on the variables in an individual case such as title issues and easements. Due diligence has to be applied to the transfer in order to ensure that good and marketable title is obtained in the interests of the Exchequer.
In addition in cases where an acquisition is subject to planning permission, while contracts may be signed in advance, the transfer of ownership of the property occurs once planning permission has been granted. The planning process also includes the planning appeal process.
Notwithstanding the above, where there is relative certainty in relation to finalising matters, for example where the land is in public ownership or where planning permission is being submitted but contracts not yet finalised, my Department sometimes can inform the school authorities of the proposed school location at this point on the basis that “agreement in principle” has been obtained.
My Department’s general approach is to inform the school authorities of the potential location of the new school at as early a stage as possible, provided that this would not jeopardise the potential acquisition. In general, where a site is in public ownership or where there is relative certainty in relation to completion of the acquisition, the school can be informed at the point when "agreement in principle" has been obtained and prior to contracts being signed. In some cases, particularly where the land is in private ownership, due to commercial sensitivities it may not be appropriate to confirm the site location at the point at which agreement in principle is reached. For example, title issues may come to light at conveyancing stage which means that the acquisition may not proceed; if this information were in the public domain it could potentially jeopardise any subsequent disposal of the land by the owner. Similarly in some cases prematurely announcing the site location could jeopardise completion of the acquisition process due to commercial or other issues.
I trust this explains the context in which the school site acquisition process operates, and the reasons why school site acquisition progress can be referred to as having reached the point of "agreement in principle" while the formal transfer process has not completed.
242. Deputy Pat The Cope Gallagher asked the Minister for Education and Skills the status of improvement works and extension plans required at a school (details supplied); and if he will make a statement on the matter. [17933/18]
Amharc ar fhreagraAs the Deputy will be aware, very substantial funding was granted to the school in question in May 2014 to provide additional accommodation.
In February 2015, additional money was approved to address significant abnormal works identified by the school authority and further increased in December 2016 to carry out remedial works to the heating system.
The school has maintained contact with my Department in relation to specific accommodation requests, such as Pastoral Offices, Student Social Area and a new PE Hall. The school has also referred in general to overall accommodation issues such as corridors, student locker areas and classroom conditions.
I wish to advise the Deputy that my Department’s current priority, within the limited funding available, is the provision of essential classroom accommodation in areas where significant demographic need has been established to ensure that each child will have access to a physical school place. The Deputy will therefore appreciate that all applications for capital funding must be considered in the context of the existing challenging financial circumstances where funding must be prioritised for this purpose and to provide mainstream classroom accommodation where additional teachers are being appointed.
In this context, it is important to note that the Department has clarified in writing to the school authority that the Department is not in a position to advance further needs of the school at present. The school’s accommodation demands remain to be considered subject to available funding but without an indicative timeframe for the progression as a further phase.
243. Deputy Pat The Cope Gallagher asked the Minister for Education and Skills the status of an application by a school (details supplied) for an ASD unit and additional accommodation; if the remaining stages of the application will be approved; and if he will make a statement on the matter. [17941/18]
Amharc ar fhreagraI can confirm to the Deputy that an extension comprising a two classroom ASD unit was approved for the school in question in March 2016. In June 2017, the ETB sought to include elements of refurbishment to the existing building, the relocation of existing rooms and prefab removal which have also been approved.
A project delivery stage meeting was held with the school authority on 8 February last. In that regard, I understand that an updated stage submission has been received and is under consideration. My Department will revert to the ETB shortly in relation to next steps.
244. Deputy Pat The Cope Gallagher asked the Minister for Education and Skills if a school (details supplied) will be included in the major building programme; the way in which the programme is progressing in view of the fact that the school is in need of major upgrade; and if he will make a statement on the matter. [17942/18]
Amharc ar fhreagraThe Department is in receipt of a major capital application from the school referred to by the Deputy.
A major project for the school in question is not included in the current 6 Year Construction Programme and in that context, it is not possible to give a timeframe for progression of a major project at the school at this time. However, the application will fall to be considered for inclusion should additional funding become available.
In the meantime however, very significant funding has been approved for a devolved additional accommodation project comprising a two classroom ASD unit, elements of refurbishment to the existing building, the relocation of existing rooms and prefab removal.
A project delivery stage meeting was held with the school authority on 8 February last. In that regard, the updated stage submission from the ETB was received in April 2018 and is currently being considered.
