Peadar Tóibín
Ceist:85. Deputy Peadar Tóibín asked the Minister for Finance his plans to address the crisis in the business insurance sector (details supplied). [19247/18]
Amharc ar fhreagraInsurance Industry
Ceisteanna (85)
Freagraí scríofa
Both I and the Government are very conscious of the difficulties that increased insurance costs are having on the business sector.
Consequently, following the publication of its Report on the Cost of Motor Insurance in January 2017, the Cost of Insurance Working Group undertook an examination of the Employer Liability and Public Liability insurance sectors in its second phase of work. While a number of the recommendations in the Motor Report are relevant to the area of business insurance – in particular, the recommendations regarding the Book of Quantum, the Personal Injuries Assessment Board and the establishment of the Personal Injuries Commission – it became clear in preparing the Report on the Cost of Motor Insurance that there was also a pressing need to examine the drivers for the rising cost of business insurance.
The second phase work culminated in the publication on January 25th 2018 of the Report on the Cost of Employer and Public Liability Insurance, following its approval by Government. This new Report makes 15 recommendations with 29 associated actions to be carried out, detailed in an Action Plan contained in the Report with agreed timelines for implementation.
The recommendations, covering three main themes, include actions to:
- Increase Transparency: enhance levels of transparency and improve data sharing and collection processes;
- Review the level of damages in personal injury cases: request that the Law Reform Commission undertake a detailed analysis of the possibility of developing constitutionally sound legislation to delimit or cap the amounts of damages which a court may award in respect of some or all categories of personal injuries; and
- Improve the personal injuries litigation framework: through a number of measures, including:
a. ensuring potential defendants are notified in sufficient time that an incident has occurred in relation to which a claim is going to be made against their policy;
b. tackling fraudulent or exaggerated claims; and
c. ensuring suitable training and information supports are available to the Judiciary to assist in the fair and consistent assessment and awarding of damages in personal injury cases.
All 29 actions are scheduled to be implemented before the end of 2019, with 26 due for completion this year. The fifth Quarterly Progress Update is near completion and will focus on the implementation of both of the Reports. However, I can now report that in respect of the eight actions from the Report on Employer and Public Liability Insurance due for completion in Q1 2018, all eight deadlines have been met.
The Working Group will continue to focus on implementing the recommendations of the Report on the Cost of Employer and Public Liability Insurance in parallel with implementing those from the 2017 Motor Report. I am hopeful that the cumulative effects of the completion of the two reports’ recommendations will include increased stability in the pricing of insurance for businesses and improved availability of liability insurance for all types of bodies.
Bank Branch Closures
Ceisteanna (86)
Niamh Smyth
Ceist:86. Deputy Niamh Smyth asked the Minister for Finance his views on the announcement that 27 office service centres are to be closed by a bank (details supplied); the location of each; the number of staff that work at each branch; and if he will make a statement on the matter. [19270/18]
Amharc ar fhreagraFreagraí scríofa
The Deputy will be aware that, as Minister for Finance, I have no direct function in the day-to-day commercial decisions made by Bank of Ireland. Decisions taken by Bank of Ireland in this regard, and the manner in which it conducts its day-to-day operations, are matters for the board and management of the bank.
Although the State has a minority shareholding in Bank of Ireland, I must ensure that the bank is run on a commercial, cost effective and independent basis to protect its value as an asset of the State. A Relationship Framework has been specified which defines the nature of the relationship between the Minister for Finance and the bank and this Framework can be found at the following link:
http://www.finance.gov.ie/wp-content/uploads/2017/07/Bnak-of-Ireland-Relationship-Framework-March-2012.pdf
The detailed information requested by the Deputy is not held in the Department of Finance. Officials in the Department referred the Deputy’s question to the bank and received the following response:
“Bank of Ireland’s key strategic priorities include transforming the Bank and enhancing customer service. To achieve these priorities we are restructuring our business model, streamlining our organisation, and increasing our focus on customer facing roles.
“As part of this process, we have reviewed our operational support centres. These centres were established to manage temporary projects or to provide back office operational support for the bank. They are generally located in offices above branches. There are 28 operational support centres, distributed nationwide, employing 419 people.
“Arising from this review the Bank has decided to wind these operational support centres down by the end of the year. A number of temporary projects conducted at the centres are due to naturally conclude by the end of 2018, and other activity will be centralised to an alternative location. The migration of this work will be carried out on a phased basis, with all activity concluded by the end of 2018. Alongside this decision, the Bank is increasing the number of personnel in our branches and Contact Centres with over 100 new roles. This will enhance our ability to better serve our customers, which is a core strategy for the development of the Bank.
“Supporting colleagues through change is a key priority. We have communicated with all support role colleagues in relation to these changes, and have set out a range of options at this time, including:
Seeking expressions of interest from our operational support centre colleagues for one of over 100 new branch and Contact Centre roles;
Supporting colleagues who wish to apply for other roles across the Group; and
Supporting colleagues who express an interest in Voluntary Parting or Early Retirement.
"The various options and timelines will be discussed again with colleagues in one-to-one meetings with line managers over the coming weeks, and a range of HR supports remain available to colleagues on an ongoing basis. Bank of Ireland has the largest branch network with 250 branches nationwide - our branch network is unaffected by this announcement.”
Central Bank of Ireland Supervision
Ceisteanna (87)
Michael McGrath
Ceist:87. Deputy Michael McGrath asked the Minister for Finance the role the Central Bank has with regard to outsourced services utilised by banks operating here; if the Central Bank has specific powers to assess the adequacy of such outsourced services; if the Central Bank has the power to inspect such outsourced service providers; his views on whether there is a potential risk to customers due to the use of outsourced services; and if he will make a statement on the matter. [19305/18]
Amharc ar fhreagraFreagraí scríofa
From a prudential perspective, historically the Central Bank of Ireland has had overall responsibility for the authorisation and supervision of credit institutions operating in Ireland. From 4 November 2014 this changed with a number of supervisory responsibilities and decision making powers moving to the European Central Bank (ECB) through the establishment of the Single Supervisory Mechanism (SSM).
The ECB is responsible for all core supervisory responsibilities as defined in the Council Regulation (EU) No. 1024/2013 (SSMR). For Significant Institutions, a Joint Supervisory Team (JST), led by the ECB and consisting of both ECB and Central Bank supervisors directly supervise these firms. The Central Bank remains responsible for the supervision of activities of institutions defined as Less Significant.
Prudential risks arising from outsourcing was one of ECB Banking Supervision’s supervisory priorities for 2017 and it carried out a themed review on this topic. The focus of the thematic review was to take stock of selected supervised entities’ outsourced activities and scrutinise how banks are managing the associated risks.
The Central Bank of Ireland has been clear with banks that the responsibility for the proper management of risks associated with outsourcing arrangements and the outsourced activities resides with boards and senior management of banks - not the outsource provider. Banks are required to grant the SSM/Central Bank the right to audit outsource providers. However, all risks remain with the bank and not the outsourced provider.
While there are potential efficiencies or specialist expertise gained through outsourcing certain services, the approach can also potentially increase operational, governance, or conduct risks if not properly managed. When SSM/Central Bank assesses outsourcing arrangements it assesses the full outsourcing life-cycle from the initial risk assessment and due diligence, through the decision-making process and then the on-going monitoring and exit strategies.
The Central Bank has commented on its expectations of banks, which include compliance with the European Banking Authority Guidelines on Outsourcing, and on the findings of its inspections in this area in public speeches.
In November 2016, then Director of Credit Institutions Supervision Ed Sibley said:
Outsourcing is not new, although it continues to increase in prominence as banks seek to reduce costs, and focus more on their core business expertise and value generating activities. We expect strong governance frameworks over outsourcing arrangements, starting with adherence with the EBA guidelines on outsourcing at the very minimum. These guidelines effectively date back to 2006. Banks have had 10 years to ensure they comply with them. However, we continue to see examples of where they do not, resulting in serious risks being run, a lack of ability to manage and drive value from the outsourcing arrangements and ultimately requiring us to take enforcement action in a number of cases.
In its consumer protection role, the Central Bank has been clear that firms cannot derogate from their obligations by contracting a third party to carry out activities on their behalf.
The Central Bank’s Consumer Protection Code (the Code) provides that a regulated entity must ensure that in all its dealings with customers and within the context of its authorisation it ensures that any outsourced activity complies with the requirements of the Code.
The Central Bank expects that a firm’s consumer protection framework must consider and address the consumer protection risks inherent in its approach to outsourcing and the arrangements in place with its outsourcees. Proper terms and conditions must be in place, along with a programme of checking to make sure that the outsourced activity meets the firm's own standards (including its ethical standards).
Pension Provisions
Ceisteanna (88)
Clare Daly
Ceist:88. Deputy Clare Daly asked the Minister for Public Expenditure and Reform further to Parliamentary Question No. 383 of 20 June 2017 and other statements from his Department (details supplied), the position regarding persons with this legislation benefit under the Irish airlines superannuation scheme who wish to transfer from IASS to other schemes within the PSTN at full value of their benefits prior to December 2014; and if he will make a statement on the matter. [19226/18]
Amharc ar fhreagraFreagraí scríofa
Irish Airlines Pensions has advised this Department that as a result of the deficit that exists on the Irish Airlines Superannuation Scheme (IASS) pension fund, it is not in a position to fully fund transfers effected through the Public Sector Transfer Network (PSTN).
The rules of the PSTN require a full transfer of pension entitlements. In the case of funded pension schemes, this means that a transfer payment must be made in respect of all pensionable service with the first organisation, calculated in accordance with the relevant actuarial tables under paragraph 16(d) of the transfer scheme rules. Payment of a lesser amount will mean that the funds received by the second organization will not reflect the full service to be transferred.
Accordingly, there is no possibility of transfers involving the IASS being effected within the PSTN under these circumstances.
Building Regulations
Ceisteanna (89)
Clare Daly
Ceist:89. Deputy Clare Daly asked the Minister for Public Expenditure and Reform further to Parliamentary Question No. 94 of 24 April 2018, if his attention has been drawn to issues raised (details supplied) on the windows; if his attention has been further drawn to the fact that this layer is not the size that the supplier alleges is being used; and if he will make a statement on the matter. [19272/18]
Amharc ar fhreagraFreagraí scríofa
The cell windows used by the Office of Public Works are a composite construction made up of three components, namely concrete, glass block and a protective covering layer. The performance of the cell windows depends on all three components working together and not just one single component of its make-up. The composite construction of the cell windows mentioned in the deputy’s PQ does not breach Safety & Health Regulations.
There are two suppliers of cell windows used by the OPW, both of whom meet the specifications. And both have been used in different locations.
Flood Relief Schemes
Ceisteanna (90)
Tom Neville
Ceist:90. Deputy Tom Neville asked the Minister for Public Expenditure and Reform if a temporary road constructed by the Office of Public Works on the lands of a person (details supplied) will now be removed and the lands reinstated following the OPW's completion of flood protection works; and if he will make a statement on the matter. [19278/18]
Amharc ar fhreagraFreagraí scríofa
The river in the location referred to by the Deputy is strongly influenced by the tide and several breached flood defence scenarios occurred during repeated storm surges, resulting in severe flooding of agricultural land throughout the estuary.
The OPW is currently refurbishing the earthen flood defence embankments along the river and estuary. There are no immediate plans to remove temporary roads constructed by the OPW as this infrastructure is critical in order to carry out current and future maintenance and refurbishment works of the flood defence embankments maintained by the OPW.
This work will greatly benefit the land owners and communities in question that are at risk of flooding.
Special Educational Needs Service Provision
Ceisteanna (91)
Thomas Byrne
Ceist:91. Deputy Thomas Byrne asked the Minister for Education and Skills when a full-time special needs assistant will be reinstated for a person (details supplied). [19157/18]
Amharc ar fhreagraFreagraí scríofa
Special Needs Assistants (SNAs) are provided to assist recognised schools to cater for pupils with disabilities, who have additional and significant care needs, in an educational context and where the nature of these care needs have been outlined in medical and other professional reports as being so significant that a pupil will require additional adult assistance in order to be able to attend school and to participate in education.
The National Council for Special Education (NCSE) is responsible, through its network of local Special Educational Needs Organisers (SENOs) for allocating a quantum of Special Needs Assistant (SNA) support for each school annually taking into account the assessed care needs of children qualifying for SNA support enrolled in the school.
The NCSE allocates SNA support to schools in accordance with the criteria set out in Department Circular 0030/2014, which is available on the Department's website at www.education.ie, in order that students who have care needs can access SNA support as and when it is needed. My Department’s policy is to ensure that every child who is assessed as needing SNA support will receive access to such support.
In considering applications for SNA supports for individual pupils, the SENOs take account of the pupils' needs and consider the resources available to the school to identify whether additionality is needed or whether the school might reasonably be expected to meet the needs of the pupils from its current level of resources. SNAs are not allocated to individual children but to schools as a school based resource.
Schools who wish to make applications for SNA support should apply to the NCSE. The deadline for applying for SNA support for the 2018/19 school year was extended from 28 February to the 7th March 2018 due to the effects of adverse weather. The NCSE continues to accept applications after this date. SENOs continue to process applications for access to SNA support which were received after 7th March in the order in which the applications have been received.
The NCSE aims to respond later this month to valid applications for access to SNA support received by 7th March 2018.
The NCSE Appeals Process may be invoked by a parent or a school where it is considered that a child was not granted access to SNA support on the grounds that Department policy was not met in accordance with Circular 0030/2014.
Schools may also appeal a decision, where the school considers that the NCSE, in applying Department policy, has not allocated the appropriate level of SNA supports to the school to meet the special educational and/or care needs of the child/ren concerned.
If a parent considers that their child is not accessing a sufficient level of SNA support they should address their concerns to the school in the first instance.
All schools have the contact details of their local SENO and parents may also contact their local SENO directly to discuss their child's special educational needs, using the contact details available at http://ncse.ie/seno-contact-list.
As the question to which the Deputy refers relates to an individual child, the matter will be referred to the NCSE for direct reply.
Student Grant Scheme
Ceisteanna (92)
Bobby Aylward
Ceist:92. Deputy Bobby Aylward asked the Minister for Education and Skills further to Parliamentary Question No. 353 of 19 April 2018, if special funding for a person (details supplied) will be granted; the position regarding scholarships and bursaries for students studying abroad; and if he will make a statement on the matter. [19159/18]
Amharc ar fhreagraFreagraí scríofa
The main support available to assist students with the cost of higher education is the student grant scheme. SUSI’s online system for the 2018 Scheme is now open. Students attending college in the academic year 2018/19 are required to submit their grant application to SUSI (via www.susi.ie) to have their eligibility for grant assistance assessed.
Students attending approved undergraduate courses in the EU can apply for a maintenance grant provided they meet the terms and conditions of the Student Grant Scheme.
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 including approved undergraduate and postgraduate courses in EU Member States and in non-EU countries. Further information on this tax relief is available from the Revenue Commissioners on www.revenue.ie.
The individual concerned may also wish to review the criteria for the various scholarship and bursary schemes supported by my Department, to determine if he/she might be eligible for support in 2018/19. Information on these schemes can be accessed at the following link: http://www.education.ie/en/Learners/Services/Scholarships/.
School Staff
Ceisteanna (93)
Joan Burton
Ceist:93. Deputy Joan Burton asked the Minister for Education and Skills the way in which the percentage was calculated in respect of his recent statement that 34.5% of teachers are in promoted positions in primary and post-primary schools, respectively, by type of promoted posts; the number of AP1 and AP2 level posts that were removed from primary and post-primary schools, respectively, during the moratorium on filling such posts, by type of promoted post; the estimated cost at primary and post-primary level, respectively, of filling all lost promoted posts by restoring the pre-moratorium schedule for filling such posts, by type of promoted post; and if posts lost will be restored by providing for same in his budget 2019 submissions. [19183/18]
Amharc ar fhreagraFreagraí scríofa
Assistant Principal I and Assistant Principal II (formerly Special Duties posts), along with the Principal and Deputy Principal make up the middle management structure in schools.
Budget 2017 allowed for the commencement of restoration of middle management posts as part of an agreed distributed leadership model and meant lifting the rigidity of the longstanding moratorium on these posts at primary and post-primary levels. This recognises the key role school leadership has in promoting a school environment which is welcoming, inclusive and accountable.
€2.75m was allocated in Budget 2017 to restore middle management positions i.e. the equivalent of approximately 1,300 middle management posts at both Primary and Post-Primary. (2,600 in total)
Circular 63/2017, which was issued by the Department in September 2017, deals with and sets out a leadership and management framework for posts in recognised primary schools.
Circular 3/2018 is the corresponding circular for the Post-Primary Sector and it issued in early January. Both circulars are available on my Department's website.
The selection and recruitment process is well under way in most schools and the majority of these new middle management posts will be filled in the current school year.
Figures for the breakdown of teachers in promoted positions and for the number of APIs and APIIs which were removed from primary and post primary schools during the moratorium are in the following tables.
The estimated cost of restoring the number of middle-management posts in our schools to pre-moratorium levels would be approximately €50m and any further restoration would have to be considered in the context of future Budgets. However, there are needs across the system that must be balanced in the decisions made in each budget.
No. of APIs and APIIs removed from primary and post-primary schools during the moratorium
|
Primary |
Post-Primary |
|||
|
2008/09 |
2017/18* |
2008/09 |
2017/18* |
|
|
APIs |
1,605 |
958 |
5,600 |
3,178 |
|
APIIs |
8,575 |
5,982 |
8,240 |
5,422 |
*2017/18 figures include the following posts of responsibility which were restored.
APIs - 268 at primary level and 378 at post primary level
APIIs – 1,032 at primary level and 922 at post primary level
Breakdown of teachers in promoted positions for the 2017/18 school year
|
Primary |
Post Primary |
|
|
APIs |
958 |
3,178 |
|
APIIs |
5,982 |
5,422 |
|
Deputy Principals |
2,686 |
856 |
|
Principals |
3,324 |
741 |
|
Total in management positions |
12,950 |
10,197 |
|
Total teachers |
36,904 |
29,550 |
|
% teachers holding management positions |
35% |
34.5% |
Pupil-Teacher Ratio
Ceisteanna (94)
Joan Burton
Ceist:94. Deputy Joan Burton asked the Minister for Education and Skills the estimated cost of a reduction of one in primary school class sizes from September 2019. [19184/18]
Amharc ar fhreagraFreagraí scríofa
The criteria used for the allocation of teaching posts is published annually on the Department website. The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing schedule also includes an appeals mechanism for schools to submit an appeal under certain criteria to an independent Appeals Board.
The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally irrespective of location.
Budget 2018 includes a further one point improvement in the staffing schedule in primary schools which brings the position to the most favourable ever seen at primary level. This measure will further assist all schools at the upper end of their individual respective bands. This budget measure delivers on a commitment made in the Confidence and Supply Agreement and Programme for Government to reduce primary schools class size.
These changes will come into effect in September 2018 for the 2018/19 school year.
Each 1 point adjustment to the primary staffing schedule is estimated to cost in the region of €16.5m per annum.
School Curriculum
Ceisteanna (95)
Joan Burton
Ceist:95. Deputy Joan Burton asked the Minister for Education and Skills the new subjects or subject areas being considered by his Department or the NCCA, National Council for Curriculum and Assessment, as potential subjects for State examination at post-primary level; and the timeframe planned for the introduction of such new examination subjects. [19185/18]
Amharc ar fhreagraFreagraí scríofa
Junior Cycle
Implementation of the new framework is proceeding. Implementation commenced in September 2014 with the introduction of English, for first year students. Subjects are being introduced on a phased basis up to 2019 and are being supported by a comprehensive CPD programme for teachers.
The new Junior Cycle gives schools greater flexibility to design programmes that are suited to the needs of their Junior Cycle students and to the particular context of the school.
In the new Junior Cycle there will be two qualifications. One, a replacement for the current Junior Certificate, will be aligned to Level 3 of the National Framework of Qualifications (NFQ). The other, designed for students with particular special educational needs who currently can't access the Junior Certificate, will be aligned to Level 2 of the NFQ.
The Level 2 Learning Programmes (L2LPs) and qualification are targeted at a very specific group of students who have general learning disabilities in the higher functioning moderate and low functioning mild categories.
New subject specifications have already been introduced in English, Science, Business Studies, Irish, Modern Languages and Art, Craft and Design at Junior Cycle, with new specifications in Mathematics, Home Economics, History, Music and Geography to be introduced in September 2018.
Senior Cycle:
Mandarin, Polish, Lithuanian and Portuguese
‘Languages Connect – Ireland’s Strategy for Foreign Languages in Education 2017-2026’ was published late last year. A key part of this strategy is not only increasing the numbers of children taking up a foreign language, but also diversifying the range of languages available to schools. This will be achieved through the development and implementation of a curricular specification for new learners of Mandarin Chinese for Leaving Certificate and curricular specifications for heritage speakers for Polish, Lithuanian and Portuguese. The Strategy commits to the introduction of these specifications from September 2020.
Leaving Certificate Computer Science
The specification for the new Leaving Certificate Computer Science (LCCS) subject was approved by the Council of the NCCA and the Minister in December 2017. Following a public call to schools, the Steering Group established to oversee implementation of LCCS selected and approved 40 schools that will introduce the subject in September 2018 as part of the phase 1 roll-out. The first examination of the LCCS will take place in June 2020. Phase 2 will see the subject being available as an option to all schools from September 2020.
Leaving Certificate Physical Education
The specification for a new examinable Leaving Certificate Physical Education was approved by the Minister last year, following development by the National Council for Curriculum and Assessment (NCCA). The introduction of Physical Education as a Leaving Certificate subject is a key action under the Department’s Action Plan for Education and is part of the Government’s overall emphasis on encouraging physical activity and healthy lifestyles among young people in Ireland. The Specification will be introduced on a phased basis to 64 schools from September 2018 with students sitting Leaving Certificate examinations for LCPE in June 2020. It will then be made available to all schools who wish to introduce it from September 2020.
Politics and Society
A new specification for Leaving Certificate Politics and Society was introduced in September 2016 to a selected Phase 1 cohort of 41 schools who were selected from almost 120, following an open invitation to introduce this as an optional Leaving Certificate subject. The first examination in Leaving Certificate Politics and Society will take place in June 2018. The introduction of the specification was part of the Department of Education and Skills commemoration of 1916 and its commitment to education for sustainable development. Phase 2 (availability to all interested schools) has commenced with all schools having been asked to express their interest in providing Politics and Society as an option for their students from September 2018.
Departmental Records
Ceisteanna (96)
Joan Burton
Ceist:96. Deputy Joan Burton asked the Minister for Education and Skills the dates of issue of annual P60 forms to teachers and other education staff for the year ended 31 December 2017; the reason for complaints of late receipt of P60s; if the Revenue Commissioners have contacted his Department in 2018 or other years regarding the late issue of P60 forms; and if warnings or penalties have been issued to his Department. [19186/18]
Amharc ar fhreagraFreagraí scríofa
There were 129,500 P60s and end of year statements issued to staff paid on payrolls operated by my Department for the 2017 financial year.
P60s are issued after the P35 returns are completed, submitted and accepted by Revenue. The P35 returns for the financial year 2017 were submitted to Revenue by the specified deadline date of the 23rd February. P60s were issued in March 2018.
The Deputy will appreciate that with such large payrolls there is regular liaison between Revenue and my Department in relation to payroll processing procedures.
My Department endeavours annually to issue the p60 documentation to all staff paid on the payrolls at the earliest possible date.
Teacher Data
Ceisteanna (97)
Joan Burton
Ceist:97. Deputy Joan Burton asked the Minister for Education and Skills if his Department has carried out an investigation of the number of Irish qualified teachers at primary and post-primary level who are teaching abroad; the countries in which such teachers are working; and his plans to contact such teachers with a view to attracting them here to fill shortages in specific subject areas or in teacher supply generally. [19187/18]
Amharc ar fhreagraFreagraí scríofa
As the Deputy is aware, I convened the first meeting of the Teacher Supply Steering Group, which is chaired by the Secretary General of my Department, on 26th March 2018. The Group met again last week.
The Steering Group is considering the issues that impact on teacher supply, including: data/research requirements; policies and arrangements for schools and teachers that impact on teacher mobility/supply; initial teacher education policy, provision, funding and support; and promotion of the teaching profession. A number of working groups will convene in the coming weeks to progress issues under these heading and the use of targeted campaigns to promote the teaching profession, including campaigns targeted at teachers teaching abroad, will be considered in that context.
The Steering Group will 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.
There are strong career opportunities in teaching in Ireland due to the increasing number of permanent full-time positions, providing greater scope for graduates to obtain permanent employment. Additional investment has allowed the successful recruitment of over 5,000 additional teachers in the last two years. Since 2012/2013, there are 8,900 more teachers in our schools. No other part of the public service has seen growth on this scale, which is testament to the Government’s commitment to, and the importance of education in, fulfilling our national ambitions.
According to HEA graduate destination figures, the significant majority of graduates from post primary teaching programmes in 2016 were in employment and of these the large majority were employed in Ireland: 88% of graduates of undergraduate programmes were employed, of whom 85% were employed in Ireland and 90% of graduates from the PME were employed, of whom 90% were employed in Ireland.
School Accommodation
Ceisteanna (98)
Mary Butler
Ceist:98. Deputy Mary Butler asked the Minister for Education and Skills the reason for splitting a school (details supplied) to two separate locations; his plans to relocate the school in its entirety to the new location which has been identified; and if he will make a statement on the matter. [19227/18]
Amharc ar fhreagraFreagraí scríofa
The school referred to by the Deputy was established in September 2014 under patronage divesting. In order to facilitate the opening of the school, its initial establishment, as with most new schools, has been in interim start-up accommodation, pending a permanent school becoming available.
In order to cater for the school’s growing enrolment numbers, additional interim accommodation is required for the coming school year. The configuration and delivery of the school's accommodation for September 2018 has been devolved by my Department to the Patron Body and I understand that arrangements are being made to procure consultant architects to prepare a planning application and oversee the provision of the accommodation required.
School Curriculum
Ceisteanna (99)
Catherine Murphy
Ceist:99. Deputy Catherine Murphy asked the Minister for Education and Skills the provision for the teaching of financial literacy for school children and adults outside of the formal education system; and if he will make a statement on the matter. [19238/18]
Amharc ar fhreagraFreagraí scríofa
Primary Curriculum
Financial literacy is mainly explored through mathematics though there are some elements of it in SESE. Examples of other resources available on Scoilnet include: http://www.moneyville.ie/
In Mathematics in primary level, students learn to calculate length, area, weight, capacity, time and money in the Measures strand of the curriculum. The Number strand includes computational skills such as addition, subtraction, multiplication, division, decimals, fractions, percentages and basic equations. In the infant classes, pupils are encouraged to engage in shopping activities which involve recognising and using coins, comparing prices and calculating change. By 6th class, they should be able to use appropriate tools to estimate and measure, to compare value for money, to calculate prices such as 10% discount, 20% VAT etc., to convert into other currencies and to solve simple problems.
Post-Primary Curriculum
- Financial literacy as a language is intrinsic in business subjects.
- Business Studies in junior cycle, taken by approximately 60% of students, is very much grounded in financial literacy
- Presently approximately 9% of senior cycle students take Economics, 30% take Business and 10% take Accounting. Each subject at senior cycle has various nuances in terms of the approach taken to financial literacy. Accounting is grounded in practical Accounting concept and procedures, Business looks at the relevance of finance to business enterprises and individual households and Economics take a societal view of the supply and demand for resources which includes finance.
Junior Cycle
Statement of Learning 14 in the Framework for Junior Cycle (https://www.ncca.ie/en/junior-cycle/framework-for-junior-cycle) states that the student.
Makes informed financial decisions and develops good consumer skills.
Financial literacy is accessed through different subject areas. Mathematics is a compulsory pathway whereas subjects like Business Studies and Home Economics are optional pathways.
Junior Cycle Mathematics
The revised Junior Cycle syllabus exposes the students to a range of topics relating to financial literacy:
In Junior Certificate, students learn about:
- Solving problems involving mobile phone tariffs, currency transactions, shopping (bills), Value Added Tax and meter readings;
- Making value judgements for money calculations (expenditure and savings);
- Using ratio and proportion to conduct currency calculations;
- More specifically students should be able to:
- (At Ordinary Level and Higher Level) Solve problems involving profit and loss; %profit (on the cost price), Discount (%discount), selling price, compound interest (for no more than three compounding periods), income tax (standard rate only) and net pay.
- (At Higher Level only) Solve problems that involve cost price selling price, discount , mark up, (profit as a % of the selling price) compound interest, income tax and net pay (including other deductions).
Junior Cycle Business Studies - new Specification introduced in September 2016
In Junior Cycle Business Studies, there are three strands of study: Personal Finance, Enterprise and Our Economy.
Personal finance focuses on students developing a set of skills, knowledge and values that allows them to make informed decisions to effectively and responsibly manage their financial resources.
Enterprise encourages students to identify opportunities and turn them into practical and targeted activities within business and wider society through the development and application of their understanding, skills and values. It develops students’ basic understanding of the financial, marketing and operational functions of an organisation.
Our economy enables students to understand the dynamic relationship between the local, national and international economic situation. It develops students’ ability to identify and understand basic economic concepts as they relate to personal finance, enterprise and the Irish economy.
Financial literacy skills are developed throughout Strand 1 but also are integrated into Strand 2 and 3, where students apply financial literacy skills developed in Strand 1 to enterprises (businesses) and to the economy.
Junior Cycle Home Economics
Financial literacy is also covered in the subject of Home Economics at Junior Cycle and Senior Cycle. In Junior Cycle Home Economics, students are enabled to:
- apply consumer decision-making skills in the management of personal, family and household resources for everyday living;
- debate consumers’ rights and responsibilities; and
- examine how consumers are protected in Ireland by legislation, statutory and non-statutory agencies apply financial literacy skills in the preparation and evaluation of a budget for independent living.
Senior Cycle Mathematics
In the Leaving Certificate, students should be able to:
- (At Ordinary Level and Higher Level) solve problems that involve calculating cost price, selling price, loss, discount, mark up (profit as a % of cost price), margin (profit as a % of selling price) compound interest, depreciation (reducing balance method), income tax and net pay (including other deductions); and
- (At Higher Level only) apply the mathematics of geometric progressions to calculating repayments for amortised loans and problems relating to savings (future and present values).
It is also worth noting that in the context and applications approach to the new syllabuses other sections of the course (strands 4 and 5 in particular) are brought to bear in solving problems involving finance and as a result students are given a rich repository of approaches to solving the everyday and very important problems. The learning outcomes at Foundation Level are virtually identical to those at Ordinary Level in the Junior Cycle..
Economics
The current Economics syllabus students will have an understanding of money supply and banking in an economy---but not the products offered by individual financial institutions. The new draft specification includes learning outcomes relating to the demand and supply of money, creation of credit, interest rates and regulation in the financial markets.
Business
Household and business manager-learning outcomes - Aspects of finance include: basic cash flow, main sources of finance, cost of finance, current account, and applying for a loan; - Business development-learning outcomes - main sources of finance available for business start-up; and
Using skills for business-learning outcomes-explanation of the relevance of economic indicators such as inflation, employment rates, and interest rates. Economic growth, national income and national debt for individuals and the economy.
Other resources
In Ireland there are many stakeholders, both public and private sector, involved in the development of materials and programmes designed to explore and develop aspects of business capability in second-level schools. Guidelines on teaching business studies have been produced by the Business Studies Teachers Association of Ireland (BSTAI), and the Professional Development Services for Teachers (PDST) support teachers through workshops, events and online materials.
In addition, opportunities for teachers and students to have a more practical exposure to business are afforded by an established programme of national and local student enterprise competitions. The flagship competition is the Student Enterprise Awards sponsored by the County and City Enterprise Boards. Over the last ten years it has become the biggest enterprise competition for students in Ireland with over 16,000 students involved each year. Students develop life skills associated with running a real enterprise including working as part of a team, managing production and finances, organising a sales and marketing campaign and liaising directly with customers, judges and the media. The competition complements business studies and while it is open to any post-primary student, it is generally undertaken in Transition Year (TY), where it is seen as supporting the overall aims of the TY programme.
Similarly, the Young Entrepreneur Programme (YEP), based in the Kerry region, has been run in secondary schools and third level institutions since 2007. As many as 3,400 students have completed a course in entrepreneurship.
At junior cycle, schools and teachers have also been supported in building the development of financial skills into their practice and lesson plans. Examples of this include materials, programmes and activities developed by the Junior Achievement Programme, Money Matters and Shop Smart (National Consumer Agency), MoneySense for Schools (Ulster Bank), and Business 2000 (Sunday Business Post) among others.
Within the FET sector there are a broad range of programmes on offer to support adult education, including financial and business courses, details of which are available on www.fetchcourses.ie. Within the adult literacy programme provision is made each year for almost 60,000 beneficiaries with investment of almost €33 million which includes themed provision targeting financial literacy skills.
To support the ETB sector NALA the National Adult literacy Agency has produced a number of best practice guidelines with regard to financial teaching practices in Ireland, such publications include;
‘A Wealth of practice, case studies of financial numeracy practice in Ireland’, In this report Kerry ETB, City of Dublin ETB, Galway Roscommon ETB, Mayo, Sligo and Leitrim ETB and Waterford Wexford ETBs, provide for use by all ETBs, case studies of financial numeracy teaching practice’.
‘Making it go further - a financial literacy action research project’ this report outlines a range of teaching and learning resources in use in various ETBs throughout the country.
NALA encourages organisations including financial institutions, such as banks, to use Plain English in their publications and information leaflets. They also advise organisations on the production of literature in plain English.
School Accommodation Provision
Ceisteanna (100)
Bobby Aylward
Ceist:100. Deputy Bobby Aylward asked the Minister for Education and Skills if the application by a school (details supplied) for a permanent extension will be expedited in view of serious health and safety concerns expressed by key community and education officials; and if he will make a statement on the matter. [19240/18]
Amharc ar fhreagraFreagraí scríofa
I can confirm that my Department has received an application for additional accommodation from the school referred to by the Deputy. My Department has discussed the matter with the school and I understand that the school is providing certain confirmations to my Department. The application will be considered further following receipt of the school’s response.
Student Grant Scheme Eligibility
Ceisteanna (101)
Jan O'Sullivan
Ceist:101. Deputy Jan O'Sullivan asked the Minister for Education and Skills his plans to address the anomaly whereby lone parents in receipt of back to education allowance are deemed ineligible to receive the SUSI maintenance grant in view of the fact that this is one of many barriers which lone parents face in accessing education; and if he will make a statement on the matter. [19267/18]
Amharc ar fhreagraFreagraí scríofa
The Deputy will be aware of the Programme for Government commitment to commission an independent review to identify the supports and barriers to lone parents in accessing higher education and to examine measures to increase participation.
The report was published in August 2017 together with details of an additional €16.5m for new initiatives to widen access to higher education. Lone parents were given particular priority in this funding package, with additional funding targeted through new bursaries, support programmes and hardship supports.
These measures, were complemented by measures that were announced by the Minister for Employment Affairs and Social Protection and the Minister for Children and Youth Affairs.
A cross departmental group including the Departments of Employment Affairs and Social Protection and Children and Youth Affairs, has been established to respond to the recommendations of the review.
With regard to SUSI funding, a decision was made in Budget 2010 to discontinue the practice of allowing students to hold the BTEA or VTOS allowance and a student maintenance grant simultaneously as it represented a duplication of income support payments. However, the cost of the student services charge and tuition fees payable to colleges, continues to be paid by SUSI in respect of qualifying students.
Planning Issues
Ceisteanna (102)
Mick Barry
Ceist:102. Deputy Mick Barry asked the Minister for Education and Skills if his Department's observation made to An Bord Pleanála regarding the planning permission sought to build housing on the land adjacent to a school (details supplied) used as a sports facility by students was submitted with his prior knowledge; and if he will make a statement on the matter. [19319/18]
Amharc ar fhreagraFreagraí scríofa
In relation to the particular application referred to by the Deputy, I wish to advise that the Department of Education and Skills has not made a submission to An Bord Pleanála in this matter. When requested, the Department provides information to a local authority on the impact a proposed development might have on the need for school places in a particular area. The Department made observations to Dublin City Council in January 2016 in relation to the matter which the Deputy refers to.
Legal Services Regulation
Ceisteanna (103)
Clare Daly
Ceist:103. Deputy Clare Daly asked the Minister for Justice and Equality further to Parliamentary Question No. 105 of 25 April 2018, if the complication with the roll of barristers is beyond that which was anticipated; the details of the delay; and his views on whether a principal objective of this reform in respect of restoring public trust is at risk. [19145/18]
Amharc ar fhreagraFreagraí scríofa
The Roll of Practising Barristers is a new framework being set up and maintained for the first time by the Legal Services Regulatory Authority under Part 9 of the Legal Services Regulation Act 2015. As I have previously conveyed, the Regulatory Authority, which is independent in the performance of its functions, has stated that it is making the necessary detailed preparations and developing the necessary staffing and other resources required both to establish the Roll and to apply it effectively on an ongoing basis. This is among those matters addressed by the Authority in its inaugural Strategic Plan for the years 2018-2020 that I have laid before the Houses earlier this week.
Under section 133(1)(b) of the 2015 Act the Authority is given six months to enter on the roll the required information about every person who is, on the date when Part 9 of the Act is commenced, a practising barrister. As has been anticipated by this provision, therefore, the setting up of the new Roll requires substantial lead-in time in order to be completed in the manner specified under the 2015 Act. The indicative timeline for the commencement and completion of this work by the Authority under its Strategic Plan is Quarter 2 and Quarter 4 of this year, respectively. I am confident, therefore, that the introduction of the Roll of Practising Barristers by the Regulatory Authority is indeed progressing as intended by way of a reform objective.
The Roll of Practising Barristers will include barristers who are members of the Law Library and would generally come under the aegis of the Bar Council. It will also now include those barristers who choose to practice outside the Law Library structure and would otherwise be unregulated. Such non Law Library barristers will need to be entered on the Roll in the same way as their Law Library counterparts if they wish to practise under the terms of the 2015 Act. It will be appreciated, therefore, that both the managed setting up of the statutory Roll that is taking place at this time, and its effective application in the future, remain key to ensuring that those who may wish to provide legal services to the public as practising barristers will do so with public confidence in a regulated setting.
Northern Ireland
Ceisteanna (104)
Brendan Smith
Ceist:104. Deputy Brendan Smith asked the Minister for Justice and Equality the progress to date in implementing legislative measures as required under the 2014 Stormont House Agreement; and if he will make a statement on the matter. [19180/18]
Amharc ar fhreagraFreagraí scríofa
In the 2014 Stormont House Agreement the Government, the British Government and the parties in the Northern Ireland Executive reached agreement on a range of matters, including certain measures to address the legacy of troubles-related violence.
While there remains an unfortunate delay in making progress with the implementation of this framework of measures due to the continued political impasse in the formation of a new Executive in Northern Ireland, the Government remains firmly and fully committed to giving effect to these measures.
The Government approved my proposal for a General Scheme for the Criminal Justice (International Co-operation) Bill in November last year. In addition to enhancing the ongoing co-operation being provided to certain Coroner's Inquests in Northern Ireland, these proposals will further underpin the Government's commitment to full cooperation with the framework of measures set out in the Stormont House Agreement. The Bill is currently being drafted by the Office of the Parliamentary Counsel as a priority and I hope to be in a position to bring a draft Bill before the Government soon.
In close co-operation with the Department of Foreign Affairs and Trade, my Department has also been finalising a General Scheme of a Bill to provide for the Independent Commission on Information Retrieval (ICIR). The Irish and British Governments came to an agreement to establish the ICIR as an independent, international body with the objective of enabling families to seek and privately receive information about the troubles-related deaths of their next of kin. The ICIR agreement was signed by both Governments in 2015 and laid before the Oireachtas in January 2016. I intend to seek the Government’s approval to draft the Bill in the near future.