Léim ar aghaidh chuig an bpríomhábhar
Gnáthamharc

Tuesday, 22 May 2018

Written Answers Nos. 213-231

National Training Fund

Ceisteanna (213, 214)

Billy Kelleher

Ceist:

213. Deputy Billy Kelleher asked the Minister for Education and Skills the amount collected from the national training levy in each of the years 2010 to 2017 and to date in 2018; the use of this funding by type of course or programme, apprenticeship, traineeship, further education, third level, research and so on; the purpose of the fund; the evolution of its use over the past number of years; and if he will make a statement on the matter. [22469/18]

Amharc ar fhreagra

Billy Kelleher

Ceist:

214. Deputy Billy Kelleher asked the Minister for Education and Skills the expenditure under the National Training Fund divided between funding allocated to those in employment and funding for those unemployed in each of the years 2010 to 2017 and to date in 2018; the percentage breakdown of the funding between training for those in employment and those unemployed; the number of participants under the programme annually according to this same breakdown in tabular form; and if he will make a statement on the matter. [22470/18]

Amharc ar fhreagra

Freagraí scríofa

I propose to take Questions Nos. 213 and 214 together.

Last week I published the first National Training Fund (NTF) Expenditure Report, which sets out the expenditure allocations, targets and indicators for programmes in receipt of support from the National Training Fund for 2018.

The publication of the Report is an important step in delivering greater transparency on the use of the Fund. The information requested by the Deputy is contained in the report, which can be found in the following link: https://www.education.ie/en/Publications/Education-Reports/national-training-fund-expenditure-report-2018.pdf

As the first full year that my Department had responsibility for the NTF was 2011, figures are included from 2011 onwards. The following table shows the 2018 expenditure to date as requested.

INCOME

2018

Estimate

2018

to 30.4.2018

National Training Fund Levy

553,000,000

191,500,000

EXPENDITURE

Training Programmes for those in Employment

Training Programmes in Employment

122,000,000

26,647,000

Training Networks Programme - Skillnets

19,530,000

9,000,000

Training Grants to Industry

6,500,000

1,300,000

Workplace Basic Education Fund

3,000,000

1,000,000

Traineeship in Employment

1,500,000

500,000

Community & Voluntary Organisations

375,000

-

Continuing Professional Development

75,000

-

Regional Skills Innovation

1,000,000

-

National Adult Literacy Association (NALA)

Total Training Programmes for those IN Employment

153,980,000

38,447,000

Percentage Breakdown for those IN Employment

37%

33%

Training Programmes for Employment

Training Programmes for the Unemployed

182,502,000

50,834,000

+ Vocational Training Opportunities Scheme (VTOS)

-

-

Total Training Programmes for the Unemployed

182,502,000

50,834,000

Springboard

30,438,000

12,936,150

ICT Skills Programme

-

-

Total Springboard +

30,438,000

12,936,150

Labour Market Education & Training Fund (LMETF)

-

-

Training Networks Programme (Skillnets)

2,170,000

1,000,000

European Globalisation Adjustment Fund (EGF)

50,000

-

Technical Employment Support Grant

3,200,000

-

Community Employment Training

4,200,000

-

Labour Market Activation Fund (LMAF)

Labour Market Focused HE Provision

37,000,000

13,000,000

Total Training Programmes FOR Employment

259,560,000

77,770,150

62%

67%

Provision of Information on Skills Requirements

860,000

160,000

Regional Skills Fora

1,000,000

101,707

Total NTF expenditure

415,400,000

116,478,857

National Training Fund

Ceisteanna (215)

Billy Kelleher

Ceist:

215. Deputy Billy Kelleher asked the Minister for Education and Skills the anticipated funding from the National Training Fund that will be needed in each of the years 2018 to 2020; the funded apprenticeship programmes in order to meet the targeted number of registrations for all craft-based and consortia-led apprenticeships as provided under the action plan to expand apprenticeship and traineeship in Ireland 2016-20; and the forecasted funding that will be needed to meet the targeted registrations between all craft-based and consortia-led apprenticeships in each of the years 2018 to 2020. [22474/18]

Amharc ar fhreagra

Freagraí scríofa

In 2018, €122m has been allocated for apprenticeship training which represents an increase of almost 24% on the 2017 allocation of €98.7m. This will allow for the delivery of 10 new apprenticeship programmes and 6,197 new apprentice registrations as set out in the Action Plan to Expand Apprenticeship and Traineeship 2016-2020. Future years' allocations will be determined through the normal budgetary process which takes account of competing demands and the overall availability of resources. However, as part of the 2019 estimates process my Department is currently reviewing the per capita costing for both craft based and consortia led apprenticeships. This exercise involves collecting detailed data from both SOLAS and the Higher Education Authority and, when completed, will provide a more accurate base from which future funding requirements can be established to meet the targets set out in our Apprenticeship Action Plan.

Apprenticeship Programmes

Ceisteanna (216)

Billy Kelleher

Ceist:

216. Deputy Billy Kelleher asked the Minister for Education and Skills if an analysis was done by his Department of the reason there are low levels of registrations in the construction sector and especially in wet trades for craft-based apprenticeships and in the overall apprenticeship population; and the policy responses he plans to counteract same. [22484/18]

Amharc ar fhreagra

Freagraí scríofa

Construction related apprenticeship registrations increased from 1,713 in 2015 to 2,314 in 2016 which represents an increase of 35%.  This trend continued in 2017 with a further increase of 28% on the 2016 figure bringing the total number of construction related registrations to 2,963.

Apprenticeship is a demand driven educational and training programme, which aims to develop the skills of an apprentice in order to meet the needs of industry and the labour market.  Consequently, the number of construction related apprentices being registered is determined by employers within the construction sector. My Department and SOLAS are committed to supporting the registration of apprentices in the construction sector. Registrations on craft apprenticeships are forecast to increase further up to 2020.

In relation to the wet trades, as the Deputy is aware SOLAS, in partnership with Construction Industry Federation (CIF) and Waterford Wexford Education and Training Board (WWETB), operated a pilot initiative in the last year to test the viability of a shared apprenticeship scheme.  Following analysis of the pilot outcomes and in consultation with both the CIF and WWETB, I understand that SOLAS decided not to operationalise the pilot initiative more widely.  In particular, it was found that the pilot did not attract employers in sufficient numbers to suggest that the scheme had the potential to have a significant impact on apprenticeship recruitment.  However, I understand from SOLAS that they are currently in discussions with representatives from the construction industry to assess how the scheme could be made more viable.

Departmental Contracts

Ceisteanna (217)

Mick Wallace

Ceist:

217. Deputy Mick Wallace asked the Minister for Education and Skills his views on the number of contracts his Department and State agencies under his aegis hold with a company (details supplied) in view of its recent announcement regarding the need to raise an emergency €700 million; if contingency plans are in place if the company were to collapse; and if he will make a statement on the matter. [21666/18]

Amharc ar fhreagra

Freagraí scríofa

My Department currently has a contract in place with a subsidiary of Capita. The Department’s contract (2017-2020) is with Capita Business Support for the supply of anti-virus software. The Department has received all goods/services and its licenses are valid and paid for until December 2020 which includes support from Symantec. Additional optional consultancy is provided under this contract if required. No loss is predicted in the event that Capita and/or its subsidiaries cease trading.

The State Examinations Commission (SEC) have a contract with Capita IB Solutions (Ireland) Limited; a subsidiary of Capita PLC. The contract (2014-2019) was in the first instance to supply and implement the Integra Financial Management System (FMS), and then subsequently its ongoing support and maintenance. The first part of this contract has been fully implemented, and therefore no loss is predicted in the event that Capita and/or its subsidiaries cease trading. There are contingency arrangements in place for the FMS system in the event that Capita and/or its subsidiaries cease trading.

Departmental Contracts

Ceisteanna (218)

Mick Wallace

Ceist:

218. Deputy Mick Wallace asked the Minister for Education and Skills if he is satisfied that all contracts a company (details supplied) holds with his Department and State agencies under his aegis have been tendered for; if his attention has been drawn to contracts awarded to the company that have not been tendered for; if his attention has been further drawn to contracts awarded to the company that have rolled over; and if he will make a statement on the matter. [21667/18]

Amharc ar fhreagra

Freagraí scríofa

My Department currently has a contract with a subsidiary of Capita. The Department’s contract (2017-2020) is with Capita Business Support and was sourced using an Office of Government framework for security software.  The tender was competitive.

The State Examinations Commission (SEC) entered into a five year contract in 2014 with Capita IB Solutions (Ireland) Limited to supply and implement a financial management system.  This contract underwent an open competitive tender published on the e-tenders website.

I am satisfied that both contracts are in compliance with all EU regulatory procurement directives, National procurement regulation and guidelines.

Gaeltacht Policy

Ceisteanna (219)

Pat the Cope Gallagher

Ceist:

219. Deputy Pat The Cope Gallagher asked the Minister for Education and Skills his plans for second level schools in Gaeltacht areas that as part of plean na Gaeilge proposals of the Roinn na Gaeltachta strategy for language improvement opt for tumoideachas teaching; his further plans for those students and their parents who do not wish to be part of this proposed change under tumoideachas especially if they are part of a sole second level school catchment area; if his attention has been drawn to the fact that in some schools this tumoideachas decision will be reversing a teaching language tradition of over 50 years whereby English was the primary teaching language in those schools; the provision he has made for those students who have expressed a desire and their right to be taught through English in line with many years of traditional practice; if, in circumstances that in rural areas in which only one second level school exists and if that school is deciding to embark on tumoideachas, provision will be made for those students who wish to be taught through the medium of English in line with existing practice and rights of both parents and students in those areas; and if he will make a statement on the matter. [22493/18]

Amharc ar fhreagra

Freagraí scríofa

The Department of Education and Skills’ Policy on Gaeltacht Education 2017-2022 sets out a comprehensive strategy for education in the Gaeltacht. This Policy, which was published in October 2016, following widespread public consultation is a comprehensive policy which sets out a wide range of actions that are consistent with the Government’s 20-Year Strategy for the Irish Language 2010-2030 and is one of the Department’s commitments included in its Action Plan for Education 2016–2019. The phased implementation of this Policy commenced in 2017.

The overarching goal of the Policy is to ensure the availability of a high quality and relevant Irish-medium education in Gaeltacht schools and, in this way, to support and encourage the use of Irish in Gaeltacht communities. The focus of the Department’s Policy will be on strengthening Irish-medium education in existing schools in a manner that will provide for the differing and distinctive needs of both native speakers and learners of Irish. The Policy also supports the implementation of immersion education (tumoideachas).

Circulars 0034/2017 and 0022/2018 set out the process involved in the Gaeltacht School Recognition Scheme for post-primary schools in the Gaeltacht. These schools were invited to express an interest in the Scheme and were required to involve the school community in the decision-making process involved. 27 of the possible 28 post-primary schools located in Gaeltacht language-planning areas have expressed an interest in the Scheme to date. A further opportunity has been provided to any remaining school in the Gaeltacht to participate in the Scheme, following consultation with their school community, so that the school can access the additional supports available to strengthen the quality of Irish-medium education.

The criteria for recognition as a Gaeltacht School include a requirement for schools to develop a whole-school action plan for improvement to set out how the school will, on a phased basis, to take steps necessary to ensure the use of Irish as the language of communication, instruction and socialisation within the school. The school is also required to promote the benefits of learning Irish and learning through Irish to the school community. The specific content of these plans is a matter for each individual school to consider as it applies to its own unique sociolinguistic context and school community.

In the case of schools not opting to participate in the Scheme, such schools will continue to access the supports that are available for other English-medium schools with similar enrolments. The supports provided under the Gaeltacht Schools Recognition Scheme and the Policy on Gaeltacht Education are additional to this.

Parallel provision of Irish-medium and English-medium educational provision is already available in some Gaeltacht areas, particularly those that are immediately adjacent to areas not designated as within the boundaries of the Gaeltacht. As highlighted in the Policy on Gaeltacht Education 2017-2022, it is not intended during the lifetime of this Policy to extend parallel provision to Gaeltacht areas where such is not currently available.

Teaching Contracts

Ceisteanna (220)

Catherine Murphy

Ceist:

220. Deputy Catherine Murphy asked the Minister for Education and Skills further to Parliamentary Questions Nos. 98 and 114 of 10 May 2018, if his attention has been drawn to the fact that an education and training board is recording and-or categorising a person's entitlement to attend antenatal appointments as sick leave; if this is the appropriate way to record the person's entitlement to attend antenatal appointments without penalty or sanction; if his attention has been further drawn to the fact that by recording the person's absence from work as sick leave due to their entitlement to attend antenatal appointments, this record impacts on a person's attendance record in the context of future employment progression through promotional opportunities in view of the fact that it stays on file for four years; and if he will make a statement on the matter. [22499/18]

Amharc ar fhreagra

Freagraí scríofa

The position regarding time off for ante/post-natal care appointments and attendance at ante-natal classes is set out in Chapter 4 – Maternity Protection Entitlements, Terms & Conditions of Employment for Registered Teachers in Recognised Primary and Post Primary Schools–Edition 2.  Paragraph 8 of Chapter 4 states:

 8.1 Pregnant teachers are entitled to time off work, without loss of pay, to:

(a) attend medical appointments related to ante-natal care,

(b) attend one set of ante-natal classes in a working career, other than the last 3 classes in such a set, and

(c) attend medical appointments related to post-natal care within 14 weeks of the birth.

 8.2 If a pregnant teacher misses particular ante-natal classes in a set then it is permitted that during a subsequent pregnancy, or pregnancies, she may attend classes equivalent to those missed.

 8.3 An expectant father is entitled to time off work, without loss of pay, to attend the last two ante-natal classes in a set attended by the pregnant mother.

My Department has been in contact with Education and Training Boards Ireland (ETBI), who are following up the matter with the relevant Education and Training Board.

State Examinations

Ceisteanna (221)

Éamon Ó Cuív

Ceist:

221. Deputy Éamon Ó Cuív asked the Minister for Education and Skills if late applications are accepted for sitting the 2018 leaving certificate examinations; if so, the circumstances in which these applications would be accepted; and if he will make a statement on the matter. [22529/18]

Amharc ar fhreagra

Freagraí scríofa

The 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.

Schools Building Projects

Ceisteanna (222)

Shane Cassells

Ceist:

222. Deputy Shane Cassells asked the Minister for Education and Skills the status of the development of a new ASD unit and additional classrooms for a school (details supplied) in County Westmeath; and if he will make a statement on the matter. [22548/18]

Amharc ar fhreagra

Freagraí scríofa

As 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 project brief, which is currently being finalised, includes an ASD Unit. The next step involves the commencement of the architectural planning process for the project and my Department will be in contact with the school authority shortly in this regard. In the meantime, the school has made arrangements to facilitate the provision of interim accommodation within the school for ASD purposes pending the construction of the building project.

Broadband Service Provision

Ceisteanna (223)

Shane Cassells

Ceist:

223. Deputy Shane Cassells asked the Minister for Education and Skills the status of the provision of broadband to a school (details supplied) in County Meath; and if he will make a statement on the matter. [22552/18]

Amharc ar fhreagra

Freagraí scríofa

Through the Schools Broadband Access Programme the Department provides for the supply of internet connectivity for all recognised primary and post primary schools, and some 98% of schools are included in this scheme.  All post-primary schools and some special schools are now included in the 100Mbps programme.

The policy of my Department is to offer the best quality connectivity to all schools in line with the technical solutions available in the market and financial constraints.  Broadband capacity can vary due to geographical location and local infrastructure, and thus impact on the service that can be provided.

Under the current primary schools programme the Department continually reviews the availability of services and upgrades schools where the opportunity arises, in line with contractual and budgetary requirements. A recent drawdown from the Framework of Providers of Broadband Services saw some 1,100 primary schools awarded download speeds of 30Mbps or greater (the baseline download speed required under the National Broadband Plan). Those schools have now been upgraded to that connectivity. This represents more than one third of all primary schools. This is a significant improvement over recent years, given that fewer than 100 primary schools were on those speeds in 2012. Further schools are likely to be upgraded to those speeds in 2018, through EIR's 300K Rural Deployment commitment.

The need to improve broadband connectivity to primary schools is recognised in the Digital Strategy for Schools 2015-2020, and as noted access to high speed broadband is one of the indicators identified in the Digital Strategy Action Plan. An interdepartmental working group has been established to determine how best to address broadband connectivity to primary schools in collaboration with the Department of Communications, Climate Action and Environment, in the context of the National Broadband Plan and the Intervention Strategy, and proposed industry provision.

In the case of the school referred to by the Deputy, this school is currently on a 12 Mbp/s wireless connection. The school was included in a recent mini competition run by my Department and has been awarded to a provider of high speed fibre broadband.  The provider, a new provider to the schools broadband scheme, is currently working to complete works on the interconnector to the schools broadband network. 

The next phase in the process will be the connection to the fibre service by the provider. The school will be contacted by the provider in due course to arrange the installation of the fibre service.

Question No. 224 answered with Question No. 205.

Schools Building Projects Status

Ceisteanna (225)

Seán Haughey

Ceist:

225. Deputy Seán Haughey asked the Minister for Education and Skills the status of his plans to build post-primary schools at locations (details supplied); the way in which the school patrons will be selected in each of the three cases; when construction is expected to commence; and if he will make a statement on the matter. [22583/18]

Amharc ar fhreagra

Freagraí scríofa

As the Deputy will be aware, the Government recently announced plans for the establishment of 42 new schools over the next four years (2019 to 2022), including three post-primary schools to be established over that period in the areas referred to by the Deputy. This announcement follows nationwide, demographic exercises carried out by my Department into the future need for primary and post-primary schools across the country and the 4-year horizon will enable increased lead-in times for planning and delivery of the necessary infrastructure.

A patronage process is run after it has been decided, based on demographic analysis, that a new school is required.  This patronage process is open to all patron bodies and prospective patrons.  Parental preferences for each patron, from parents of children who reside in the school planning areas concerned, together with the extent of diversity currently available in these areas, are key to decisions in relation to the outcome of this process. 

The patronage process for new schools is overseen by an external independent advisory group, the New Schools Establishment Group (NSEG).  Following their consideration of my Department’s assessment reports, the NSEG submits a report with recommendations to me for consideration and final decision.  The assessment reports and the NSEG recommendations for all such patronage processes are made available on my Department's website.

An Online Patronage Process System (OPPS) is currently being developed by my Department to provide objective information to all parents which will allow them to make an informed choice about their preferred model of patronage for their child’s education. Parental preferences are currently collected based on direct engagement with patron bodies.

An initial phased start-up is envisaged for the new schools, which typically involves the use of interim accommodation. However, this is the first time the requirement for new schools is set out over a 4-year horizon and this will provide a better lead-in period for the planning and delivery of permanent accommodation solutions. 

In line with the policy on the use of state assets (Department of Public Expenditure and Reform Circulars 11/15 and 17/16), my Department will be seeking to maximize the use of sites already in my ownership and of available properties in the ownership of other State bodies, where these are considered suitable.

In addition as part of my Department's ongoing engagement with Local Authorities in respect of statutory planning processes and under the MoU on school site acquisitions, my Department will be examining all potential suitable site options, including appropriately zoned sites, to serve the relevant areas.

Taking into account all of the above, decisions will then be made as part of the site acquisition process in relation to appropriate sites for all the schools announced, including the areas referred to by the Deputy, and will be confirmed at a later date.

Superannuation Schemes

Ceisteanna (226)

Bernard Durkan

Ceist:

226. Deputy Bernard J. Durkan asked the Minister for Education and Skills if a person (details supplied) is entitled to an increase in their pension; and if he will make a statement on the matter. [22598/18]

Amharc ar fhreagra

Freagraí scríofa

The person referred to by the Deputy is a member of the Superannuation (Education) Pension Scheme, a pension scheme for special needs assistants(SNA), and is in receipt of pension benefits since 2012.

As indicated by the Deputy, the person concerned, since 2012, has carried out a number of days work as substitute SNA.  Officials in the Pension Unit of my Department will now review her file, and will contact her directly regarding her entitlements in relation to this service.

School Patronage

Ceisteanna (227)

Bernard Durkan

Ceist:

227. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which the patronage of various school authorities has been handed over from the religious communities to his Department; and if he will make a statement on the matter. [22662/18]

Amharc ar fhreagra

Freagraí scríofa

On foot of the report of the Advisory Group to the Forum on Patronage and Pluralism in the Primary Sector, surveys of parental preferences were undertaken in 43 areas of stable population in 2012 and 2013 to establish the level of parental demand for a wider choice in the patronage of primary schools within these areas.  Analysis of the parental preferences expressed in each area surveyed indicated that there was sufficient parental demand to support changes in school patronage in 28 areas. From 2013 to 2017, ten multi-denominational schools have opened under the patronage divesting process. 

The previous model of divestment yielded only a very limited number of schools for transfer to multi-denominational patrons. The divestment model does not involve building new schools but requires the availability of school premises vacated, for example, due to amalgamation or closure.

I believe that the new schools reconfiguration for diversity process, which will involve the transfer of live schools, has the potential to significantly increase patron diversity in our school system with a target of reaching 400 multi-denominational and non-denominational schools by 2030.  Already the first reconfiguration has successfully taken place, with Two-Mile Community National School opening in September 2017 under the "Early Movers" provision of this new process.

There is no one model that will provide a universal answer to this complex issue and a number of different approaches have been adopted in the context of an expanding population and an increasing demand for multi-denominational education. Therefore, the schools reconfiguration for diversity process will be implemented alongside a number of existing approaches, including the patronage divesting process, voluntary reassignments of patronage under Section 8 of the Education Act, 1989 and the patronage process for new schools, which includes consideration of parental preferences for different types of school patron.

Special Educational Needs Service Provision

Ceisteanna (228, 229)

Bernard Durkan

Ceist:

228. Deputy Bernard J. Durkan asked the Minister for Education and Skills the degree to which he remains satisfied regarding the adequacy of autistic and other special needs teaching places and that they are available in sufficient numbers to meet the requirements in primary and second level schools in County Kildare; and if he will make a statement on the matter. [22663/18]

Amharc ar fhreagra

Bernard Durkan

Ceist:

229. Deputy Bernard J. Durkan asked the Minister for Education and Skills the degree to which he remains satisfied regarding the adequacy of autistic and other special needs teaching places, and that they are available in sufficient numbers to meet the requirements in primary and second level schools throughout the country; and if he will make a statement on the matter. [22664/18]

Amharc ar fhreagra

Freagraí scríofa

I propose to take Questions Nos. 228 and 229 together.

In 2018, in the region of €1.75 billion will be invested in Special Education, nearly one fifth of the overall Education budget, and up 43% since 2011.

This funding includes provision for over 13,400 Special Education Teaching posts in mainstream primary and post primary schools, providing additional teaching support to pupils with special educational needs; and 1,304 special classes in 2017/18 school year with an additional 145 new Special Classes to open for the 2018/19 school year. This compares to 548 special classes in 2011.

1,048 of the 1,304 special classes cater for students diagnosed with ASD, compared to 330 ASD classes in 2011. This number will increase to 1,180 for 2018/19 school year.

My Department's policy aims to ensure that all children with Special Educational Needs, including those with Autism, 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.

Some students, although academically able to access the curriculum in mainstream, may find it too difficult to manage full-time placement there. This can be due to significant difficulties in areas such as behaviour or sensory needs which have not been ameliorated, even with appropriate intervention, in mainstream.

Other children may have such complex needs that the recommendation in their professional reports state that they are best placed in a special school.

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.

There are currently 4 special schools and 70 special classes in the County referred to by the Deputy, including 62 ASD special classes, with 5 new ASD classes opening in September 2018.

The NCSE continues to progress the planning process to ensure that all students with Special Educational Needs can access school placements appropriate to their needs for the 2018/19 school year and beyond.

My Department continues to work with the NCSE to ensure that there is appropriate planning in place to ensure that all children in Kildare who will require special class placements can access such placements in schools within their communities.

In the case of all new schools, it is general practice to include a Special Needs Unit (SNU) in the accommodation brief for new school buildings, unless local circumstances indicate that it will not be required. Typically, a two classroom unit is provided in new primary schools and a two or four classroom unit is provided in new post primary schools.

In the case of existing schools, where a school is not in a position to accommodate a special class within its existing accommodation, it is open to the school to submit an application to the Department for capital funding to re-configure existing spaces within the school building to accommodate the class or to construct additional accommodation.

Teacher Recruitment

Ceisteanna (230, 245)

Bernard Durkan

Ceist:

230. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which class sizes and pupil-teacher ratios are likely to improve over the next year; and if he will make a statement on the matter. [22665/18]

Amharc ar fhreagra

Bernard Durkan

Ceist:

245. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which the number of extra teachers likely to become available at primary and second level in 2018 will beneficially impact on pupil-teacher ratios throughout the country; and if he will make a statement on the matter. [22680/18]

Amharc ar fhreagra

Freagraí scríofa

I propose to take Questions Nos. 230 and 245 together.

Budget 2018 marks the second year of major reinvestment in the education sector, as we continue to implement the Action Plan for Education, which has the central aim to make the Irish Education and training service the best in Europe within a decade.

Budget 2018 provides for an additional 1280 teaching posts in the 2018/19 school year. This includes a one point improvement in the staffing schedule in primary schools which brings the position to the most favourable ever seen at primary level.

These changes will come into effect in September 2018 for the 2018/19 school year.

It is expected that this one point improvement in the staffing schedule when implemented in September 2018 will further improve the overall ratio of teacher to students. The latest figures in relation to pupil teacher ratio show an improved ratio of teachers to students from 16:1 to 15.7:1 at primary level when comparing the 2015/16 school year to the 2016/17 school year.

The corresponding figures for Post-Primary show an improved ratio of teachers to students from 13.8:1 to 13.4:1 when comparing the 2015/16 school year to the 2016/17 school year.

The increase in teacher numbers in the current school year as a result of Budget 2017 will be reflected in the ratio of teachers to students when this information is published at the end of the school year.

Education Standards

Ceisteanna (231)

Bernard Durkan

Ceist:

231. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which he remains satisfied that the primary, secondary, third and fourth levels of education here are comparable to the best available throughout Europe and further afield; and if he will make a statement on the matter. [22666/18]

Amharc ar fhreagra

Freagraí scríofa

I have made a strong commitment in the Action Plan for Education 2016-2019 to focus on improving achievement and seeking continual improvement in standards achieved by students. We start from a strong base in the school sector: standards in literacy and numeracy have risen over the lifetime of the National Literacy and Numeracy Strategy and the performance of our students on international assessments of reading, Mathematics and Science is strong at primary and post-primary levels.

Despite these excellent results, there remain some challenges to achieving the vision in the Action Plan for Education 2016-2019 to provide the best education and training system in Europe. These include:

- Improving numeracy outcomes for all students

- Tackling educational disadvantage

- Enabling higher-achieving students to reach their full potential

- Embedding achievements gained in literacy, with a particular focus on literacy for and through the Irish language and digital literacy.

Progress towards meeting those challenges is already underway and specific, measureable, actions are set out in the Department’s Action Plan for Education 2018. I don’t underestimate these challenges but remain confident that they will be met through the commitment and effort of Early Years practitioners, teachers and school leaders, parents and staff in support services of various types, teacher educators, and a range of other bodies, agencies and organisations.   

In relation to higher education, Ireland is in the top 5 positions in Europe in terms of participation and in the top 10 positions in terms of educational attainment. The participation rate of 18-20 year olds in higher education has grown from 20% in 1980 to a current level of 58%. Ireland has one of the highest rates of 30-34 year olds with higher education attainment in the OECD with over half of 25-34 year olds having completed higher education.

In 2016/17 there were 43,569 new full-time undergraduate entrants into higher education. This represents a 10% increase in the last 5 years. 79% of new entrants went into an Honours Bachelor Degree programme. In total there are 225,628 students enrolled in higher education in Ireland. Over 6% of the country’s adult population is now enrolled in a higher education programme. The latest HEA report “A study of progression in Irish HE 2014/15 to 2015/16” indicates that 86% of first year students progressed to their second year.

In terms of investment, Budget 2018 saw investment in higher and further education increasing €100 million above 2016 levels. This will allow for an additional 2,100 student places to be provided this year. There is also a significant ramping up of Government investment on the capital side of the higher education sector and over a 10 year period, investment of some €2.2 billion is envisaged.

The focus of the Action Plan for Education 2018 is on excellence and innovation. In the higher education sector there is a new Systems Performance Framework and new funding arrangements are being put in place. These will see more funding for STEM courses, the introduction of an Innovation Fund and a performance fund to reward institutions who excel in particular areas, as well as new funding streams for research and incentivised life-long, part-time and flexible learning opportunities.

The Further Education and Training (FET) sector has undergone transformational reform in recent years bringing together Further Education and Training as a single sector to firmly establish it as the fourth pillar of the national education system. The Further Education and Training Strategy 2014-2019 sets out a vision to transform the sector to deliver a world-class integrated system of further education and training that will support economic development, increase social inclusion and to meet the needs of all who engage with FET.

In addition, the Technological Universities Act 2018 was signed into law on 19 March 2018. This is a sea-change in the higher education landscape and provides the legal framework for the establishment of a new type of higher education institution, building on the strengths of individual institutions but achieving a greater critical mass and scale. Technological universities will provide an opportunity to drive regional development and provide more opportunities for students, staff, enterprise and local and regional communities. They will have a significant reach, impact and influence regionally, nationally and internationally. Already the first application for TU designation was made last month by DIT, IT Blanchardstown and IT Tallaght and three other consortia, comprising 7 IoTs, are working towards making applications.

Ireland has a strong track record, too, in research and innovation, and Irish researchers have been very successful under Horizon 2020’s highly competitive international funding stream. Under Horizon 2020, to January 2018 Irish researchers had secured funding to the value of €513 million, of which nearly 53% was won by higher education institutions. In 2016, we achieved a world ranking of 10th for the overall quality of our scientific research, an increase of 26 places in only 13 years; and we also made significant improvements in our global rankings for individual subjects, for example, we are 2nd in the world for nanotechnology, Animal and Dairy, and Immunology; 3rd for Material Sciences and Agricultural Sciences; and 4th for Mathematics. In 2016/17 there were 7,962 full time enrolments in postgraduate research. Total full time enrolment in postgraduate programmes has increased from 21,780 in 2012/13 to 23,092 in 2016/17.

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