Written Answers Nos. 76 - 98
76. Deputy Mick Wallace asked the Minister for Education and Skills if he is satisfied with the progress of the professional development service for teachers, PDST, technology in education team and the larger digital strategy for schools 2015-2020 in supporting Internet safety; and if he will make a statement on the matter. [22455/18]
Amharc ar fhreagraOne of the key objectives of the Digital Strategy for Schools 2015-2020 is to promote responsible and ethical use of the internet and related technologies and to continue to undertake awareness-raising actions and programmes that promote responsible and ethical use of the internet. My Department will shortly publish a circular which will request schools to consult with parents and students to develop policies for the use of smart phones and tablet devices in schools.
My Department is keenly aware of the challenges faced by educators, parents, and children, in relation to online safety and we are keen to support schools in any way we can. The PDST (Technology in Education) is a dedicated team established and funded by the Department to advise and support schools in the area of digital technologies, including issues of internet safety. Information and resources are also available for parents, teachers and children through the Webwise Internet Safety Initiative which promotes the safe use of the internet by young people and raises awareness for parents on the associated risks.
The online safety of children is a matter relevant to many Government Departments, as well as parents and the wider society. This requires a whole of Government approach and my Department is collaborating with these Departments on the development of an Action Plan on Internet Safety led by the Department of An Taoiseach. Ongoing engagement is also maintained the Department of Justice and Equality which has a lead role in coordinating Government policy for internet safety, through the Office for Internet Safety.
77. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which he remains satisfied regarding the availability on an ongoing basis of sufficiently qualified young persons with the skill set requirement sufficient to meet the demands of the modern workplace, academically and technically; the degree to which corrective steps are needed to address deficiencies in this vital area in the future; and if he will make a statement on the matter. [22414/18]
Amharc ar fhreagraThe education and training system at all levels has a number of key strategies in place to ensure we meet existing and future skills demands in the workplace and equip young people with the skills to meet these demands to enhance the level of human capital in Ireland and provide a solid basis for long-term economic sustainability and rising living standards. These strategies include, in particular, the National Skills Strategy 2025 and the Action Plan for Education 2016-2019.
The Action Plan for Education 2016 – 2019 provides a key statement on the reform agenda across the education and training system. The Plan contains a range of actions to be implemented with particular focus on disadvantage, skills needs, and continuous improvement within the education service.
The National Skills Strategy 2025 identifies Ireland’s current skills profile, provides a strategic vision and specific objectives for Ireland’s future skills requirements, and sets out a road map for how the vision and objectives can be achieved across the education and training sector.
With over 140 Actions, the Plan sets out the Government's commitment to improving and using skills for sustainable economic growth and sets out how we can develop a well-skilled, adaptable workforce of all ages.
A critical element of the Government's overall strategy in the skills area is ensure that both students and adults have access to the best possible advice, guidance and information in planning their working lives and responding to the pace of change impacting on all sectors of the workforce. Therefore, in line with a commitment in the Action Plan for Education and the National Skills Strategy my Department has appointed consultants to undertake a Career Guidance Review that will include recommendations on changes to improve the existing career guidance tools and career information for post-primary/further education/higher education students and adults, currently in place across the education and training system in Ireland.
I am satisfied that these and other important elements of skills planning being carried out by my Department in collaboration with key stakeholders, will help ensure that we are successful in meeting our skills needs on an ongoing basis to support the long-term success of our economy.
78. Deputy John Brassil asked the Minister for Education and Skills if the decision to refuse grant aid to a school (details supplied) for the provision of additional accommodation will be reversed; and the grounds on which the school is being refused. [22011/18]
Amharc ar fhreagraI wish to advise that my Department has approved the provision of additional temporary accommodation, at the school referred to by the Deputy, to address the school's immediate accommodation requirements. The school has been advised of my Department's decision.
79. Deputy Dara Calleary asked the Minister for Education and Skills his views on reports that one in five teaching positions in Irish at second level are being filled by teachers without a qualification to teach the language. [22428/18]
Amharc ar fhreagraAs the Deputy will be aware, 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.
The numbers of graduates from initial teacher education (ITE) programmes have also remained stable. Over 8,000 primary and 7,600 second level teachers have graduated in the last five years and in 2018 it is estimated that approximately 3,300 primary and post primary teachers will graduate.
I am aware of reports that some post primary schools are experiencing difficulties in recruiting teachers of certain subjects, including Irish. In that regard, following consultation with the Irish Universities Association, I recently announced 380 additional places on post primary ITE programmes for 2018, including 100 at postgraduate level in priority areas such as Irish.
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 month.
The Steering Group is considering the issues that impact on teacher supply, including: initial teacher education policy, provision, funding and support; data/research requirements; policies and arrangements for schools and teachers that impact on teacher mobility/supply; and promotion of the teaching profession. The Steering Group will oversee a programme of actions according to strict timelines and clear deliverables. In undertaking its task, the Group is 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.
80. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the reason a school building project (details supplied) did not commence construction in 2016 or 2017. [22447/18]
Amharc ar fhreagraAny school building project must first complete the design stages of architectural planning before progressing to the tender and construction stages.
The building project for the school to which the Deputy refers entails the construction of a new multi-storey extension of approximately 2,972 square metres and demolition of the existing school building.
The project is currently completing stage 2(a) of architectural planning. architectural planning.
The school had submitted a Brief Change Request and the Department met recently with the school and their Design Team to review their revised Stage 2a submission. The Design Team outlined that the Stage 2a work for this school took longer than anticipated due to the particular site conditions. The site itself is deeply contoured with a significant metre level difference from the main entrance falling down to the back of the site. A phasing plan for the delivery of the accommodation is also required having regard to the need to keep the main school in operation on a daily basis.
At the recent meeting my Department officials approved the Brief Change Request and informed the school and their Design Team to proceed to Stage 2b - Detailed Design and to obtain statutory approvals including planning permission.
The school also requested approval for a landscape consultant and an acoustic consultant to assist with the building project and my Department has approved these services.
81. Deputy Richard Boyd Barrett asked the Minister for Education and Skills if he has examined the successful campaign by students in a school (details supplied) to make the school plastics free; his plans to use this as a model for all schools; and if he will make a statement on the matter. [22461/18]
Amharc ar fhreagraI commend the campaign by the students of the school in question to help make their own school plastics free.
In terms of national policy, my Department has published a National Strategy on Education for Sustainable Development which aims to ensure that education contributes to sustainable development by equipping learners with the relevant knowledge, the key dispositions and skills and the values that will motivate and empower them throughout their lives to become informed active citizens who take action for a more sustainable future.
I understand that my colleague the Minister for Communications, Climate Action and Environment is working with Local Authorities to roll out an education programme on the recycling of all waste, including plastics. This Recycling Ambassadors Programme will comprise of 650 workshops on how to recycle properly for community groups and workplaces and information on this programme can be found at www.voiceireland.org/rap/.
The EU Commission published its European Strategy for Plastics in January 2018. This strategy focuses on plastics production and use and sets a goal of ensuring all plastic packaging produced in the EU is recyclable by 2030. I also understand that my colleague the Minister for Communications, Climate Action and Environment is working with the EU and other Member States to see how this country can play its part in meeting the ambition of this Strategy.
82. Deputy Bríd Smith asked the Minister for Education and Skills his views on the decision of a college (details supplied) to raise the fees payable for music lessons for adult students only; and if he will make a statement on the matter. [22453/18]
Amharc ar fhreagraThe decision to increase fees in such cases as that referred to by the Deputy is an operational matter for which the City of Dublin Education and Training Board (CDETB) has responsibility. In view of this I have forwarded your query to the CDETB for direct reply to you.
In 2014, my Department established the ‘Committee for Non-Mainstream Department of Education and Skills funded Music Education’. The Committee was established to, inter alia, oversee the work of organisations in receipt of funding from my Department in relation to non-mainstream music education.
In its engagement with organisations, including CDETB, the Committee has suggested that the emphasis of Department-funded tuition should be on young individuals up to eighteen years, and also suggested that the Centre should focus on group-based tuition in order to allow more students overall to benefit from the service.
83. Deputy Thomas Byrne asked the Minister for Education and Skills when the commitment in A Programme for a Partnership Government to provide an annual increase in capitation to schools to help meet day-to-day running costs will be honoured. [22419/18]
Amharc ar fhreagraThe Programme for a Partnership Government committed to investing an extra €500m in education by 2021 through various measures including annual increases in primary and secondary capitation rates. Through budget 2017 and Budget 2018, we are now investing €1 billion more in education.
Budget 2018 marked the second year of major reinvestment in the education sector, as we continue to implement the Action Plan for Education, which has the central aim to make the Irish Education and Training service the best in Europe within a decade. In 2018, the budget for the Department of Education increased by €554 million to over €10 billion.
I recognise the need to improve capitation funding for schools having regard to the reductions that were necessary over recent years. Restoring capitation funding as resources permit is one of the actions included in the Action Plan for Education.
The process is underway for restoring grant funding that is used by schools to fund the salaries of ancillary staff. The ancillary grant was increased by €6 in 2016, €5 in 2017 and €5 in 2018, in order to enable primary schools to implement the arbitration salary increase for grant funded school secretaries and caretakers and to also implement the restoration of salary for cleaners arising from the unwinding of FEMPI legislation.
84. Deputy Tony McLoughlin asked the Minister for Education and Skills the number of schools supported by the school excellence fund; his plans for the fund; and if he will make a statement on the matter. [22276/18]
Amharc ar fhreagraIt is my ambition to ensure that Ireland’s Education and Training service is the best in Europe by 2026. In that regard, I want to promote innovation and excellence at all levels of our education system. I recognise that we also need to reward excellence in our schools. There are many, many people in the school system with very good ideas. The introduction of the School Excellence Fund will enable them and their schools to adopt more creative and innovative practices which will support improved outcomes for students in our schools.
There are a number of strands in the School Excellence Fund. There are approximately 265 schools involved in the Digital, STEM and DEIS strands of the School Excellence Fund. The various strands of the School Excellence Fund are at different stages of development; while work in some schools has already begun to take shape, work in others will commence in September next.
It is my intention to increase, over time, the number of schools that will participate in the project. For example, the closing date for participation in the Creative strand of the School Excellence Fund has just passed and the closing date for participation in the Step-up strand is fast approaching. As these strands commence, additional schools will be involved in the project, while approximately forty further schools will participate in phase two of the DEIS strand.
Participation in one of the strands of the School Excellence Fund will require schools and school leaders to collaborate, to network and to rise to the challenge of having the freedom to try things. For example, participation in the School Excellence Fund-DEIS will enable schools to access the funding that will allow them to adopt their own creative ideas and approaches in their efforts to improve learning outcomes for their students. In this and in other strands of the School Excellence Fund, I particularly welcome the involvement of local third level institutions and of businesses in many of the really good projects that we have already considered.
I fully appreciate that not everything that will be tried in the School Excellence Fund strands will work. However, in terms of learning for the Department and for the schools, that is equally as important as finding out what will work effectively. In short, I hope that the School Excellence Fund will help us to figure out not just what works, but what works best.
85. Deputy Thomas Pringle asked the Minister for Education and Skills when a decision will issue regarding the introduction of income contingent loans for third level education; the issues regarding student debt and the resulting barriers to education for persons from disadvantaged backgrounds that will be taken into account, which is the case in other jurisdictions; and if he will make a statement on the matter. [22437/18]
Amharc ar fhreagraHigher education is a central part of our plan as a Government to support a strong economy and deliver a fair society. The Report of the Expert Group on Future Funding (Cassells Report) which was published in July 2016, clearly outlines the funding challenges in the higher education sector and offers a number of potential policy approaches for consideration.
As committed to in the Programme for Government, I referred the Cassell's Report to the Oireachtas Education Committee to review its recommendations and outline a proposed funding plan for the sector, as part of the process of building political consensus around the most appropriate means of ensuring a sustainable funding model for the future.
In January 2018, 18 months after publication of the Report, my Department received a request from the Oireachtas Committee for the Department to carry out a comprehensive economic evaluation of each of the recommendations put forward in the Report. I have agreed to this request.
My Department and I are currently considering the most appropriate means of undertaking the economic examination of each of the proposed policy options presented in the Report to assist the Committee and to ensure that a sustainable funding model for Higher Education is developed to support the realisation of the economy’s growth potential. No policy changes will be made in advance of this work being undertaken.
While Cassells deals with the medium and long term funding needs of higher education we also have to consider the immediate challenges. Since publication of the Cassells Report I have prioritised additional investment in higher education in Budget 2017 and Budget 2018. As a result, the Department of Education and Skills is investing €100m more in higher education in 2018 compared to 2016. I will look to build on this investment in 2019 and beyond.
In January I published an independent review of the current allocation model for funding higher education which provides a roadmap for transitioning towards a reformed funding model that is more transparent, consistent across higher education institutions, incentivises actions in key strategic areas such as access to education, research and STEM provision, and supports improved accountability while also respecting institutional autonomy.
This comprehensive approach is being taken in order to contribute to the development of a long-term sustainable funding model for the sector. As such, it will be important to build broad political and societal consensus on achieving the most appropriate future funding model and my Department and I continue to work to that end.
The main support available to students is the statutory based Student Grant Scheme. To qualify for grant support, a student has to meet various criteria such as means, residency, nationality and progression. The Student Grant Scheme 2018 and the Student Support Regulations 2018 can be accessed on my Department’s website via the following links:
http://www.education.ie/en/Learners/Information/Student-Grants/Student-Grant-Scheme.pdf
http://www.education.ie/en/Learners/Information/Student-Grants/Student-Support-Regulations.pdf
My Department also provides funding for the Student Assistance Fund (SAF). The fund is available in various publicly funded higher education institutions. The SAF provides financial assistance to students experiencing financial difficulties while attending third level. Students can be assisted towards their rent, childcare costs, transport costs and books/class materials. The SAF is open to full-time registered students on courses of not less than one year's duration leading to an undergraduate or postgraduate qualification.
86. Deputy Niamh Smyth asked the Minister for Education and Skills the status of the development of a new school (details supplied) in County Cavan; and if he will make a statement on the matter. [22394/18]
Amharc ar fhreagraThe school to which the Deputy refers is at an advance stage of the tender process. My Department is currently awaiting the return of the supplementary tender report from the schools design team. Subject to no issues arising with the supplementary tender report the project is anticipated to commence construction in the second quarter of 2018.
87. Deputy Aindrias Moynihan asked the Minister for Education and Skills when a new school (details supplied) will advance to construction; and if he will make a statement on the matter. [22409/18]
Amharc ar fhreagraAs the Deputy is aware, a building project for the school in question is included in my Department's 6 year Construction Programme.
In the context of progressing the project, a school site visit, by my Department's technical staff, has been undertaken. The next step includes devising the schedules of accommodation, for purposes of the school's project brief and this process is in train.
In that regard, as a phase one of the major project, my Department has approved in principle the provision of additional accommodation, consisting of eight permanent general classrooms, to meet the school's immediate need. The school authorities are aware of the position.
88. Deputy Billy Kelleher asked the Minister for Education and Skills when special needs assistant allocations for the 2018-19 year will be announced. [22429/18]
Amharc ar fhreagraAs the Deputy will be aware, I was very pleased to announce last Friday that 800 additional Special Needs Assistants will be allocated for the beginning of the next school year, with a further 140 expected to be allocated by the end of the year.
I was extremely pleased to be able to make the announcement on Friday, in keeping with the commitment made last year to inform schools of the September 2018 allocation before the end of May. In making this announcement at this time I am providing certainty to schools, parents and of course SNAs in relation to the posts that will be in place for the coming school year.
By the end of this year, there will be a total of 15,000 Special Needs Assistants working in our schools, a 42% increase on 2011. The National Council for Special Education notified the schools of their SNA allocations on Friday last and the details of these allocations are now published and available on their website.
89. Deputy Thomas Byrne asked the Minister for Education and Skills his views on whether in the case of a proposed expulsion or suspension of a child with special needs the section 29 procedure is inappropriate; and his plans for reform in the area. [22417/18]
Amharc ar fhreagraThe Code of Behaviour, that each school is required to develop under the Education Welfare Act, must set out the procedures to be followed before a student may be suspended or permanently expelled from school and a school is obliged to take special care where the child has special needs.
I share the Deputy’s concern about the impact on a child with special needs who is expelled from school. However of even greater concern to me is that when in cases of this nature the parent seeks a place in another school they face difficulty securing a place and the NCSE encounters similarly difficulties where it tries to assist securing a fresh start for the child.
I believe that any significant delay in securing a new school place for a child with special educational needs is not acceptable. For this reason, I have included a provision in the Education (Admission to Schools) Bill which will allow the National Council for Special Education (NCSE) to designate a school place for a child with special educational needs.
A parent or guardian will have the option of seeking a designation from the NCSE rather than having to take a Section 29 Appeal against the decision of the school board of management who has permanently expelled their child with special educational needs.
I believe that this new provision will be effective at ensuring that a new school place is made available quickly for any child with special educational needs who has been permanently expelled.
In the Education (Admission to Schools) Bill, I am also replacing Section 29 of the Education Act, 1998 and I am providing that the new Section 29 Appeal procedures will allow for greater flexibility in the timelines for hearing and determining appeals.
90. Deputy Tom Neville asked the Minister for Education and Skills the capital expenditure made in County Limerick in each year since 2011; the number of extra school places, including additional and replacement school places, created in the county in each year since 2011; if he will continue to prioritise investment in the county; and if he will make a statement on the matter. [22416/18]
Amharc ar fhreagraCapital funding issued from my Department's School Building Unit to County Limerick each year since 2011 is as follows:
|
Year |
Amount |
|
2011 |
€16,184,335 |
|
2012 |
€9,315,630 |
|
2013 |
€12,692,255 |
|
2014 |
€12,729,358 |
|
2015 |
€12,215,171 |
|
2016 |
€14,645,422 |
|
2017 |
427,219,092 |
The number of additional permanent school placed and replacement places provided in County Limerick is outlined in the following table.
|
YEAR |
ADDITIONAL PLACES |
REPLACEMENT PLACES |
TOTAL PLACES |
|
2011 |
200 |
650 |
850 |
|
2012 |
84 |
392 |
476 |
|
2013 |
0 |
0 |
0 |
|
2014 |
748 |
550 |
1298 |
|
2015 |
0 |
336 |
336 |
|
2016 |
0 |
0 |
0 |
|
2017 |
1036 |
308 |
1344 |
My Department will continue to prioritise investment in County Limerick. I refer the Deputy to my Department's website which includes a list of all large scale projects in county order being delivered under the school building programme. The list includes 15 large scale projects in County Limerick with their current status from site acquisition to construction stage. The list is updated on a monthly basis with the next update due on 31 May 2018.
91. Deputy Aindrias Moynihan asked the Minister for Education and Skills when a new school (details supplied) will advance to construction; and if he will make a statement on the matter. [22410/18]
Amharc ar fhreagraAs the Deputy is aware, a building project for the school in question is included in my Department's 6 year Construction Programme.
In the context of progressing the project, a school site visit, by my Department's technical staff, has been undertaken. The next step includes devising the schedules of accommodation, for purposes of the school's project brief and this process is in train. When this has been finalised, my Department will be in further contact with the school authorities.
92. Deputy Joan Burton asked the Minister for Education and Skills the status of the progress of the school building programme in respect of the six schools affected by the collapse of a company (details supplied); if his attention has been drawn to the alarming lack of progress on the replacement of the contractor; the impact this has had on the schools concerned; and if he will make a statement on the matter. [22306/18]
Amharc ar fhreagraThe Schools Bundle 5 PPP Project encompasses five school buildings and one further education college across four sites in Bray, Wexford, Carlow and Kells. Under the PPP arrangement, the PPP company, InspiredSpaces, had a construction works contract with Carillion Construction Ltd, which further sub-contracted to Sammon Contracting Ireland Ltd (SCIL).
When Carillion Construction Ltd went into liquidation, their works contract was terminated. DIF, one of the shareholders in the PPP company, tendered for a replacement contractor for the completion of the buildings. DIF was working towards the delivery of all school buildings by the coming school year. However, the appointment of an examiner to SCIL last month has added complexity to this process and it is not yet clear the extent to which this will impact on achievement of that timeline.
Officials from my Department and the NDFA are maintaining an open channel of communication with school representatives. In that respect, and while our clear focus remains on getting the new schools delivered as quickly as possible, the Department has been engaging with the relevant school authorities in relation to contingency plans to mitigate against any issues arising from delays in the delivery of the new school buildings. The specific contingency arrangements depend on the enrolment projections and, where required, additional accommodation options available for each school.
93. Deputy Thomas Byrne asked the Minister for Education and Skills the action he has taken on the demand from teachers for more progress on the issue of new entrant pay. [22418/18]
Amharc ar fhreagraThe public service agreements have allowed a programme of pay restoration for public servants to start. I, together with my colleague the Minister for Public Expenditure and Reform, negotiated a 15-22% pay increase for new teachers. The agreements to date have restored an estimated 75% of the difference in pay for more recently recruited teachers and deliver convergence of the pay scales at later points in the scale.
As a result of these changes, the current starting salary of a new teacher is €35,958 and from 1 October 2020 onwards will be €37,692.
To have gone further than the pay increases that have been negotiated for 2018 would mean I would have had less money available to hire over 1,000 extra SNAs and over 1,000 extra teachers.
Differential pay scales were introduced by the then Government in 2010. It must be borne in mind that the pay reduction for post-2011 entrants applied to all public servants and not just teachers, and that any restoration of these measures in respect of teachers would be expected to be applied elsewhere across the public service.
In accordance with the Public Service Pay and Pensions Act 2017, the Minister for Public Expenditure and Reform recently laid before the Oireachtas a report on the matter of the pay of new entrants to the public service. The report assesses the cost of a further change which would provide a two scale point adjustment to new entrants recruited since 2011. The total cost of such an adjustment across the public sector is of the order of €200 million, of which Education accounts for €83 million. The report also acknowledges that during the financial crisis there were policy changes which affected remuneration in different occupations across the public sector (including education). Addressing any issues arising from changes which are not specifically detailed in the report would give rise to additional costs over and above the foregoing figures.
Any further negotiation on new entrant pay is a cross sectoral issue, not just an issue for the education sector. The Government also supports the gradual, negotiated repeal of the FEMPI legislation, having due regard to the priority to improve public services and in recognition of the essential role played by public servants.
The Minister for Public Expenditure and Reform’s report will inform discussion on remaining salary scale issues with the parties to the Public Service Stability Agreement 2018-2020 in accordance with the commitment in the Agreement to consider the issue of newly qualified pay. That process commenced with a first meeting on 12 October 2017. The three teacher unions attended that first meeting. Further talks began on the 27th of April with all public service unions in relation to new entrant pay. Further engagement is being arranged for early June as the parties continue to work through the various aspects of this issue.
94. Deputy Pat The Cope Gallagher asked the Minister for Education and Skills the status of applications for either new building or improvement works by schools (details supplied); the options being considered for the new school buildings; the timeframe for their delivery; and if he will make a statement on the matter. [22425/18]
Amharc ar fhreagraGaelscoil na gCeithre Maistrí
The major building project referred to by the Deputy is currently at Stage 1 of the Architectural Planning Process.
Stage 1 is the Preliminary Design Stage where the Design Team in conjunction with the school authorities, will analyse all the constraints of the site, develop a preferred design option and ensure that the preferred option is the best option for the delivery of the brief.
Once the Stage 1 submission has been received and reviewed by my Department a meeting will be arranged with the school authorities and its Design Team to review and progress the design proposals.
The project will be progressed through the normal stages of architectural planning and it will be a matter for the school and its design team to expedite the progression of the design through those stages.
St. Mary's National School, Stranorlar
The major building project referred to by the Deputy is at an advanced stage of architectural planning Stage 2b (Detailed Design), which includes the application for statutory approvals and the preparation of tender documents. All statutory approvals have been secured.
The Stage 2b submission has been reviewed by my Department and comments issued to the school and its Design Team in December 2017.
My Department also requested confirmations from the Design Team that it has carried out one final review of all of its tender documentation to ensure compliance with DoES requirements. The Design Team has been requested to submit written confirmation from each Design Team member including the PSDP that they have completed this review and are satisfied that the Tender Documents are complete, correct and in compliance with DoES and Building Control (Amendment) Regulations (BC(A)R) tender documentation requirements. A response is awaited.
A letter recently issued to the school and its Design Team advising them of a timeframe for the progression of this project including the Pre-Qualification of Contractors.
Abbey Vocational School, Donegal Town
I can confirm that my Department received a major capital application for an extension and refurbishment works in relation to the school to which the Deputy refers. A major project for the school in question is not included in the current 6 Year Construction Programme and in that context, it is not possible to give a timeframe for progression of a major project for the school at this time. In that regard, my Department has been liaising with the relevant ETB, as Patron for the school and the ETB has submitted a revised Additional School Accommodation Application in respect of the immediate requirements. This application is being considered and a decision will issue directly to the school authority shortly.
Furthermore, an extension comprising a 2 classroom ASD unit of 552m2 (the maximum floor space allowable) was approved for the school in question in March 2016. In June 2017, the ETB sought an enhancement to include elements of refurbishment to the existing building and the relocation of existing rooms. This was approved subject to a revised front entrance plan, bringing the overall additional build area to 582m2. This project which has been devolved for delivery to the local Education and Training Board is currently at stage 2 A of the architectural planning process.
95. Deputy Thomas Byrne asked the Minister for Education and Skills his plans to review the content and duration of the professional master of education course. [22421/18]
Amharc ar fhreagraChanges to the duration and content of all initial teacher education programmes were made in response to recommendations in the National Strategy to Improve Literacy and Numeracy among Children and Young People 2011-2020 and were incorporated into the Teaching Council’s Policy Paper on the Continuum of Teacher Education and Criteria and Guidelines for Programme Providers. Both were published in 2011.
Improvements which have been made to initial teacher education courses include the reconfiguration of the content and duration of courses, with the duration of concurrent ITE programmes set at a minimum of four years while the postgraduate programmes of teacher education are set at two years, thereby facilitating an innovative reconceptualisation of programmes.
The lengthened and reconfigured programmes include substantial periods of school placement as central to student teacher development and a number of mandatory elements including literacy and numeracy, teaching, learning and assessment including school and classroom planning, differentiation, behavior management, inclusive education (special education, multiculturalism, disadvantage, etc) and ICT in teaching and learning. These reforms are focused on improving the quality of teaching in our schools, which is central to the educational outcomes of our children.
The Teaching Council is undertaking a review of the impact of the reconfigured ITE programmes and of the Criteria and Guidelines for accreditation, which will feed into an update of the procedures and criteria documentation. This will inform the next cycle of review and accreditation of all ITE programmes, which is due to start in 2020.
The Deputy will also be aware that 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 month.
The Steering Group is considering the issues that impact on teacher supply, including: initial teacher education policy, provision, funding and support; data/research requirements; policies and arrangements for schools and teachers that impact on teacher mobility/supply; and promotion of the teaching profession. A working group has convened to consider and progress the teacher supply issues relating to Higher Education and initial teacher education will be considered in that context.
The Steering Group will oversee a programme of actions according to strict timelines and clear deliverables. In undertaking its task, the Group is 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 profession.
96. Deputy Niamh Smyth asked the Minister for Education and Skills if his attention has been drawn to the delays in assessments for children attending school who have developmental issues and may require specialised support; the steps he is taking to address the backlog; and if he will make a statement on the matter. [22395/18]
Amharc ar fhreagraI can inform the Deputy that my Department introduced a new model to support pupils with special educational needs in our schools following a pilot which demonstrated strong support from principals, teachers and parents. The new model differs significantly from the old Resource Allocation Model, as schools are now front-loaded with additional resources based on the profile of each individual school. This means that the Department has allocated special education teaching support directly to schools to enable them to respond to pupil needs without having to wait for an assessment to allow them to apply for additional resources. School can now respond to individual need in a flexible way and pupils do not have to have a psychological assessment or a diagnosis of a disability in order to access Special Education Teaching. It also means that those with highest level of need can access the highest level of support within the school. Medical or psychological assessments will still be used to assess a child’s needs, or the nature of difficulties they may have. However, an assessment, or diagnosis, will no longer be needed to access additional teaching support in schools.
I can inform the Deputy that my Department’s National Educational Psychological Service provides educational psychological support to all primary and post-primary schools. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to a NEPS psychologist for responses to queries arising, and access to individual pupil casework via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments. (SCPA).
In common with many other psychological services and best international practice, NEPS has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution oriented consultative approach to maximize positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and remedial intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Only in the event of a failure to make reasonable progress, in spite of the school's best efforts in consultation with NEPS, will the psychologist become involved with an individual child for intensive intervention or assessment.
This system allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually. It also ensures that children are not referred unnecessarily for psychological intervention. I am not aware of any particular delays in the process.
I would advise that if there are concerns in relation to the educational or social and emotional development of any student these should be raised by the parents, in the first instance, with the Principal of the school he/she is attending, with a view to Principal discussing the situation with the assigned NEPS psychologist or local NEPS service.
97. Deputy Martin Heydon asked the Minister for Education and Skills his plans to provide additional secondary school places in south County Kildare; and if he will make a statement on the matter. [22457/18]
Amharc ar fhreagraAs the Deputy will be aware, I announced plans for the establishment of 42 new schools over the next four years (2019 to 2022). 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.
In addition to the new schools announced, there will be a need for further school accommodation in other areas in the future. Based on the current analysis, this need can be addressed through either planned capacity increases in existing schools or additional accommodation or extensions to existing schools.
I have highlighted that the requirement for new schools will be kept under on-going review and in particular would have regard for the increased rollout of housing provision as outlined in Project Ireland 2040.
While the announcement did not include a new post-primary school in the South Kildare school planning areas, additional capacity in the region of 1,700 school places will be provided when projects at the following four schools in this area are completed:
- St. Conleth's Community College, Newbridge;
- Athy Community College, Athy;
- Cross and Passion Secondary School, Kilcullen; and
- St Paul's Secondary School, Monasterevin.
A building project for the Patrician College Newbridge is also included in my Department's 6 Year Construction Programme.
However, in line with the ongoing review of school planning areas generally, I can confirm that my Department is currently reviewing provision at post-primary level across the school planning areas in the South Kildare area and it is envisaged that work in this regard will be completed in the coming weeks.
98. Deputy Catherine Connolly asked the Minister for Education and Skills further to Parliamentary Questions Nos. 204 of 27 June 2017 and 244 of 20 September 2017, if an economist on secondment from the Irish Government Economic and Evaluation Service conducted and completed the initial phase of the Caranua eligibility review involving a review of Caranua’s expenditure to date and an estimation of the projected expenditure as set out in the replies; if a copy of the initial phase review is available; and if he will make a statement on the matter. [22271/18]
Amharc ar fhreagraAs I explained to the Deputy on 24 April in response to Parliamentary Question number 236 the review of eligibility to apply for Caranua is nearing completion and will be published in the coming weeks.
