Tuesday, 3 Jul 2018

Written Answers Nos. 140-159

School Transport Eligibility

Ceisteanna (140)

Peadar Tóibín

Ceist:

140. Deputy Peadar Tóibín asked the Minister for Education and Skills if parish boundaries will be recognised when places on school buses are being allocated. [28765/18]

Freagraí scríofa

Minister of State at the Department of Education and Skills

School transport is a significant operation managed by Bus Éireann on behalf of the Department.

Currently over 116,000 children, including almost 12,000 children with special educational needs, are being transported in over 4,500 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres annually at a total cost of almost €190 million in 2017.

The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.

Children are generally eligible for school transport if they satisfy the distance criteria and are attending their nearest school having regard to ethos and language.

In this regard, children have their eligibility for school transport determined by the distance they reside from their nearest school.

The terms of the school transport schemes are applied equitably on a national basis.

Schools Building Projects Administration

Ceisteanna (141)

Seán Fleming

Ceist:

141. Deputy Sean Fleming asked the Minister for Education and Skills the position regarding payment to persons who have carried out work on projects funded by the State (details supplied); and if he will make a statement on the matter. [28806/18]

Freagraí scríofa

Minister for Education and Skills

Like other major construction projects, school building projects involve a complex arrangement of contractual relationships between the client, the main contractor and various sub-contractors and suppliers. In general, all sub-contractors and suppliers engaged on education sector building projects are employed directly by the main contractor, or indirectly by the main contractor through other sub-contractors.

My Department is not party to these contractual arrangements and does not have any role or authority in relation to payment or other contractual issues arising in the circumstances set out by the Deputy in the details supplied.

School Accommodation Provision

Ceisteanna (142)

Willie Penrose

Ceist:

142. Deputy Willie Penrose asked the Minister for Education and Skills the steps that will be taken to advance an application by a school (details supplied) for an ASD unit; and if he will make a statement on the matter. [28807/18]

Freagraí scríofa

Minister for Education and Skills

I can confirm to the Deputy that my Department has recently received an application from the school referred to for additional accommodation to facilitate ASD provision.

The application will be considered and a decision will be conveyed to the school authority as soon as the assessment process has been completed.

Schools Establishment

Ceisteanna (143)

Robert Troy

Ceist:

143. Deputy Robert Troy asked the Minister for Education and Skills if the possibility of establishing a State-backed school of English at the St. Loman's Hospital site, Mullingar, was considered; and if he will make a statement on the matter. [28810/18]

Freagraí scríofa

Minister for Education and Skills

The Department has not considered the establishment of a School of English at the site in question nor has a proposal for such a development been received.

Apprenticeship Programmes

Ceisteanna (144, 145, 146, 147, 148)

Kathleen Funchion

Ceist:

144. Deputy Kathleen Funchion asked the Minister for Education and Skills the reason there has been no capital investment into the printing apprenticeship programme. [28827/18]

Kathleen Funchion

Ceist:

145. Deputy Kathleen Funchion asked the Minister for Education and Skills his plans to invest in modern equipment in order to attract new applicants to the printing apprenticeship programme. [28828/18]

Kathleen Funchion

Ceist:

146. Deputy Kathleen Funchion asked the Minister for Education and Skills the person or body that granted permission for the postponement of the printing apprenticeship programme; and the grounds on which this was done. [28829/18]

Kathleen Funchion

Ceist:

147. Deputy Kathleen Funchion asked the Minister for Education and Skills the rationale behind the request of Skillnet Ireland, SOLAS and DIT that employers must guarantee an intake of at least three years of apprenticeship candidates per company; and if this stipulation has been enforced in other industries when maintaining an apprenticeship training programme. [28830/18]

Kathleen Funchion

Ceist:

148. Deputy Kathleen Funchion asked the Minister for Education and Skills the rationale for the postponement of the print media programme in view of the fact that a number of suitable candidates have made their interest known; if his attention has been drawn to the fact that SOLAS is now informing employers that the apprenticeship programme is now suspended for a review that may take several years; and if he will make a statement on the matter. [28831/18]

Freagraí scríofa

Minister of State at the Department of Education and Skills

I propose to take Questions Nos. 144 to 148, inclusive, together.

As the Deputy is aware, 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 apprentices being registered is determined by employers in the sector.

Over the last number of years the number of employers registering apprentices to the craft of print media has significantly declined. Out of the 145 apprentices who were registered on the print media apprenticeship between 2006-2017 only 87 completed their apprenticeship and gained certification. Due to the low participation level, in September 2016 SOLAS suspended registrations in the print media programme and undertook to engage with the sector to see how the programme could be updated and made fit for future purpose.

I understand from SOLAS that in 2017 the Irish Printing Federation carried out a survey of the industry to ascertain the level of support for an apprenticeship on an ongoing basis. The findings from the survey indicated there was insufficient support from industry to sustain an apprenticeship in the sector. Engagement took place with SOLAS and the print media industry early in 2018. In light of this, SOLAS has paused the apprenticeship until such time as there is sufficient support from the sector. Any capital funding for the programme would be determined as part of this updating process.

Third Level Facilities

Ceisteanna (149)

John Lahart

Ceist:

149. Deputy John Lahart asked the Minister for Education and Skills his plans to ring-fence funding for counselling services on third-level campuses, as requested by an organisation (details supplied); and if he will make a statement on the matter. [28862/18]

Freagraí scríofa

Minister for Education and Skills

My Department allocates recurrent funding to the Higher Education Authority (HEA) for direct disbursement to HEA designated higher education institutions. The HEA allocates this funding as a block grant to the institutions. As autonomous bodies, the internal disbursement of this funding, including the funding of student services, is a matter for the individual institution.

Student services and associated activities are an integral part of the whole student experience at third level. Student services support each individual student achieve his/her intellectual, cultural and social potential while supporting and complementing the formal academic programme. Student services can fall under a number of headings, particularly ‘Welfare and Guidance’ which includes counselling services, health promotion, careers service, multi-faith, racial and ethnic cultural support.

The Deputy may wish to note that AHEAD, the Association for Higher Education Access and Disability, is supported through an annual grant from the HEA towards the cost of the activities of the organisation. In 2016, AHEAD in partnership with the National Learning Network (NLN), published a report called ‘Mental Health Matters’, a study into the experiences of students with mental health difficulties. The study found that the majority of HEIs have services supporting students with mental health difficulties and some institutions have dedicated services for students.

The report made a number of recommendations such as the promotion of mental health awareness to students on their induction, the provision of mental health awareness at institutional level for staff, and institutions adopting a whole of campus strategic response to meet the needs of students experiencing mental health difficulties. Implementation of the recommendations is being progressed by AHEAD and its partners.

The HEA also plan to work with the HSE to develop national guidance for higher education institutions in relation to suicide risk and critical incident response, thereby helping to address any gaps which may exist in the prevention of suicide in higher education.

My Department also provides a range of services for students in HEA funded higher education institutions, including supports provided by Access Offices. In particular these offices co-ordinate pastoral and academic supports for students from disadvantaged backgrounds. Among the supports administered by the access offices, in conjunction with student services is the Student Assistance Fund and the Fund for Students with Disabilities.

Student Assistance Fund

Ceisteanna (150)

John Lahart

Ceist:

150. Deputy John Lahart asked the Minister for Education and Skills his plans to revert to the rates of the student assistance fund that were available in 2012 in view of the fact that the increases are not adequate to meet the needs of students; if his attention has been drawn to the fact that there are students in difficulty and in hardship as a result of this fund not reflecting the real cost of participating in higher education; and if he will make a statement on the matter. [28863/18]

Freagraí scríofa

Minister for Education and Skills

The Student Assistance Fund (SAF) is managed by the Higher Education Authority on behalf of the Department of Education and Skills. The Fund is allocated annually to the universities, the institutes of technology, the colleges of education and a number of other higher education institutions.

The SAF is designed to support students in third-level institutions who are experiencing exceptional financial need. This Fund assists students, in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. Students can be assisted towards their rent, childcare costs, transport costs and books/class materials.

The fund was recently extended to part-time students following the allocation of an additional €1m in Budget 2017. The current SAF allocation for the 2017/18 academic year is €9.1 million. In 2016/2017 the SAF allocation was almost €8 million and there has been significant increases in SAF since 2014/2015 where the allocation was just over €6.5 million.

Student Accommodation

Ceisteanna (151, 152, 183)

John Lahart

Ceist:

151. Deputy John Lahart asked the Minister for Education and Skills his plans to deal with the concerns of an organisation (details supplied) regarding the escalating cost of rents in Dublin, which is driving students out of third level education; and if he will make a statement on the matter. [28865/18]

John Lahart

Ceist:

152. Deputy John Lahart asked the Minister for Education and Skills his plans to ensure that third level students can deal with escalating rents for accommodation in the Dublin area; and if he will make a statement on the matter. [28866/18]

Joan Burton

Ceist:

183. Deputy Joan Burton asked the Minister for Education and Skills the work that has been undertaken in conjunction with the Department of Housing, Planning and Local Government regarding the provision and cost of the provision of student accommodation; and if he will make a statement on the matter. [29184/18]

Freagraí scríofa

Minister for Education and Skills

I propose to take Questions Nos. 151, 152 and 183 together.

The National Student Accommodation Strategy (NSAS) was published in July 2017 under the Government’s housing strategy Rebuilding Ireland. The National Student Accommodation Strategy is an important element of Rebuilding Ireland in ensuring that increased levels of student accommodation are available to meet the needs of our growing student cohort.

As of the end of May this year 2,990 bed spaces have been completed since the launch of Rebuilding Ireland. Countrywide, there are 7,017 bed spaces being built, 2,270 of which are expected to be available for the coming academic year, with over 3,000 the following year.

We should therefore meet, if not exceed, the Rebuilding Ireland targets of 7,000 purpose built bed spaces by the end of 2019 and 21,000 bed spaces by 2024. The potential pipeline of accommodation is also encouraging as 7,366 bed spaces have been granted planning permission.

The Department of Education and Skills and the Department of Housing, Planning and Local Government are working with The Union of Students Ireland to support the #HomesforStudy campaign which promotes the provision of ‘digs’ accommodation for students as an alternative to both purpose built student accommodation and the general rental market, and have provided funding to the USI for this purpose. The 2018 #HomesforStudy campaign was launched on 25 June and officials from the Department of Education and Skills are continuing to work with the USI on this campaign.

The Department of Housing, Planning and Local Government and the Department of Education and Skills are also currently examining the issues surrounding rent increases in certain purpose built student accommodation complexes.

Electric Vehicles

Ceisteanna (153)

Catherine Murphy

Ceist:

153. Deputy Catherine Murphy asked the Minister for Education and Skills the number of charging ports and parking bays for electric vehicles at his Department building and other buildings used by his Department; and if he will make a statement on the matter. [28889/18]

Freagraí scríofa

Minister for Education and Skills

My Department does not provide e-car charging points at its main locations or at its offices throughout the country.

The Low-Emission Vehicle Task Force, co-chaired by the Department of Communications, Climate Action and Environment and the Department of Transport, Tourism and Sport, is to devise a sustainable policy framework to ensure sufficient and effective electric vehicle charging infrastructure. This policy will inform my Department’s position in due course.

Information and Communications Technology

Ceisteanna (154)

Margaret Murphy O'Mahony

Ceist:

154. Deputy Margaret Murphy O'Mahony asked the Minister for Education and Skills if funding will be sourced to undertake a large-scale project to examine the benefits of cloud-based virtual desktop infrastructure in schools; and if he will make a statement on the matter. [28917/18]

Freagraí scríofa

Minister for Education and Skills

Decisions as to the appropriate technology and infrastructure for each school situation are taken by the management of individual schools, or by Education and Training Boards in respect of their schools, in compliance with relevant financial and procurement regulations. In that context, my Department has no plans for a large scale project to examine the benefits of virtual desktop infrastructure. Extensive advice and information for schools on deploying such technologies can be found on the PDST Technology in Education website www.pdsttechnologyineducation.ie.

The Digital Strategy for Schools 2015-2020 reflects the Department’s current policy on the embedding of digital technologies in teaching, learning and assessment. It sets out a clear vision that is focussed on realising the potential of digital technologies to transform the learning experiences of students by helping them become engaged thinkers, active learners, knowledge constructors and global citizens who participate fully in society and the economy.

The Strategy sets out a programme of work for the 2015-2020 period and is organised around four themes:

- Teaching, Learning and Assessment Using ICT

- Teacher Professional Learning

- Leadership, Research and Policy

- ICT Infrastructure

An investment of €210m, for multi-annual ICT Infrastructure Grants to schools is being made available over the period the Digital Strategy for Schools. The second tranche of this funding (€30m), in respect of the 2017/2018 school year, has already issued to schools. The provision of funding will support the schools in updating and renewing their ICT infrastructure and assist schools to embed innovative and cutting edge technologies to enhance teaching, learning and assessment in their schools.

I am also providing additional supports to clusters of schools, under the Schools Excellence Fund – Digital programme, to progress the vision of the Digital Strategy for schools 2015-2020. The aim of this programme is to recognise and support innovation and excellence and facilitate schools to work together on projects that enhance teaching and learning through the use digital technology. 32 clusters, involving some 200 schools, have been selected to participate in the programme. The school clusters will commence the projects in the coming school year 2018/19 and will run for a period of 3 years and will include the development of an accompanying evaluation framework.

Apprenticeship Data

Ceisteanna (155)

Fiona O'Loughlin

Ceist:

155. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the number of apprenticeship registrations in craft-based apprenticeships; the number in new apprenticeships in 2016 and 2017 and to date in 2018, in tabular form; and if he will make a statement on the matter. [28929/18]

Freagraí scríofa

Minister of State at the Department of Education and Skills

The information requested by the Deputy is set out in the tabular statement.

Apprentice Registrations	2016	2017	YTD 30 June 2018 *
Existing craft trades	3,742	4,508	2,219
Apprentice registrations in new apprenticeships	79	335	61
Total	3,821	4,843	2,280

*Apprentice registrations tend to peak at the beginning of the academic year.

Special Educational Needs

Ceisteanna (156)

Fiona O'Loughlin

Ceist:

156. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the position regarding school supports for children with dyspraxia here; and if he will make a statement on the matter. [28932/18]

Freagraí scríofa

Minister for Education and Skills

My Department provides for a range of services and supports to ensure that children of school going age with Special Educational Needs, including children with Dyspraxia, can have access to an education appropriate to their needs.

These supports include 13,400 additional special educational needs teachers and up to 15,000 SNAs providing care support by the end of this year, enhanced capitation, specialist school transport arrangements, assistive technology and/or specialist equipment, adaptations for school buildings where necessary and additional training for teachers of children with special educational needs.

The functions of the National Council for Special Education (NCSE) include planning and coordinating the provision of education and support services to children with special educational needs in conjunction with schools and the Health Service Executive (HSE).

The NCSE, through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports as required. 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.

From 21st March 2017, the Special Education Support Service (SESS), the National Behavioural Support Service (NBSS) and the Visiting Teacher Service for Children who are Deaf/Hard of Hearing and Children who are Blind/Visually Impaired (VTHVI) transferred from my Department to the NCSE and joined with the services already being provided by NCSE’s SENOs and administrative staff to form the NCSE Support Service. This service aims to develop schools’ capacity to include students with special educational needs and to promote a continuum of educational provision which is inclusive and responsive.

Students with Dyspraxia may be entitled to additional teaching provision in school, under the new model for allocating special education teachers, which was introduced in September 2017. Under this model, schools are provided with an allocation for special educational support teaching to support all students who need such support.

Schools now have greater discretion as to how they can deploy resources, to take account of the actual learning needs students have, as opposed to being guided by a particular diagnosis of disability.

My Department have published guidelines for schools as to how they should utilise and deploy their resources under this allocation model. These guidelines are available at http://www.education.ie/en/The-Department/Announcements/Guidelines-for-Schools-Supporting-Children-with-Special-Educational-needs-in-Mainstream-Schools.html.

The guidelines will support schools in how they identify students, including students with Dyspraxia/DCD for additional teaching support, and decide how much support to provide, taking into account the extent and severity of their needs.

Where students have additional care needs, which are so significant that they require additional adult support in order to attend school and access the curriculum, they may be supported by Special Needs Assistants.

SNA support is provided specifically to assist recognised primary, post primary and special schools to cater for the care needs of students with disabilities in an educational context, where the nature of these care needs have been outlined in professional reports as being so significant that a student will require adult assistance in order to be able to attend school and to participate in education, in accordance with the criteria set out in my Departments Circular 30/2014.

In circumstances where students with Dyspraxia/Developmental Coordination Disorder (DCD) have care needs to the extent that the school considers SNA support is required for them to attend and access the curriculum, the school may apply to the NCSE for SNA support.

The NCSE provides for support for additional training needs in the area of Dyspraxia for teachers through the NCSE’s Support Service which manages, co-ordinates and develops a range of supports in response to identified teacher training needs. The NCSE Support Service provides Continuing Professional Development (CPD) support for teachers of pupils with Dyspraxia through an Inclusive Learning Resource Teachers course as well as an online resource facility and an online book borrowing facility.

Post primary school students with special needs may have special arrangements made for them while sitting State examinations such as the Leaving Certificate and Junior Certificate. Candidates with disabilities can apply through their school for reasonable accommodation during examinations. Further details of supports are available from the State Examinations Commission (SEC) Reasonable Accommodations Section.

At third level, the National Office for Equity of Access to Third Level Education, within the Higher Education Authority (HEA), administers a number of access measures including the Fund for Students with Disabilities (FSD), the purpose of which is to assist students with disabilities. A range of supports are available at third level colleges to support students who have disabilities or special educational needs. Details of the additional support and services that are available for students with medical conditions/disabilities at third level colleges will be provided by the Disability Officers at each college.

The supports which will be provided for students with special educational needs, including Dyspraxia/Developmental Coordination Disorder (DCD), will take account of the needs that each student has and the type of college or course that they are attending.

Students with disabilities or severe medical conditions should contact the Disability Office before the beginning of the academic year to find out what disability supports will be available to them and will need to discuss with the Disability/Access Officer in the college/university details of their needs based requirement in college.

Education and Training Boards Staff

Ceisteanna (157)

Fiona O'Loughlin

Ceist:

157. Deputy Fiona O'Loughlin asked the Minister for Education and Skills if there are vacancies for teachers under the Kildare and Wicklow Education Training Board; if so, the details by subject; and if he will make a statement on the matter. [28933/18]

Freagraí scríofa

Minister for Education and Skills

Teacher allocations for all schools are approved annually by the Department in accordance with established rules based on recognised pupil enrolment.

The recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority, in this instance the Kildare and Wicklow ETB, subject to procedures agreed under Section 24(3) of the Education Act 1998 (as amended by the Education (Amendment) Act 2012).

Action Plan on Bullying

Ceisteanna (158)

Fiona O'Loughlin

Ceist:

158. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the actions he has taken on foot of the action plan on bullying. [28934/18]

Freagraí scríofa

Minister for Education and Skills

The Action Plan on Bullying, which was published in January 2013, sets out my Department's approach to tackling bullying and promoting an anti-bullying culture in schools. It recommended 12 actions that focus on support for schools, teacher training, research and awareness raising and aim to ensure that all forms of bullying are addressed. A number of these actions have been implemented in full while others, which by their nature involve continuous action, are the subject of ongoing implementation.

As part of the implementation of the Action Plan, National Anti-Bullying Procedures for schools, which were published in September 2013, are currently being implemented by all 4,000 primary and post primary schools in the country.

Other actions include support for anti-bullying awareness raising initiatives and the development and roll out of anti-bullying training materials for parents, teachers and Boards of Management.

My Department is committed to continuing implementation of the Anti-Bullying Action Plan through continued support for the development of anti-bullying training materials and awareness-raising initiatives, which include support for schools, teacher training, research and awareness raising and aims to ensure that all forms of bullying are addressed.

In addition, the national anti-bullying website, www.tacklebullying.ie, was launched as a single point of information and support for young people, parents and teachers affected by bullying.

Capitation Grants

Ceisteanna (159, 161, 162)

Catherine Murphy

Ceist:

159. Deputy Catherine Murphy asked the Minister for Education and Skills his plans to increase capitation grants to meet the actual costs of running primary schools in budget 2019; and if he will make a statement on the matter. [28938/18]

Catherine Murphy

Ceist:

161. Deputy Catherine Murphy asked the Minister for Education and Skills the overall capitation grant available for schools of over 60 mainstream pupils in 2017, 2018 and 2019; his plans for full or part restoration of capitation grants; and if he will make a statement on the matter. [28940/18]

Catherine Murphy

Ceist:

162. Deputy Catherine Murphy asked the Minister for Education and Skills the overall capitation grant available for schools of under 60 mainstream pupils in 2017, 2018 and 2019; and if he will make a statement on the matter. [28941/18]

Freagraí scríofa

Minister for Education and Skills

I propose to take Questions Nos. 159, 161 and 162 together.

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 and I remain committed to achieving this. However, I must be prudent in the context of ongoing budgetary pressures and prioritise where it is not possible to do everything that I would like to do in the education sector in any one year. In that regard it is critical that any additional resources that are available in the education sector are utilised in such a way as to maximise teaching and learning outcomes.

The Deputy will be aware that 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. Through budget 2017 and Budget 2018, we are now investing €1 billion more in education.

Improvements have been made for the restoration of 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.

The level of funding provided to all schools and the drivers of costs at school level are kept under review by my Department.

The following tables summarise the value of capitation related grants that would be payable to recognised Primary schools (non-DEIS) of various sizes in 2017 and 2018. The commitments in the Action Plan including to increase capitation funding, will be considered in the context of the budgetary process.

2017

Pupil Enrolment	Rate per pupil	20	60	200	300	500	600
Capitation	€170.00	€10,200	€10,200	€34,000	€51,000	€85,000	€102,000
Ancillary Grant	€158.00	€9,480	€9,480	€31,600	€47,400	€79,000	€79,000
Book Grant	€11.00	€660	€660	€2,200	€3,300	€5,500	€6,600
Overall Capitation related funding		€20,340	€20,340	€67,800	€101,700	€169,500	€187,600

2018

Pupil Enrolment	Rate per pupil	20	60	200	300	500	600
Capitation	€170.00	€10,200	€10,200	€34,000	€51,000	€85,000	€102,000
Ancillary Grant	€163.00	€9,780	€9,780	€32,600	€48,900	€81,500	€81,500
Book Grant	€11.00	€660	€660	€2,200	€3,300	€5,500	€6,600
Overall Capitation related funding		€20,640	€20,640	€68,800	€103,200	€172,000	€190,100