Mary Lou McDonald
Ceist:16. Deputy Mary Lou McDonald asked the Taoiseach if he will report on his recent meeting with a person (details supplied). [27645/18]
Amharc ar fhreagraTaoiseach's Meetings and Engagements
Ceisteanna (16)
Freagraí scríofa
I met Tim Cook, Chief Executive of Apple, on 18th June in Dublin. Apple is a major investor in the country, and employs more than 5,000 people in Ireland – mostly in Cork. I regularly meet with companies with a presence in Ireland, and it is right for me to do so.
Indeed, during our meeting, Mr. Cook highlighted Apple's continued investment in Ireland, in particular a new extension to the Cork facility which was completed in May of this year.
We discussed some topical issues including the impact of Brexit, the digital single market, digital taxation and data protection.
We also discussed the European Commission's State Aid case and noted that payments are being made by Apple, in accordance with the agreed schedule, into the escrow fund which has been set up pending the appeal submitted to the European Court of Justice. Finally, we discussed the Athenry data centre site, and noted the new policy and legal frameworks that we are putting in place in relation to future data centre development.
Questions Nos. 17 to 52, inclusive, resubmitted.
Questions Nos. 53 to 64, inclusive, answered orally.
Schools Mental Health Strategies
Ceisteanna (65)
Anne Rabbitte
Ceist:65. Deputy Anne Rabbitte asked the Minister for Education and Skills his views on recent calls for a nationwide primary schools' counselling service. [29344/18]
Amharc ar fhreagraFreagraí scríofa
The calls to which the Deputy refers arise from a recently published report commissioned by St Patrick’s Mental Health services. The report includes an analysis of the findings from a survey of primary-school principals and interviews with twelve principals and nine counsellors, and makes certain recommendations.
While the report has not been formally submitted to my Department, it has been seen by relevant officials.
From a preliminary consideration of the report, it does not appear to set out the context of the supports already provided by my Department to support schools in the promotion of wellbeing and the prevention of mental health difficulties. The report highlights the importance of the promotion of emotional wellbeing in primary schools as a critical factor for both academic progression and school engagement. My Department promotes a whole-school, preventative, multi-component approach to the promotion of wellbeing and positive mental health in schools. It supports the provision of interventions at both the universal level, focusing on the entire school community, and targeted levels, focusing on building the skills of groups and individual young people with identified need. My Department’s support services, including NEPS, help build school capacity in this regard.
NEPS psychologists do not generally provide therapeutic interventions as part of their work in schools. Where they encounter cases, however, where specialist services are required for a student they provide support for the onward referral of those students. In the coming weeks, I intend to publish my Department’s Wellbeing Policy Statement and Framework for Practice. This policy statement provides an overarching structure encompassing ongoing and developing work to further support schools in the area of wellbeing promotion. Part of the implementation of that policy includes an action that the provision of therapeutic interventions to children will be examined within the context of the Youth Mental Health Pathfinder Project. At present, the provision of counselling services to children falls within the province of the HSE and my colleague the Minister for Health.
Question No. 66 answered orally.
State Examinations
Ceisteanna (67)
Mick Barry
Ceist:67. Deputy Mick Barry asked the Minister for Education and Skills his views on the issue of non-teachers marking leaving certificate examination papers; and if he will make a statement on the matter. [29329/18]
Amharc ar fhreagraFreagraí scríofa
The State Examinations Commission appoints approximately 3,600 examiners annually to mark the Leaving and Junior Certificate written examinations. The primary requirement for examiners is subject competence. The SEC has a strict policy when it comes to the recruitment of examiners which requires that personnel appointed to mark the state examinations are appropriately qualified. The Commission advises:
- Examiners appointed are selected on the basis of their academic qualifications, their teaching experience and their examining experience.
- All examiners are appropriately qualified for the work.
- Most of them are experienced serving and retired teachers.
- A large number of experienced examiners are reappointed each year
- When making new appointments, priority is given to teachers
- All appointments are overseen by the Chief Examiner
This year, as in every year, the Commission prioritised qualified teachers to correct the exams but every year there is a very small portion of examiners who are qualified in the subject area they are correcting but who are not qualified teachers. In 2017, a very small proportion (20 or 1.9% of all Junior Cycle examiners and 2 or 0.1% of all Leaving Certificate Examiners) held a qualification in the relevant subject but did not have a teaching qualification. However, it is important to emphasise that all examiners go through rigorous training and and their work is monitored by an experienced member of the examining team who samples their work throughout the marking process. The Commission takes corrective action in any case where an examiner’s work falls below the required standard. These measures are designed to ensure the fair, accurate and consistent marking of every candidate’s work.
DEIS Scheme
Ceisteanna (68)
Joan Burton
Ceist:68. Deputy Joan Burton asked the Minister for Education and Skills the reason the staffing formula for designated DEIS schools has not been improved to coincide with two improvements in the overall formula for other primary schools in recent years; his plans to improve the formula for DEIS schools for the coming school year in view of research evidence showing the importance of smaller class size, especially for younger children and those affected by socio-economic disadvantage; and if he will make a statement on the matter. [29298/18]
Amharc ar fhreagraFreagraí scríofa
Tackling educational disadvantage is a key priority for my Department. In order to achieve its vision for education to become a proven pathway to better opportunities for those in communities at risk of disadvantage and social exclusion, my Department has set the implementation of a renewed DEIS (Delivering Equality of Opportunity in Schools) programme as one of its key priorities.
Evaluations of DEIS to date have shown an overall improvement in educational outcomes in DEIS schools. DEIS Plan 2017 aims to build on what has already been achieved by schools who have benefitted from the additional supports available under the initial DEIS programme introduced in 2005. Extra supports have been extended to 109 schools which will benefit over 20,000 students.
While the allocation of additional teaching resources to DEIS Band 1 schools has served to improve learning outcomes, a gap still remained between DEIS and non-DEIS schools in terms of educational outcomes. Under DEIS Plan 2017, there is a commitment to carry out an evaluation of the level of teaching resources for schools participating in the School Support Programme. My Department established a Working Group to examine Class Size in late 2017.
To date there have been two meetings of this group and work is underway on examining the various issues that arise in terms of determining optimum class size. It is intended that a short report will be prepared by the Working group which will be referred to the Advisory Group for consideration.
My Department’s Circulars govern staffing arrangements in all schools and are available on my Department’s website.
Education Policy
Ceisteanna (69)
Bernard Durkan
Ceist:69. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which he expects to be in a position to address the most pressing issues in the education sphere over the next three years with particular reference to such issues as class size, accommodation requirements and the capitation grant requirements in view of the needs set out in the recent document produced by a union (details supplied); and if he will make a statement on the matter. [29371/18]
Amharc ar fhreagraFreagraí scríofa
I have set out the ambition to deliver the best education and training service in Europe by 2026. This Government has already made significant provision to support this ambition.
The mid-term capital review made provision for increased investment in my Department’s School Capital Programme.
That Programme has been delivering an average of 18,000 school places per year in major projects and close to 8,000 per year in smaller scale additional accommodation. This building programme has allowed us meet the needs for extra places for an exceptional period of pupil growth at both primary and secondary level (up by over 100,000) and to expand provision of special education units in mainstream schools from 548 to 1304.
This programme has facilitated the employment of nearly 6,000 extra teachers and 3,000 SNAs in a three year period which has also seen two reductions in the primary pupil teacher ratio.
My Department is satisfied that the €8.4 billion capital investment in the National Development Plan (2018 to 2027) is sufficient to deliver the necessary school infrastructure. This is a 70% increase on the €4.9 billion in the previous 10 years (2008-2017).
I fully acknowledge the areas which the Deputy has mentioned in his question are important for investment going forward and I will be competing at cabinet for funding in the next budget.
The Deputy will appreciate it would be premature to speculate what precise level of resources will be available across all Government departments or individual departments in advance of the budgetary process.
In recent years the Government has prioritised new, more modern school buildings; additional teachers; a lower pupil-teacher ratio; the introduction of new subjects at leaving certificate - physical education and computer science, for example; the restoration of funding to our universities. I will be taking into account budgetary submissions from all the relevant education stakeholders.
Question No. 70 answered orally.