Written Answers Nos. 174-188
175. Deputy Billy Kelleher asked the Minister for Education and Skills the State funding from the national training fund and Exchequer allocated to craft based and consortia-led apprenticeships divided between design, validation and training costs including off-the-job training and other costs incurred in each of the years 2015 to 2017 and to date in 2018; and the 2019 provisional estimates for same. [32104/18]
Amharc ar fhreagraThe information requested by the Deputy in relation to National Training Fund (NTF) and Exchequer allocation for apprenticeship training in each of the years 2015 to 2018 is set out on the attached tabular statement. Future years' allocations will be determined through the normal budgetary process which takes account of competing demands and the overall availability of resources.
|
Apprenticeship Training |
NTF Allocation (€m) |
Exchequer Allocation (€m) |
|
2015 |
49.6 |
12.5 |
|
2016 |
60.1 |
14.6 |
|
2017 |
80.4 |
19.1 |
|
2018** |
122.0 |
- |
* Includes all costs associated with apprenticeship training, excluding capital
** In 2018 all funding for craft and consortia led apprenticeships will be provided from the NTF
176. Deputy Billy Kelleher asked the Minister for Education and Skills the status of the assessment by the Apprenticeship Council regarding the 77 proposals received in the second call for new apprenticeship categories, which closed on 1 September 2017; the apprenticeships that have been approved for roll-out to date; and the timeline for operationalising each new approved apprenticeship in tabular form. [32105/18]
Amharc ar fhreagraThis Government is committed to expanding the apprenticeship model into new sectors of the economy. A key commitment in our Action Plan to Expand Apprenticeship for last year was to issue a second call for apprenticeship proposals to refresh the pipeline of apprenticeship proposals established through the first call. The call closed on 1st September with 77 proposals received from a range of sectors, occupations and National Framework Qualification levels. Following the evaluation process 26 new programmes have been approved for further development into national apprenticeships in various sectors including construction, engineering, horticulture and agriculture.
Based on information from the consortia, the information requested by the Deputy in relation to these programmes is set out in the following table.
|
Title of proposed apprenticeship |
Industry lead |
Proposed coordinating provider |
Target rollout date |
|
|
1. |
Advanced Quantity Surveyor Level 9 Duration 2 years |
Society of Charted Surveyors Ireland |
Limerick Institute of Technology |
2nd half 2019 |
|
2. |
Applied Horticulture Level 6 Duration 2 years
|
Teagasc |
Teagasc |
2nd half 2019 |
|
3. |
Arboriculture Level 5 Duration 2 years
|
Caseys Tree Care Ltd, North West Tree Care, Kilcoyne Tree Care, Arborist Ireland |
Galway Roscommon ETB |
2nd half 2019 |
|
4. |
Associate Sales Professional Level 6 Duration 3 years
|
Sales Sense |
Mayo Sligo & Leitrim ETB |
1st half 2019 |
|
5. |
CGI Technical Artist (Animation, Games, VFX) Level 9 Duration 2 years
|
Animation Skillnet with Screen Training Ireland |
Dublin IT |
1st half 2019 |
|
6. |
Equipment Systems Engineer Level 9 Duration 2 years |
SL Controls |
University of Limerick |
2nd half 2019 |
|
7. |
Farm Management Level 7 Duration 4 years
|
Teagasc |
Teagasc |
2nd half 2019 |
|
8. |
Farm Technician Level 6 Duration 2 years
|
Teagasc |
Teagasc |
2nd half 2019 |
|
9. |
Geo-Driller Level 6 Duration 3 years
|
Geological Survey Ireland |
IT Carlow |
2nd half 2019 |
|
10. |
ICT Associate Professional in Cybersecurity Level 6 Duration 2 years
|
FastTrack into Technology (FIT) |
FIT |
1st half 2019 |
|
11. |
Lean Sigma Manager Level 9 Duration 2 years
|
Teleflex |
University of Limerick |
2nd half 2019 |
|
12. |
Logistics Associate Level 6 Duration 2 years
|
Freight Transport Association Ireland |
Dublin IT |
2018 |
|
13. |
Principal Engineer- Professional Doctorate Level 10 Duration 4 years
|
SL Controls |
University of Limerick |
1st half 2019 |
|
14. |
Professional Bar Manager Level 6 Duration 2 years |
Vintners Association |
Griffith College |
1st half 2019 |
|
15. |
Professional Hairdressing Level 6 Duration 3 years
|
Hairdressing Council of Ireland |
Limerick & Clare ETB & Image Learning and Development Training Network Ltd |
2nd half 2019 |
|
16. |
Professional Healthcare Assistant Level 6 Duration 2 years
|
Kiltipper Woods Care Centre |
Griffith College |
1st half 2019 |
|
17. |
Laboratory Analyst Level 7 Duration 3 years
|
Ibec Biopharma cluster |
IT Tallaght |
2018 |
|
18. |
Laboratory Technician Level 6 Duration 2 years
|
Ibec Biopharma cluster |
IT Tallaght |
2018 |
|
19. |
Recruitment Practitioner Level 6 Duration 2 years
|
National Recruitment Federation |
National College of Ireland |
2nd half 2019 |
|
20. |
Scaffolding Level 6 Duration 3 years
|
Construction Industry Federation |
Laois & Offaly ETB |
1st half 2019 |
|
21. |
Software System Designer Level 9 Duration 2 years
|
Lero |
University of Limerick |
2nd half 2019 |
|
22. |
SportTurf Management Level 6 Duration 2 years |
Teagasc |
Teagasc |
2nd half 2019 |
|
23. |
Stud Farm Management Level 7 Duration 2 years
|
Teagasc |
Teagasc |
2nd half 2019 |
|
24. |
Supply Chain Associate Level 7 Duration 3 years
|
IPICS The Supply Chain Management Institute |
University of Limerick |
2nd half 2019 |
|
25. |
Supply Chain Manager Level 9 Duration 2 years
|
IPICS The Supply Chain Management Institute |
University of Limerick |
1st half 2019 |
|
26. |
Supply Chain Specialist Level 8 Duration 2 years |
IPICS The Supply Chain Management Institute |
University of Limerick |
2nd half 2019 |
177. Deputy Billy Kelleher asked the Minister for Education and Skills the number of persons by Civil Service grade working in SOLAS’s construction services unit operations section on an annual basis in each year since established and to date in 2018, in tabular form. [32134/18]
Amharc ar fhreagraBelow is the number of permanent staff by grade and by year employed within the Construction Services Unit.
In addition, please see below the number of agency staff employed by Construction Services by grade and by year since 2014.
Agency Staff
|
2014 |
2015 |
2016 |
2017 |
2018 |
|
2 Grade 11 1 Grade 8 |
2 Grade 11 1 Grade 8 |
2 Grade 11 1 Grade 8 |
2 Grade 11 1 Grade 8 |
1.5 Grade 11 1 Grade 8 to March |
Nos. of Staff by Grade in Construction Services from Establishment of SOLAS to Date - Each Year End
|
Oct 13* |
Oct 13* |
Dec 13* |
Dec 13* |
Dec 14 |
Dec 14 |
Dec 15 |
||
|
SOLAS GRADE |
CS EQUIVALENT |
HC |
FTE |
HC |
FTE |
HC |
FTE |
HC |
|
6 |
Asst Principal |
|||||||
|
7 |
Mid-way AP/HEO |
1 |
1 |
1 |
1 |
2 |
2 |
2 |
|
8 |
HEO |
5 |
4.8 |
5 |
4.8 |
4 |
3.8 |
4 |
|
10 |
EO |
4 |
4 |
4 |
4 |
2 |
2 |
2 |
|
11 |
CO |
7 |
6.6 |
7 |
6.6 |
8 |
7.2 |
7 |
|
TOTAL |
17 |
16.4 |
17 |
16.4 |
16 |
15 |
15 |
Table Contd.
|
Dec 15 |
Dec 16 |
Dec 16 |
Dec 17 |
Dec 17 |
June 18 |
June 18 |
||
|
SOLAS GRADE |
CS EQUIVALENT |
FTE |
HC |
FTE |
HC |
FTE |
HC |
FTE |
|
6 |
Asst Principal |
1 |
1 |
1 |
1 |
|||
|
7 |
Mid-way AP/HEO |
2 |
3 |
3 |
1 |
1 |
1 |
1 |
|
8 |
HEO |
4 |
4 |
4 |
4 |
3.72 |
5 |
4.72 |
|
10 |
EO |
2 |
2 |
2 |
1 |
1 |
2 |
2 |
|
11 |
CO |
6.2 |
6 |
6 |
7 |
7 |
7 |
7 |
|
TOTAL |
14.2 |
15 |
15 |
14 |
13.72 |
16 |
15.72 |
Points to Note:
October 13 and December 13 includes 2 cost-centres Env/Safe Pass and CSCS/QSCS
From December 14 onwards 1 cost-centre Construction Services
HC = Headcount
FTE = Full Time Equivalents.
178. Deputy Robert Troy asked the Minister for Education and Skills when an application by a school (details supplied) will be finalised. [32142/18]
Amharc ar fhreagraI wish to advise the Deputy that the school submitted a Summer Works Scheme (SWS) application for general upgrade of its sanitary facilities. As the application did not meet the criteria outlined in the Circular accompanying the scheme, the Department was not in a position to consider the application. The position has been clarified to the school.
It remains open to the school authority to apply for these works under future SWS. In the meantime, the school may to utilise its Minor Works Grant to undertake the works in full or in part, as the grant allows should the school consider the works to be a priority.
181. Deputy Martin Heydon asked the Minister for Education and Skills the additional autism spectrum disorder units that will be provided in County Kildare at both primary and post-primary level in the coming year; and if he will make a statement on the matter. [32210/18]
Amharc ar fhreagraIt is the policy of this Department 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.
The NCSE policy advice on Supporting Students with Autism Spectrum Disorder (2016) found that Students are generally well supported in schools with appropriate curriculum; extensive teacher and SNA supports; improving range of educational placements supported by improved accommodation and equipment; improved teacher knowledge and understanding and a generally good standard of provision at primary and post primary levels.
The NCSE policy advice noted that ASD is a spectrum condition, so some students with ASD require little support in school and are relatively independent in their learning, while others require significant levels of support.
The NCSE Policy Advice also states that International Research findings suggest that most students with ASD should be considered for inclusion in mainstream education with their peers, where inclusion is well-planned and well-resourced.
Decisions about placement should be based on individual needs and take into account a number of factors including parental wishes, availability of evidence-based treatments and well-trained staff and individual factors such as targets for intervention and management of behaviours.
There is therefore not one preferred educational environment for children with ASD, rather there is a model which takes into account the assessed educational needs of individual pupils.
As such, this Department’s policy focuses on ensuring that all students, including those with autism spectrum disorders, can have access to an education appropriate to meeting their needs and abilities.
The range of supports and services which are made available include additional special educational support teaching, Special Needs Assistants support, funding for the purchase of specialised equipment, services of the National Educational Psychological Service (NEPS), enhanced levels of capitation in Special schools and Special Classes and additional teacher training.
Other resources which are provided to schools to support children with Autism include the following:
- Assistive technology.
- Professional development for teachers.
- Access to the Special School transport scheme.
- Access to special equipment and furniture where required.
- Enhanced capitation grant.
- Adapted school buildings.
- Access to the extended school year scheme. (July Provision).
The greater proportion of children with Autism attend mainstream classes, but students, although academically able to access the curriculum in mainstream, may find it too difficult to manage full-time placement there and will require the environment of a ASD special class. 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.
Students enrolling in ASD Special Classes must have a report from a relevant professional or team of professionals (for example, psychologist, psychiatrist) stating that:
- S/he has ASD
- S/he has significant learning needs that require the support of a special class setting and the reasons why this is the case.
Special class for students with ASD are staffed with a lower pupil–teacher ratio of 6:1 at primary level and 6:1.5 at post primary level, and also have a minimum of two SNAs for every class of 6 children.
The NCSE, through its network of local Special Educational Needs Organisers (SENOs), in consultation with the relevant education partners, is responsible for the establishment of special classes in various geographical areas where there is an identified need.
The NCSE is aware of emerging need from year to year, and where special class provision is required, it is planned and established to meet that need.
Since 2011, the NCSE has increased the number of such classes by over 130% from 548 in 2011 to 1,304 across the country now, of which 1,048 are Autism Spectrum Disorder (ASD) special classes. This network includes 130 ASD early intervention classes, 641 primary ASD classes and 277 post-primary ASD classes in mainstream schools.
The NCSE, in looking to open special classes, must take into account the present and future potential need for such classes, taking particular account of the educational needs of the children concerned. The NCSE will also take account of location and sustainability in looking to establish special classes in certain areas.
There are currently 4 special schools and 70 special classes in mainstream schools in Co. Kildare, including 48 ASD special classes at primary level and 14 ASD special classes at post primary level. The NCSE has informed my Department that to date they have sanctioned 5 new ASD classes-4 Primary and 1 Post Primary - which are due to open in September 2018.
Details of all special classes for children with special educational needs in county order, with new classes due to open in September 2018 highlighted, are available on the NCSE website at the following link.
The NCSE is continuing to work with schools, parents, NEPS, health professionals and other staff who are involved in the provision of services for children with special educational needs in Kildare, to ensure that each child has a school placement 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 who require special class placements can access such placements in schools within their communities.
My Department has acknowledged that in recent years the establishment of special class provision in some schools and communities has been challenging.
As part of the process of planning for future provision, a number of measures have been included in the Education (Admission to Schools) Bill 2016 to provide certain powers to the NCSE to designate a school placement for a child in circumstances where a child is experiencing difficulties in securing enrolment.
The Bill also proposes powers for the Minister, in certain circumstances, to require a school to open a special class for children with special educational needs. This amendment will give the Minister the power to compel a school to open a special class or classes where the National Council for Special Education has identified a need for such provision within an area.
These measures will further enhance the ability of my Department and the NCSE to plan for special class provision and to address issues in provision that may arise from time in time at local levels.
Guidelines for Boards of Management and Principals of Primary and Post Primary schools contain information on setting up and organising special classes, including information on resources which may be provided to schools to establish special classes are available to download from www.ncse.ie.
182. Deputy Billy Kelleher asked the Minister for Education and Skills the cost of implementing a living wage of €11.90 for all employees directly employed and or in agencies funded by his Department; and if he will make a statement on the matter. [32221/18]
Amharc ar fhreagraAll staff presently engaged at my Department, including Services Officers and Cleaners, are on an incremental pay scale and are in receipt of salaries which exceed the rate mentioned by the Deputy.
My Department does not hold data centrally in relation to payroll for the bodies under its aegis. Therefore, officials at my Department will request the information and forward it to the Deputy in due course.
183. Deputy Michael Healy-Rae asked the Minister for Education and Skills the reason funding is not provided for certain applications (details supplied); and if he will make a statement on the matter. [32238/18]
Amharc ar fhreagraUnder the Assistive Technology scheme, as set out in my Department’s Circular 0010/2013, funding is provided to schools towards the cost of computers and specialist equipment, which are required for educational purposes. Equipment is provided under this scheme for children with more complex disabilities who, in order to access the school curriculum, require essential specialist equipment which they do not already have, or which cannot be provided for them through the school’s existing IT provision.
The National Council for Special Education (NCSE), through its network of Special Education Needs Officers (SENOs), is responsible for processing applications from schools for assistive technology support.
Schools make applications directly to the SENO, providing details of the student’s special educational needs or disability, including details of the approach taken by the school in making relevant interventions. Professional reports (from psychologists or occupational therapists, for example) must be submitted by the school along with the application. These reports must have a recent and comprehensive professional assessment of the nature and extent of disability, and outline that the equipment is essential for the pupil to access the curriculum.
Equipment may only be provided where medical and/or other professional reports outline that the degree of communicative disability is such that this equipment is essential to allow the pupil to access education and set out how the equipment will provide for this.
SENOs will review the application and professional reports, in order to establish whether the criteria of the scheme have been met. They will then make a recommendation to my Department as to whether or not assistive technology is required; and based on this recommendation, my Department’s officials will decide on the level of grant, if any, to be provided. The NCSE operates within my Department's criteria in making such recommendations, as set out in Circular 0010/2013.
The type of equipment provided under the assistive technology scheme is varied, and includes audiological supports for students with hearing impairment, braille equipment for children with visual impairment, and computer equipment with associated modified software for students with physical or severe communicative disabilities.
Communication devices or medical or therapy related devices which are not specific educational interventions or equipment specifically required as essential for school educational access, and which have a general application outside of school, are not provided for under the Assistive Technology scheme, however. Such equipment is normally provided for children with disabilities by the Health Service Executive (HSE).
184. Deputy Martin Heydon asked the Minister for Education and Skills the process to be followed to establish an apprenticeship school (details supplied) in County Kildare and partner with institute of technology in Carlow; and if he will make a statement on the matter. [32242/18]
Amharc ar fhreagraFurther Education and Training (FET) provision, including apprenticeship training, is planned at a national level by SOLAS. Applications for funding for FET are made to SOLAS by Education and Training Boards (ETBs) as part of the overall FET planning process. It is a matter for the management of each ETB to decide on the allocation of funding to FET programmes and to schools and colleges within their area.
As part of its role in providing further education and training options for learners in the region KWETB works closely with the Department of Employment Affairs and Social Protection, the local partnership, enterprise and Institutes of Technology (including Carlow) in relation to opportunities and progression routes for learners.
I understand from KWETB that while exploratory discussions took place between Kildare County Council (KCC) and KWETB in 2016 and 2017 no formal arrangements were agreed in relation to the Model School in Athy. KWETB have indicated that they would welcome a meeting with KCC to discuss the matter further.
185. Deputy Brendan Smith asked the Minister for Education and Skills when additional schools will be approved for support under DEIS; and if he will make a statement on the matter. [32250/18]
Amharc ar fhreagraThe identification of schools for receipt of additional resources under the DEIS programme is informed by a scientific data based model which assesses levels of disadvantage in individual schools based on the pupil cohort of the school.
The key data sources used in the DEIS identification process are the DES Primary Online Database (POD) and Post-Primary Online (PPOD) Databases, and CSO data from the National Census of Population as represented in the Pobal HP Index for Small Areas which is a method of measuring the relative affluence or disadvantage of a particular geographical area. Variables used in the compilation of the HP Index include not only single parent rate, but those related to demographic growth, dependency ratios, education levels, overcrowding, social class, occupation and unemployment rates. This data is combined with pupil data, anonymised and aggregated to small area, to provide information on the relative level of concentrated disadvantage present in the pupil cohort of individual schools.
A detailed document explaining the methodology used in the Identification process is available on the Department’s website at the following link.
An update of the DEIS Identification process is in the process of being finalised. This is taking account of updated school data as provided by schools for the current school year combined with the Pobal HP Index of Deprivation, based on CSO Small Area Population statistics derived from the 2016 National Census. A detailed quality assurance process in respect of this is currently being carried out.
It is important to note that any adjustment to the DEIS status of a school will be based on the DEIS Identification process.
186. Deputy Michael Healy-Rae asked the Minister for Education and Skills his views on a matter (details supplied) regarding services in schools; and if he will make a statement on the matter. [32265/18]
Amharc ar fhreagraAs the Deputy may be aware my Department’s National Educational Psychological Service (NEPS) provides educational psychological supports and service to schools nationwide to support the well-being, and the personal, social and educational development of all children in Primary and Post-Primary schools through the application of psychological theory and practice, having particular regard for children with special educational needs. These supports include, among others, the provision of support and development to teachers to build their capacity to support all children. NEPS psychologists also engage in individual casework with pupils with particular difficulties, including assessment, to identify need and inform intervention. Casework is a priority service for NEPS and represents the largest part of its input to schools.
This individual casework can, where appropriate, identify onward referral pathways for the pupil to outside clinical and therapeutic services operated or funded by the HSE. NEPS has developed protocols and understandings with HSE services both nationally and locally in relation to these referral pathways. NEPS psychologists are available to advise and assist teachers in implementing recommendations, appropriate to the school setting, which are the product of this individual casework.
In relation to Special National Schools, which are the subject of the Deputy’s question, I can inform him that while NEPS currently provides service to approximately half of these school nationally. Other special schools receive multi-disciplinary services, including psychology, from HSE services or bodies funded by the HSE.
If the Deputy has an enquiry in respect of any particular special school and can identify it to me I will be pleased to describe the service supplied to it by NEPS.
I hope this clarifies the matter for the Deputy.
187. Deputy Bobby Aylward asked the Minister for Education and Skills the position regarding a response to a query by a school (details supplied); and if he will make a statement on the matter. [32286/18]
Amharc ar fhreagraI am pleased to inform the Deputy that funding was recently approved to enable the school in question to build a mainstream classroom and a WC for assisted users.
The project has been devolved for delivery to the school authority.
The next stage is for the school to appoint a consultant to lead the project though the design and delivery phases.
188. Deputy Bobby Aylward asked the Minister for Education and Skills the position regarding an application for an extension and associated building works by a school (details supplied); and if he will make a statement on the matter. [32287/18]
Amharc ar fhreagraMy Department has received an application for additional accommodation from the school referred to by the Deputy.
Additional information relating to the application was sought from the school and this has since been provided. The information is being considered and a decision on the application will be conveyed to the school authority when the assessment process has been completed.
