Written Answers Nos. 327-350
327. Deputy Seán Haughey asked the Minister for Education and Skills the details of the structural investigation carried out by in respect of two schools (details supplied); and if he will make a statement on the matter. [45235/18]
Amharc ar fhreagra328. Deputy Thomas P. Broughan asked the Minister for Education and Skills when structural examinations will be carried out in order to ensure that there are no safety concerns with two school buildings (details supplied); and if he will make a statement on the matter. [45237/18]
Amharc ar fhreagraI propose to take Questions Nos. 327 and 328 together.
The structural assessments have been conducted on the schools in question and the outcome is available on the Department's website at www.education.gov.ie.
I wish to assure the Deputy that the safety of school students and staff has been, and will continue to be, the Department’s overriding priority during this process.
329. Deputy Michael Healy-Rae asked the Minister for Education and Skills if a student can sit their German leaving certificate exam a year early; and if he will make a statement on the matter. [45302/18]
Amharc ar fhreagra352. Deputy Michael Healy-Rae asked the Minister for Education and Skills if a person (details supplied) can be permitted to sit a leaving certificate exam a year early; and if he will make a statement on the matter. [45668/18]
Amharc ar fhreagraI propose to take Questions Nos. 329 and 352 together.
A number of requests to undertake the Senior Cycle (Leaving Certificate) programme over a one-year period are received each year, the Department under its rules does not provide for this option. This is because the programme, both in breadth and depth, was purposely designed to be covered over two academic years and not one. The Department has a responsibility to all students to ensure that sufficient time is given to them to fully cover the Leaving Certificate programme and to allow them prepare for the terminal examinations.
The Department also has a duty to ensure that the Rules and Programmes for Secondary Schools are implemented correctly and that all students are treated in a fair and equitable manner. Section VI – Certificates and Examinations - Rule 35 of the Rules sets out the eligibility criteria for admission to the Leaving Certificate examination. This rule requires all candidates to have completed a Leaving Certificate course as a recognised senior pupil in a second-level school for not less than two years.
330. Deputy Eamon Scanlon asked the Minister for Education and Skills his plans to restore part-time positions to the school bus network (details supplied); and if he will make a statement on the matter. [45311/18]
Amharc ar fhreagraSchool transport is a significant operation managed by Bus Éireann on behalf of the Department.
In the 2017/18 school year over 117,000 children, including over 12,000 children with special educational needs, were 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.
Bus Éireann has advised that there are currently 347 part-time school bus drivers operating school transport services nationally.
In the event of circumstances arising such as those referred to by the Deputy, Bus Éireann local offices will arrange replacement cover to ensure there is no disruption to services bringing children to and from school.
Inability to provide such cover may only arise where insufficient notice is given to secure an alternative resource.
331. Deputy Marcella Corcoran Kennedy asked the Minister for Education and Skills if his attention has been drawn to the need for an autism spectrum disorder, ASD, primary education classroom at a school (details supplied); if consideration has been given to the impact that his Department's decision will have; and if he will make a statement on the matter. [45330/18]
Amharc ar fhreagraIt is the policy of my Department that all children with Special Educational Needs, including those with Autism (ASD), 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 greater proportion of children with Autism attend mainstream classes, but some require the environment of a special class or special school. This decision is based on a recommendation contained within a professional assessment and in consultation with the NCSE.
Students enrolling in special classes must have a report from a relevant professional or team of professionals stating that:
- S/he has a disability (in line with the designation of the special placement in question) and
- S/he has significant learning needs that require the support of a specialised setting and the reasons why this is the case.
The Deputy will be aware that the National Council for Special Education (NCSE) is responsible, through its network of local Special Education Needs Organisers (SENO’s), for the development, delivery and co-ordination of education services to children with Special Educational Needs, including the establishment of special class and special school placements, in consultation with the relevant education partners and the Health Service Executive (HSE).
The NCSE is aware of emerging need from year to year, and where special provision is required in an area it is planned and provided for.
Since 2011, the NCSE has increased the number of special classes from 548 in 2011 to 1,459 across the country now, of which 1,196 are Autism Spectrum Disorder (ASD) special classes.
124 special schools provide specialist education for those students with the most complex special educational needs, including students diagnosed with ASD.
The local SENOs are available to assist parents to identify appropriate educational placements for children with special educational needs and to discuss their child's special educational needs. b The local SENO contact details are available on www.ncse.ie.
As the matter raised by the Deputy refers to provision in a particular school, I have arranged for the Deputy's question to be forwarded to the National Council for Special Education for direct reply. My Department has no role in making determinations in such cases.
332. Deputy Kathleen Funchion asked the Minister for Education and Skills the reason a person (details supplied) was refused a Student Universal Support Ireland, SUSI, grant in view of the fact that they were accepted by a university for a place for a bachelors degree; his views on whether it would be inappropriate and unfair to halt them pursuing their education due to a lack of funds as a result of the refusal of a grant; if SUSI will review this case on the basis that they have been accepted onto the desired course; and if he will make a statement on the matter. [45372/18]
Amharc ar fhreagraI wish to advise the Deputy that the applicant in question is not the subject of an appeal to the Student Grant Appeals Board.
However, as part of a comprehensive customer service and communications strategy provided by Student Universal Support Ireland (SUSI), to ensure that all necessary avenues are open to applicants to receive the information they need, a dedicated email and phone line service is provided by SUSI for Oireachtas members. This was established to meet an identified need for applicants who choose to engage the assistance of their public representatives in making enquiries about their grant applications.This service complements the established channels provided by SUSI which include online application tracking, a dedicated website, a telephone helpdesk, email and social media, including Facebook and Twitter. Enquiries may be emailed direct to SUSI at oireachtas@susi.ie. Staff in SUSI are responding to email queries within a matter of days.
333. Deputy Brendan Griffin asked the Minister for Education and Skills his views on a matter (details supplied); and if he will make a statement on the matter. [45385/18]
Amharc ar fhreagraThe National Council for Special Education (NCSE) is responsible for allocating a quantum of Special Needs Assistant (SNA) support for each school annually taking into account the assessed care needs of children qualifying for SNA support enrolled in the school.
The NCSE allocates SNA support to schools in accordance with the criteria set out in Department Circular 0030/2014, which is available on the Department's website at www.education.ie, in order that students who have care needs can access SNA support as and when it is needed.
My Department’s policy is to ensure that every child who is assessed as needing SNA support will receive access to such support.
As this question relates to a particular school, I have referred the question to the NCSE for their direct reply. I do not have a role in making determinations in individual cases.
334. Deputy Charlie McConalogue asked the Minister for Education and Skills the status of his position regarding making school secretaries direct employees of his Department; and if he will make a statement on the matter. [45386/18]
Amharc ar fhreagraThough schemes were initiated in 1978 and 1979 for the employment of Clerical Officers and Caretakers in primary and secondary schools, where staff employed on these schemes are paid directly by the Department, these schemes have been largely phased out and have been superseded by the more extensive capitation grant schemes.
Under these schemes, the majority of primary and voluntary secondary schools in the Free Education Scheme now receive assistance to provide for secretarial, caretaking and cleaning services. Within the schemes, it is a matter for each individual school to decide how best to apply the grant funding to suit its particular needs. Where a school uses the capitation grant funding to employ a secretary, such staff are employees of individual schools.
My Department has recently made significant efforts to improve the pay of school secretaries who are employed using capitation grant assistance. In 2015 my Department engaged with the Unions representing school secretaries on negotiations and agreed to enter an independent arbitration process on the issue. The Arbitrator recommended a cumulative pay increase of 10% between 2016 and 2019 for school secretaries comprehended by the terms of the arbitration process and that a minimum hourly pay rate of €13 for such staff be phased in over the period 2016 to 2019. Following the arbitration process, grant funding used by schools to fund the salaries of ancillary staff is being improved on a phased basis between 2016 and 2019 in order to enable schools to implement the arbitration outcome.
335. Deputy Darragh O'Brien asked the Minister for Education and Skills if the appointment of an architect to a school project (details supplied) will be prioritised in order that the school can proceed to planning without delay; and if he will make a statement on the matter. [45400/18]
Amharc ar fhreagraThe major building project referred to by the Deputy is currently at an advanced stage of architectural planning, Stage 2 (b) - Detailed Design. The tender process to appoint a replacement architect for this project was completed on 26th July 2018.
The replacement architect is currently reviewing the Stage 2(b) tender documentation. The Design Team is also working on the completion of a submission to the Department outlining the steps required to ensure the new school building will be a Near Zero Energy Building (NZEB) in compliance with Part L of the current Building Regulations.
The Department understands from the consultant architect that a planning application for photovoltaic (PV) cells will be needed to meet NZEB requirements and work on this is currently being progressed by the Design Team.
Upon receipt and review of the revised Stage 2(b) submission, which will include the Design Team's NZEB proposal, the Department will revert to the school regarding the further progression of the project.
336. Deputy John Curran asked the Minister for Education and Skills his plans to finance a deep energy retrofit of schools over the coming years to meet climate change targets. [45432/18]
Amharc ar fhreagra337. Deputy John Curran asked the Minister for Education and Skills the number of schools that have been financed and the relevant work carried out in order to reach the necessary standards of a deep energy retrofit in each of the years 2015 to 2017 and to date in 2018; his plans for 2019; and if he will make a statement on the matter. [45437/18]
Amharc ar fhreagraI propose to take Questions Nos. 336 and 337 together.
In the National Development Plan (2018-2027) €2.5bn is identified for the refurbishment and construction of schools. Part of this is intended for a deep energy retrofit of schools built prior to 2008.
My Department and the Sustainable Energy Authority of Ireland are currently involved in an energy efficiency retrofit pilot scheme for schools. The longer-term outcome of this scheme will be to create an accurate and scalable model for energy efficient retrofits of schools across the country.
This pilot commenced in 2017 when ten schools received energy retrofits. In 2018, six schools received retrofits. For 2019 we are hoping to expand this programme.
Energy Conservation Measures delivered to date include fabric (roofs, walls, glazing and doors), heating (boilers, controls, Building Management systems), and electrical (LED lighting and solar PV).
338. Deputy Mattie McGrath asked the Minister for Education and Skills the details of engagements, meetings or correspondence that each Minister of State in his Department has had with a person (details supplied) in the past three years; and if he will make a statement on the matter. [45456/18]
Amharc ar fhreagraNeither myself nor the Ministers of State in my Department have met or have had correspondence with the individual/companies named, within the past three years.
339. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the procedure for ensuring contracted builders are on track with works on schools; and if he will make a statement on the matter. [45483/18]
Amharc ar fhreagraUnder my Department's Design Team Procedures, when a contract is awarded the Contractor must provide the Employer's Representative, before the Starting Date, a detailed programme, in the form set down in the Contract, that will permit effective monitoring of the works.
The Contractor is obliged to submit to the Employer’s Representative monthly progress reports, in the form set down in the Contract, within 7 days after the end of the month.
Each progress report shall include (in particular but not limited to):
- A detailed description of progress against the Contractor’s current programme
- Details of when any instructions to be given by the Employer’s Representative will be required, and any that are outstanding
- Details of when any Works Items or other things to be given by the Employer will be required, and any that are outstanding
- Details of any Delay Events and Compensation Events that have occurred during the period, or are unresolved
- Details of any accidents, injuries, hazardous incidents, environmental incidents, labour relations problems and public relations problems concerning or affecting the Works
- Details of anything that might have an adverse effect on the execution of the Works, the steps the Contractor is taking or proposes to take to reduce those risks, and any steps that the Contractor proposes that the Employer or the Employer’s Personnel take to reduce those risks
- Anything else relevant to a progress report that the Employer’s Representative directs.
The Employer’s Representative must schedule regular meetings attended by the Contractor’s Representative and the Employer’s Representative and attended by the Employer’s and Contractor’s personnel, as required. Within 5 working days after each meeting the Employer’s Representative shall issue minutes of the meeting to the Employer and the Contractor.
Interim payment certificates, based on the interim recommendations prepared by the Quantity Surveyor, must be prepared and issued by the Employer’s Representative to the Contractor and then submitted by the Contractor, through the Client, to the Department for processing and payment.
A Project Review report must be prepared by the Employer’s Representative and Quantity Surveyor jointly on the Template Progress Report Form (available at www.education.ie) and submitted to the Client monthly i.e. together with each Interim payment certificate. An electronic copy of same must also be sent (by the ER) to both the Client and to the appropriate Department Officer.
Each Progress Report must be completed in full and must contain all Change Orders since the previous certificate.
Where any change orders outside the Employer’s Representative’s limitations of Authority were authorised by the Employer’s Representative without approval a full explanation must be submitted. (Refer also to Change Orders)
The Employer’s Representative must report on any critical delays in the Contract Programme and the causes of any such delays, implications for the Client i.e. alternative temporary accommodation requirements, and what actions have been/are being taken under the contract to mitigate such delays. It should (where appropriate) include brief statements from the Civil/Structural Engineer and Services Engineer, comparing progress to date with the agreed Contract Programme.
The Quantity Surveyor must comment in the Progress Report Form on actual cash-flow and compare it to the forecast/programmed cash flow. Any significant variance between actual cash flow and forecast cash flow, and its relationship with works progress relative to the Contract Programme must be fully explained.
The Client must in turn send a hardcopy of that Progress Report Letter directly to the Department with the original certificate.
340. Deputy Fiona O'Loughlin asked the Minister for Education and Skills if his Department has supervisors employed to oversee the building of new schools and extensions; and if he will make a statement on the matter. [45484/18]
Amharc ar fhreagraUnder the Building Control (Amendment) Regulations introduced in 2014, an Assigned Certifier must be appointed. Since 2014, the Department has appointed an independent qualified third party to act as Assigned Certifier on all Design and Build school projects.
On school projects designed by the Employer, the lead Architect on the design team usually acts as the Assigned Certifier. The Assigned Certifier coordinates and implements an inspection plan through the construction process.
At project completion, the Assigned Certifier gathers the ancillary certificates, which are provided by the contractor, its subcontractors and design team, and executes a Certificate of Compliance on Completion.
The Assigned Certifier is not, however, responsible for the supervision of the builder.
Since September 2017, in addition to the Assigned Certifier, the Department now appoints a full-time resident Clerk of Works on all major school construction projects to be on-site daily
The role of a Clerk of Works is to represent the interests of the client with regard to ensuring that the quality of both materials and workmanship is in accordance with the architect’s/engineer’s drawings and specifications. This includes inspection of materials and workmanship through the construction process.
Separate to the role of Employer’s Representative, which is an external party appointed by the Department under the Public Works Contract, the Department’s own technical staff act as client liaison on school building projects constructed under the Design & Build process. The responsibilities of the client liaison include reporting on progress to the Department; bringing any potential programme delays to the attention of the Department; keeping the school community awaiting completion of the building informed of progress; involving the School Authorities in selecting of internal colour schemes, and ensuring that the contractor is aware of any particular project or school requirements.
The client liaison is not involved in the certification of the works. It is important to make a distinction between completion and compliance - it is the responsibility of the contractor and/or designer to ensure compliance with building standards.
341. Deputy Fiona O'Loughlin asked the Minister for Education and Skills if changes to the procedures for tendering and monitoring of school builds and extensions will be considered in view of recent closures of schools due to safety concerns. [45485/18]
Amharc ar fhreagraMy Department's first priority is safety.
My Department will separately be looking at the issues arising, including the need for any changes to existing procedures.
342. Deputy Fiona O'Loughlin asked the Minister for Education and Skills if his Department received a report (details supplied) in relation to a school; and the action taken when this report was received. [45486/18]
Amharc ar fhreagraI can confirm that the report referred to by the Deputy was received in my Department in May 2018. The report was referred to the Consultant Architect engaged on the project who subsequently arranged for the original contractor to carry out the necessary repairs over the summer holiday period.
My Department has received confirmation from the Architect that all necessary remedial works were completed by the end of July 2018.
343. Deputy Mattie McGrath asked the Minister for Education and Skills if data is available on the prevalence of sexual violence or harassment in third-level institutions; if so, if he will provide such data; and if he will make a statement on the matter. [45497/18]
Amharc ar fhreagraIn 2017 the ESHTE project published A review of data on the prevalence of sexual violence and harassment of women students in higher education. The report provides an overview of EU level data and research and includes a country level report prepared by the National Womens Council of Ireland. It reported for example that in Ireland 11% of women students surveyed have been subjected to unwanted sexual contact, 5% were rape survivors with further 3% survivors of attempted rape, and 31% of women reported feeling harassed.
All of our publically funded third level institutions provide a range of student-support services, including counselling and health services to their students. In conjunction with these services, the third level institutions support the student unions in their campaigns and initiatives on sexual health for the students.
In recent years a number of the third level institutions have established sexual consent programmes and workshops for their students. These programmes and workshops have a significant positive impact on the students. On 4th October 2018 the Minister for State for Higher Education brought together representatives from the higher education institutions, students unions and other stakeholders for a meeting on consent and tackling sexual violence in third level education. The Minister is examining the issues that were discussed at the meeting, and is establishing a working group to devise a toolkit of appropriate initiatives / interventions that would be made available to the Higher Education Institutions to deploy within their institutions.
344. Deputy Mattie McGrath asked the Minister for Education and Skills the number of persons receiving adult literacy and numeracy tuition from Tipperary Education and Training Board, ETB, adult literacy services in each of the past five years; the amount of funding spent on adult literacy tuition in the county for each of the past five years; and if he will make a statement on the matter. [45500/18]
Amharc ar fhreagraThe delivery and enhancement of adult literacy and numeracy provision is being driven through the implementation of the Further Education and Training (FET) Literacy and Numeracy Strategy which is contained in the FET Strategy 2014-19. My Department, along with SOLAS, the Education and Training Boards (ETBs) and partner agencies are collaborating on the ongoing development and enhancement of the structures required to progress its implementation. The strategy sets out 12 inter- related elements which aim to promote, develop and encourage literacy and numeracy skills in the adult population.
Progress to date includes the development and launch of the national awareness campaign, ‘Take the First Step’, development of national guidelines for the initial and on-going screening and assessment of participants and the publication of a number of research projects including the examination of integrating literacy and numeracy in FET programmes and an examination of barriers to participation in FET programmes. This year SOLAS has commissioned NALA to progress the evidence base to inform best practice in relation to family learning. It is envisaged that Family Learning Best Practice Guidelines will be available in early 2019.
The ETB Adult Literacy Service provides programmes with accreditation at NQF levels 1-4. The adult literacy programme is informed by a set of operational guidelines that include guidance on initial assessment and engagement and the importance of more intensive provision to support literacy acquisition. Less intensive provision can be useful in welcoming and engaging new learners back into education, but the guidelines recognise that more intensive approaches are required to enable progression.
Adult literacy provision in Tipperary ETB is available in 14 main centres around the county. Provision for adult literacy in Tipperary ETB is delivered through a number of programmes, including;
- Adult Literacy groups (small groups)- Intensive Tuition in Adult Basic Education (ITABE)- English for Speakers of Other Languages (ESOL)- Skills for Work - workplace literacy courses- Voluntary Literacy provision (one-to-one tuition)- Family Learning Programmes
Details of the allocation of funding for adult literacy programmes, and the numbers of participants of adult literacy programmes, in Tipperary ETB from 2014 to mid-2018 are set out in the following table.
Adult literacy participants and funding 2014 – mid-2018
|
Year |
Participants |
Budget |
|
2014 |
1,019 plus 351 ESOL |
€793,605 + ESOL €35,686 |
|
2015 |
1,088 plus 501 ESOL |
€873,040 + ESOL €106,011 |
|
2016 |
1,252 plus 583 ESOL |
€831,256 + ESOL €124,306 |
|
2017 |
2,034 plus 514 ESOL |
€1,019,581 + ESOL €121,811 |
|
2018 (mid-year) |
1,514 plus 368 ESOL |
€445,613 + ESOL €98,722 |
*ESOL= English for Speakers of Other Languages
345. Deputy Seán Barrett asked the Minister for Education and Skills the progress made on the site identified for the permanent building for a school (details supplied) on the Novara road campus in view of the urgency of the situation that the school now finds itself in; when construction of the new building is due to commence; and if he will make a statement on the matter. [45502/18]
Amharc ar fhreagraThe Deputy will be aware that a major capital project for the provision of permanent accommodation for the school in question is being addressed through my Department's Capital Programme.
It is envisaged that permanent accommodation for the school will be provided through a campus arrangement with a local Institute of Further Education on its current site. This project will also include the redevelopment and provision of enhanced accommodation for the Institute. In the context of initiating architectural planning for the project, my Department is liaising with the relevant Education and Training Board and will be in further contact with the school's Parton in this regard.
346. Deputy Niamh Smyth asked the Minister for Education and Skills the status of a project (details supplied); and if he will make a statement on the matter. [45526/18]
Amharc ar fhreagraAs the Deputy will be aware, the school to which she refers operates under the patronage of the local Education and Training Board (ETB). The ETB has informed my Department that the long term accommodation needs of the school are being reviewed and that it will revert to my Department when this process has been completed.
347. Deputy Brendan Smith asked the Minister for Education and Skills when payment under the 2018 minor works grants scheme will issue; and if he will make a statement on the matter. [45572/18]
Amharc ar fhreagraOn 14 September 2018, the announcement of the major package of investment in education under Project Ireland 2040 confirmed that, starting this year, all primary schools will receive the €29 million minor works grant in either December or early January of each school year.
I expect to make an announcement shortly with regard to the timing of the payment of the Minor Works Grant for the current school year.
348. Deputy Jan O'Sullivan asked the Minister for Education and Skills when building works will commence for a new school building (details supplied); and if he will make a statement on the matter. [45585/18]
Amharc ar fhreagraThe current status of the major building project referred to by the Deputy is that the process of acquiring a suitable site to facilitate the proposed building project has been completed. The project brief has been finalised and this project will be progressed under the new ADAPT 2019-2021 programme.
ADAPT is an accelerated programme which uses a professional external Project Manager to coordinate and drive the respective design teams on each project.
349. Deputy Michael McGrath asked the Minister for Education and Skills if it is a matter for each school whether the leaving certificate applied programme is offered to the students in respect of second-level schools that have an autism spectrum disorder, ASD, unit; and if he will make a statement on the matter. [45588/18]
Amharc ar fhreagraThe Leaving Certificate Applied (LCA) programme is one of a number of options made available by my Department for Senior Cycle students which schools can choose from. The LCA programme is a two-year Leaving Certificate programme aimed at preparing students for adult and working life. The programme sets out to recognise the talents of all students and to provide opportunities for developing personal responsibility, self-esteem and self-knowledge, and to help students apply what they learn to the real world.
It is the responsibility and choice of each individual school to decide to put in place the LCA programme, based on the educational needs and interests of their students. It is also for schools to decide on the admittance of a student to the programme in their school. Schools are encouraged to provide maximum access to these options and to have clear procedures in place regarding how the available places are allocated to students.
My Department is committed to supporting this programme, which is appropriate for members of the student cohort whose needs, aptitudes and learning styles are not fully catered for by the other two Leaving Certificate programmes (Leaving Cert Established and Leaving Cert Vocational Programme). That is why I have asked the National Council for Curriculum and Assessment to consider the LCA, as part of its review of Senior Cycle which is currently underway. This review will help to ensure curriculum development continues to respond to the changing needs of learners, society and the economy.
350. Deputy Michael Healy-Rae asked the Minister for Education and Skills if he will address a matter (details supplied) regarding SOLAS; and if he will make a statement on the matter. [45592/18]
Amharc ar fhreagraSafe Pass is a one day health and safety awareness programme, which aims to provide those that work in construction environments with a level of basic knowledge and awareness of evolving health and safety standards and practices. The Safe Pass programme is administered by SOLAS and operated by a network of mainly private SOLAS approved training providers.
The primary objective of the Safe Pass programme is, over the course of time, to reduce construction related fatalities, injuries and illnesses by decreasing the number and frequency of construction site accidents by raising the level of health and safety knowledge and awareness across the construction sector. The Safe Pass Programme is continually developed in line with international best practice to ensure the content of the programme is current, fit for purpose and keeps abreast of changes in safety legislation, developing best practice in safe behaviour on site and the ever changing profile of the workforce and work environment in the construction industry.
A valid Safe Pass card can only be obtained upon successful completion of the Safe Pass Safety Awareness training programme. It is a condition of renewal of the registration card that participants must update their safety awareness training every four years, which is fully supported by all partners within the construction sector. The purpose of the current amendment to the regulations is to provide clarity to the renewal process.
