Written Answers Nos. 193-212
193. Deputy Brendan Smith asked the Minister for Education and Skills his plans to ensure that there will be no reconfiguration in the provision of second level school services and ensure the continuation of existing school provision in respect of a school (details supplied); and if he will make a statement on the matter. [52770/18]
Amharc ar fhreagraI can confirm to the Deputy that the decision making authority for school amalgamations belongs to the Patron/Trustees of a school, and this is subject to the approval of the Minister for Education and Skills. Any proposed changes involves extensive negotiations at local level and must be well planned and managed in a manner that accommodates the interests of students, parents, teachers, local communities and contributes to an inclusive education system.
In this regard, correspondence from the relevant ETB was received in recent days. Once my Department has had an opportunity to consider same further contact will be made with the ETB.
194. Deputy Catherine Martin asked the Minister for Education and Skills the patronage status of a number of schools (details supplied); if the patronage of these schools will be taken over by local education training boards; and if he will make a statement on the matter. [52777/18]
Amharc ar fhreagraMy Department maintains a register of patrons. The Education Act 1998 (Section 8) provides that the register may be amended in respect of a school on the application of the existing registered patron. No such application has been received in respect of the schools referred to by the Deputy.
The information requested in relation to the current patronage of these schools will be forwarded directly to the Deputy.
195. Deputy Catherine Martin asked the Minister for Education and Skills the policy for children who, due to their significant educational needs, are unable to engage in mainstream education or ASD units beyond home tuition or who have been excluded from a mainstream school; and if he will make a statement on the matter. [52778/18]
Amharc ar fhreagraThe policy of my Department is 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.
This policy has been informed by published research, including the Report of the Task Force on Autism (2001), the Evaluation of Educational Provision for Children with Autistic Spectrum Disorders (ASD) (2006) and National Council for Special Education (NCSE) policy advice on Supporting Students with Autism Spectrum Disorder (2016).
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 relatively 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.
However, it is recognised that for many children with Special Educational Needs including Autism that placement in special schools or in special classes in mainstream schools will be required. Decisions about placement should be based on individual needs and take into account a number of factors including parental wishes, availability of evidence-based interventions and supports including well-trained teachers and Special Needs Assistants. 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 greater proportion of children with Autism attend mainstream classes, but some students may find it difficult to manage full-time placement there and will require the environment of an ASD special class for some or all of their time in school and for a minority of children with Special Educational Needs including Autism, placements in a Special School may be required.
Where students with Special Educational Needs experience difficulties, the first course of action is engagement with first level services provided by the Department of Education and Skills (National Educational Psychological Service, Special Education Support Service, National Behavioural Support Service, National Council for Special Education) and Health Services Executive (HSE)/ HSE funded services.
If a parent of a student feels that a student is currently experiencing continuing difficulties they should request through their school a multi-disciplinary school based review involving NEPS, the local SENO and other relevant professionals.
The local SENOs are available to advise parents in relation to supports which may be available to support children with special educational needs. The local SENO contact details are available on www.ncse.ie.
It is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998. The selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. Under section 15 (2) (d) of the Education Act 1998, each school is legally obliged to publish its enrolment policy.
Section 29 of the Education Act 1998, provides parents with an appeal process where a board of management of a school or a person acting on behalf of the Board refuses enrolment to a student. Where a school refuses to enrol a pupil, the school is obliged to inform parents of their right under Section 29 of the Education Act 1998 to appeal that decision to either the relevant Educational Training Board or to the Secretary General of this Department.
The NCSE works in collaboration with the Educational Welfare Services (EWS) of the Child and Family Agency which is the statutory agency that can assist parents who are experiencing difficulty in securing a school place for their child or can offer assistance where a child is out of school. The local service is delivered through the national network of Educational Welfare Officers (EWO). Contact details are available at http://www.tusla.ie/get-in-touch/education-and-welfare/.
Where a child is without a school place following an expulsion and an unsuccessful appeal under Section 29, an application can be made to my Department for home tuition grant support.
The Deputy should note that my Department's Home Tuition grant scheme where provided is intended as an interim measure only , until a child can access a school placement. The Home Tuition grant is not an alternative to a school placement.
196. Deputy Paul Kehoe asked the Minister for Education and Skills the status of an application by a school (details supplied); and if he will make a statement on the matter. [52804/18]
Amharc ar fhreagraI wish to advise the Deputy that my Department has no record of receiving an application for improved accommodation from the school referred to by the Deputy.
It is open to the school in question to submit an application under my Department's Additional School Accommodation (ASA) Scheme to address any immediate deficits of accommodation the school may have.
197. Deputy Catherine Martin asked the Minister for Education and Skills the likely timeline for the announcement of the patron bodies for the 12 new primary schools due to open in 2019 following the online patronage process system closing on 15 January 2019 (details supplied); and if he will make a statement on the matter. [52809/18]
Amharc ar fhreagraAs the Deputy will be aware, the Government recently announced plans for the establishment of 42 new schools over the next four years (2019 to 2022). This announcement follows nationwide, demographic exercises carried out by my Department into the future need for primary and post-primary schools across the country and the 4-year horizon will enable increased lead-in times for planning and delivery of the necessary infrastructure.
A patronage process is run after it has been decided, based on demographic analysis, that a new school is required. This patronage process is open to all patron bodies and prospective patrons. Parental preferences for each patron, from parents of children who reside in the school planning areas concerned, together with the extent of diversity currently available in these areas, are key to decisions in relation to the outcome of this process.
An Online Patronage Process System (OPPS) has been developed by my Department to provide objective information to all parents which will allow them to make an informed choice about their preferred model of patronage for their child’s education. Parental preferences were previously collected based on direct engagement with patron bodies.
The patronage process for new schools is overseen by an external independent advisory group, the New Schools Establishment Group (NSEG). Following their consideration of my Department’s assessment reports, the NSEG will submit a report with recommendations to me for consideration and final decision.
The Online Patronage Process System (OPPS) opened for parental preferences on the 10th December 2018 for 12 primary schools to be established in 2019 and will close on the 15th January 2019. My Department will then prepare assessment reports for the NSEG and it is anticipated that the successful patrons will be announced in Quarter 1, 2019. The assessment reports, including details on the number of parental preferences received for each of the areas and the NSEG recommendations, will be made available on my Department's website.
198. Deputy Billy Kelleher asked the Minister for Education and Skills the last occasion a forecast was conducted by the skills and labour market and research unit of SOLAS and its apprenticeship services unit for annual registration targets for both craft and consortia-led apprenticeships, respectively, in each of the years to 2020 and over the next five years. [52821/18]
Amharc ar fhreagraThe target registrations as set out in the Action Plan to Expand Apprenticeship and Traineeship in Ireland for both craft and consortia led apprenticeships are attached. In the case of craft apprenticeships, the targets are the forecast figures produced by the Skills and Labour Market Research Unit for SOLAS (SLMRU).
The latest forecast was carried out in October 2016 for craft apprenticeships. I am informed by SOLAS that due to a break in the Central Statistics Office (CSO) data series and issues with the ESRI macro-economic model there had been difficulties in updating of skills forecasts by the SLMRU. However, work is underway on a comprehensive forecast for craft apprenticeships up to 2022 which will be completed shortly.
The SLMRU has, to date, not conducted forecasts for consortia led apprenticeships. Unlike in the craft sectors, there is not yet a clear and developed relationship between activity and registrations in these areas, partly because industry needs are being met through a range of programmes in further and higher education and training as well as through other forms of employer led training.
Targets 2016 - 2020
|
Craft-based apprenticeships |
2016 |
2017 |
2018 |
2019 |
2020 |
|
Forecast new registrations per annum |
3,390 |
4,147 |
4,697 |
5,087 |
5,587 |
|
New apprenticeships |
|||||
|
Planned new registrations per annum |
82 |
800 |
1,500 |
2,297 |
3,413 |
|
Total target apprentice registrations p.a. |
3,472 |
4,947 |
6,197 |
7,384 |
9,000 |
199. Deputy Billy Kelleher asked the Minister for Education and Skills the annual fees in existence for both craft-based and new consortia-based apprenticeships for persons enrolled by annual student contributions and registration fees, in tabular form; the annual bursary apprentices may receive in both craft-based and consortia-based apprenticeships; and if the ending of such fees as a way to stimulate uptake in courses is being given consideration. [52822/18]
Amharc ar fhreagraAn Annual Student Contribution is levied on all students attending Institutes of Technology (IoTs). Previously this Annual Student Contribution was paid by FÁS/SOLAS with apprentices themselves paying the part of the contribution relating to examination fees. As part of Budget 2014, SOLAS ceased making payments to IoTs and apprentices pay the full pro rata Annual Student Contribution.
The amount charged to apprentices undertaking both craft and new consortia led apprenticeships is calculated on a pro rata basis of the time which they spend in IoTs during the academic year. For craft apprenticeships, this cost would typically be one third of the €3,000 Annual Student Contribution paid by students attending for the full academic year and so amounts to approximately €1,000 per apprentice per period spent in the IoT. In the case of the new consortia led apprenticeships the contribution varies for each programme as their off-the-job training has a more flexible structure. In cases where training is delivered in an Education and Training Board there is no contribution made by the apprentice. There are no plans to abolish the Annual Student Contribution for apprentices.
SOLAS offers a bursary of €2,666.44 to eligible employers, rather than the apprentices themselves, to encourage them to employ female apprentices in one of the craft apprenticeships. The bursary is applied by the relevant Education and Training Board at a rate of €95.23 per week for 28 weeks as a contribution towards the apprentice's salary and other costs. It is paid in two instalments, the first on completion of phase 1 of an apprenticeship and the second during phase 3 when the apprentice completes the balance of the 28 applicable weeks with their employer. The bursary is currently not paid to employers of female apprentices in new apprenticeships as generally the uptake by women on these apprenticeships is higher. However, following the publication of the Review of Pathways to Participation in Apprenticeship, consideration is being given to extending the employer bursary to all apprenticeships which have less than 20% female participation.
200. Deputy Billy Kelleher asked the Minister for Education and Skills the number of registrations in floor and wall tiling in each of the years 2015 to 2017, and to date in 2018, in tabular form; and the apprentice population in floor and wall tiling. [52823/18]
Amharc ar fhreagraApprenticeship 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.
As part of the ongoing review of apprenticeship in Ireland SOLAS has conducted standards development and programme reviews for 23 of the existing craft trade apprenticeship programmes. As part of this review and in response to the lack of sufficient numbers registering for both the tiling and the plastering apprenticeships it was decided to amalgamate both programmes and registrations for the floor and wall tiling programme were suspended in April 2014. In 2015 there was one apprentice undertaking the floor and wall tiling programme who has since completed the programme and consequently there is no apprentice population.
I am informed by SOLAS that the new amalgamated programme is expected to be validated in 2019 with rollout thereafter.
201. Deputy Brendan Smith asked the Minister for Education and Skills if Delivering Equality of Opportunities in Schools, DEIS, status will be conferred on a school (details supplied); and if he will make a statement on the matter. [52847/18]
Amharc ar fhreagraAs the Deputy will be aware DEIS Plan 2017 was the culmination of more than 18 months of consultation and discourse with education partners and other stakeholders to ensure that identification of schools and future delivery of interventions is fully informed by the practical experience of teachers, parents, students and non-governmental organisations working on behalf of children at risk of educational disadvantage and their families.
My Department has introduced an objective, statistics based model for assessing which schools merit inclusion in the DEIS Programme, so that all stakeholders can have confidence that we are targeting extra resources at those schools with the highest levels of concentrated disadvantage.
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 Haase Pratschke Deprivation Index (HP Index). The HP Index combines three underlying dimensions of affluence/disadvantage, identified as Demographic Profile, Social Class Composition and Labour Market Situation, to achieve a balanced measure of relative affluence and deprivation, which evenly applies across the urban-rural continuum. Variables used in the compilation of the HP Index include those related to demographic growth, dependency ratios, single parent rates, 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. This data is applied uniformly to all schools in the country in a fair and objective way, to identify the relative level of concentrated disadvantage present in each school.
The calculation of the level of disadvantage in each school is based on the socio-economic background of their pupil cohort using centrally held data as previously outlined and is not based on the location of the school but on the geographical CSO Small Areas where the pupil cohort resides.
A detailed document explaining the methodology used in the Identification process is available on the Department’s website at https://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/DEIS-Identification-Process.pdf.
DEIS Plan 2017 states that the improved data on the socio-demographic of schools resulting from the new identification model will have an impact not only on the assessment of schools for inclusion in the programme but also on the scaling of resources to allow for more graduated levels of support. This in turn allows for the ultimate objective of allocating resources to best meet the identified need of individual schools.
In order to achieve this, the current identification model needs to be as accurate as possible and this will be facilitated by the use of Eircode to ensure correct inputting of addresses. Further analysis is also required to examine other variables known to be strong predictors of educational disadvantage in the context of resource allocation.
Therefore, in order to ensure the quality of the address data and conduct further analysis, it is not intended to extend the DEIS Programme to any further schools until this work is complete.
202. Deputy John Brassil asked the Minister for Education and Skills the status of the review of the RSE programme; if recommendations have been made; the steps that will be taken to implement a comprehensive, factual and age-appropriate sex education programmes at primary and secondary level in schools; if the delivery of a standard sex education programme by independent providers in schools is being considered; and if he will make a statement on the matter. [52902/18]
Amharc ar fhreagraIn April 2018, my predecessor announced a review of Relationships and Sexual Education (RSE) in schools. This review is currently underway and covers both the content of RSE curriculum and support materials, as well as the delivery of the curriculum to students.
Included in the areas for particular consideration during the review are:
- Consent, what it means and its importance
- Developments in contraception
- Healthy, positive sexual expression and relationships
- Safe use of the internet
- Social media and its effects on relationships and self-esteem and
- LGBTQ+ matters.
Given the scope of the request, the review will comprise of three inter-related dimensions:
1. Desktop review of recently published research/studies in this area;
2. Consultations with key individuals and organisations who have responsibility for or who are working in this area; and
3. Working directly with schools to examine the experience of RSE in schools and in classrooms.
A review of research was commissioned in June 2018 and a report was published in November. Studies have emerged over the last months that will also support the development of discussions and key questions in the review.
A number of consultative events are being planned. The first was held on 27 November at Collins Barracks, Dublin and involved approximately 60 groups and organisation who had expressed an interest in or who are known to have an interest in contributing to the review.
Approximately 20 primary and post primary schools, representing a range of school types and experiences will be directly involved. The outcome from this strand of the review will inform recommendations in relation to curriculum gaps, implementation barriers and enablers, and support needs. Furthermore, there will be an opportunity for any school to be involved, should they wish, to facilitate workshops locally.
The timelines for the three dimensions of the review are likely to intersect somewhat but will also contribute and add to the progression of the review. I expect to receive a report from the NCCA in Q2 2019.
203. Deputy Frank O'Rourke asked the Minister for Education and Skills the status of the submission by a primary school for an urgent upgrade of Internet connectivity (details supplied); the timeline for delivery; and if he will make a statement on the matter. [52920/18]
Amharc ar fhreagraThe delivery of high quality internet connectivity for all schools is a key objective of my Department. It is accepted that good connectivity is essential to ensure that schools are facilitated to progress the embedding of digital technologies in teaching and learning and for the implementation of new and revised curriculum.
The policy of my Department is to offer the best quality connectivity to all schools in line with the technical solutions available in the market and within financial constraints. Currently investment of some €15m is allocated annually for the provision of internet connectivity to schools. As the deputy is no doubt aware broadband capacity can vary across geographical locations and is dependent on local infrastructure which can impact on the service that can be provided in individual schools.
The school referred to by the Deputy is currently in contract with an existing service provider, however, I have asked my officials to review the service and raise this matter with the existing service provider. If the service provided cannot be upgraded under the existing contractual arrangements, my officials will include this school in the next available mini competition. Through this process, and subject to current contractual arrangements, it may be possible to provide improved service to this school, depending on the locally available infrastructure.
The Department reviews the availability and quality of services and upgrades schools when the opportunity arises, in line with contractual and budgetary requirements. Currently, over 1,400 primary schools have been awarded download speeds of 30 Mbps or greater (the baseline download speed required under the National Broadband Plan). This represents more than one third of all primary schools which is a significant improvement in recent years, given that less than 100 primary schools were on those speeds in 2012. Further schools are likely to be upgraded to those speeds in 2018, through EIR's 300K Rural Deployment commitment.
All post-primary schools and some special schools are now on high speed broadband through the Department's High Speed Broadband Programme, managed by HEAnet.
The need to improve broadband connectivity to primary schools is recognised in the Digital Strategy for Schools 2015-2020, and access to high speed broadband is one of the indicators identified in the Digital Strategy Action Plan. An interdepartmental working group has been established to determine how best to address broadband connectivity to primary schools in collaboration with the Department of Communications, Climate Action and Environment, in the context of the National Broadband Plan and the Intervention Strategy, and proposed industry provision.
204. Deputy Maurice Quinlivan asked the Minister for Education and Skills the number of new registrations on craft-based apprenticeships to date in 2018; and if he will make a statement on the matter. [52921/18]
Amharc ar fhreagra205. Deputy Maurice Quinlivan asked the Minister for Education and Skills the number of new apprenticeship programmes introduced to date in 2018; and if he will make a statement on the matter. [52922/18]
Amharc ar fhreagra206. Deputy Maurice Quinlivan asked the Minister for Education and Skills the number of new registrations on new apprenticeships programmes to date in 2018; and if he will make a statement on the matter. [52923/18]
Amharc ar fhreagraI propose to take Questions Nos. 204 to 206, inclusive, together.
The information requested by the Deputy is set out in the attached tabular statement.
|
Apprenticeship Type |
Number of Programmes started in 2018 |
Number of Registrations in 2018 (to end of November) |
|
New consortia led |
8 |
556 |
|
Craft |
n/a |
4,703 |
|
Total |
8 |
5,259 |
207. Deputy Maurice Quinlivan asked the Minister for Education and Skills the status of the actions he is taking to ensure a greater participation rate of persons with a disability in apprenticeships; and if he will make a statement on the matter. [52924/18]
Amharc ar fhreagraThis Government is committed to making our national apprenticeship more accessible to underrepresented groups including those with disabilities. As set out in the Action Plan to Expand Apprenticeship and Traineeship in Ireland, SOLAS has completed a review on pathways to participation in apprenticeship. The purpose of the review is to ensure that our national apprenticeship system is more reflective of the range and diversity of our population, more inclusive of diverse backgrounds and abilities and that apprenticeship opportunities are more readily accessible to all. The review is available on the SOLAS website www.solas.ie.
Work is already underway in many of the areas identified for action and SOLAS will lead implementation of the actions, working closely with apprenticeship partners and stakeholders, in particular employers, education and training providers and apprentices themselves. The areas highlighted for action include setting targets for participation for those with disabilities for 2019 and 2020, incorporating the national census questions on disability into apprentice registration as a means of gathering more robust data on participation and examining options to expand the bursary which is currently available to employers who employ females in craft apprenticeships.
208. Deputy Maurice Quinlivan asked the Minister for Education and Skills the status of the actions he is taking to ensure a greater female participation rate in apprenticeships; and if he will make a statement on the matter. [52925/18]
Amharc ar fhreagraThere are currently 332 female apprentices registered across the 42 apprenticeship schemes currently on offer, which represents an increase of 120% on the 2017 figure of 151 and of over 450% on the 2016 figure of 60.
The 2014 Review of Apprenticeship in Ireland acknowledged that the number of women employed in craft apprenticeships is low as they operate in sectors that have traditionally low levels of female employment. SOLAS offers a bursary to employers to encourage them to employ female apprentices in these areas.
However, we have seen an increase in the number of female apprentices participating in many of the new apprenticeships developed as part of the expansion of apprenticeship in Ireland as these are in sectors where there would be greater gender balance in the workplace. For example, women are more strongly represented in the financial sector with women representing 43% of participants across the four apprenticeships. Women also feature more strongly in the new hospitality apprenticeships. With further new programmes to get underway in sectors that would have strong female participation in the workplace it is expected that the number of female apprentices will continue to rise year on year.
While this is welcome, it is also important to address issues influencing the low level of recruitment of women in the craft sectors. In this regard, as set out in our Action Plan to Expand Apprenticeship and Traineeship in Ireland, SOLAS has completed a review on the pathways to participation in apprenticeship for underrepresented groups including females. The purpose of the review is to ensure that our national apprenticeship system is more reflective of the range and diversity of our population, more inclusive of diverse backgrounds and abilities and that apprenticeship opportunities are more readily accessible to all. The review is available on the SOLAS website www.solas.ie.
Work is already underway in many of the areas identified for action and SOLAS will lead implementation of the actions, working closely with apprenticeship partners and stakeholders, in particular employers, education and training providers and apprentices themselves. The areas highlighted for action include setting targets for female participation for 2019 and 2020, considering extending the employer bursary to apprenticeships which have less than 20% female participation and promoting the bursary incentive with employers as part of the Generation Apprenticeship national promotional campaign.
Furthermore, women feature prominently in all aspects of the national promotional campaign, Generation Apprenticeship and there is a specific focus on encouraging women and girls to consider apprenticeship as a means of launching or developing their careers. The campaign which is led by the Apprenticeship Council and with co-ordination support from SOLAS promotes apprenticeship on TV and radio along with social media platforms that include Twitter; LinkedIn; Facebook and Instagram.
209. Deputy Paul Kehoe asked the Minister for Education and Skills the number of schools that have been selected for a scheme (details supplied); the strategy behind the scheme; and if he will make a statement on the matter. [52942/18]
Amharc ar fhreagraThe National Traveller and Roma Inclusion Strategy (NTRIS), launched by the Department of Justice and Equality in June 2017, takes a whole of Government approach to improving the lives of Travellers and Roma in Ireland in practical and tangible ways.
As part of the NTRIS, officials from my Department, the Department of Justice and Equality and TUSLA have been engaging with Traveller representative groups to specifically identify and agree an approach to improving educational outcomes for Travellers and Roma. It is recognised that Traveller and Roma communities need more focused interventions to drive improvements in education attainment. It has been agreed that an initiative will be piloted across the country to trial a new approach to addressing these issues in Traveller and Roma Communities.
The pilot comprises a dedicated team (an Educational Welfare Officer, Home School Liaison Coordinator and 2 Traveller/Roma Education Workers) which will work together with parents, children and young people, schools, Traveller and Roma communities and service providers to remove the barriers impacting on Traveller and Roma pupil’s attendance, participation and retention in education.
It is intended that this pilot will inform the development of a sustainable programme to address the gap in educational outcomes for children and young people from the Travelling and Roma communities.
My Department, along with partners in the Tusla, the Department of Justice and Equality and Traveller representative groups are currently in the process of finalising the details of the pilot which will commence in 2019. While some schools have been contacted to date, the number of schools which will participate in the pilot has not yet been finalised.
210. Deputy Mattie McGrath asked the Minister for Education and Skills if funding will be provided to a school (details supplied) in County Tipperary to allow an ASD unit proceed for September 2019 in the Clonmel area to meet the demand for such a class; and if he will make a statement on the matter. [52944/18]
Amharc ar fhreagraI can confirm that the school referred to by the Deputy submitted an application for additional accommodation to my Department in recent days.
The application will be considered and a decision conveyed to the school authority as soon as the assessment process has been completed.
211. Deputy John Curran asked the Minister for Education and Skills if he will report on the development of well-being guidelines for centres of education and training. [52962/18]
Amharc ar fhreagraWithin my Department’s Action Plan for Education in 2016/19 well-being promotion including mental health is afforded a high priority and is one of the key goals. My Department is strongly supportive of the promotion of positive mental health awareness in post-primary schools and centres for education. The Department adopts a holistic and integrated approach to supporting schools and centres for education and training in promoting positive mental health.
The Well-being Policy Statement and Framework for Practice 2018-2023 launched by my Department in July 2018 provides an overarching structure encompassing existing, ongoing and developing work in the area of well-being including mental health promotion. It builds on the good work already happening in schools and centres for Education to ensure that best practice in whole-school/centre well-being promotion is embedded across the system. It includes a Well-being Implementation Plan which identifies seven high level actions to guide the work of implementation as follows:
- Strengthen and align current structures within the Department and between the Department and other relevant Departments to ensure the coordinated implementation of this Well-being Policy Statement and Framework for Practice.
- Plan and provide for the national roll-out of a professional development process to facilitate all schools and centres for education to engage with and embed a Self-Evaluation Well-being Promotion Process which builds professional capacity and collaborative cultures, from 2018-2023.
- Provide for an aligned, comprehensive and easily-accessible programme of support for all schools and centres for education to address school-identification well-being promotion needs.
- Consider how the system is meeting current and future teachers’ learning needs relation to well-being promotion.
- Develop a research based framework for the evaluation of well-being promotion in schools.
- Improve use of supports for children and young people at key points of transition within and between education settings.
- Promote the well-being of school and centre for education personnel.
These high level actions are in turn each supported underpinned by a range of specific sub-actions for roll-out to schools and centres for education for roll-out during the course in 2019.
The promotion of well-being for all is central to my Department’s mission to enable individuals to achieve their full potential. The Department’s ambition is that the promotion of well-being will be at the core of the ethos of every school and centre for education. This policy requires that a Well-being Promotion Process is developed and implemented, through the use of the School Self-Evaluation (SSE) process, in all schools and centres for education by 2023. This Well-being Policy Statement and Framework for Practice provides advice and direction for doing this. This national focus on well-being in education seeks to ensure that our children and young people realise their potential now and in the future, and are able build resilience and deal with the challenges they face in life. The Well-being Policy Statement sets out the evidence base for best practice in relation to well-being promotion. Schools and centres for education are asked to adopt a whole-school, multi-component, preventative approach to well-being promotion that includes both universal and targeted interventions. A whole-school /centre for education approach involves all in the community engaging in a collaborative process to improve areas of the institution’s life that impact on well-being. This will be achieved through the use of a self-evaluation process taking well-being promotion as its focus. It will allow benchmarking practice against Indicators of Success and Statements of Effective Practice, and identify areas for development, implementation and review. It is envisaged that schools and centres for education will engage with the statements and adapt and develop the best practice items as they meet the needs in their own school/centre community.
A multi-component approach encourages schools to address areas, not only relating to teaching and learning, but also relating to other essential elements of well-being promotion including school/centre culture and environment, policy and planning and relationships and partnerships. Working preventively and providing for both universal and targeted approaches is described as providing a ‘Continuum of Support’. Schools/Centres are encouraged to provide supports to promote the well-being of all within that community as well as providing some targeted interventions for children and young people presenting with vulnerabilities in the area of well-being. These areas are embedded in the Well-being Framework for Practice.
Schools/Centres for education will be supported in this work by a comprehensive national professional development programme currently being developed and a full national roll-out will commence in 2019 and run to 2023. This will include facilitating the engagement of schools/centres in the self-evaluation for well-being promotion process which will build professional capacity.
Work is underway to map the range of existing supports that schools and centres for education can already access with a view to ensuring that there is a comprehensive and easily-accessible set of resources available to support identified well-being promotion needs. Existing close collaboration with the HSE, Health Promotion Service will continue. A Well-being Steering Committee is in place which will oversee coordination of activity with other Departments. This group will link with the Youth Mental Health Pathfinder Project structures when progressed. The Department engages in cross departmental collaboration in supporting the implementation of Healthy Ireland 2013-2025, Connecting for Life (2015-2020), Better Outcomes Brighter Futures 2014-2020 strategies.
212. Deputy John Curran asked the Minister for Education and Skills if he will report on his Department’s engagement with property owners and school authorities to facilitate increased use of school buildings in cases in which this is feasible for afterschool care and out-of-hours use to support local communities. [52963/18]
Amharc ar fhreagraI am pleased to inform the Deputy that following consultation with relevant school authorities, Guidelines on the use of School Buildings outside of School Hours were published by my Department in October 2017. These guidelines can be viewed on my Department's website at this link: https://www.education.ie/en/Publications/Policy-Reports/guidelines-on-the-use-of-school-buildings-outside-of-school-hours.pdf
The purpose of these guidelines is to provide guidance for schools in relation to the use of school buildings outside of school hours and for those schools who are considering putting such arrangements in place.
In general, the management of school premises at local level is a matter for the relevant school authorities, and if a community group is interested in using school facilities contact should be made with the school in the first instance.
