Peter Burke
Ceist:309. Deputy Peter Burke asked the Minister for Education and Skills the status of procedures in the case of a person (details supplied). [54245/18]
Amharc ar fhreagraState Examinations
Ceisteanna (309)
Freagraí scríofa
The State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
School Transport Provision
Ceisteanna (310)
Brendan Howlin
Ceist:310. Deputy Brendan Howlin asked the Minister for Education and Skills if school transport will be provided on medical grounds to a person (details supplied); and if he will make a statement on the matter. [54248/18]
Amharc ar fhreagraFreagraí scríofa
School transport is a significant operation managed by Bus Éireann on behalf of the Department.
There are currently over 117,500 children, including over 13,000 children with special educational needs, transported in over 5,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres annually.
School Transport Section of my Department has not received an application for school transport on medical grounds for the child referred to by the Deputy.
An application form is available on my Department's website at www.education.ie.
Schools Building Projects Status
Ceisteanna (311)
Fiona O'Loughlin
Ceist:311. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the status of school building projects in County Kildare; the timeline for completion of same, in tabular form; and if he will make a statement on the matter. [54252/18]
Amharc ar fhreagraFreagraí scríofa
Information in relation to the current status of all major school building projects and additional accommodation projects including County Kildare is available on my Departments web-site and this information is updated on a regular basis. Information in relation to all completed projects is also available on my Department website.
School Curriculum
Ceisteanna (312)
Fiona O'Loughlin
Ceist:312. Deputy Fiona O'Loughlin asked the Minister for Education and Skills his plans to make history a compulsory subject for the junior cycle curriculum; and if he will make a statement on the matter. [54253/18]
Amharc ar fhreagraFreagraí scríofa
Since my arrival in the Department I have been considering the issue of History in the curriculum. I have spoken publicly of how vital it is that our young people can learn from the past so that they can plan for the future. I think it is very important that our education system should provide the opportunity to learn about, and learn from, key times and events in our history, events that we particularly recall in this decade of centenaries. These include the end of the First World War, the delicate path we walk to mark the foundation of the State, and the role of women in society. The study of our history can also afford the opportunity to consider and learn from the story of Irish migration, of the journey from conflict to peace on this island, and to learn about the rich history of our Irish language and its place in our culture and our heritage.
Prior to the implementation of the new Framework for Junior Cycle, only 52% of schools - the voluntary secondary schools - provided History as a core subject. Yet 90% of students present for History in the Junior Certificate examination each year.
It is against this backdrop, of the importance of learning from our past, that I have asked the National Council for Curriculum and Assessment (NCCA) to review the optional nature of history under the new Framework for Junior Cycle. History was one of the new subject specifications introduced to schools just last September.
As part of their review I have also asked the NCCA to identify how we can best promote the study of history in our schools.
I have met with officials of the NCCA and had an initial discussion on this matter. I expect to receive a report from the Council by the end of the first quarter of this year.
Special Educational Needs Staff
Ceisteanna (313)
Fiona O'Loughlin
Ceist:313. Deputy Fiona O'Loughlin asked the Minister for Education and Skills his plans to allow special needs assistants to take unpaid leave for the purpose of undertaking teaching practice when retraining as a primary or secondary school teacher. [54254/18]
Amharc ar fhreagraFreagraí scríofa
Special Needs Assistants are recruited specifically to assist in the care of pupils with disabilities, who have additional and significant care needs, in an educational context. They may be appointed to a special school or a mainstream school to assist school authorities in making suitable provision for a pupil or pupils with special care needs. The first priority is that the care needs of the pupils are met on an ongoing basis during the school year.
In June 2012, my Department, in conjunction with the School Management Bodies and the relevant Trade Unions, agreed a Career Break Scheme for Special Needs Assistants in Recognised Primary and Post-Primary Schools, the provisions for which are contained in Circular Letter 22/2012 which is available on my Department’s website.
Paragraph 1.2 of the Circular states:
“ The main objectives of this scheme which are not exhaustive, is for employers, wherever possible to facilitate applicants in the areas of:
- Personal Development
- Education (including teacher training)
- Public Representation
- Childcare/Dependent care
- Self-employment”
The Career Break Scheme therefore is applicable to Special Needs Assistants who wish to pursue courses such as teacher training where participants are required to spend significant periods of time on school observation/teaching practice during the school year.
Special Educational Needs Staff
Ceisteanna (314)
Fiona O'Loughlin
Ceist:314. Deputy Fiona O'Loughlin asked the Minister for Education and Skills his plans to allow special needs assistants who are qualified as primary school teachers to work as full-time learning support teachers in post-primary schools with benefits and leave. [54255/18]
Amharc ar fhreagraFreagraí scríofa
The recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority, subject to procedures agreed under Section 24(3) of the Education Act 1998 (as amended by the Education (Amendment) Act 2012).
The policy of my Department is that, as far as possible, schools should appoint people to teach who are registered with the Teaching Council and have qualifications appropriate to the sector and suitable to the post for which they are employed.
The Teaching Council is the statutory body for the registration of teachers including the recognition of teaching qualifications.
Schools Refurbishment
Ceisteanna (315)
Seán Haughey
Ceist:315. Deputy Seán Haughey asked the Minister for Education and Skills if phase 2 development works in a school (details supplied) will be sanctioned; if additional funding will be provided to allow for emergency works to be carried out in respect of a leaking roof, dangerous chimney stacks, a leaking glass corridor and obsolete central heating pipework and radiators; and if he will make a statement on the matter. [54319/18]
Amharc ar fhreagraFreagraí scríofa
As the Deputy may be aware my Department approved a devolved grant for works at the school referred to. Subsequently an increased scope of works was submitted by the school. Additional information was requested, and received, in that regard. The additional information is currently under consideration and my Department will be in contact with the school once that process is complete.
In addition, my Department has approved funding under the Emergency works Scheme for roof repairs at the school. Officials from my Department have recently been in contact with the school and have been advised that new leaks have occurred in a separate glass roofed area of the school. The details of the works required along with the relevant costings have been requested and once this information has been received and assessed the School Authorities will be notified directly. If there are further issues with dangerous chimney stacks at the school the works proposed along with the associated costs can be submitted to my Department for assessment under the terms and conditions of the Emergency works Scheme.
With regard to the upgrade of the school’s heating system my Department has recently advised the school that the works proposed were outside the terms of the Emergency works Scheme and that the correct mechanism for applying for works of this nature was my Department’s Summer works Scheme. It is open to the school authority to apply for these works under the new Summer Works Scheme opening for applications in early 2019 for projects for summer 2020 onwards.
School Curriculum
Ceisteanna (316)
Fergus O'Dowd
Ceist:316. Deputy Fergus O'Dowd asked the Minister for Education and Skills if a reply will issue to correspondence in regard to the concerns of a person (details supplied); and if he will make a statement on the matter. [54388/18]
Amharc ar fhreagraFreagraí scríofa
The Irish language is accorded special status in Ireland and is protected by various pieces of legislation and in particular Article 8 of our Constitution which states that “The Irish Language as the national language is the first official language”. The Education Act 1998 recognises the particular responsibility of the education system with regard to supporting the Irish language.
In recognising the linguistic, social and cultural importance of Irish and English in Ireland, both languages are included as core subjects in the national curricula for recognised primary and post-primary schools and centres for education in Ireland. The importance of the teaching of both languages in this way has been re-affirmed most recently in the 20-Year Strategy for the Irish Language 2010-2030.
Indeed, the most recent curricular changes at primary and junior cycle level have emphasised not only the importance of learning both languages but also the wider benefits of bilingualism. The development of these new language curricula reflects my Department’s reassertion of its commitment to the Irish language and to progressing the language education related actions of the 20-Year Strategy for the Irish Language 2010-2030.
The new Primary Language Curriculum integrates English and Irish learning at primary level and supports teachers to work with children whose learning and development may progress at a different rate to their peers along a Progression Continuum. Recent curricular developments create a very different learning environment for students, one which places them at the heart of the language learning and assessment processes from Junior Infants through to the end of Junior Cycle. The Primary Language Curriculum and the specifications for Irish in Junior Cycle place a strong emphasis on language skills development and the integration and transferability of those skills. It also gives students potential to realise the benefits that could accrue from engaging in the study of two languages from an early age.
It is acknowledged that in some very limited and well-defined circumstances as set out in Circular 12/96, an exemption from the study of Irish may be warranted. To be eligible for an exemption a child’s circumstances must satisfy the criteria of the circular and it is school management who are the delegated authority to grant exemptions in line with the criteria of the circular.
The Department is reviewing circulars on Irish exemptions from primary and post-primary schools and a public consultation is underway on proposed changes with a view to bringing the existing circulars up to date with current policy and in line with new language curricula.
The public consultation, launched on 7 December, invites the public to complete a) a short on-line survey responding to the key proposed changes and b) to submit their views more generally on aspects of the proposed revised circulars. A research report has also been published as part of the public consultation process. The closing date for receipt of responses to the public consultation has been extended to the 18th January 2019. The results of the public consultation will inform the new circulars under which exemptions from the study of Irish at primary and post-primary level will be permitted.
Teachers' Remuneration
Ceisteanna (317)
Fiona O'Loughlin
Ceist:317. Deputy Fiona O'Loughlin asked the Minister for Education and Skills his plans to regularise the situation in regard to equal pay for equal work for teachers; and if he will make a statement on the matter. [54395/18]
Amharc ar fhreagraFreagraí scríofa
The public service agreements have allowed a programme of pay restoration for public servants to start. The starting salary for a new entrant teacher in 2012 was €30,702. As a result of the programme of pay restoration, the starting salary of a teacher is now €36,318 and from 1 October 2020 onwards will be €37,692.
Section 11 of the Public Service Pay and Pensions Act 2017 provides that “the Minister [for Public Expenditure and Reform] shall, within three months of the passing of this Act, prepare and lay before the Oireachtas a report on the cost of and a plan in dealing with pay equalisation for new entrants to the public service.”
The report laid before the Oireachtas on foot of this provision by the Minister for Public Expenditure and Reform assesses the cost of a further change which would provide a two scale point adjustment to new entrants recruited since 2011. The total cost of such an adjustment across the public sector is of the order of €200 million, of which Education accounts for €83 million. The report also acknowledges that, during the financial crisis, there were policy changes which affected remuneration in different occupations across the public sector (including education).
The matter of new entrant pay is a cross sectoral issue, not just an issue for the education sector alone. The Government supports the gradual, negotiated repeal of the FEMPI legislation, having due regard to the priority to improve public services and in recognition of the essential role played by public servants.
On 24 September 2018, an agreement was reached between the Government and the public services committee of ICTU in respect of new entrant pay.
This agreement will benefit 16,000 teachers and nearly 5,000 SNAs within the education sector. The deal provides for a series of incremental jumps for new entrants.
These restorations for new entrants have been achieved through continued engagement and collective bargaining between the Government and the public service unions and shows the benefits that such engagement can bring.
School Accommodation Provision
Ceisteanna (318)
Fiona O'Loughlin
Ceist:318. Deputy Fiona O'Loughlin asked the Minister for Education and Skills the way in which he is addressing the requirement for additional second level school places in Newbridge, County Kildare; and if he will make a statement on the matter. [54396/18]
Amharc ar fhreagraFreagraí scríofa
In April 2018, the Government announced plans for the establishment of 42 new schools over the next four years (2019 to 2022). This announcement highlighted that the requirement for new schools will be kept under on-going review, and in particular would have regard for the increased rollout of housing provision as outlined in Project Ireland 2040, and also noted that there will be a be a need for further school accommodation in other areas in the future, which can be addressed through either planned capacity increases, additional accommodation or extensions to existing schools.
As the Deputy will be aware, my Department's review of provision at post-primary level across the school planning areas in the South Kildare area is now complete.
My Department is satisfied that the needs in the area can be met through the replacement and expansion of the existing Curragh Post-Primary School with a new 1,000 pupil school building. It is intended that the expansion of the existing Curragh post-Primary school, a multi-denominational Community College under the patronage of Kildare and Wicklow Education and Training Board (KWETB), will also cater for demand arising in the adjoining Newbridge and Kildare school planning areas.
Engagement is ongoing in relation to the potential for Educate Together to become a Trustee Partner for the school. A new site will be required for the school and my Department will be liaising with KWETB regarding the process for identifying a suitable site for the new school building.
DEIS Status
Ceisteanna (319)
Robert Troy
Ceist:319. Deputy Robert Troy asked the Minister for Education and Skills the position regarding the DEIS status of a school (details supplied). [54405/18]
Amharc ar fhreagraFreagraí scríofa
The school in question is in the DEIS programme. The list of schools included in the DEIS programme is available at the following link:
https://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/deis_school_list.xls.
Schools Building Projects
Ceisteanna (320)
Jackie Cahill
Ceist:320. Deputy Jackie Cahill asked the Minister for Education and Skills further to Parliamentary Question No. 214 of 18 December 2018, if a meeting will be requested with the chairman of the board of management of the school in view of the fact that the complicated issues surrounding the matter can only be resolved by a verbal explanation (details supplied); and if he will make a statement on the matter. [54419/18]
Amharc ar fhreagraFreagraí scríofa
The Deputy will be aware that the school has recently submitted clarifications in relation to the issues in question. Officials in my Department are still in the process of thoroughly reviewing this information. This review will consider the meeting request referred to by the Deputy and will also take account of all information provided by the school and the consultants appointed by it. My officials will inform the school of its decision in the matter once this review is completed.
Language Schools
Ceisteanna (321, 322, 323)
Joan Burton
Ceist:321. Deputy Joan Burton asked the Minister for Education and Skills his plans to protect students of English as a foreign language who are paying fees to QQI language schools from further closures which would result in a loss of fees and investment. [54437/18]
Amharc ar fhreagraJoan Burton
Ceist:322. Deputy Joan Burton asked the Minister for Education and Skills the number of reports that have been commissioned by his Department in regard to students of English as a foreign language whose courses have ceased suddenly, leaving students left out of education and out of pocket without warning; and if he will make a statement on the matter. [54438/18]
Amharc ar fhreagraJoan Burton
Ceist:323. Deputy Joan Burton asked the Minister for Education and Skills the number of providers of education and training, including English language training, that have been awarded the QQI international education mark; the number of providers that have applied; and the number that were refused. [54439/18]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 321 to 323, inclusive, together.
The majority of English language schools in Ireland are privately run and do not come under the remit of my Department or Quality and Qualifications Ireland (QQI). My Department has not commissioned any reports in relation to the closure of English language schools.
The Deputy may be aware that my Department is taking steps to strengthen regulation of the English language sector. The Qualifications and Quality Assurance (Education and Training) (Amendment) Bill 2018 is currently before the Seanad. The new Bill provides for the establishment of the International Education Mark (IEM).
The IEM is a core component of the Government's policy for the English language sector and will provide a full quality framework for the provision of education to international learners in the future. Only those providers who meet the robust quality assurance procedures of QQI will be allowed to carry the Mark.
Once fully implemented, providers will be able to apply to QQI to gain authorisation to use the IEM in order to be eligible to recruit international students. The IEM is a tool to further enhance and sustain the quality of our education system. It also provides learners, or potential learners, with the necessary confidence that providers with the IEM have been quality assured by QQI.
The Bill also contains provisions to provide QQI with additional statutory powers to examine a provider’s financial sustainability. These provisions will enable QQI to examine the bona fides of a provider in addition to assessing that the provider has the capacity and capability to implement the quality assurance processes and provide programmes of education and training consistent with the requirements of the Act. Providers will have to satisfy QQI in relation to issues such as the legal personality, ownership and corporate governance arrangements in addition to examining that adequate financial resources are in place to ensure the viability of these businesses.
Upon enactment, the Bill will also empower QQI to establish a Protection for Enrolled Learners (PEL) Fund. This fund will be resourced by an annual charge from those providers covered by it. The fund will be used to ‘teach out’ a programme in the event that a provider fails to provide a programme. Should this not be possible, the fund will be used to reimburse students for the most recent fees that have been paid.
The Deputy may also be aware of the appointment of a mediator to the English language education sector recently announced by my Department.
Mr Patrick King, the former General Secretary of the Association of Secondary Teachers of Ireland (ASTI), has been appointed to work with relevant stakeholders to explore the potential to address some of the employment related issues that have arisen in the English language education sector. Mr King will meet with employer and employee representative bodies early in 2019 to identify and discuss relevant issues. Mr King’s role will be to explore whether there is scope for a set of minimum employment standards that could be agreed for the sector, and which could form the basis of a Registered Employment Agreement.
This process will provide an opportunity for both employers and employees to address the employment related issues that continue to damage the reputation of the sector.
Interested parties are being encouraged to make a submission with their views on relevant issues that will assist the mediator in his work. A dedicated email address is now open to receive submissions: elemediation@education.gov.ie.
Teacher Recruitment
Ceisteanna (324)
Joan Burton
Ceist:324. Deputy Joan Burton asked the Minister for Education and Skills the measures he has taken in regard to the difficulties schools are having in recruiting teachers for subjects such as home economics and Irish; and if he will make a statement on the matter. [54440/18]
Amharc ar fhreagraFreagraí scríofa
Management bodies and schools have, in recent years, reported difficulties in recruiting teachers. At primary level this relates mainly to the recruitment of substitute teachers and at post-primary level to the recruitment of teachers of particular subjects, including Irish and Home Economics.
In response to these difficulties, the Teacher Supply Steering Group, chaired by the Secretary General of my Department, was established in March of last year.
The Steering Group is considering the issues that impact on teacher supply, including: initial teacher education policy, provision, funding and support; data/research requirements; policies and arrangements for schools and teachers that impact on teacher mobility/supply; and promotion of the teaching profession. The Steering Group is supported by a number of working groups which are looking in detail at the issues under these broad headings. In undertaking its task, the Group is cognisant of the requirement that all persons wishing to teach in recognised schools must meet the professional registration standards and criteria set by the Teaching Council, which is the professional regulatory body for the teaching profession.
The Deputy will be aware that In November 2018, I published the Action Plan for Teacher Supply setting out actions in the four policy areas. One of the higher education actions was for the HEA to engage with HEIs to ensure that additional 4-year undergraduate post primary initial teacher education (ITE) programmes are in place, including in priority subjects such as Irish and Home Economics.
As a result of this engagement a number of new initial teacher education undergraduate programmes will now commence in 2019 and graduates will be eligible for registration with the Teaching Council in a number of the priority subject areas, including Home Economics and Irish. More new undergraduate ITE programmes are also planned by the HEIs to commence in 2020.
The Deputy may wish to note also that one of the key actions in the Action Plan is the implementation of a campaign to promote the teaching profession. The first phase of the campaign, supported by a new dedicated website, was launched in December of last year and is designed, amongst other things, to encourage leaving certificate students, many of whom are in the process of making their CAO applications, to apply for an undergraduate ITE programmes, including the additional programmes put in place by the HEIs for 2019.
Apprenticeship Data
Ceisteanna (325)
Joan Burton
Ceist:325. Deputy Joan Burton asked the Minister for Education and Skills the number of apprenticeship courses that are offered in west County Dublin; the uptake in apprenticeships; and if there was sufficient supply of courses for the demand in each of the years 2016, 2017 and 2018. [54441/18]
Amharc ar fhreagraFreagraí scríofa
Apprenticeship is a demand driven educational and training programme, which aims to develop the skills of an apprentice in order to meet the needs of industry and the labour market. Consequently, the number of apprentices registered is determined by employers within each sector. 80% of the total time on a craft apprenticeship is spent on-the-job with the employer so demand for apprenticeship is primarily met by the employer base in any area.
Apprenticeships are national training programmes that are delivered via a range of education and training providers. Apprentices receive their off-the-job training in an Institute of Technology or an Education Training Board. Technological University Dublin, Blanchardstown Campus, is one of the providers of off-the-job training and offers training for plumbing apprentices. The numbers of apprentices at that location in recent years are set out in the following table.
It is not practical to offer the full range of apprenticeship trades in each training location. SOLAS, in their role as co-ordinating provider, operates a transparent and equitable management system for the scheduling of all apprentices for their off-the-job training and whilst every effort is made to eliminate unnecessary travel apprentices sometimes have to attend training facilities outside their locality. Apprentices in west Dublin also have access to the broad range of off-the-job training offered by City of Dublin ETB and Dublin Dun Laoghaire ETB Training Centres and at the campuses of Technological University Dublin.
SOLAS and the Higher Education Authority will continue to monitor off-the-job training capacity as craft apprenticeship registrations continue to grow strongly.
Apprentices Attending Plumbing Phase 6 training in Blanchardstown Campus
|
Year |
Number |
|
2016 |
48 |
|
2017 |
64 |
|
2018 |
63 |
Apprenticeship Programmes
Ceisteanna (326)
Joan Burton
Ceist:326. Deputy Joan Burton asked the Minister for Education and Skills his plans to increase the awareness and availability of apprenticeships to secondary school students, post-leaving certificate students and untrained workers; and if he will make a statement on the matter. [54442/18]
Amharc ar fhreagraFreagraí scríofa
It is important that learners and workers consider their interests and career options in an informed way throughout their education and working lives. The wide range of opportunities offered through the apprenticeship programme should be an important part of this process.
Government is working to address the visibility of apprenticeship and has put significant additional resources into this area. A national promotional campaign, Generation Apprenticeship, has been underway since May 2017, led by the Apprenticeship Council and SOLAS. The campaign promotes apprenticeship on TV and radio along with social media platforms that include Twitter; LinkedIn; Facebook and Instagram. It has been designed to influence parents, teachers and potential apprentices on the career paths and further educational opportunities arising from apprenticeship programmes. In addition, the Education & Training Board SOLAS Authorised Officers play a critical role in promoting apprenticeship by visiting employers, schools and attending career fairs.
In addition, an independent review of career guidance, which is being carried out by Indecon International Consultants, is examining the quality and range of information and resources available to students in schools and other settings. This will include an examination of how apprenticeship opportunities are presented to students in these settings.
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. 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 review is available on SOLAS’s website www.solas.ie.
In addition, work is also underway in SOLAS on a new employer portal initiative which will provide capability to approved employers to advertise apprenticeships, as well as other value-added services. The new portal is expected to be rolled out in 2019 on successful completion of a pilot phase.
Schools Mental Health Strategies
Ceisteanna (327)
Joan Burton
Ceist:327. Deputy Joan Burton asked the Minister for Education and Skills his plans to combat student anxiety and stress within secondary schools to enable a good mental health environment for students sitting the leaving certificate and other examinations; and if he will make a statement on the matter. [54443/18]
Amharc ar fhreagraFreagraí scríofa
As the Deputy may be aware, mental health and wellbeing promotion is afforded a high priority and is one of the key goals within my Department’s Action Plan for Education in 2016/19. My Department is strongly supportive of the promotion of wellbeing in our schools and has a key role to play in the promotion of the wellbeing of children and young people in Ireland, in collaboration with the Departments of Health and Children and Youth Affairs, and with other Government Departments and Agencies.
My Department adopts a holistic and integrated approach to supporting schools in promoting wellbeing and positive mental health. The process spans the curriculum in schools, whole-school ethos, quality of teaching, learning and assessment, student support and pastoral care and the provision of professional development for teachers. It also involves other supports such as educational psychological services and guidance services, and the interface with other agencies, both nationally and locally.
To support this holistic approach my Department has published a Wellbeing Policy Statement and Framework for Practice (2018-2023) for all schools which will inform how schools can best promote student wellbeing. The policy statement and framework for practice provides an overarching structure encompassing existing, ongoing and developing work in the area of Wellbeing Promotion in schools.
Best practice indicates that schools adopt a whole-school, multi-component preventative approach to Wellbeing Promotion that includes both universal and targeted interventions. A whole-school approach involves all in the school community engaging in a collaborative process to improve areas of school life that impact on wellbeing. This will be achieved through the use of a School Self-Evaluation process taking Wellbeing Promotion as its focus. It will allow schools to benchmark their practice against the statement of effective practice, and identify areas for development, implementation and review. It is envisaged that schools will engage with the statements and adapt and develop the best practice items as they meet the needs in their own school community.
A multi-component approach encourages schools to address areas, not only relating to Teaching and Learning but also relating to culture and environment, policy and planning and relationships and partnerships. These areas are embedded in the Wellbeing Framework for Practice. Working preventatively and providing for both universal and targeted approaches is described as providing a ‘Continuum of Support’. Schools are encouraged to provide supports to promote the wellbeing of all within the school community as well as providing some targeted interventions for children and young people presenting with vulnerabilities in the area of wellbeing.
It is my Department’s aim that by 2023 all schools and centres for education will have embedded this dynamic School Self-evaluation process focusing on Wellbeing Promotion. The implementation of this Wellbeing Promotion Process is an ongoing process that will ensure the necessary focus on supporting children and young people in having a sense of purpose and fulfilment, and the skills necessary to deal with life’s challenges.
A Wellbeing Policy Implementation Plan, which has specified seven high level goals, has been agreed for achievement over the next five years.
The seven high level goals are as follows:
1. Strengthen and align current structures within the Department and between the Department and other relevant Departments to ensure the coordinated implementation of this Wellbeing Policy Statement and Framework for Practice.
2. 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 Wellbeing Promotion Process which builds professional capacity and collaborative cultures from 2018-2023.
3. Provide for an aligned, comprehensive and easily-accessible programme of support for all schools and centres for education to address school-identified wellbeing promotion needs.
4. Consider how the system is meeting current and future teachers’ learning needs relating to wellbeing promotion
5. Develop a research based framework for the evaluation of wellbeing promotion in schools.
6. Improve use of supports for children and young people at key points of transition within and between education settings.
7. Promote the wellbeing of school and centre of education personnel.
Schools will be supported in this work by a national professional development programme currently being developed and trialled, and full roll out will commence in 2019. In addition, our national support services will step up the investment made in building capacity within schools to deliver:
- More training for teachers and school staff (including the Incredible Years programme, the Friends programme and the SafeTALK programme)
- Improved curriculum content (through the Junior Cycle Wellbeing programme, improved resources for teachers to deliver Relationships and Sexuality Education)
- Best practice models of school based student support teams
- Protocols for connecting to wider support services
- A national training programme to support schools to implement the Self-Evaluation Wellbeing Promotion process and the development of Wellbeing Resources, including self-evaluation planning and feedback templates.
By providing this Wellbeing Policy Statement and Framework for Practice I believe that we can fulfil our mission to enable individuals to achieve their full potential and contribute to Ireland’s social cultural and economic development into the future.
I can also inform the Deputy that the National Council for Curriculum and Assessment are engaged in a comprehensive review of senior cycle, a process informed by Junior Cycle reform. One component of this review will be examining ways to alleviate stress for our learners as part of the examinations system. As part of the first phase of the review the NCCA conducted international research on senior cycle in a number of other jurisdictions (France, Sweden, New Zealand, Queensland, Finland, England, Netherlands, and Ontario). The report of this research was published in February 2018 and is available on the NCCA’s website.
A significant and exciting new step in the review started in autumn. The NCCA began collaborating with a group of 41 schools, which includes discussions with students, teachers and parents, to conduct a school-based review of senior cycle. Schools were provided with stimulus material to facilitate discussions with staff, students and parents. These school-based discussions will now widen out into national discussions, towards a final report to be agreed by the NCCA in mid-2019.
The revised Leaving Certificate grading system introduced in June 2017 was designed to reduce the pressure on students in chasing small percentage gains which would lead to changes in grade bands. This was done by reducing the number of overall grade bands.
In addition, the NCCA has been moving towards introducing second components to more leaving cert subjects. Some two-thirds of LC subjects now include a second assessment component which is undertaken by students before the June exams commence. The second assessment component also allows the assessment of a wider range of student skills than is possible with just a single written exam.
My Department and the State Examinations Commission also recently announced the addition of two days to the Leaving Certificate examination timetable. The additional days allow for new scheduling options for examinations, which are intended to minimise clashes for students and promote the wellbeing of students sitting exams.
Departmental Expenditure
Ceisteanna (328)
Joan Burton
Ceist:328. Deputy Joan Burton asked the Minister for Education and Skills the budget and spend in his Department for marketing, media and social media in each of the years 2016 to 2018, inclusive; the projected spend for 2019; and if he will make a statement on the matter. [54462/18]
Amharc ar fhreagraFreagraí scríofa
For the Deputy’s information, the following are the details in relation to the expenditure from 2016 - 2018 inclusive in relation to marketing, media and social media.
My Department had no social media spend in 2016 and 2017. However, in December 2018, a campaign promoting teaching as a career was developed in conjunction with the Government Information Service (€132,991) in which social media was utilised as a platform. The invoices in relation to the social media element of this campaign have not yet been submitted to the Department and will be paid in 2019.
In addition, during 2018, my Department engaged in a number of other high profile campaigns aimed at raising awareness among the teaching profession and learners on specific initiatives including a national STEM awareness campaign (€78,965); online safety campaign in conjunction with the Department of the Taoiseach (€21,051); awareness raising Campaign (Promotion of Foreign Languages as part of Ireland's Foreign Languages strategy) which was implemented by Post-Primary Languages Initiative (PPLI) (€350,000).
My Department does not have a dedicated marketing and media budget and consequently cannot predict costs for 2019. Any costs arising in relation to such activities are met from the relevant business unit’s subhead and accounted for in the Department's annual Appropriation Accounts.
|
Year |
Costs |
|
2016 |
€11,719.55 |
|
2017 |
€38,628.30 |
|
2018 |
€591,726.32 |