Written Answers Nos. 50-64
50. Deputy Aindrias Moynihan asked the Minister for Education and Skills the status of the school redevelopment project at a school (details supplied); and if he will make a statement on the matter. [10938/19]
Amharc ar fhreagraThe Deputy will be aware that a building project for the school to which he refers is included in my Department's Capital Programme.
My Department is currently finalising the project brief with a view to progressing the project into the architectural planning process. The brief is expected to be completed shortly and my Department will be in further contact with the patron, who has agreed to deliver the project, when this process has been completed.
51. Deputy Joan Burton asked the Minister for Education and Skills his plans to adjust the status for the junior certificate curriculum for geography or history; his views on the importance of these subjects; and if he will make a statement on the matter. [10874/19]
Amharc ar fhreagraThe new Junior Cycle has been developed over several years and is now in the process of being implemented, with the final phase of new subject specifications being introduced to schools from September 2019. The new Framework for Junior Cycle gives students the opportunity to develop a wider range of knowledge and skills - to equip them for further learning, for work, for responsible and active citizenship, and for healthy living. It gives students better learning opportunities, and rewards and recognises non-academic performance and achievements, with a central focus on the student’s quality of life, well-being and mental health.
Prior to the introduction of the new Framework for Junior Cycle the status of History and Geography in junior cycle varied by school type. History and Geography were only core subjects in voluntary secondary schools (52% of schools).
The new Framework for Junior Cycle, currently being rolled out, focusses on active and collaborative learning. It gives greater flexibility and autonomy to schools in terms of subject selection, and new short courses, to tailor a student’s learning to achieve better outcomes for that student. Students are able to study up to 10 subjects for certification through the new Junior Cycle Profile of Achievement.
It is important to note that currently some 90% of students across all schools choose to study History at Junior Cycle, although it is not compulsory in all schools. Some 92% of Junior Cycle students study Geography.
This is a clear indication that in respect of subjects like history and geography, schools make curricular decisions in the absence of directives and we expect this to continue.
We have a dedicated cohort of history and geography teachers in our post-primary schools, who will be promoting the inclusion of their subject within programmes provided to students by their schools. There is every reason to be confident that through the implementation of the Framework for Junior Cycle 2015 the curricular significance of history and Geography will be retained and given a new impetus across the junior cycle curriculum.
The direction of Junior Cycle reform is consistent with practice in other high-performing education systems such as New Zealand, Queensland, Estonia and Finland, where schools have been given greater autonomy and flexibility in developing the programmes they offer.
Since arriving in the Department I have spoken publicly of how vital it is that our young people learn from the past so that they can plan for the future. At a national, European and international level it has never been more important for people to understand the lessons of history. As we face the very difficult challenges of Brexit while also addressing the many aspects of our War of Independence and Civil War, the Decade of Commemorations will question the importance of understanding the historical context.
I have asked the NCCA to carry out a review of the optional nature of history in Junior Cycle and I await that report.
52. Deputy Brendan Smith asked the Minister for Education and Skills if he has given a specific commitment of funding to Cavan and Monaghan ETB to develop a new second-level school and close schools (details supplied); if so, when such a decision in respect of funding was made; and if he will make a statement on the matter. [10868/19]
Amharc ar fhreagraI wish to advise the Deputy that my Department has not given a specific commitment of funding to Cavan and Monaghan ETB to develop a new second-level school.
I also wish to advise the Deputy that the decision making authority for any amalgamation belongs to the Patron/Trustees of the school, and this is subject to the approval of my Department.
Any proposed change 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.
My Department has sought further information from the Patron of the schools referred to by the Deputies relating to the proposed amalgamation and this is awaited. The matter can be considered further following receipt of this information.
55. Deputy Niamh Smyth asked the Minister for Education and Skills the status of the proposed amalgamation of two schools (details supplied); if his attention has been drawn to opposition by the relevant communities to the move; if he will reverse the plans in this regard; and if he will make a statement on the matter. [10761/19]
Amharc ar fhreagraI wish to advise the Deputy that the decision making authority for any amalgamation belongs to the Patron/Trustees of the school, and this is subject to the approval of my Department.
Any proposed change 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.
My Department has sought further information from the Patron of the schools referred to by the Deputies relating to the proposed amalgamation and this is awaited. The matter can be considered further following receipt of this information.
56. Deputy Thomas Byrne asked the Minister for Education and Skills the position with regard to a review of history on the junior cycle; and if he will make a statement on the matter. [10879/19]
Amharc ar fhreagraSince arriving in the Department I have spoken publicly of how vital it is that our young people learn from the past so that they can plan for the future. At a national, European and international level it has never been more important for people to understand the lessons of history. As we face the very difficult challenges of Brexit while also addressing the many aspects of our War of Independence and Civil War, the Decade of Commemorations will question the importance of understanding the historical context.
I have met with officials of the NCCA and I have asked that a review of the optional nature of History under the new Framework for Junior Cycle be carried out. I expect to receive a report from the NCCA later this year.
57. Deputy Ruth Coppinger asked the Minister for Education and Skills if parents and students over 18 years of age can opt out of the NCCA religious education syllabus; and if he will make a statement on the matter. [10866/19]
Amharc ar fhreagraThe NCCA Leaving Certificate Religious Education syllabus is a broad course which seeks to develop the skills needed to engage in meaningful dialogue with those of other or of no religious traditions. It is concerned with promoting personal growth and facilitating the spiritual development of students. Religious education is well placed to provide students with opportunities for reflection on human experience, as well as for understanding and interpretation of that experience. Such opportunities encourage the students’ participation in their own conscious and critical development. As part of their studies, students are exposed to a broad range of religious traditions and to the non-religious interpretation of life.
The NCCA Religious Education (RE) Syllabus is an optional examinable subject at Leaving Certificate. Students opt for the RE syllabus as one of their subjects for the Leaving Certificate and the question of opting out on grounds of conscience should not therefore arise.
58. Deputy Shane Cassells asked the Minister for Education and Skills if an agreement was reached to acquire the proposed site for a school (details supplied); if so, when the site acquisition will be completed; and when a tender process will be initiated in view of the fact that the new school was announced in 2015. [10912/19]
Amharc ar fhreagraA building project for the new primary school referred to by the Deputy is included in my Department’s current 6 year construction programme.
My Department has identified a requirement to secure a permanent site for the school to which he refers and also for an existing special school and the Department’s preference is to seek a campus arrangement to accommodate both schools.
Officials in my Department have worked closely with officials from Meath County Council under the Memorandum of Understanding in relation to the identification and acquisition of a suitable permanent location for the school’s in question. A preferred site has been identified and the acquisition has been devolved to Louth Meath Education and Training Board, who are currently engaging with the landowner. These negotiations are at an advanced stage.
Once the site is secured, the project to deliver permanent accommodation for the schools can be advanced to architectural planning stage.
59. Deputy Martin Heydon asked the Minister for Education and Skills the status of progress on the major building project for a school (details supplied); and if he will make a statement on the matter. [10869/19]
Amharc ar fhreagraThe Major Project at the school referred to by the Deputy is at Stage 1 of architectural planning which entails preliminary design of site and location suitability and initial sketch scheme.
A revised Stage 1 submission, including an up-to-date cost plan, was requested from the Design Team following an increase in the schedule of accommodation to cater for up to 1200 pupils. That submission has been received and a review has been completed with comments for action issued to the School and its Design Team. Furthermore, a proposal for a 1300-pupil school issued to the school for acceptance. The Design Team has been instructed to provide an initial sketch scheme for a 1300-pupil school, and submit to the Department for review.
Following a review my Department will then be in contact with the Board of Management of the school with regard to the progression of the project.
This project is included on the Department’s six year school building program to commence construction in 2019 – 21.
60. Deputy Éamon Ó Cuív asked the Minister for Education and Skills his plans to reinstate fully the pre-2012 pupil-teacher ratio in two, three and four teacher primary schools; and if he will make a statement on the matter. [10951/19]
Amharc ar fhreagraBudget 2012 increased the appointment and retention ratios for small schools, i.e. schools with four classroom teachers or fewer.
Since 2015, measures have been introduced to improve the staffing of these schools which has seen improvements in the appointment and retention thresholds for the 2nd, 3rd and 4th classroom teacher and more favourable enrolment thresholds for one teacher schools situated 8km or more from the nearest school of the same type of patronage and/or language of instruction.
Budget 2017 announced two adjustments in relation to one teacher schools. Where the school is the sole primary school on an island the school will be able to appoint a second teacher. In relation to single teacher schools generally with an enrolment of 15 or more pupils the school can apply to the staffing appeal board for a second post where the single teacher has children across 6 or more class groups.
Small schools have also benefitted from the 1 point improvement to the primary staffing schedule for all schools implemented in 2016 and again in 2018. For the current school year, the staffing schedule at Primary level operates on a general average of 26 pupils to every 1 teacher (26:1) which is historically the lowest ever allocation ratio at primary level.
In addition, the staffing process includes an appeals mechanism for schools to submit a staffing appeal under certain criteria, including a specific appeal measure for small schools, to the Primary Staffing Appeals Board.
Any additional improvement in the pupil teacher ratio would have to be considered as part of the next annual budgetary process, alongside the many other demands from the education sector.
61. Deputy Thomas Pringle asked the Minister for Education and Skills if clarification has been sought from the Minister for Justice and Equality on persons who have come here under the family reunification scheme accessing student grants and supports such as BTEA in view of the fact they are excluded from the list of those that qualify; his views on reforming the list to include persons that have come here under the scheme; if clarification has not been sought, if representations will be made to the Minister for Justice and Equality for student fees for those under the scheme to be waived; and if he will make a statement on the matter. [10857/19]
Amharc ar fhreagraIn order to qualify for grant support under my Department’s Student Grant Scheme, and funding toward tuition fees under the Free Fees Initiative, a student has to meet certain criteria such as means (in the case of a grant), residency, nationality and progression.
The eligibility criteria for student grants, including the nationality criteria is reviewed annually in my Department and approved by the Department of Public Expenditure and Reform following consultation with various stakeholders. It is anticipated that the Student Grant Scheme and Student Support Regulations for the 2019/20 academic year will be published in early April 2019. Students attending college in the academic year 2019/20 will be required to submit their grant application to SUSI (via www.susi.ie) to have their eligibility for grant assistance assessed.
Currently, funding is available under the Student Grant Scheme and the Free Fees Initiative for Irish, EU/EEA or Swiss Federation nationals. It is also available to other classes of students such as refugees, persons with subsidiary protection and certain persons granted humanitarian leave to remain.
The following categories, relating specifically to family members, may also qualify for grant support:
- Permission to remain as the family member of an EU/EEA/Swiss citizen under the European Communities (Free Movement of Persons Regulations) 2006 and 2008 and EU Directive 2004/38/EC;
- Permission to remain because of marriage/civil partnership with an Irish national or as dependent child of such person; or
- Permission to remain as a dependent child of a person who has acquired Irish Citizenship by naturalisation, residing in the State.
My Department will provide circa €440m for measures to help people to access further and higher education in 2019.
The Department of Justice and Equality adjudicates on a person's entitlement to remain in the State and their rights to access supports within the State. It should also be noted that the Back to Education Allowance is a Department of Employment Affairs and Social Protection (DEASP) support.
62. Deputy Aindrias Moynihan asked the Minister for Education and Skills his plans to ensure schoolchildren in the Ballincollig, County Cork, catchment area can have access to an ASD unit in their community; the engagement there has been with schools in the catchment area regarding the establishment of such a unit in the area; and if he will make a statement on the matter. [10937/19]
Amharc ar fhreagraThe National Council for Special education (NCSE), an independent agency of my Department, is responsible for planning, coordinating and advising on education provision for children with special educational needs. This includes taking account of the flow of students from primary into post primary. The Council ensures that schools in an area can, between them, cater for all children who have been identified as needing special class placements.
Individual school boards of management are responsible for the establishment of special classes. It is open to any school to make application to the NCSE to establish a class. In deciding where to establish a special class in an area, the NCSE take account of the current and projected demand and the available school accommodation both current and planned. In this regard, the SENO may approach individual schools to discuss the matter with a view to finding the optimal location in terms of convenience and sustainability.
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.
There are currently 246 special classes attached to mainstream schools in Cork City and County. Of these, 28 are ASD early intervention classes, 119 are primary ASD classes and 54 are post primary ASD classes. Details of all special classes for children with special educational needs are available by county on the NCSE website at www.ncse.ie
When the NCSE sanction a special class in a school, the school can apply to my Department for capital funding to reconfigure existing spaces within the school building to accommodate the class and/or to construct additional accommodation.
Special Education Needs Organisers (SENOs) who are locally based are available to assist and advise parents whose children have special needs. Where Parents have been unsuccessful in enrolling their child in a school, they should update their local SENO to inform the planning process.
SENOs are also available to assist and advise schools on special education supports and planning.
As the Deputy's question relates to engagement with schools in a particular area I have arranged for the question to be forwarded to the NCSE for their attention and direct reply.
My Department will continue to support the NCSE in opening ASD special classes in areas where there is an identified need.
63. Deputy Bernard J. Durkan asked the Minister for Education and Skills the extent to which he expects to meet the requirements and objectives as set out in the school building programme by county in 2019; if he remains satisfied that the objective as set out can be met; and if he will make a statement on the matter. [10898/19]
Amharc ar fhreagraMy Department's Capital Programme continues to address the challenges nationally posed by the significant bulge in pupil enrolments going through our schools. This has seen a significant expansion in the rate of provision of new school places. The Capital Programme details the school projects that are being progressed through the architectural planning process, including those schools in County Kildare. My Department regularly updates the current position on all projects on the Capital Programme and this information is available on my Department's website at www.education.ie
The 2019 Primary and Post Primary Infrastructure allocation amounting to €672m will be expended primarily on the delivery of large scale projects and on the Additional Accommodation Scheme. Typically, expenditure levels of between 70% and 80% of the capital allocation available to schools annually is in respect of large scale projects and the Additional Accommodation Scheme. The balance available in 2019 will be expended on site acquisitions, the Summer Works Scheme, the Emergency Works Scheme, furniture and equipment provision and other smaller programmes.
The Capital Programme details the school projects that are being progressed through the architectural planning process. The Capital Programme also provides for devolved funding for additional classrooms, if required, for schools where an immediate enrolment need has been identified or where an additional teacher has been appointed. Details of schools listed on this programme can be found on my Department's website www.education.ie and this information is updated regularly.
The Deputy will also be aware of my announcement in April 2018 regarding the establishment of 42 new schools, over the next four years (2019 to 2022). This announcement followed nationwide demographic exercises carried out by the 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.
64. Deputy Shane Cassells asked the Minister for Education and Skills if he will engage with the promoters of organisations (details supplied). [10913/19]
Amharc ar fhreagraThe policy of the Department of Education and Skills is not to promote or endorse any specific organisation, product or publication, schools are free to choose the resources that they feel are most suitable to assist their delivery of the curriculum.
In terms of meeting with an individual or organisation, it is the practice that a request would be made through the Minister’s office and the Minister will meet with individuals or organisations pending his availability.
