Robert Troy
Ceist:156. Deputy Robert Troy asked the Minister for Education and Skills the position regarding plans for a secondary school in Kinnegad, County Westmeath. [14757/19]
Amharc ar fhreagraSchools Building Projects Status
Ceisteanna (156)
Freagraí scríofa
In order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, to identify where the pressure for school places across the country will arise. With this information, my Department carries out nationwide demographic exercises to determine where additional school accommodation is needed at primary and post-primary level.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, depending on the circumstances, be provided through either one, or a combination of, the following:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
As the Deputy may 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.
While the announcement did not include a new post-primary school in Kinnegad (which is located in the Killucan school planning area), I have 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.
Irish Language
Ceisteanna (157)
Dara Calleary
Ceist:157. Deputy Dara Calleary asked the Minister for Education and Skills the current and capital allocation to An Comhairle um Oideachas Gaeltachta agus Gaelscolaíochta in each of the years 2016 to 2018; and the 2019 allocation in tabular form. [14780/19]
Amharc ar fhreagraFreagraí scríofa
An Comhairle um Oideachas Gaeltachta agus Gaelscoilíochta (COGG) get their allocation from the Curriculum and Assessment Policy Unit. They are also allocated money under the Policy on Gaeltacht Education 2017-2022. The allocations and outturn are set out in the table. This is current, COGG have no capital allocation.
COGG - Allocation
|
Year |
Total |
Curriculum and Assessment Policy Unit |
Gaeltacht Education Policy Unit |
Outturn |
|
2016 |
1,375,000 |
1,375,000 |
|
1,426,121.53 |
|
2017 |
1,700,000 |
1,700,000 |
|
1,693,792.31 |
|
2018 |
1,745,000 |
1,700,000 |
45,000 |
1,603,010.62 |
|
2019 |
3,020,000 |
2,900,000 |
120,000 |
|
Student Grant Scheme
Ceisteanna (158)
Brendan Griffin
Ceist:158. Deputy Brendan Griffin asked the Minister for Education and Skills if he will request that the thresholds for the student grant scheme be increased in budget 2020 in view of the increase in living standards; and if he will make a statement on the matter. [14801/19]
Amharc ar fhreagraFreagraí scríofa
Under the terms of the student grant scheme, grant assistance is awarded to students who meet the prescribed conditions of funding including those which relate to nationality, residency, approved course, previous academic attainment and means.
The eligibility criteria for student grants including the income thresholds is reviewed annually in my Department and approved by the Department of Public Expenditure and Reform. As the Deputy will be aware, all proposals made in relation to education expenditure, including changes to grant rates, will be considered in the context of the Budget 2020.
The aim of the student grant scheme has always been to make a contribution to the cost of going to college, covering the full cost has never been a feasible option.
Students in third-level institutions experiencing exceptional financial need can apply for support under the Student Assistance Fund. This Fund assists students, in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. Information on the fund is available through the Access Office in the third level institution attended. This fund is administered on a confidential, discretionary basis.
School Transport Provision
Ceisteanna (159)
Brendan Howlin
Ceist:159. Deputy Brendan Howlin asked the Minister for Education and Skills the assistance available for the provision of transport for a special needs child to attend a specialised preschool (details supplied); and if he will make a statement on the matter. [14875/19]
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.
Under the terms of my Department's School Transport Scheme for Children with Special Educational Needs, children are eligible for school transport where they are attending the nearest recognised school that is or can be resourced to meet their special educational needs.
Eligibility is determined following consultation with the National Council for Special Education through its network of Special Education Needs Organisers.
School Transport Section has not received an application for school transport for the child referred to by the Deputy. However, it should be noted that the facility in question is not a recognised school and therefore transport cannot be provided under the terms of the School Transport Scheme.
Summer Works Scheme
Ceisteanna (160)
Pearse Doherty
Ceist:160. Deputy Pearse Doherty asked the Minister for Education and Skills if correspondence from a person (details supplied) has been received; the efforts being made to address the concerns outlined therein; when a response will issue; and if he will make a statement on the matter. [14880/19]
Amharc ar fhreagraFreagraí scríofa
I wish to advise the Deputy that my Department has received correspondence from the individuals referred to by the Deputy and a reply will issue in due course.
I wish to advise that the Summer Works Scheme is designed to allow schools, on a devolved funding basis, to carry out necessary improvement and refurbishment works that will upgrade existing school facilities. Works such as External environmental projects are funded under this scheme. The Deputy will be aware that last Friday I announced the application process for a new multi-annual Summer Works Scheme and it is open to the school authority to apply for these works.
Education and Training Boards Establishment
Ceisteanna (161)
Fergus O'Dowd
Ceist:161. Deputy Fergus O'Dowd asked the Minister for Education and Skills the status of the new Louth and Meath Education and Training Board, LMETB, headquarters project that is earmarked for Drogheda, County Louth; if following approval for retendering in June 2018, this project will still proceed on the grounds of a school (details supplied); if further changes have been made to tendering documents that may cause delays to the build; when he expects the project to commence; and if he will make a statement on the matter. [14894/19]
Amharc ar fhreagraFreagraí scríofa
As the Deputy is aware, the project to which he refers has been devolved for delivery to the local Education and Training Board (LMETB). A number of design-related issues that have arisen with this project were considered at a meeting in January between officials from my Department and LMETB and its design team.
More work needs to be carried out to address these issues and a further meeting may be necessary to complete that work. While I can assure the Deputy that this process will conclude in a timely manner, I cannot give a definitive date in that respect.
I can say that the project will need to be retendered in any event. I can also inform the Deputy that the location for the project remains that which was previously approved and is adjacent to the school to which he refers.
School Transport
Ceisteanna (162)
Robert Troy
Ceist:162. Deputy Robert Troy asked the Minister for Education and Skills if a discretionary bus pass will be issued to a person (details supplied). [14895/19]
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. The purpose of the scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
Under the terms of the Post-Primary School Transport Scheme, children are eligible for transport where they reside not less than 4.8 kilometres from and are attending their nearest education centre as determined by the Department of Education/Bus Éireann, having regard to ethos and language.
Bus Éireann has advised that the child in question is not eligible for school transport as he is not attending his nearest school.
Children who are not eligible for school transport, but who complete the application process on time, are considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats. Where the number of applications from ineligible children exceeds the number of spare seats available, tickets are allocated using an agreed selection process.
The family in question should liaise with their local Bus Éireann office regarding the availability of concessionary seats for the 2019/20 school year.
The terms of the School Transport Schemes are applied equitably on a national basis.
Home Tuition Scheme Funding
Ceisteanna (163)
John McGuinness
Ceist:163. Deputy John McGuinness asked the Minister for Education and Skills if home education will be funded in the case of a person (details supplied); and the process by which funding can be obtained. [14927/19]
Amharc ar fhreagraFreagraí scríofa
The purpose of my Department’s Home Tuition Grant Scheme is to provide funding towards the provision of a compensatory educational service for students, enrolled in schools, with significant medical conditions which have caused, and are likely to continue to cause, major disruption to their attendance at school for a number of reasons such as chronic illness.
In exceptional cases my Department will consider home tuition applications on behalf of students with diagnoses of school phobia and/or associated depression/anxiety which has caused, and is likely to continue to cause, major disruption to their attendance at school. This exception will only apply where a continued absence from school is required to facilitate appropriate medical or therapeutic intervention with a view to the re-integration of the student in their school. It is Department policy that Home Tuition cannot be provided as an alternative to school attendance.
Eligibility in exceptional cases is assessed having regard to, although not limited to, the following criteria:
- The student’s attendance levels during the previous school year.
- Psychologist’s/psychiatrist’s report which should
1. Clearly confirm a diagnosis of school phobia and/or associated depression/anxiety.
2. Provide details of medical or therapeutic intervention plans in place with a view to reintegrate the student back into his/her school.
- Details of engagement with the relevant support agencies (e.g. School, National Educational Psychological Service (NEPS), Education Welfare Officer (EWO), Child and Adolescent Mental Health Services (CAMHS), TUSLA (Child and Family Agency), HSE, NCSE).
More detailed information including the Home Tuition Grant Scheme circular and application forms are available on the Departments website at http://www.education.ie/en/Parents/Services/Home-Tuition/
The Educational Welfare Services (EWS) of the Child and Family Agency is the statutory agency that 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
Parents of children who are out of school should contact their local Educational Welfare Officer.
My Department has not received an application in respect of the child referred to by the Deputy. It is suggested that the parents in this particular case get in touch with the local Educational Welfare Officer.
School Accommodation Provision
Ceisteanna (164)
Pat the Cope Gallagher
Ceist:164. Deputy Pat The Cope Gallagher asked the Minister for Education and Skills his plans to provide funding for a school (details supplied) in County Donegal; if his attention has been drawn to the fact that this school is depending on a prefabricated building which is in excess of 12 years old and is no longer fit for purpose notwithstanding safety concerns regarding it; if his attention has been further drawn to the fact that the school has previously applied for funding for an additional room but was refused; and if he will make a statement on the matter. [14950/19]
Amharc ar fhreagraFreagraí scríofa
I can confirm to the Deputy that the school in question has submitted an application, to my Department, for capital funding under the 'Additional School Accommodation Scheme'.
The application is currently under assessment, as soon as this process has been completed my Department will be in direct contact with the school authority concerned.
School Staff
Ceisteanna (165)
Fiona O'Loughlin
Ceist:165. Deputy Fiona O'Loughlin asked the Minister for Education and Skills if the number of teachers in a school (details supplied) can be reassessed. [14987/19]
Amharc ar fhreagraFreagraí scríofa
The criteria used for the allocation of teaching posts is published annually on the Department website. The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September.
The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally irrespective of location.
The staffing schedule also includes an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Appeals Board. Details of the appeal process and application form are available in Circular 0019/2019, "Staffing Arrangements in Primary Schools for the 2019/20 School Year", which is published on the Department website.
My Department has received a staffing appeal from the school referred to by the Deputy for consideration by the Appeals Board. The Primary Staffing Appeals Board will meet to review appeals for the 2019/20 school year in the coming weeks and the school will be notified of the outcome of the appeal.
The Primary Staffing Appeals Board operates independently of the Department and its decision is final.
Teaching Council of Ireland
Ceisteanna (166)
Kathleen Funchion
Ceist:166. Deputy Kathleen Funchion asked the Minister for Education and Skills his plans to work collaboratively with the Teaching Council to review the current national third-level teacher training curriculum to improve the level of training for teachers at third level in order that all qualified teachers feel competent and are sufficiently supported in teaching children with additional needs in mainstream settings, in particular those on the autism spectrum; and his plans to create new pathways for special needs assistants that would like to upskill to the level of special education teachers. [15059/19]
Amharc ar fhreagraFreagraí scríofa
The Teaching Council is the body with statutory responsibility for the regulation of the teaching profession including the registration of teachers in Ireland.
The Teaching Council's (Registration) Regulations 2016 set out the requirements to be registered as a teacher in Ireland. Under these regulations there are four defined routes to registration, namely Route 1 Primary; Route 2 Post-Primary; Route 3 Further Education; Route 4 Other.
My Department has no plans to amend the Teaching Council's (Registration) Regulations 2016 to include a special education teacher category.
Under Section 38 of the Teaching Council Act, all initial teacher education programmes are subject to review and accreditation by the Teaching Council, in accordance with the Criteria and Guidelines for Programme Providers (published in 2011 and revised in March 2017). In accordance with these Criteria and Guidelines, inclusive education is a mandatory component for all students in ITE. Inclusive education encompasses education of children with special educational needs, including autism.
The learning outcomes of ITE programmes also reflect the need for the teacher to be able to conduct a systematic, holistic assessment of learner needs; to apply knowledge of the individual potential of students, their disposition towards learning and their backgrounds, identities and learning styles to their teaching; to set clear, challenging and achievable expectations for pupils; to evaluate learner progress; to act as an advocate for students, referring students for educational support as required and participating in the provision of that support, amongst other relevant outcomes.
The Teaching Council is currently carrying out a review of the impact of the current programmes, with a view to amending the Criteria and Guidelines before the next round of accreditation commences in 2020.
Schools should endeavour to assign experienced teachers to Special Classes with appropriate qualifications and, wherever possible, a background in working with students with special educational needs. Schools should also be proactive in meeting the continuing professional development needs of their special class teachers, in addition to developing and reviewing their whole school polices in relation to the education and inclusion of students with special educational needs.
A recently published report from the National Council for Special Education on Initial Teacher Education for Inclusion: Phase 1 and 2 (NCSE Research Report No. 26), found that there is in general much good practice related to inclusive education in ITE, particularly in relation to the fostering of positive attitudes to inclusion, while also noting scope for further alignment between theory and practice, in particular as between student placement and the university experience. These findings will be considered by the Teaching Council in the course of its work.
The NCSE Support Service delivers a range of professional development initiatives and support for teachers working with students with special educational needs in special classes. Schools planning to open special class provision should contact the NCSE Support Service as soon as they receive their letter of sanction in order to facilitate planning for training of teachers. The NCSE Support Service can be contacted at: www.ncse.ie.
In addition to the above, the Department provides funding support for teachers to expand their capacity through courses at the Middletown Centre for Autism and through funded post-graduate provision at a number of higher education institutions for teachers involved in Learning Support & Special Education.
Traveller Education
Ceisteanna (167)
Thomas Byrne
Ceist:167. Deputy Thomas Byrne asked the Minister for Education and Skills if his attention has been drawn to the practice of reduced timetables affecting some Traveller students; and the actions he plans to eliminate this problem. [15060/19]
Amharc ar fhreagraFreagraí scríofa
I wish to advise the Deputy that the position of my Department is that all pupils who are enrolled in a school should attend school for the full day, unless exempted from doing so for exceptional circumstances, such as medical reasons.
Reduced timetables should not be used as a behavioural management technique, or as a de facto suspension or expulsion.
Where schools apply a shorter school day in relation to a child, such arrangements should only be put in place in exceptional circumstances in order to assist a pupil to return to a school, where a pupil has been experiencing an absence due to a medical or behavioural related condition.
Any such arrangement should be a transitionary arrangement, which is designed to assist the reintegration of a pupil to a school environment.
In making any such arrangements, school authorities should be mindful of the best interests of the child and of the child's right to a full day in school. Schools should seek the advice of the National Educational Psychology Service before implementing such arrangements.
Finally, I wish to advise the Deputy that my Department is engaging with the Department of Children and Youth Affairs and TUSLA Educational Welfare Service on the matter of reduced timetables, with a view to examining options which can be taken to address the issues raised.
Traveller Education
Ceisteanna (168)
Thomas Byrne
Ceist:168. Deputy Thomas Byrne asked the Minister for Education and Skills his plans to reverse the 2011 cuts to Traveller education supports. [15072/19]
Amharc ar fhreagraFreagraí scríofa
My Department recognises the importance of inclusive education and is supportive of actions that will ensure that the school setting is a more welcoming environment for all, including Travellers. In keeping with this principle, additional resources provided in the education system are allocated on the basis of identified individual educational need.
A key objective of Traveller education policy in recent years has been the phasing out of segregated Traveller provision and the inclusion of Traveller children and young people in mainstream education. Funding for segregated Traveller provision has been incorporated into overall school and other funding streams in order to provide supports for Traveller pupils in mainstream schools. Such supports include:
- Investment of some €125 million in my Department's DEIS Plan for educational inclusion. The DEIS programme provides for smaller class sizes and other supports including additional teaching posts, Home School Community Liaison Coordinators, DEIS grants, enhanced book grants, curriculum supports, priority access to Continuing Professional Development and the School Excellence Fund for DEIS. Up until 2011 Traveller pupils attending a DEIS school, but who were supported by an Resource Teacher for Travellers (RTT), were not counted as part of the valid enrolment for the implementation of the enhanced pupil teacher ratios. When the Traveller pupils were no longer supported by RTTs, the compensatory measure proposed for DEIS schools was to apply the DEIS Band 1 pupil teacher ratios to include Traveller pupils, for the purposes of determining the level of mainstream teaching staff in the relevant DEIS schools. There were 81 alleviation posts as a result.
- New Model for allocating special education teaching resources to schools which includes a baseline component provided to every mainstream school to support inclusion, prevention of learning difficulties and early intervention.
- Since the end of 2018 there were 15,000 Special Needs Assistants directly supporting 34,670 children and Budget 2019 made provision for an additional 950 SNA posts, which will bring the total allowable Whole Time Equivalent SNA posts at 31 December 2019 to 15,950.
- National Educational Psychological Service (NEPS) who work with both primary and post-primary schools and are concerned with learning, behaviour, social and emotional development. Since 2011, sanctioned NEPS psychologist numbers have grown from 173 Whole time equivalents (WTE) to 194 WTEs with a further 10 psychologist posts provided for under Budget 2019 for the 2019/20 school year. Currently NEPS psychologist numbers stand at 183 Whole Time Equivalent staff.
In addition all children including traveller children are supported by the integrated Educational Welfare Service of Tusla. The Department of Education and Skills works closely with TUSLA Educational and Welfare service in relation to attendance in schools.
Over and above the supports outlined above provided within the mainstream system, a number of Traveller-specific supports remain in place within the education system:-
- In addition to the 81 posts allocated to DEIS schools following the inclusion of Traveller pupils as outlined above, 60 posts were allocated as alleviation posts to other schools with a large number of Traveller pupils supported by what were previously Resource Teachers for Travellers.
- Enhanced primary level pupil capitation for Traveller pupils at a rate of €70 per pupil at a cost of €547,960 in 2018.
- Enhanced post-primary level pupil capitation for Traveller pupils at a rate of €201 per pupil at a cost of €585,714 in 2018.
- My Department is also one of the key partners in a cross-departmental Pilot initiative being developed under the National Traveller and Roma Inclusion Strategy, to support Traveller and Roma attendance, participation and retention. Additional supports have been provided to support this pilot project in the form of Home School Community Liaison Officers funded by my Department, in addition to Traveller Education Workers funded by the Department of Justice and Equality and Educational Welfare Officers employed by TUSLA.
Traveller Education
Ceisteanna (169)
Thomas Byrne
Ceist:169. Deputy Thomas Byrne asked the Minister for Education and Skills the reason the participation and retention rates of Travellers in the education system have worsened compared to members of the settled community. [15073/19]
Amharc ar fhreagraFreagraí scríofa
Census 2016 revealed there is a significant gap between educational attainment of Travellers and that of the general population. However, it is encouraging to note that in 2016, 167 Travellers held a third-level qualification, almost double the 2011 figure of 89.
In 2015 when the National Access Plan for Equity of Access to Higher Education was published 35 Traveller students were participating in Higher Level. The March 2019 figure for current Traveller participation in Higher Level is 61, representing very significant progress in this area.
We need to continue to build on the progress achieved thus far until the educational attainment of Traveller students has reached parity with the general population.
This Government is committed to implementing initiatives to improve Traveller attendance, retention, participation and attainment in the education system.
This is reflected in a number of key policies and initiatives, including:-
- The National Traveller and Roma Inclusion Strategy (NTRIS),
- DEIS Plan 2017, the national plan for educational inclusion
- The National Access Plan for Equity of Access to Higher Education (NAP), to ensure that the student body entering, participating in and completing higher education at all levels reflects the diversity and social mix of Ireland’s population.
- Literacy and Numeracy and Learning for Life, the national strategy to improve literacy and numeracy standards in children and young people in the education system.
Traveller Education
Ceisteanna (170)
Thomas Byrne
Ceist:170. Deputy Thomas Byrne asked the Minister for Education and Skills if data is available on the level of participation of members of the Traveller community in primary education; and the rate of participation in this regard. [15074/19]
Amharc ar fhreagraFreagraí scríofa
Information on ethnic or cultural background, including Traveller ethnicity, is collected on the Primary Online Database (POD). As ethnicity is considered special category data under GDPR, it is collected on a consent-based basis.
In the 2016 Census of Ireland there were 8,142 members of the Traveller community recorded as being of potential primary school age (between 4 and 13)
In the 2015/2016 academic year, the year best suited for comparison, there were 8,207 members of the Traveller community enrolled in mainstream primary schools in September 2015.
This suggests near-universal participation by members of the Traveller community in primary education, although an exact rate of participation cannot be established due to the school enrolment figures being collected in September 2015 and the census being taken in April 2016.
Anti-Racism Measures
Ceisteanna (171)
Thomas Byrne
Ceist:171. Deputy Thomas Byrne asked the Minister for Education and Skills if anti-racism training is compulsory for teacher training and continuing professional development. [15075/19]
Amharc ar fhreagraFreagraí scríofa
Under Section 38 of the Teaching Council Act, all initial teacher education programmes are subject to review and accreditation by the Teaching Council, for registration purposes. The Teaching Council’s Criteria and Guidelines for Programme Providers (published in 2011 and revised in March 2017) is an important document that must be observed by all providers of initial teacher education in order that their programmes are recognised for the purposes of teacher registration. These Criteria and Guidelines state that inclusive education (including Multiculturalism, Disadvantage and Special Education) is a mandatory area of study for all student teachers who are undertaking programmes of initial teacher education at primary and post primary levels in Ireland.
The Criteria and Guidelines also set out learning outcomes for graduates of programmes of initial teacher education. The graduate teacher is also required to demonstrate knowledge and understanding of the factors that promote and hinder learning, the impact of pupils’ backgrounds and identities on learning and the need to provide for the holistic development of the learner, particularly through differentiated approaches. A further learning outcome for the graduate teacher is to demonstrate knowledge and understanding of cross-curricular links and themes including citizenship; creativity; inclusion and diversity; as appropriate to the sector and stage of education, and how these are related to life experiences.
The Teaching Council is currently reviewing the impact of the current programmes of initial teacher education, through a comprehensive consultation process, with a view to amending the Criteria and Guidelines before the next round of accreditation in 2020.
Across the state-funded Higher Education Institutions, there are also projects that would help prepare teachers to combat racism and xenophobia, through fostering global citizenship and intercultural education.
While continuing professional development is not compulsory, the Professional Development Service for Teachers (PDST) provide access to support for teachers in anti-bullying which cover topics related to anti-racism as part of the SPHE curriculum. Contextualised school support in this area of SPHE is also available from PDST on application.
Traveller Education
Ceisteanna (172)
Thomas Byrne
Ceist:172. Deputy Thomas Byrne asked the Minister for Education and Skills the status of the Traveller education strategy. [15076/19]
Amharc ar fhreagraFreagraí scríofa
The Report and Recommendations for a Traveller Education Strategy (TES) was published by my Department in 2006. The principle of inclusion was at the core of this report.
Action Number 11 in the National Traveller and Roma Inclusion Strategy (NTRIS) committed to a review of the "Report and Recommendations for the Traveller Education Strategy". This review is currently underway. My officials have provided updates on the status of the review to the Traveller Representative organisations via the NTRIS Plenary Group and the NTRIS Education sub-group.
Traveller Education
Ceisteanna (173)
Thomas Byrne
Ceist:173. Deputy Thomas Byrne asked the Minister for Education and Skills the level of his engagement with Traveller organisations. [15077/19]
Amharc ar fhreagraFreagraí scríofa
My Department has significant engagement with National Traveller organisations in the context of the National Traveller and Roma Inclusion Strategy (NTRIS) to advance initiatives to improve educational outcomes for Traveller students. Officials from my Department attend at the NTRIS Plenary Steering Group meetings in addition to the NTRIS Education subgroup which meet regularly throughout the year.
In addition to the above, as part of NTRIS, officials from my Department together with officials from TUSLA, DCYA and the Department of Justice and Equality, have been engaging with Traveller representative groups to establish a Pilot project aimed at improving educational outcomes for Travellers and Roma students. There has been significant engagement over recent months on this project.
In the area of Higher Education, the National Access Plan for Equity of Access to Higher Education aims to ensure that the student body entering, participating in and completing higher education at all levels reflects the diversity and social mix of Ireland’s population. Strand 3 of the Programme for Access to Higher Education (PATH) fund supports a range of new initiatives to encourage disadvantaged groups, including Travellers to participate in third level education over the next three years. These initiatives include mentoring and peer support measures. Funding of €2.5 million per annum is available for PATH Strand 3 for three years.
PATH Strand 2 provides €6m to be invested in “The 1916 Bursaries Fund” over three years for the most socio economically disadvantaged students from under-represented target groups including Travellers. A steering group of the National Access Plan was set up to monitor progress and provide advice on specific aspects of the Plan. Pavee Point is represented on this group.
A PATH seminar was held in November 2018 and this included representatives from the Traveller Groups. There was also strong representation from Traveller groups at the recent National Access Forum held by the Department of Education and Skills on 14 March 2019. The Traveller perspective and voice featured prominently in the Forum’s discussions on the ongoing implementation of the National Access Plan.
In summary, in the past 6 months sixteen meetings have been held involving representatives from my Department with Traveller Representative groups and a list of these meetings is attached. This list excludes engagement by other bodies and agencies under my remit. For example, the National Council for Curriculum and Assessment has also engaged with Traveller representatives in the context of an audit of Traveller History and Culture in the curriculum.
Department of Education and Skills Engagement with Traveller Representative Groups 1st September 2018 to 29th March 2019.
|
Date of Engagement |
Details of Engagement |
Traveller Organisations Involved |
|
17th September 2018 |
NTRIS Education Sub Committee |
Pavee Point Western Traveller and Intercultural Development Centre Tuam National Traveller Women’s Forum Involve Irish Traveller Movement |
|
26th September 2018 |
Steering Group National Access Plan |
Pavee Point |
|
2nd October 2018 |
NTRIS Plenary Group |
Irish Traveller Movement Parish of the Travelling People Pavee Point Involve Bray Travellers Minceirs Whiden National Traveller Women’s Forum |
|
5th November 2018 |
NTRIS Pilot Oversight Group Meeting |
Pavee Point Western Traveller and Intercultural Development Centre Tuam National Traveller Women’s Forum Involve Irish Traveller Movement |
|
3rd December 2018 |
NTRIS Pilot Oversight Group Meeting |
Western Traveller and Intercultural Development Centre Tuam National Traveller Women’s Forum |
|
18th December 2018 |
NTRIS Education Sub Committee |
Pavee Point Western Traveller and Intercultural Development Centre Tuam National Traveller Women’s Forum Involve Irish Traveller Movement |
|
10th January 2019 |
NTRIS Pilot Oversight Group Meeting |
National Travellers Women's Forum Western Traveller and Intercultural Development Centre Tuam |
|
14th January 2019 |
NTRIS Pilot Oversight Group Meeting |
National Travellers Women's Forum Western Traveller and Intercultural Development Centre, Tuam, |
|
16th January 2019 |
NTRIS Plenary Group |
Pavee Point National Traveller Women’s Forum Irish Traveller Movement Parish of the Travelling People Minceirs Whiden |
|
Date of Engagement |
Details of Engagement |
Traveller Organisations Involved |
|
21st January 2019 |
NTRIS Education Sub Committee |
Pavee Point Traveller and Intercultural Development Centre, Tuam National Travellers Women’s Forum Irish Traveller Movement Parish of the Travelling People |
|
24th January 2019 |
Steering Group National Access Plan |
Pavee Point |
|
5th February 2019 |
NTRIS Pilot Oversight Group Meeting |
National Travellers Women’s Forum Irish Traveller Movement |
|
20th February 2019 |
Pavee Point Workshop on NTRIS Pilot |
Pavee Point Traveller and Intercultural Development Centre, Tuam National Travellers Women’s Forum Irish Traveller Movement Travact Wexford Traveller Mental Health Group |
|
22nd February 2019 |
Meeting in relation to Traveller Education Issues |
Pavee Point |
|
4th March 2019 |
NTRIS Pilot Oversight Group Meeting |
Pavee Point Traveller and Intercultural Development Centre, Tuam National Travellers Women’s Forum Irish Traveller Movement |
|
28th March 2019 |
NTRIS Education Sub Committee |
Pavee Point Traveller and Intercultural Development Centre, Tuam National Travellers Women’s Forum Irish Traveller Movement Parish of the Travelling People |
Traveller Education
Ceisteanna (174)
Thomas Byrne
Ceist:174. Deputy Thomas Byrne asked the Minister for Education and Skills the efforts being made to encourage Travellers to become teachers. [15078/19]
Amharc ar fhreagraFreagraí scríofa
The National Access Plan for Equity of Access to Higher Education 2015-2019 (NAP) was launched in December 2015, and aims to ensure that the student body entering, participating in and completing higher education at all levels reflects the diversity and social mix of Ireland’s population. Irish Travellers are identified as a target group within the Plan.
To support the implementation of the National Access Plan, the Department of Education and Skills (DES) established the Programme for Access to Higher Education (PATH) fund in 2016. Through PATH a total investment of €16.2 million is available over the three years commencing 2017 including initiatives to support greater levels of access and participation by the target groups in higher education, including Irish Travellers.
€2.7 million was allocated for new initiatives to widen access to initial teacher education under Strand 1 of the Programme for Access to Higher Education (PATH). This programme will result in more than 120 new teachers coming through the system from disadvantaged groups which traditionally have been under-represented in teaching, including those from the Travelling community.
The Minister’s objective is to increase the number of students from the Travelling Community along with underrepresented groups entering initial teacher education.