Written Answers Nos. 176-191
176. Deputy Billy Kelleher asked the Minister for Education and Skills the previous occasion a forecast was conducted by the skills labour market and research unit of SOLAS and its apprenticeship services unit for annual registration targets for both craft and consortia-led apprenticeships, respectively, in each of the years to 2020 and over the next five years. [17310/19]
Amharc ar fhreagraThe latest forecast produced by the Skills and Labour Market Research Unit (SLMRU) for SOLAS was carried out in December 2018 in respect of craft apprenticeship registrations from 2018 to 2022.
The SLMRU has, to date, not conducted forecasts for consortia led apprenticeships. Unlike in the craft sectors, there is not yet a clear and developed relationship between activity and registrations in these areas, partly because industry needs are being met through a range of programmes in further and higher education and training as well as through other forms of employer led training.
The forecast registrations for 2019 to 2022 inclusive are attached. These forecasts are based on estimating employment through a detailed analyses of the main drivers of the core economic activity which influences the recruitment of various categories of apprentices. It is important to note that these forecasts are projections and not targets and are subject to ongoing review.
|
CRAFT |
Forecast Registrations 2019 |
Forecast Registrations 2020 |
Forecast Registrations 2021 |
Forecast Registrations 2022 |
|
BRICK & STONELAYING |
120 |
160 |
180 |
180 |
|
CARPENTRY & JOINERY |
690 |
840 |
960 |
1100 |
|
FLOOR & WALL TILING |
0 |
0 |
0 |
0 |
|
PAINTING & DECORATING |
65 |
75 |
80 |
80 |
|
PLASTERING |
65 |
80 |
85 |
85 |
|
PLUMBING |
700 |
770 |
850 |
900 |
|
STONECUTTING |
14 |
14 |
14 |
14 |
|
WOOD MANUFACTURING & FINISHING |
90 |
125 |
130 |
130 |
|
TOTAL FOR CONSTRUCTION |
1744 |
2064 |
2299 |
2489 |
|
ELECTRICAL |
||||
|
AIRCRAFT MECHANICS |
70 |
70 |
70 |
70 |
|
ELECTRICAL |
1850 |
1900 |
1900 |
1900 |
|
ELECTRICAL INSTRUMENTATION |
120 |
120 |
120 |
120 |
|
ELECTRONIC SECURITY SYSTEMS |
80 |
90 |
90 |
90 |
|
INSTRUMENTATION |
14 |
14 |
14 |
14 |
|
REFRIGERATION & AIR CONDITIONING |
130 |
140 |
140 |
140 |
|
TOTAL FOR ELECTRICAL |
2264 |
2334 |
2334 |
2334 |
|
Mechanical Automation & Maintenance Fitting |
200 |
200 |
200 |
200 |
|
FARRIERY |
8 |
12 |
12 |
12 |
|
INDUSTRIAL INSULATION |
20 |
20 |
20 |
20 |
|
METAL FABRICATION |
240 |
240 |
240 |
240 |
|
SHEET METALWORKING |
70 |
70 |
70 |
70 |
|
PIPEFITTING |
60 |
60 |
60 |
60 |
|
TOOLMAKING |
60 |
60 |
60 |
60 |
|
TOTAL FOR ENGINEERING |
658 |
662 |
662 |
662 |
|
AGRICULTURAL MECHANICS |
50 |
50 |
50 |
50 |
|
CONSTRUCTION PLANT FITTING |
75 |
85 |
85 |
85 |
|
HEAVY VEHICLE MECHANICS |
170 |
170 |
170 |
170 |
|
MOTOR MECHANIC |
380 |
360 |
320 |
320 |
|
VEHICLE BODY REPAIRS |
40 |
40 |
40 |
40 |
|
TOTAL FOR MOTOR |
715 |
705 |
665 |
665 |
|
PRINT MEDIA |
0 |
0 |
0 |
0 |
|
OVERALL TOTAL |
5,381 |
5,765 |
5,960 |
6,150 |
** This estimated forecast is subject to ongoing review and has been compiled based on current economic and data trends relevant at this time.
177. Deputy Billy Kelleher asked the Minister for Education and Skills further to Parliamentary Question No. 63 of 11 October 2018, the latest estimated first and full-year cost of the proposal in question. [17311/19]
Amharc ar fhreagraBased on projected apprenticeship provision in higher education institutions, apprentices or their employers will make up to €6.6 million in Annual Student Contributions (ASC) in 2019. If the arrangement in place prior to Budget 2014 arrangement were to be reinstated, where the apprentices paid the proportion of the ASC deemed to relate to examination fees, the total cost to the State would be €4.8 million. Although there are no plans to abolish the Annual Student Contribution for apprentices, if such a measure was to be introduced it would likely be from 1 January in any given year so there is no difference between first year and full year costs.
178. Deputy Brendan Griffin asked the Minister for Education and Skills his views on a matter (details supplied) regarding a meat-free day; and if he will make a statement on the matter. [17333/19]
Amharc ar fhreagraThe reference by An Taisce to a meat free day in schools was made in a Climate Action teaching resource produced by An Taisce.
It is a matter for individual schools to decide what material they use to support teaching the curriculum in accordance with Circular 42 of 2018 for Primary and Circular 43 of 2018 for Post Primary.
The Healthy Eating Guidelines and Food Pyramid are the policy tools used to define the government recommendations on healthy eating and a balanced diet. The revised Healthy Eating Guidelines and Food Pyramid toolkit has been developed by the Department of Health and the Health Service Executive with key stakeholders and aims to help reduce the intake of high fat, salt and sugar (HFSS) foods and drinks from the Top Shelf of the Food Pyramid.
A range of healthy eating resources are available to schools on the Departments SCOILNET portal:
https://www.scoilnet.ie/go-to-primary/theme-pages/sphe/healthyeating/
https://www.scoilnet.ie/learning-path/ref/4471/
The SPHE, PE and Home Economics Curricula cover the area of Healthy eating and the food pyramid:
https://www.education.ie/en/Learners/Information/Healthy-Eating-for-Students/:
179. Deputy Michael Harty asked the Minister for Education and Skills if the criteria for reclassification of DEIS schools are being reviewed; when the work will be completed and the results published; and if he will make a statement on the matter. [17338/19]
Amharc ar fhreagraAs the Deputy is aware, my Department has introduced an objective, statistics based model for assessing which schools merit inclusion in the DEIS Programme, so that all stakeholders can have confidence that we are targeting extra resources at those schools with the highest levels of concentrated disadvantage. This new model involves a calculation of the level of disadvantage in each school, based on the socio-economic background of their pupil cohort using centrally held data as previously outlined and is based on the geographical CSO Small Areas where the pupil cohort resides.
A detailed document explaining the methodology used in the Identification process under DEIS plan 2017 is available on my Department’s website at: https://www.education.ie/en/Schools-Colleges/Services/DEIS-Delivering-Equality-of-Opportunity-in-Schools-/DEIS-Identification-Process.pdf.
DEIS Plan 2017 states that the improved data on the socio-demographic of schools resulting from the new identification model will have an impact not only on the assessment of schools for inclusion in the programme but also on the scaling of resources to allow for more graduated levels of support. This is turn allows for the ultimate objective of allocating resources to best meet the identified need of individual schools.
Further analysis is currently being undertaken to examine other variables known to be strong predictors of educational disadvantage in the context of resource allocation. An analysis is also underway on the quality of the address data of individual schools. Until this analysis is complete, it is not intended to extend the DEIS programme to any further schools.
180. Deputy Charlie McConalogue asked the Minister for Education and Skills his plans to open the July provision scheme to children with Down's syndrome (details supplied); and if he will make a statement on the matter. [17345/19]
Amharc ar fhreagraMy Department's July Provision Grant Scheme provides funding for an extended school year for students with severe or profound intellectual disabilities and students with Autism Spectrum Disorders (ASD).
The scheme was developed to reduce potential regression in learning associated with these specific categories of special education needs over the summer holidays. The scheme does not make provision for children with other categories of Special Education Needs.
The National Council for Special Education’s Policy Advice on Educational Provision for Children with Autism Spectrum Disorders was published in July 2016.
The NCSE review found that in general parents value July provision because it provides day-time respite for families and a structured day for students.
However, the NCSE review found a number of problems with the scheme as currently organised.
These include concerns that the scheme may be inequitable because it is not provided to all students with complex special educational needs.
The Council recommended that the relevant Government Departments consider how an equitable national day activity scheme could be developed for all students with complex special educational needs.
The proposed scheme would provide a structured, safe, social environment for all students with complex special educational needs, which might include some children with Down syndrome.
The Department of Education and Skills has convened an Implementation Group with representatives of the NCSE, NEPS and the Inspectorate to ensure that the Report’s recommendations are fully and appropriately considered.
There are no plans to change the July provision scheme coverage until this work is complete.
181. Deputy Fergus O'Dowd asked the Minister for Education and Skills if the case of a child (details supplied) will be examined; if a SNA will be provided for the child; and if he will make a statement on the matter. [17353/19]
Amharc ar fhreagraThe National Council for Special Education (NCSE) is responsible for allocating a quantum of Special Needs Assistant (SNA) support for each school annually taking into account the assessed care needs of children qualifying for SNA support enrolled in the school.
The NCSE allocates SNA support to schools in accordance with the criteria set out in Department Circular 0030/2014, which is available on my Department's website at www.education.ie, in order that students who have care needs can access SNA support as and when it is needed.
In considering applications for SNA support for individual pupils, the NCSE take account of the pupils' needs and consider the resources available to the school to identify whether additionality is needed or whether the school might reasonably be expected to meet the needs of the pupils from its current level of resources.
SNAs are not allocated to individual children but to schools as a school based resource.
As this question relates to a particular child, I have referred the question to the NCSE for their direct reply. I do not have a role in making determinations in individual cases.
182. Deputy Micheál Martin asked the Minister for Education and Skills if his attention has been drawn to the fact that a school building (details supplied) has been sold to a private developer who plans to demolish the buildings in order to build houses; and if he will make a statement on the matter. [17369/19]
Amharc ar fhreagraI wish to advise the Deputy that the patron of the school referred to in the details supplied informed my Department of the intention to close the school with effect from 30th June 2019, when the last group of pupils will have completed sixth class.
The school patron had been working with the four Catholic Schools under its patronage in the area in relation to the reorganisation of the schools. I understand that the outcome of this interaction undertaken by the patron was that three of the four schools, other than the school referred to by the Deputy, which is a senior boys' primary school, have changed to co-educational status, following consultation with their parents, staff and Boards of Management.
The property in question is not in my ownership, nor, according to Department records, does my Department hold any legal interest, such as a charging lease, over the property. In that context, the plans for the property are a matter for the school Trustees as owner.
In relation to school capacity, my Department's school building programme, to be delivered as part of the National Development Plan, 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. In this regard, I wish to advise the Deputy that my Department has received an application for special needs accommodation from a primary school in the area. The application is currently being assessed and a decision will be conveyed to the school authority as soon as this process has been completed.
183. Deputy Michael Lowry asked the Minister for Education and Skills if a person (details supplied) can be placed on a supplementary panel for teaching positions; and if he will make a statement on the matter. [17371/19]
Amharc ar fhreagraThe core function of the redeployment arrangements is to facilitate the redeployment of all surplus permanent teachers to other schools that have vacancies. Thereafter, schools are required under the panel arrangements to fill permanent vacancies from supplementary panels comprised of eligible fixed-term (temporary/substitute) and part-time teachers.
The arrangements for panel access for fixed term (temporary/substitute) and part-time teachers for the 2019/20 school year are set out in Department Circular 0078/2018 which was published on the Department website and notified to the Education Partners i.e. School Management Bodies, Teacher Union etc. on 22 November 2018.
The period for submitting applications was between 22 November 2018 and 21 December 2018. The circular made clear that late applications would not be considered.
184. Deputy Catherine Connolly asked the Minister for Education and Skills further to Parliamentary Question No. 67 of 18 October 2018, if the vacant positions have been filled; and if he will make a statement on the matter. [17392/19]
Amharc ar fhreagraAs the Deputy may be aware my Department’s National Educational Psychological Service provides educational psychological support to all primary and post-primary schools. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to a NEPS psychologist for responses to queries arising, and access to individual pupil casework via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments (SCPA).
The Deputy will recall that in my answer to her previous question No. 67 of 18 October I informed her that the NEPS Galway office was supporting vacancies in its educational psychologist staffing complement. I can now inform her that these vacancies have now been filled, the first in January 2019 and the second as recently as last week.
These staff are undergoing normal induction process and work-shadowing within that office and are being and will be allocated full lists of schools as the year progresses.
In the meantime, however, a Senior Psychologist in that office took retirement producing another vacancy which will be filled following an internal NEPS competition to be organised shortly.
Furthermore I am pleased to inform the Deputy that an additional psychologist post is being provided to the Galway office to enhance school coverage in the immediate catchment area. The Public Appointments Service is currently processing a candidate for recruitment in this regard. It is envisaged that my Department will be in a position to make this appointment in the near future.
In the interim schools affected in relation to the aforementioned vacancies will continue to have service provided as described above, with pupil assessment needs being provided by private practitioners through the SCPA scheme.
185. Deputy Catherine Martin asked the Minister for Education and Skills the status of the provision of an autism special school in the Dublin 15 area; if he will direct the NCSE to meet with parents to progress the issue; and if he will make a statement on the matter. [17393/19]
Amharc ar fhreagraThe National Council for Special Education (NCSE) is responsible for planning, coordinating and advising on education provision for children with special educational needs.
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.
When the NCSE sanction the establishment of a special class or the expansion of special school provision in a school, the school can apply to my Department for capital funding to re-configure existing spaces within the school building to accommodate the class and/or to construct additional accommodation.
The number of ASD special classes has more than doubled in the last 5 years from 511 in 2014 to 1,196 across the country now. In addition, 124 Special schools provide for children with Autism and very complex special needs.
The NCSE is aware of the recent demand for additional special class and special school placements in the north Dublin area.
Planning is actively underway to ensure that all children currently without a suitable placement for next year are provided with a suitable placement. Responsibility for ensuring all children have access to a suitable education is a shared responsibility.
The NCSE is leading the work in this regard with significant support from the Department. Meetings with parents are a normal feature of the NCSE planning and communication procedures. The NCSE and an official of my Department met with a group of parents from the Dublin 15 area on Friday 12 April.
The Council is actively engaging with schools, school Patrons, parents, NEPS, health professionals and others who are involved in the provision of services for children with special educational needs to ensure that each child has a school placement appropriate to their needs for the 2019/20 school year.
A clearer picture regarding the demand for places will emerge in the coming weeks when Schools have finalised their enrolments.
I am confident that through the work of NCSE and the cooperation of schools and patron bodies we can address current difficulties.
186. Deputy Catherine Martin asked the Minister for Education and Skills if he will examine the SNA allocation for a school (details supplied) which has only two SNAs despite having 300 pupils and is a DEIS band 1 school; and if he will make a statement on the matter. [17394/19]
Amharc ar fhreagraThe National Council for Special Education (NCSE) is responsible for allocating a quantum of Special Needs Assistant (SNA) support for each school annually taking into account the assessed care needs of children qualifying for SNA support enrolled in the school.
The NCSE allocates SNA support to schools in accordance with the criteria set out in Department Circular 0030/2014, which is available on my Department's website at www.education.ie, in order that students who have care needs can access SNA support as and when it is needed.
In considering applications for SNA support for individual pupils, the NCSE take account of the pupils' needs and consider the resources available to the school to identify whether additionality is needed or whether the school might reasonably be expected to meet the needs of the pupils from its current level of resources.
SNAs are not allocated to individual children but to schools as a school based resource.
As this question relates to a particular school, I have referred the question to the NCSE for their direct reply. I do not have a role in making determinations in individual cases.
187. Deputy Frank O'Rourke asked the Minister for Education and Skills if the joint application by schools (details supplied) for additional accommodation of three prefabricated general classrooms will be expedited; if the approval and funding for same will be provided within a defined timeframe that will ensure the additional accommodation is in situ by the commencement of the school year in September 2019; and if he will make a statement on the matter. [17467/19]
Amharc ar fhreagraI wish to advise the Deputy that my Department discussed the matter of temporary accommodation with the patron, Kildare and Wicklow Education and Training Board (KWETB) during a site visit relating to the construction of the new schools at the campus. My Department clarified to the patron that there is adequate accommodation in an existing KWETB property to cater for additional enrolments pending construction of the new permanent school buildings and that the need for additional temporary accommodation does not therefore arise.
188. Deputy Thomas P. Broughan asked the Minister for Education and Skills the number of students diagnosed with autism and awaiting a school place for primary school, secondary school and further post-secondary training, respectively, in tabular form; his plans to increase places available by September 2019; and if he will make a statement on the matter. [17468/19]
Amharc ar fhreagraMy Department does not hold information in relation to the number of children with a recommendation for ASD specific placements.
The 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 in consultation with the relevant education partners and the Health Service Executive (HSE).
The NCSE’s policy advice on Supporting Students with Autism Spectrum Disorder (2016) noted a national ASD prevalence rate of 1.55% or 1 in every 65 students.
The greater proportion of children with Autism attend mainstream classes, but some students may find it difficult to manage full-time placement there and will require the environment of an ASD special class for some or all of their time in school and for a minority of children with Special Educational Needs including Autism, placements in a Special School may be required.
The Council ensures that schools in an area can, between them, cater for all children who have been identified as needing special class placements.
The NCSE is aware of emerging need from year to year, and where special class provision, is required, it is planned and established to meet that need. As the Deputy's question relates to identified need I have arranged for the question to be forwarded to the NCSE for their attention and direct reply.
Since 2011, the number of ASD special classes has increased by over 260% from 330 in 2011 to 1,196 across the country now. Details of all special classes for children with special educational needs are available by county on the NCSE website at www.ncse.ie. Special classes for students with ASD provide 6 placements and are staffed with a lower pupil–teacher ratio of 6:1 at primary level and 6:1.5 at post primary level, and also have a minimum of two SNAs for every class of 6 children.
In relation to further education places, there are over 320,000 FET places available every year throughout the network of FET providers.
It is estimated that over 18,000 persons with a disability participated in FET provision in 2018. Around 2,472 persons with a disability participating in PLC provision, 2,764 in Adult Literacy, 1,533 in BTEI, 5,805 in Community Education, as well as 1,539 through FET co-operation hours.
In addition, approximately 1,495 persons with a disability benefited from Specialist Training Provision. SOLAS, through the ETBs, provides specific funding (almost €47m per annum) for persons with a disability via Specialist Training Providers (National Learning Network).
These programmes are available to people with disabilities who may require more intensive support. The features of this specialist training include: courses of longer duration, adapted equipment, transport arrangements as well as enhanced programme content.
189. Deputy Thomas P. Broughan asked the Minister for Education and Skills the number of SENOs by county; the number of children or families working with SENOs in each of the years 2016 to 2018 and to date in 2019, in tabular form; and if he will make a statement on the matter. [17469/19]
Amharc ar fhreagraThe National Council for Special Education (NCSE) is responsible, through its network of Special Educational Needs Organisers (SENOs), for fulfilling the functions of the NCSE Council within a designated area in relation to the identification of and delivery and co-ordination of education services to children with disabilities.
The NCSE employs SENOs to provide a nationwide system of local services. Each SENO has responsibility for specific schools, primary, post primary and special, within their area. In general, the role of the SENO ensures that a child with special educational needs receives the supports they are entitled to.
SENOs are available to advise parents in relation to supports which may be available to support children with special educational needs. The local SENO contact details are available on the NCSE’s website at: http://ncse.ie/seno-contact-list.
In 2017, the Special Education Support Service (SESS), the National Behavioural Support Service (NBSS) and the Visiting Teacher Service for Children who are Deaf/Hard of Hearing and Children who are Blind/Visually Impaired (VTHVI) transferred from my Department to the NCSE and joined with the services already being provided by NCSE’s SENOs and administrative staff to form a new NCSE Support Service. This new service, which significantly increases the NCSE's support service by over 100, not only expanded the supports NCSE provide in terms of additional teaching and behavioural supports to schools and families but NCSE now provides professional development opportunities to teachers and schools to build their capacity to support students with special educational needs.
The aim of this new Support Service to develop schools’ capacity to include students with special educational needs and to promote a continuum of educational provision which is inclusive and responsive.
The matter raised by the Deputy in relation to the current number of SENOs and their workloads from 2016 to 2019 has been referred to the NCSE for direct reply.
190. Deputy Brendan Ryan asked the Minister for Education and Skills the number or percentage of employees in his Department and in the agencies under his aegis with intellectual disabilities; his plans to increase this number to promote and support the employment of persons with intellectual disabilities as outlined in the Disability Act 2005; and if he will make a statement on the matter. [17485/19]
Amharc ar fhreagra191. Deputy Brendan Ryan asked the Minister for Education and Skills if his Department and the agencies under his aegis track the numbers of employees they have with an intellectual disability; his plans to do so in order to help set targets and increase workplace opportunities for those with intellectual disabilities such as those outlined in the national disability inclusion strategy; and if he will make a statement on the matter. [17502/19]
Amharc ar fhreagraI propose to take Questions Nos. 190 and 191 together.
My department is fully committed to supporting full implementation of the Government’s Comprehensive Employment Strategy (CES) 2015-2024 to address the barriers and challenges that impact on the employment of people with disabilities and participates on the CES Implementation Group. Working along with other Government departments and agencies, including the National Disability Authority (NDA), my department is currently finalising content on over 20 actions for inclusion in the second CES action plan for the period 2019-21. Actions being developed range from participation in early childhood education to progression and participation in further education and training and higher education to support progression and participation in employment.
While data on compliance with Part V of the Disability Act is gathered by my department and the department's aegis bodies on the percentage of people with disabilities employed, data is not gathered specifically on the numbers with intellectual disabilities. In 2017 my Department reported 4.01% of employees with a disability under the definition of the disability Act 2005. The 18 aegis bodies of my department overall reported a compliance level of 4% for 2017 – exceeding the 3% target.
It is proposed under the CES that these targets will rise incrementally from 4% this year to 6% in 2024
In respect of 2018 compliance, my department’s Monitoring Committee is currently gathering data from each of its aegis bodies on compliance in 2018, which it must return to the NDA by 30 June 2019.
My department also took part in the Job Shadow Day 2018 and my colleague, John Halligan TD, Minister of State for Training, Skills, Innovation, Research & Development hosted a young person from WALK ( Walkinstown Association for People with an Intellectual Disability) for the Irish Association of Supporting Employment Job Shadow Day on 25 April 2018. Job Shadow Day is a national day of awareness to promote equal employment opportunities for people with disabilities.
