Written Answers Nos. 204-228
204. Deputy Michael Healy-Rae asked the Minister for Education and Skills if a matter regarding the case of persons (details supplied) will be addressed; and if he will make a statement on the matter. [4391/20]
Amharc ar fhreagraSchools have been notified of the arrangements for the allocation of SNA support in respect of students in mainstream classes for 2020/21. The arrangements include the following provisions:
- 2019/20 mainstream class SNA allocations will be frozen, from the date of issue of Circular 0030/2020, and will automatically rollover into the 2020/21 school year. This means that no school will receive an allocation less than that which they have on the date of issue of this Circular and existing SNAs currently in standard SNA posts can continue in these posts for the next school year in the normal way.
- Schools may apply to the NCSE for additionality where they can demonstrate that the current allocation does not meet additional care needs within the mainstream classes in the school. Applications for additionality arising from significant new or emerging additional care needs, which cannot be catered within existing allocations, will be dealt with by way of an exceptional review process.
- A diagnosis of a disability, or a psychological or other professional report, will not be necessary for this process.
- The role of the SNA to support the care needs of students in mainstream classes, as set out in Circular 0030/2014, remains unchanged.
It is expected that schools will review and reprioritise the deployment of SNAs within mainstream settings and allocate resources to ensure those with the greatest level of need receive the greatest level of support. Providing access to SNA support continues to be based on primary care needs as outlined in DES Circular 0030/2014.
Detailed information on the NCSE exceptional review process is published on the NCSE website www.ncse.ie.
The NCSE will endeavour to respond to all applications for exceptional review received prior to 22nd May 2020 by 30th June 2020 and in that regard, it will prioritise applications from schools with no current SNA allocation and developing schools. Applications for an Exceptional Review received after 22 May 2020 will continue to be processed once all other applications have been completed.
The exceptional review process for mainstream allocations will be available to schools throughout the 2020/21 school year.
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.
A new frontloading model for allocating Special Needs Assistants to primary and post primary schools for students in mainstream classes only was to be introduced in the 2020/21 school year as part of the phased roll out of the School Inclusion Model (SIM). Due to the disruption caused by the Covid-19 public health crisis, the introduction of the model has been deferred for one year.
205. Deputy Danny Healy-Rae asked the Minister for Education and Skills if the pay discrimination imposed on teachers in 2011 (details supplied) will be resolved; and if he will make a statement on the matter. [4407/20]
Amharc ar fhreagraThe 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 €36,953 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 is benefitting 16,000 teachers and nearly 5,000 SNAs within the education sector. The deal provides for a series of incremental jumps for new entrants.
Minister McHugh is fully aware that the teacher unions have outstanding issues of concern following the September 2018 agreement. These outstanding matters will be given full consideration. This will happen either in the context of any pay review mechanism agreed by the parties to the Public Service Stability Agreement, or in the context of the next round of pay talks. The positions of each of the parties on these matters must be given due regard in endeavouring to reach a mutually agreed resolution.
The current series of restorative measures 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.
206. Deputy John Brady asked the Minister for Education and Skills the status of the provision of an extension for a school (details supplied); the timeframe for same; the site on which the extension will be located; and if he will make a statement on the matter. [4410/20]
Amharc ar fhreagraThe project referred to by the Deputy has been devolved to the National Development Finance Agency (NDFA) for delivery as part of a programme of school building projects.
The Department has approved an extension for Coláiste Chraobh Abhann to accommodate 1,000 pupils. We are in the process of acquiring a site extension to facilitate same and a decision has been made to accelerate its delivery within the context of the NDFA programme.
The NDFA is currently undertaking the second phase of the process of appointment of multi-disciplinary technical advisors (design teams) for these projects. This process will involve a number of call-off competitions for bundles of projects from a framework.
Thereafter, the NDFA will ensure that the project progresses to design stage, obtains the necessary statutory planning permission, and moves the project onward to tender and construction in due course. As the project is at an early stage in the delivery process, it is not possible at this time to give a date for its completion.
Please be assured that the NDFA will be engaging directly with the school authority to keep it informed of progress.
207. Deputy John Brady asked the Minister for Education and Skills if the undeveloped site beside a school (details supplied) is in the ownership of his Department; and if not, the person or body that owns the site. [4411/20]
Amharc ar fhreagraThe site to which the Deputy refers is not in the ownership of my Department; it is in private ownership. My Department has however agreed to purchase it and there is ongoing engagement with the owners in order to advance the purchase. Due to commercial sensitivities associated with site acquisitions generally, I am unable to elaborate further at this point .
208. Deputy John Brady asked the Minister for Education and Skills if funding will be ensured for the provision of temporary prefab accommodation for a school (details supplied) for September 2020; if so, the steps required by the school or the KWETB in order to release such funding; and if he will make a statement on the matter. [4412/20]
Amharc ar fhreagraAs the Deputy may be aware, a major project to provide an extension to the existing school building is included in my Department's building programme to be delivered as part of the National Development Plan (NDP).
In this regard, the procurement of the Design Team to deliver the project has commenced.
I wish to advise the Deputy that my Department approved grant to the school's patron in 2019 for the provision of interim accommodation and the patron has advised that the accommodation was installed in January 2020.
209. Deputy Danny Healy-Rae asked the Minister for Education and Skills if he will address the delay in the registration of teachers with the Teaching Council (details supplied); and if he will make a statement on the matter. [4414/20]
Amharc ar fhreagraUnder the Teaching Council Acts 2001-2015 the Teaching Council is the body with statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State.
For teachers who qualified within Ireland, the Teaching Council advise that the registration process may take up to 6-8 weeks from receipt of complete application including all associated documentation, taking into account peak processing periods, e.g. summer. This timeframe is outlined in the information on the Teaching Council website.
The Teaching Council has advised me that there is no backlog in registration and processing is dependent on the receipt of a full and accurately completed application form with the associated documentation and the completion of the vetting process.
210. Deputy Darragh O'Brien asked the Minister for Education and Skills the position regarding the provision of a new school building for a school (details supplied); and if he will make a statement on the matter. [4454/20]
Amharc ar fhreagraA building project for the school referred to by the Deputy is included in my Department's Construction Programme which is being delivered under the National Development Plan.
This project will be delivered via the ADAPT Programme, and is currently at an advanced Stage of the Tender Process. A Stage 3 Tender Report is currently with my Department for assessment. Subject to no issues arising, it is envisaged that construction will commence in the 2nd quarter of 2020, with a construction period of approximately 20 months.
211. Deputy Darragh O'Brien asked the Minister for Education and Skills the position regarding the provision of special needs places once the new school building is constructed for a school (details supplied); and if he will make a statement on the matter. [4455/20]
Amharc ar fhreagraEnsuring that every child has a suitable school placement is a key objective of my Department. Significant resources are allocated each year to ensure that appropriate supports are available for children with special educational needs.
Since 2011, the number of special classes in mainstream schools has increased almost threefold, from 548 to 1,618 for the 2019/2020 school year.
167 new special classes have been established nationally for 2019/20 school yea, of which 55 are post primary and 111 are primary.
A list of special classes for September 2019 is available on the NCSE website at:
https://ncse.ie/wp-content/uploads/2019/05/NCSE-List-of-Special-Classes-for-September-2019.pdf
Budget 2020 provided for an additional 265 special class teachers in 2020, which will allow for the opening of additional classes where required.
The NCSE has responsibility for coordinating and advising on the education provision for children nationwide; has well established structures in place for engaging with schools and parents; and seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special class placements.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school. In considering these applications, however, the NSCE, in conjunction with the school buildings unit of my Department, will be required to take into account the capacity of a school to establish such a class, including the provision of sufficient accommodation space within the school.
The NCSE is planning a further expansion of special class and school places nationally to meet identified need for next year. This process is ongoing.
The building project for the school referred to by the Deputy which is at tender stage, will include as part of the accommodation, a 2 classroom Special Education Needs Base.
The NCSE's Local Special Education Needs Organisers (SENOs) are available to assist and advise both schools and the parents of children with special educational needs in relation to specialised provision.
212. Deputy Brendan Griffin asked the Minister for Education and Skills his views on a matter regarding schools (details supplied); and if he will make a statement on the matter. [4457/20]
Amharc ar fhreagraI can inform the Deputy that it is open to the schools to which he refers to apply for funding under the Department's Emergency Works Grant Scheme if the schools consider that the issues he raises meet the criteria for such an application. It must be a situation which poses an immediate risk to health, life, property or the environment; which is sudden, unforeseen and requires immediate action; and in the case of a school if not corrected would prevent the school or part thereof from opening.
The Department has no record of any such application from the schools in question.
213. Deputy Michael McGrath asked the Minister for Education and Skills the steps being taken to ensure that a child (details supplied) in County Cork with additional needs receives an appropriate second-level school place for the 2020/2021 school year; and if he will make a statement on the matter. [4486/20]
Amharc ar fhreagraEnsuring that every child has a suitable school placement is a key objective of my Department. Significant resources are allocated each year to ensure that appropriate supports are available for children with special educational needs.
Since 2011, the number of special classes in mainstream schools has increased almost threefold, from 548 to 1,618 for the 2019/2020 school year; with 1,353 of these catering for children with autism.
There are 195 special classes and 13 special schools in the Cork area providing specialist support to children with more complex special educational needs.
A list of special classes for September 2019 is available on the NCSE website.
Budget 2020 provided for an additional 265 special class teachers in 2020, which will allow for the opening of additional classes where required.
The NCSE has responsibility for coordinating and advising on the education provision for children nationwide; has well established structures in place for engaging with schools and parents; and seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special class placements.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school. In considering these applications, however, the NSCE, in conjunction with the school buildings unit of my Department, will be required to take into account the capacity of a school to establish such a class, including the provision of sufficient accommodation space within the school.
As the school referred to by the Deputy is currently in temporary accommodation, it has not been possible for the school to establish special class provision currently. A development plan for the school for future years will be required to address this issue. The school should therefore continue to engage with the NCSE in relation to this matter, and in the context of its capacity for ongoing development, as the NSCE is currently considering the additional special class placements which will be required for the 2020/21 school year.
The NCSE is aware that a number of students in this school have professional reports recommending special class placement, including the student referred to by the Deputy.
The school was provided with 2 additional Special Needs Assistants (SNAs) for this school year and recently had its special education teaching (S.E.T.) allocation increased, following an exceptional review of this allocation.
The NCSE's Local Special Education Needs Organisers (SENOs) are available to assist and advise both the school and the parents of the student in relation to special class provision in other schools in the area.
As this question relates to an individual student, I have arranged for it to be referred to the NCSE for direct reply.
214. Deputy Michael McGrath asked the Minister for Education and Skills the steps being taken to ensure that a child (details supplied) in County Cork with additional needs secures an appropriate primary school place for the 2020-21 school year and beyond; and if he will make a statement on the matter. [4499/20]
Amharc ar fhreagraEnsuring that every child has a suitable school placement is a key objective of my Department. Significant resources are allocated each year to ensure that appropriate supports are available for children with special educational needs.
Since 2011, the number of special classes in mainstream schools has increased almost threefold, from 548 to 1,618 for the 2019/2020 school year; with 1,353 of these catering for children with autism.
There are 195 special classes and 13 special schools in the Cork area providing specialist support to children with more complex special educational needs.
A list of special classes for September 2019 is available on the NCSE website.
Budget 2020 provided for an additional 265 special class teachers in 2020, which will allow for the opening of additional classes where required.
The NCSE has responsibility for coordinating and advising on the education provision for children nationwide; has well established structures in place for engaging with schools and parents; and seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special class placements.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school. My Department works closely with the NCSE in this regard.
The NCSE is planning a further expansion of special class and school places nationally, including Cork, to meet identified need for next year. This process is ongoing.
Normally, special class and school places are established with the full cooperation of the schools in areas where they are required. However there are some parts of the country where the NCSE has faced challenges in getting schools and their patrons to voluntarily agree to provide special class or school places. I know that this can cause much anguish for parents and families involved.
As Minister I have power under Section 37A of the Education Act 1998 to direct a school to provide additional provision where all reasonable efforts have failed. This legislation has been used to good effect in the recent past.
The NCSE has recently advised that there is a shortage of a small number of special class places in certain areas in Co Cork, largely due to geographic reasons rather than a shortage in the county as a whole. The NCSE is seeking to accommodate these students in schools in the surrounding areas.
The NCSE's Local Special Education Needs Organisers (SENOs) are available to assist and advise both schools and the parents of children with special educational needs in relation to special class provision.
As the Deputy's question relates to special class placement for an individual pupil, this has been referred to the NCSE for direct reply.
215. Deputy Fergus O'Dowd asked the Minister for Education and Skills if SNA allocations will progress as normal in 2020 or if unnecessary delays will take place whilst Government formation talks take place; and if he will make a statement on the matter. [4514/20]
Amharc ar fhreagraSchools have been notified of the arrangements for the allocation of SNA support in respect of students in mainstream classes for 2020/21. The arrangements include the following provisions:
- 2019/20 mainstream class SNA allocations will be frozen, from the date of issue of Circular 0030/2020, and will automatically rollover into the 2020/21 school year. This means that no school will receive an allocation less than that which they have on the date of issue of this Circular and existing SNAs currently in standard SNA posts can continue in these posts for the next school year in the normal way.
- Schools may apply to the NCSE for additionality where they can demonstrate that the current allocation does not meet additional care needs within the mainstream classes in the school. Applications for additionality arising from significant new or emerging additional care needs, which cannot be catered within existing allocations, will be dealt with by way of an exceptional review process.
- A diagnosis of a disability, or a psychological or other professional report, will not be necessary for this process.
- The role of the SNA to support the care needs of students in mainstream classes, as set out in Circular 0030/2014, remains unchanged.
It is expected that schools will review and reprioritise the deployment of SNAs within mainstream settings and allocate resources to ensure those with the greatest level of need receive the greatest level of support. Providing access to SNA support continues to be based on primary care needs as outlined in DES Circular 0030/2014.
Detailed information on the NCSE exceptional review process is published on the NCSE website www.ncse.ie.
The NCSE will endeavour to respond to all applications for exceptional review received prior to 22nd May 2020 by 30th June 2020 and in that regard, it will prioritise applications from schools with no current SNA allocation and developing schools. Applications for an Exceptional Review received after 22 May 2020 will continue to be processed once all other applications have been completed.
The exceptional review process for mainstream allocations will be available to schools throughout the 2020/21 school year.
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.
A new frontloading model for allocating Special Needs Assistants to primary and post primary schools for students in mainstream classes only was to be introduced in the 2020/21 school year as part of the phased roll out of the School Inclusion Model (SIM). Due to the disruption caused by the Covid-19 public health crisis, the introduction of the model has been deferred for one year.
216. Deputy John Brady asked the Minister for Education and Skills the status of replacing the existing prefabs in a school (details supplied) with a permanent two-storey building; the stage the plans are at; when the works will commence; and if he will make a statement on the matter. [4519/20]
Amharc ar fhreagraThe building project for the school referred to by the Deputy is included in my Department’s Construction Programme which is being delivered under the National Development Plan.
This project is one of the school building projects on my Department’s ADAPT 2 (Accelerated Delivery of Architectural Planning & Tendering) Programme. My Department has appointed a Project Manager for the ADAPT 2 Programme, which currently contains 18 school building projects.
The appointment of a Design Team (Architect, Quantity Surveyor, Civil & Structural Engineer, Mechanical & Electrical Engineer and Project Supervisor for the Design Process) for the school in question has been completed.
The Department held an initial briefing session along with the Project Manager, the School and Design Team in February and followed up with an interim Stage 1 meeting on April 9th. The Design Team is currently working on Stage 1 of Architectural Planning which includes Site Report, Site Suitability and producing Initial Sketch Schemes.
217. Deputy Joan Collins asked the Minister for Education and Skills the status of the progress in establishing an autism-specific school at a school (details supplied). [4522/20]
Amharc ar fhreagraThe provision of education for children with special needs is an ongoing priority for Government.
Currently, almost 20% of the total Education Vote or €1.9bn is invested in supporting children with special needs.
As a result the numbers of special education teachers, special needs assistants and special class and school places are at unprecedented levels.
The majority of children with special educational needs attend mainstream class, where they may access additional supports if required.
But some students may find it difficult to manage full-time placement in mainstream and so placement in a Special Class or Special School setting may be deemed appropriate where placement in mainstream class is not in the best interests of the child.
Special Schools funded by my Department are established as special primary schools and cater for children and young persons with complex special educational needs from the age of 4 years until the end of the school year in which they reach their 18th year.
Provision in our 124 special schools has also increased from 6,848 placements in 2011 to 7,872 this year.
Nationally, 167 new special classes opened this school year, which means there are 1,618 special classes in place, compared to 548 in 2011.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide; has well established structures in place for engaging with schools and parents; and seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special class placements.
It is open to any school to make an application to the NCSE for the establishment of specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school. My Department works closely with the NCSE in this regard. In considering these applications, however, the NSCE, in conjunction with the school buildings unit of my Department, will be required to take into account the capacity of a school to establish such a class, including the provision of sufficient accommodation space within the school.
The NCSE is planning a further expansion of special class and special school places nationally to meet identified need for next year. This process is ongoing.
Normally, special class and special school places are established with the full cooperation of the schools in areas where they are required. However there are some parts of the country where the NCSE has faced challenges in getting schools and their patrons to voluntarily agree to provide special class or special school places.
I know that this can cause much anguish for parents and families involved.
As Minister I have a power under Section 37A of the Education Act 1998 to direct a school to provide additional provision where all reasonable efforts have failed.
I would prefer to see schools volunteer to provide more places rather than places being secured on the back of an order or a direction from me. It is the right thing for the children in a community.
The legislation was used for the first time in April 2019, in respect of the Dublin 15 area.
Significant progress was made in a relatively short period with the establishment of Danu Special School as well as six schools offering to open special classes.
The experience of Dublin 15 shows that real and practical challenges can be addressed by working together to provide additional special class and special school places.
The legislation was activated for a second time on the 29th October, 2019 following a report by the National Council for Special Education (NCSE) which identified 82 children in South Dublin needing special education school places in the current school year and a further potential 68 children needing special education school places in 2020/21.
Since then, as required under the Act, the NCSE in consultation with the relevant education stakeholders, has been testing the capacity among schools in the South Dublin area.
On 21 April 2020 I received a report from the NCSE, pursuant to Section 37A(2) of the Education Act 1998 (as inserted by section 8 of the Education (Admissions to Schools) Act 2018) in respect of South Dublin, as the NCSE Council remains of the opinion that there is an insufficient number of special class and special school places within the South Dublin area for September 2020.
Before reaching this opinion, the NCSE has undertaken substantial work reviewing provision and accommodation in the 231 mainstream primary and 23 special schools in South Dublin.
Following engagement between NCSE local personnel and school management and Patrons, very good progress has been achieved. 78 ASD primary school special class placements and 12 ASD early intervention special class places have been created in 14 schools in South Dublin, with 13 new ASD special classes and 2 new ASD early intervention special classes to open for September 2020.
However, the NCSE has reported that to date, an insufficient number of schools have indicated a willingness to open additional special classes. The NCSE is of the opinion that should this continue, there remains a need for an additional 43 ASD primary special class places and 36 special school places in South Dublin.
The report also outlines the schools that should be requested to make additional provision.
This report will now be considered and if I agree with the position as set out by NCSE, next steps in the process will be considered which may include serving a statutory notice on schools identified if required.
At each stage of the process, schools are given the opportunity to make representations and there is also an option for arbitration.
Statutory notices issued under the Act together with the representations received from the schools are published on the Department’s website.
The necessary steps in the Admissions Act process, will continue to be expedited to ensure that every child has a suitable school placement, which is the key objective of my Department.
218. Deputy Fergus O'Dowd asked the Minister for Education and Skills if the staffing arrangements for a school (details supplied) will be reviewed as a matter of urgency in respect of the publication of staffing arrangements in primary schools for the 2020/2021 school year; and if he will make a statement on the matter. [4526/20]
Amharc ar fhreagraThe 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 30th September.
Staffing arrangements for the 2020/21 school year are available in Circular 0018/2020, which has been published on the Department website. The staffing arrangements include an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Appeals Board.
The first meeting of the Primary Staffing Appeals Board will be held in April. The closing date for receipt of appeal applications is 27th March 2020.
219. Deputy Joan Collins asked the Minister for Education and Skills if the evidence that special schools and units are not compatible with the views of the UN of inclusion under the Convention of the Rights of Persons with Disabilities will be provided in view of the negative response of persons in respect of same (details supplied); and the evidence the NCSE has to verify Brunswick inclusion model. [4527/20]
Amharc ar fhreagraIn September 2018, the National Council for Special Education (NCSE) was requested to develop policy advice on the educational provision that should be in place for students educated in special schools and classes and to make recommendations on the provision required to enable them achieve better outcomes.
The progress report which the NCSE submitted to me on 5 November 2019 provides an overview on the evolution of special education policy and provision in Ireland together with some preliminary analysis of emerging themes from a review of research literature; study visits to other jurisdictions; and consultations with parents, teacher unions and education representative bodies, students, advocacy groups; school visits and relevant Government Departments and bodies. This also included a study visit to New Brunswick, Canada to see how an education system, without special schools or special classes, support students with special educational needs.
The Progress Report does not draw any definitive conclusions and the preliminary findings are tentative.
The NCSE progress report is available on the NCSE's website.
The NCSE has commenced engagement in a public consultation with parents, students, people with disabilities, educators and other educational partners and stakeholders. The focus of this consultation will be on how best to move forward in the education of students currently being educated in special schools and classes.
Following this public consultation and further deliberations by NCSE, the policy advice was due to be submitted by June 2020 but it is expected to be finalised and submitted to the Minister by December 2020, due to delays caused by COVID-19 restrictions.
It is important to note that at this stage, the NCSE has not made any recommendations regarding the future education provision in any special school in its progress report.
220. Deputy Michael Healy-Rae asked the Minister for Education and Skills if the case of a person (details supplied) will be reviewed; and if he will make a statement on the matter. [4605/20]
Amharc ar fhreagraThe Higher Education Access Route (HEAR) is a college and university admissions scheme offering places on reduced points and extra college support to school leavers from socio-economically disadvantages backgrounds.
The HEAR scheme is operated by the Irish Universities Association (IUA) and regulated by the higher education institutions themselves. As such, my Department has no role in reviewing applications.
Applications to the HEAR scheme are submitted to the Central Applications Office (CAO) who coordinate the scheme for participating institutions. All enquiries should be directed to the CAO, www.cao.ie
221. Deputy Catherine Connolly asked the Minister for Education and Skills the reason the Teaching Council requires a handbook from the time applicants undertook their studies to complete their applications; his views on the perceived burden this places on persons whose studies were undertaken in the 1970s or 1980s; his further views on the perceived burden this places on educational institutions; and if he will make a statement on the matter. [4606/20]
Amharc ar fhreagraUnder the Teaching Council Acts 2001-2015 the Teaching Council is the body with statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State. The Teaching Council is the professional standards body for the teaching profession, which promotes and regulates professional standards in teaching. It acts in the interests of the public good while upholding and enhancing standards in the teaching profession.
It is a function of the Council under the Teaching Council Acts (s7(2)) to act as the competent authority for the recognition of qualifications obtained by a person who has applied under this Act for registration as a teacher. A person who has completed teacher education qualifications some time ago and is seeking to register with the Teaching Council must have their qualifications assessed to determine that they are comparable and equivalent to current accredited qualifications in Ireland.
222. Deputy Pádraig O'Sullivan asked the Minister for Education and Skills if the number of home tuition hours to a child (details supplied) that is due to sit their junior certificate in 2020 will be increased. [4615/20]
Amharc ar fhreagraThe purpose of the Home Tuition Grant Scheme is to provide a compensatory educational service for children who, for a number of reasons such as chronic illness, are unable to attend school.
Under the medical strand of the scheme, grant aid is based on a range of between 2 and a maximum of 7 hours tuition per week for junior certificate students with the allocation determined by the level of attendance in the previous school year.
The Scheme provides for an appeal process regarding decisions made in the allocation of Home Tuition support.
In relation to the student referred to by the Deputy, grant support for 2 hours tuition a week was sanctioned based on the information provided in the initial application.
This decision was subsequently appealed by the parents of the student with reference to further relevant information.
My Department determined this appeal on 11th February 2020 and informed the applicant that the home tuition support was increased to the maximum level of 7 hours tuition per week.
223. Deputy Catherine Connolly asked the Minister for Education and Skills if a decision will be reviewed to refuse an application for funding under the emergency works grant for roof works at a school (details supplied); and if he will make a statement on the matter. [4617/20]
Amharc ar fhreagraI wish to inform the Deputy that an appeal against the refusal of the Emergency Works application in question has been received and is currently being assessed. A response will issue directly to the school once a decision has been made in that respect.
224. Deputy Éamon Ó Cuív asked the Minister for Education and Skills his plans to provide funding for urgent repairs to the roof of a school (details supplied) in view of the refusal of an application for emergency repairs; and if he will make a statement on the matter. [4630/20]
Amharc ar fhreagraI wish to advise the Deputy that an application for roof works submitted under the Emergency Works Scheme was refused on the basis that the application was outside the terms of the scheme.
However, an appeal of this decision has recently been received from the school and is currently being considered. The school will be informed directly of the outcome of this appeal as soon as a decision has been made in that respect.
225. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais agus Scileanna cén uair a bheidh athbhreithniú déanta ar an iarratas ó scoil ar dheontas faoi Scéim na nOibreacha Samhraidh (sonraí tugtha) de bharr na práinne maidir leis an obair a theastaíonn; agus an ndéanfaidh sé ráiteas ina thaobh. [4639/20]
Amharc ar fhreagraFéadaim a dhearbhú leis an Teachta Dála gur chuir S.N. Cholmcille isteach iarratas faoi Scéim Oibreacha Samhraidh (SOS) ilbhliantúil mo Roinne ó 2020 i leith ‘Tionscadail Timpeallachta Sheachtracha’.
D'fhéadfadh sé gur eol duit gur fhógair mé le déanaí mionsonraí na scoileanna a gheobhaidh maoiniú i Samhradh 2020 maidir le hiarratais a cuireadh isteach i gcomhair ‘Tionscadail Córais Sábháilteachta Beatha’.
I gcomhréir leis an leibhéal maoinithe a cuireadh i leataobh don Scéim, tá iarratais á meas ar bhonn ó bharr anuas ar aon dul leis na critéir thosaíochta atá leagtha amach sa Chiorclán a ghabhann leis an Scéim. Óna thaobh sin de, breithneofar iarratais a chuirfear isteach ar oibreacha eile faoi bhabhtaí den Scéim Oibreacha Samhraidh amach anseo. Cuirfear S.N. Cholmcille san áireamh maidir leis seo.
De rogha air sin, más dóigh le húdarás na scoile gur tosaíocht iad na hoibreacha, féadann siad an deontas mionoibreacha a fhaigheann gach bunscoil a úsáid chun na hoibreacha a dhéanamh ina n-iomláine nó ar bhonn céimneach de réir acmhainn an deontais.
226. Deputy Éamon Ó Cuív asked the Minister for Education and Skills the number of schools approved for works under the summer works scheme 2020; the number of applications received in each year since 2016; and if he will make a statement on the matter. [4640/20]
Amharc ar fhreagra405 schools have been allocated funding under my Department's 2020 Summer Works Scheme. 1,609 schools submitted applications under my Department's 2016 multi-annual Summer Works Scheme and in excess of 1,200 schools have been allocated funding. Under my Department’s 2020 multi-annual Summer Works Scheme a total of 1,162 schools submitted an application.
Commensurate with the level of funding set aside for the Scheme, applications are being assessed on a top down basis in accordance with the prioritisation criteria outlined in the Circular accompanying the Scheme. In this regard, applications, which were not considered for funding to date, will remain live and will be considered under future rounds of the Summer Works Scheme.
227. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais agus Scileanna cén fáth nach bhfuil stádas Scoileanna Beaga ag na meánscoileanna ar na hoileáin amach ón gcósta; agus an ndéanfaidh sé ráiteas ina thaobh. [4649/20]
Amharc ar fhreagraFoilsítear na critéir a úsáidtear chun múinteoirí a leithdháileadh ar scoileanna gach bliain ar shuíomh gréasáin na Roinne.
Is scoileanna Bord Oideachais agus Oiliúna (BOO) iad na scoileanna a bhfuil an Teachta ag tagairt dóibh.
Soláthraíonn an Roinn leithdháileadh foirne do gach BOO agus is faoi Phríomhfheidhmeannach na scéimeanna BOO lena mbaineann atá sé an leithdháileadh foirne sin a dháileadh, poist i Scoileanna Oileáin agus poist i Scoileanna Beaga san áireamh.
The criteria used for the allocation of teachers to schools is published annually on the Department's website.
The schools to which the Deputy refers are Education and Training Board (ETB) schools.
The Department provides a staffing allocation to each ETB and the distribution of this staffing allocation including Island School posts and Small School posts is a matter for the Chief Executive of the ETB schemes in question.
228. Deputy Éamon Ó Cuív asked the Minister for Education and Skills the changes he will make to the scheme for higher education grants to ensure that pharmacy students have access to the full undergraduate rate of SUSI grant for their final year of mandatory study to qualify as pharmacists, which is now designated as a master's degree; and if he will make a statement on the matter. [4658/20]
Amharc ar fhreagraThe main support available to students is the statutory based Student Grant Scheme. To qualify for grant support, a student has to meet various criteria such as means, residency, nationality and progression.
Postgraduate students who meet the qualifying conditions for the special rate of grant under the Student Grant Scheme are eligible for a maintenance grant of up to €5,915; the income threshold in 2019/20 for this grant is €24,000. Qualifying postgraduate students may also be eligible to have their tuition fees paid up to a maximum fee limit of €6,270.
Alternatively, a postgraduate student may qualify to have a €2,000 contribution made towards the cost of his/her fees. The income threshold for this payment is €31,500 for the 2019/2020 academic year.
Apart from the Student Grant Scheme, 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. Details of this fund are available from the Access Office in the third level institution attended.
In addition, tax relief at the standard rate of tax may be claimed in respect of tuition fees paid for approved courses at approved colleges of higher education, including approved undergraduate and postgraduate courses in EU Member States and in non-EU countries. Further information on this tax relief is available from the student’s local Tax Office or from the Revenue Commissioners website, www.revenue.ie.
