Written Answers Nos. 229-253
229. Deputy Peter Burke asked the Minister for Education and Skills the estimated cost to the Vote of his Department if the rate of employer PRSI was increased to 15.75% for the portion of salaries over €100,000; and if he will make a statement on the matter. [4700/20]
Amharc ar fhreagraIf the rate of employer PRSI was increased from 11.05% Class A rate to 15.75% for the portion of salaries over €100,000 the estimated increase in pay related costs for the Department of Education and Skills is approximately €1.7 million.
230. Deputy Jennifer Carroll MacNeill asked the Minister for Education and Skills the estimated cost of providing free schoolbooks to children at primary and post-primary level; and if he will make a statement on the matter. [4723/20]
Amharc ar fhreagraMy Department provides a book grant to all recognised primary and post primary schools within the Free Education Scheme in order to provide assistance for books including Book Rental Schemes. Under this scheme, the Department provided funding of €16.9 million in 2019 to all of these schools.
I also announced additional funding of €1million which is being allocated to 102 Primary DEIS schools for a new pilot programme for the 2020/21 school year. The aim of this pilot is to provide free school books for students in the schools involved, and to support these schools in eliminating the cost of school books for parents. Under Circular 46/2013, DEIS schools receive a book grant of €21 per student. This pilot will provide an additional €64 per student to increase the overall book grant rate to €85 per student enrolled in the school. This additional funding will issue to schools in May 2020.
School book rental schemes have an important role to play in reducing the cost of school books for parents and in order to support the establishment of book rental schemes my Department provided €15.7 million seed capital in 2014, 2015 and 2016 to primary schools. Circa. 96% of primary schools and 68% of post-primary schools operate a book rental scheme
It is a matter for the Board of Management of each individual school to decide on its own policy in relation to the use of book grant funding in the school but they are expected to adopt a cost-conscious approach to the selection of books for use in their classes. The current arrangement relies on the local knowledge of the school in order to ensure a fair allocation of funds to those most in need. Therefore, my Department does not hold information in relation to these costs.
Indicative estimate of providing free primary and secondary school books to all pupils across all fully publicly funded schools based on a survey by Barnardos is €40M.
Each 1% increase in the book grant for primary and post-primary schools would cost approximately €170,000. The following table sets out the estimated cost of increasing the book grant by 10%, 20%, 30%, 40% and 50%.
|
% increase |
Cost of increase |
|
10% |
€1.7m |
|
20% |
€3.4m |
|
30% |
€5.1m |
|
40% |
€6.8m |
|
50% |
€8.5m |
231. Deputy Jennifer Carroll MacNeill asked the Minister for Education and Skills the estimated cost of increasing capitation funding to schools to offset the reliance on voluntary contributions; and if he will make a statement on the matter. [4724/20]
Amharc ar fhreagraThis government has increased the capitation grant in each of the last two budgets.
I understand the need for improved capitation funding and I am pleased to have been able to provide for a further 2.5% increase in standard capitation funding for primary and post-primary schools that will apply from the start of the 2020/21 school year. This builds on last years 5% increase in capitation announced in budget 2019.
The combined increases given in 2019 and 2020 mean that circa 40% restoration will be achieved.
All schools have received the benefit of the capitation increases awarded to date. It is my intention to seek funding for further capitation increases in future budgets.
Unfortunately, there is no information available to my Department that may be used to assess the full year cost of funding schools in order to allow them to abolish the voluntary contribution. However, in addition to the increases above the estimated cost of increasing the standard capitation for all schools by 1%, 5% and 10% is set out in the following table.
|
% increase |
€m |
|
1% |
1.06 |
|
5% |
11.09 |
|
10% |
22.18 |
232. Deputy Jennifer Carroll MacNeill asked the Minister for Education and Skills the estimated cost of abolishing third-level student fees; and if he will make a statement on the matter. [4725/20]
Amharc ar fhreagraUnder the Department’s free fees schemes, the Exchequer provides funding toward the tuition fee costs of eligible full-time undergraduate students with students paying the student contribution which currently stands at €3,000. Outright abolition of 3rd level fees for the student is understood to mean the abolition of the Student Contribution of €3,000.
The Student Contribution, was introduced with effect from the 2011/12 academic year. There has been no increase in the contribution since 2014/15. The Exchequer pays this contribution (or part of it) on behalf of almost 50% of undergraduate students who eligible for free fees and in receipt of student grant support.
If the Student Contribution were abolished from the 2020/21 academic year and the Exchequer were to move to funding the full tuition fee costs of eligible full-time undergraduate students, the estimated additional cost for the Exchequer would be €238million. This is the estimated net cost to the Exchequer since it factors in the subsequent estimated reduction in the SUSI Student Grant budget, since the Exchequer would then no longer pay the Student Contribution on behalf of undergraduate students in receipt of student grant support.
The costs for the Exchequer of reducing or abolishing the student contribution would increase in line with the demographic increases expected in the coming years up to 2030.
The figures above relate to full time undergraduate students who qualify for the Free Fees Initiative. They do not take account of fees determined by Higher Education Institutions such as fees for full-time undergraduate students who do not qualify for the Free Fees Initiative [and who may pay the EU or Non EU fees rate], or fees for part-time undergraduates or any post-graduate students or other additional fees charged by HEIs.
233. Deputy Jennifer Carroll MacNeill asked the Minister for Education and Skills the estimated cost of a five year period of a school exiting the fee-paying system and becoming fully public; and if he will make a statement on the matter. [4726/20]
Amharc ar fhreagraMy Department pays a range of grants to schools in the Free Education Scheme based on a school’s enrolment. These schools may also apply for funding towards the cost of capital works. These grants are not payable to Fee Charging schools.
Furthermore, schools in the Free Education Scheme are allocated teaching posts on a pupil teacher ratio (PTR) of 19:1. Posts are allocated to those in the Fee Charging Sector on a PTR of 23:1.
Each school is considered on an individual basis therefore it is not possible to provide the information requested by the Deputy in the absence of enrolment numbers and other information that may be relevant. However, the estimated additional annual cost of capitation related grants and additional teaching posts, associated with a Fee Charging school with an enrolment of 500 students joining the Free Education Scheme is €1.4m amounting to approximately €7m over a five year period.
234. Deputy Jennifer Carroll MacNeill asked the Minister for Education and Skills the estimated cost of providing an additional guidance counsellor position for schools with over 500 pupils. [4727/20]
Amharc ar fhreagraIn the current school year there are 720 posts allocated in respect of Guidance Provision. The Guidance allocation is shown separately and transparently on the schools' staffing schedules. These posts have been ring-fenced so they can only be used for guidance activities and to meet the guidance needs of the school.
The average cost of employing a post primary teacher is € 48,235.
The provision of an additional guidance counsellor to schools with over 500 pupils would result in an additional 360 posts at an estimated annual cost of €17.3m.
235. Deputy Jennifer Carroll MacNeill asked the Minister for Education and Skills the estimated cost of introducing free travel for children availing of the school transport scheme. [4729/20]
Amharc ar fhreagraSchool transport is a significant operation managed by Bus Éireann on behalf of the Department of Education and Skills. 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.
In the current school year over 120,000 children, including over 14,200 children with special educational needs, are transported in over 5,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres at a cost of over €219m in 2019.
In 2019, receipts from school transport charges amounted to some €17m or about 9% of the total cost of the scheme provided by Bus Éireann on behalf of the Department. Introducing free travel for children availing of the school transport scheme would result in this amount of €17m being the additional cost on the scheme.
236. Deputy Pa Daly asked the Minister for Education and Skills the reason the payment of wages for apprentices in ETB centres has been changed to fortnightly rather than weekly. [4767/20]
Amharc ar fhreagraCraft apprentices undertaking off-the-job training have traditionally been paid by the education and training boards (ETBs) during their off-the-job phases of training. This payment is moving to a shared services payroll which is provided by the Education Shared Business Services (ESBS).
The reasons for the move are that the existing IT systems are approaching end of life with an increasing risk of failure and also that apprentice off-the-job training payments are subject to Income Tax, USC and PRSI. The ESBS payroll is the system available to the Department of Education and Skills to return the relevant payment information to Revenue and this system is run on a fortnightly basis.
237. Deputy Frankie Feighan asked the Minister for Education and Skills the reason students from a school (details supplied) that was not selected as a pilot school for the computer science course will not be able to sit the leaving certificate exam for computer science in 2021; and if he will make a statement on the matter. [4770/20]
Amharc ar fhreagraRepresentation was received in my Department from this student and a response has issued directly. For your record, please see below copy of response that issued:
Leaving Certificate Computer Science (LCCS) was introduced on a phased basis from September 2018 in 40 schools. The 40 schools involved in the phase 1 rollout of this new subject were selected following an open call to all schools inviting them to express their interest in providing LCCS.
Access to LCCS during phase 1 of the subject’s implementation is limited to students attending timetabled Computer Science classes in the 40 phase 1 schools. LCCS is operating to a 2-cycle phased introduction model with access restricted to designated schools for the first two leaving certificate examination cohorts, in 2020 and in 2021. The rationale for this is based on several key requirements i.e.:
- a need to ensure that all students sitting the examination have had access to the available supports and relevant teaching and learning methodologies;
- all students taking the subject will have had significant teacher oversight throughout the completion of their coursework components, which must then be confirmed and countersigned by the principal of each school where students have taken Computer Science. The new specification will have two assessment components at each level, an end-of-course examination (70%) and coursework (30%);
- to ensure that focused training is provided for teachers who are delivering the subject in the classroom;
- the system’s need to learn from the ongoing experience of these teachers and adapt training and supports as required.
In addition, LCCS is underpinned by collaboration and working with others, it aims to develop and foster the learner’s creativity and problem solving, along with their ability to work both independently and collaboratively.
It is for these reasons that only students attending regular classes in phase 1 schools and completing the coursework component under the supervision of their teacher will be eligible to enter for examination in LCCS in 2020 and 2021.
Please note that this position was communicated to all post primary schools via circulars 83/2018 and 61/2019. These circulars can be accessed here: https://www.education.ie/en/Circulars-and-Forms/Active-Circulars/
238. Deputy Jim O'Callaghan asked the Minister for Education and Skills the reason for the refusal of funding for the planned extension of a school (details supplied); and if he will make a statement on the matter. [4772/20]
Amharc ar fhreagraI am pleased to advise the Deputy that capital funding has been approved for the school in question to expand essential mainstream classroom accommodation, the project is currently devolved to the school authority. I can also confirm that my Department received an application in December 2019, to increase the size of an existing GP Hall, in the school.
The immediate priority of my Department is providing 20,000 new and replacement school places each year, to ensure that every child has access to a physical school place.
As the Deputy is aware, under the National Development Plan (NDP), increased funding has been provided for the school sector capital investment programme. This funding allows for a continued focus on the provision of new permanent school places to keep pace with demographic demand and also provides for an additional focus on the refurbishment of existing school buildings, to include the building and modernisation of PE facilities in post-primary schools.
Under Project Ireland 2040, we will invest €8.4 billion in primary and post primary school buildings. The government is committed to a PE Hall build and modernisation programme, starting in the second half of the Project Ireland 2040 period.
Therefore, the school's application to expand their GP Hall cannot be considered at this time, the school authority has been informed of this decision.
239. Deputy Marian Harkin asked the Minister for Education and Skills if students in non-pilot schools of the computer science course will be allowed to sit the exam for computer science in 2021 (details supplied); and if he will make a statement on the matter. [4777/20]
Amharc ar fhreagraLeaving Certificate Computer Science (LCCS) was introduced on a phased basis from September 2018 in 40 schools. The 40 schools involved in the phase 1 rollout of this new subject were selected following an open call to all schools inviting them to express their interest in providing LCCS.
Access to LCCS during phase 1 of the subject’s implementation is limited to students attending timetabled Computer Science classes in the 40 phase 1 schools. LCCS is operating to a 2-cycle phased introduction model with access restricted to designated schools for the first two leaving certificate examination cohorts, in 2020 and in 2021. The rationale for this is based on several key requirements i.e.:
- a need to ensure that all students sitting the examination have had access to the available supports and relevant teaching and learning methodologies;
- all students taking the subject will have had significant teacher oversight throughout the completion of their coursework components, which must then be confirmed and countersigned by the principal of each school where students have taken Computer Science. The new specification will have two assessment components at each level, an end-of-course examination (70%) and coursework (30%);
- to ensure that focused training is provided for teachers who are delivering the subject in the classroom;
- the system’s need to learn from the ongoing experience of these teachers and adapt training and supports as required.
In addition, LCCS is underpinned by collaboration and working with others, it aims to develop and foster the learner’s creativity and problem solving, along with their ability to work both independently and collaboratively.
It is for these reasons that only students attending regular classes in phase 1 schools and completing the coursework component under the supervision of their teacher will be eligible to enter for examination in LCCS in 2020 and 2021.
Please note that this position was communicated to all post primary schools via circulars 83/2018 and 61/2019. These circulars can be accessed here: https://www.education.ie/en/Circulars-and-Forms/Active-Circulars/
240. Deputy Jim O'Callaghan asked the Minister for Education and Skills when construction works will commence on the planned new national school at Harcourt Terrace, Dublin 2; and if he will make a statement on the matter. [4783/20]
Amharc ar fhreagraIt is currently anticipated that the project to which the Deputy refers will progress to tender stage later this year, with construction commencing early in 2021.
242. Deputy David Cullinane asked the Minister for Education and Skills if a request was made by Waterford Institute of Technology to purchase the former Waterford Crystal site on the Cork Road in Waterford city to increase the campus footprint; the consideration he has given to such a proposal; and if he will make a statement on the matter. [4790/20]
Amharc ar fhreagraThe Department of Education and Skills and the Higher Education Authority have regular engagement with WIT in relation to its campus development plans.
Due to commercial sensitivities associated with site acquisitions generally, I am unable to elaborate further on the issue raised.
243. Deputy David Cullinane asked the Minister for Education and Skills the current process in designating a school as a DEIS school; and if he will make a statement on the matter. [4791/20]
Amharc ar fhreagra245. Deputy David Cullinane asked the Minister for Education and Skills the criteria used to determine if a school qualifies for DEIS status; and if he will make a statement on the matter. [4793/20]
Amharc ar fhreagraI propose to take Questions Nos. 243 and 245 together.
My Department is in the final stages of refinement of the new DEIS identification model, based on school enrolment data and the latest data available from Census 2016 under the HP Deprivation Index. Variables used in the compilation of the HP Index include those related to demographic growth, dependency ratios, education levels, single parent rate, overcrowding, social class, occupation and unemployment rates. This data is combined with pupil data supplied by schools, anonymised and aggregated to small area, to provide information on the relative level of concentrated disadvantage present in the pupil cohort of individual schools.
A detailed quality analysis of the data has been carried out by members of the DEIS Technical Group which contains representatives of the Department’s Statistics and Social Inclusion Units, the Inspectorate and the Educational Research Centre. The work of this group is at an advanced stage and a consultation process with education stakeholder representatives on the technical aspects of the refined DEIS ID model is currently in progress. It is envisaged that this model will then provide the basis for development of a DEIS resource allocation system to match resources to identified need.
I am confident that the culmination of this work will facilitate the ultimate aim of matching resources to identified need and will allow us to target extra resources at those schools most in need. Until this work is complete, it is not intended to extend the DEIS programme to any further schools.
244. Deputy David Cullinane asked the Minister for Education and Skills if a school (details supplied) will be supported for DEIS status; and if he will make a statement on the matter. [4792/20]
Amharc ar fhreagraMy Department is in the final stages of refinement of the new DEIS identification model, based on school enrolment data and the latest data available from Census 2016 using the HP Deprivation Index. A detailed quality analysis of the data has been carried out by members of the DEIS Technical Group which contains representatives of the Department’s Statistics and Social Inclusion Units, the Inspectorate and the Educational Research Centre. The work of this group is at an advanced stage and a consultation process with education stakeholder representatives on the technical aspect of this model is in progress. It is envisaged that this will then provide the basis for development of a DEIS resource allocation system to match resources to identified need.
I am confident that the culmination of this work will facilitate the ultimate aim of matching resources to identified need and will allow us to target extra resources at those schools most in need. Until this work is complete, it is not intended to extend the DEIS programme to any further schools.
246. Deputy David Cullinane asked the Minister for Education and Skills if his attention has been drawn to significant problems with the roof, ongoing leaks and difficulties with the heating system at a school (details supplied); and if he will make a statement on the matter. [4794/20]
Amharc ar fhreagraThe school in question applied for roof works under my Department's Emergency Works Scheme and was approved funding in that respect. As this is a devolved scheme project, it is the school's responsibility to progress it.
The Department does not have any record of receiving an Emergency Works Application in relation to the heating system at the school.
247. Deputy Brendan Griffin asked the Minister for Education and Skills his views on a matter regarding the case of persons (details supplied); and if he will make a statement on the matter. [4805/20]
Amharc ar fhreagraIt is the policy of my Department that all children with Special Educational Needs can have access to an education appropriate to their needs, preferably in school settings through the primary and post primary school network.
Such placements facilitate access to individualised education programmes which may draw from a range of appropriate educational interventions, delivered by fully qualified professional teachers, with the support of Special Needs Assistants and the appropriate school curriculum.
My Department’s policy focuses on ensuring that all students with special educational needs can have access to an education appropriate to meeting their needs and abilities.
Transitions at all stages and levels including starting school; the move from primary to post-primary school; moving between mainstream and special school settings and preparation for life after school can be a difficult time for all parents and students, including those with special educational needs.
My Department has committed itself to a range of actions aimed at supporting effective transition at all stages within the education system for students with special educational needs, including transition from primary to post primary
The range of supports and services which are made available to support students with special educational needs in schools include additional special educational teaching (S.E.T.) allocation in mainstream schools; Special Needs Assistant (SNA) support where a child has additional care needs; services of the National Educational Psychological Service (NEPS); enhanced levels of capitation in Special schools and Special Classes.
Other resources which are provided to schools to support children with special educational needs include the following:
- Assistive technology.
- Professional development for teachers.
- Access to the Special School transport scheme.
- Access to special equipment and furniture where required.
- Adapted school buildings.
- Home Tuition Scheme
- Access to the extended school year scheme. (July Provision)
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 school, with a significant medical condition which has, and is likely to cause, major disruption to their attendance in school on a continuing basis.
Home tuition is not an alternative to a school placement and is provided in very limited and specific circumstances.
My Department's July Provision Scheme provides funding for an extended school year for students with a severe/profound general learning disability and/or 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 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.
In dealing with parents of children with special educational needs, the NCSE’s Special Educational Needs Organisers (SENOs) will keep parents informed of what resourcing decisions are being made on their child’s behalf. Each SENO works in an assigned local area with parents, schools, teachers, psychologists, health professionals and other staff who are involved in the provision of services in that area for children with special educational needs.The SENO is available to parents to discuss any issues they have about the present or future educational needs of their child and to offer support and expertise, including in relation to transition stages. SENO contact details can be acessed using the the NCSE website: www.ncse.ie
The NCSE Support Service provides advice and support to schools on the education and inclusion of students with special educational needs, providing in-school support, continuing professional development for teachers, and support to schools on the management of challenging behaviour. It enhances the multi-disciplinary capacity of the education system through providing access to expert knowledge in areas such as autism, speech and language, challenging behaviour and transition stages.
The NCSE published transitional guidelines for children with special needs. These wide-ranging and comprehensive guidelines provide advice and tips for parents, students and schools covering the transitions between all stages of education, including the transition from primary to post-primary - Guidelines on Moving from Primary to Post-Primary School. These Guidelines are available at www.ncse.ie
The NCSE Support Service has also produced a transition booklet which includes useful strategies for familiarising students with the post-primary routine; for settling in and getting to know classmates; or learning how the school works. This booklet is available on the SESS website at: http://www.sess.ie
The National Educational Psychological Service (NEPS) has produced three very useful documents on the transfer from primary to post-primary which are available on their website at: http://www.education.ie/en/Schools-Colleges/Services/National-Educational-Psychological-Service-NEPS-/NEPS-Home-Page.html
The National Council for Curriculum and Assessment (NCCA) developed a suite of materials to support the reporting and transfer of pupil information from primary to post primary schools, which includes a Special Educational Needs Summary Form is included to support the sharing of information for children with identified learning needs
Since the 2014/15 school year, schools are required to use the Education Passport materials and to forward them to the relevant post-primary school, following confirmation of enrolment, ideally by the end of June.
The document may include areas of special learning or any special education support a child needs.
The materials are presented under the umbrella title of “Education Passport” and are available at www.ncca.ie/transfer.
An official from Special Education Section of my Department will make contact directly with the parents of the children referred to by the Deputy, in relation to the issues detailed in the correspondence received.
248. Deputy Dara Calleary asked the Minister for Education and Skills if an additional school accommodation application by a school (details supplied) has been received; the supports available to island schools designated as DEIS for capital investment; and if he will make a statement on the matter. [4812/20]
Amharc ar fhreagraI can confirm to the Deputy that my Department received an application, from the school in question, for capital funding for a PE Hall. The application was assessed and the school authority was informed that funding could not be approved, at this time, under the Additional School Accommodation Scheme.
Under the National Development Plan (NDP), increased funding has been provided for the school sector capital investment programme. This funding allows for a continued focus on the provision of new permanent school places to keep pace with demographic demand and also provides for an additional focus on the refurbishment of existing school buildings to include the building and modernisation of PE facilities in post-primary schools.
Under the Ireland Project 2040, we will invest €8.4 billion (compared to €4.9 billion in the previous decade) in primary and post primary school buildings.
The immediate priority of my Department is providing 20,000 new and replacement school places each year, to ensure that every child has a school place. The government will focus in the medium term on the provision of PE facilities in post primary schools.
I can also confirm to the Deputy that, in recognition of the unique challenges facing island schools and in addition to the supports already being provided as part of the Gaeltacht School Recognition Scheme, a specific package of targeted supports has been provided for every island post-primary school from September 2018, as part of the overall implementation of the Policy on Gaeltacht Education. The specific package of additional supports for island post-primary schools include increased teacher allocation for each of the island post-primary schools from its previous allocation of 1 whole-time equivalent post to 1.5 whole-time equivalent posts and an additional ring-fenced budget of €15,000 per annum for each island post-primary school.
249. Deputy Roderic O'Gorman asked the Minister for Education and Skills if a planning application for temporary accommodation has been submitted for a school (details supplied); if not, when such a planning application will be made; if his attention has been drawn to the fact that the temporary accommodation must be ready for the beginning of the 2020/2021 academic year; and if he will make a statement on the matter. [4816/20]
Amharc ar fhreagraThe Planning application to which the deputy refers was lodged with Dublin City Council on March 30th.
The Department is aware of the need for temporary accommodation for this coming 2020/2021 academic school year and as such is working continually to provide same.
250. Deputy Michael McGrath asked the Minister for Education and Skills the issues that arise if a student from another EU member state currently studying in fifth year at second-level here under an exchange programme wishes to remain here to continue their studies in sixth year and then enter the third-level education system here; his views on eligibility issues in relation to the matter; and if he will make a statement on the matter. [4819/20]
Amharc ar fhreagraThe main support available to students in third level education is the statutory based SUSI grant scheme.
Under the terms of the student grant scheme, grant assistance is awarded to students who meet the prescribed conditions of funding including those relating to nationality, residency, previous academic attainment and means.
With regard to residency, in order to be eligible for a grant, a "student", as defined in Section 14 of the Student Support Act 2011, must demonstrate that he/she has been resident in the State for at least 3 years out of the 5 year period ending on the day before the start of his/her approved course of study. This requirement takes cognisance of students who wish to take time out to travel or work abroad. Such students can still meet the residency requirement if they have not been outside the State for more than two of the previous five years. Similar and in some cases more restrictive residency requirements apply in other EU Member States. It is also possible for students, who did not meet the residency requirement at the commencement of their studies, to have their eligibility reviewed if they meet the residency requirement during the course of their studies.
The nationality requirements for the student grant scheme are set out in section 14 of the Student Support Act 2011 and regulation 5 of the Student Support Regulations 2019. To qualify for a student grant, it is the candidate's nationality or his/her immigration status in the State that determines whether or not he/she meets the nationality requirement outlined in the Act and Regulations.
Further details regarding the student grant scheme can be accessed at www.susi.ie
251. Deputy Robert Troy asked the Minister for Education and Skills the supports available for a student attending third level that has a diagnosis of Asperger's syndrome; and the financial and in-class supports which may be available in such a case. [4823/20]
Amharc ar fhreagraThe Fund for Students with Disabilities (FSD) provides financial support to higher education institutions to ensure that they are adequately resourced to offer supports and services to eligible students with disabilities so that they can access, fully participate in and successfully complete their chosen course of study. This includes students with autism spectrum disorder (ASD), including Asperger syndrome.
Supports covered by the FSD include assistive technology equipment and software, non-medical helpers, academic or learning support, deaf supports and transport. The allocation of supports to each student is a matter for the higher education institution. Students should liaise with the disability or access service in their institution.
The current allocation for FSD amounts to €9.6 million.
252. Deputy Eoin Ó Broin asked the Minister for Education and Skills if he is conducting a review of the university fees policy for persons returning home abroad to study and that are no longer deemed to be Irish citizens for the purposes of university fees. [4851/20]
Amharc ar fhreagraAs the Deputy may be aware, my Department has commenced a review under the EU Commission's DG Reform Programme to look at increased sustainability in higher and further education, including an economic assessment of the funding options outlined in the Cassell's report. Pending the completion of this review my Department is not planning to amend the qualifying criteria of the Free Fees Initiative.
Currently the Free Fees Initiative provides that the Exchequer meets the cost of tuition fees of eligible students pursuing an approved full-time undergraduate course of study in an approved institution in the State. Eligible students must meet the terms of the scheme including the nationality and residency clauses. The residency clause stipulates that eligible students must be ordinarily resident in an EU/EEA state, the Swiss Confederation or United Kingdom for three of the five years preceding entry to their course of study.
Where undergraduate students do not qualify for free fees they are required to pay fees to their higher education institution at either an ‘EU rate’ or a higher ‘Non-EU rate’. It is a matter for the relevant higher education institution to determine the fee rate based on its own criteria.
My Department responded previously to concerns about the impact of the free fees eligibility criteria on individuals who have had, for occupational or economic reasons, to move abroad, requiring them to take their children out of the Irish education system in the process.
To this end, in March 2014 my Department requested that the Higher Education Authority (HEA) advise the higher education sector that full-time undergraduate students who;
- Hold EU/EEA/Swiss nationality but do not meet the residency clause of the Free Fees Initiative; and
- have completed five academic years of study (at either primary or post-primary level) in an EU/EEA/Swiss State; and
- commence their first undergraduate course of study in an approved institution here from the following academic year onwards
should be charged the EU rate of fee rather than the higher non-EU rate by their higher education institution.
This approach was implemented for new students from the commencement of the 2014/15 academic year.
253. Deputy Niamh Smyth asked the Minister for Education and Skills the status of an application (details supplied); if same will be reviewed; and if he will make a statement on the matter. [4854/20]
Amharc ar fhreagraI can confirm to the Deputy that my Department is in receipt of an application, from the school in question, for capital funding under the 'Additional School Accommodation Scheme'. This application will be assessed and on completion a decision will issue directly to the school authority.
