Written Answers Nos. 182-202
182. Deputy Joan Burton asked the Minister for Education and Skills the way in which he plans to progress the three areas in the education sector that he has identified as his core priority areas of focus in the sector, including helping children with special needs, supporting schools and building a stronger bridge between education and the workplace; the reason he has prioritised these three areas; and if he will make a statement on the matter. [2985/17]
Amharc ar fhreagraLast September, I launched the first ever Action Plan for Education, covering the period 2016- 2019. The central vision of the Plan is that the Irish Education and Training System should become the best in Europe over the next decade. The Plan’s high-level goals are based on the five policy areas which I believe will help us to achieve this ambition. The goals are:
1. Improve the learning experience and the success of learners
2. Improve the progress of learners at risk of educational disadvantage or learners with special educational needs
3. Help those delivering education services to continuously improve
4. Build stronger bridges between education and wider community
5. Improve national planning and support services
The basic aim of this Government is to sustain our economic progress and use it to build a fair and compassionate society. Education is the best means of delivering a fairer society, breaking down cycles of disadvantage and ensuring that all our people, in particular those with special educational needs, are able to participate in that progress and fulfil their potential. Excellent and innovative education and training are the pivot around which personal fulfilment, a fair society and a successful nation should revolve. It is central to sustaining economic success and in converting economic success into building a strong community. Having the best education and training service in Europe will allow us to provide better opportunities for more people from disadvantaged groups, as well as ensuring that we create more sustainable well-paying jobs.
Our approach to special education has undergone a huge transformation with a growing proportion of children with special educational needs being educated with their peers in mainstream schools. The participation and progress of learners with special educational needs across the whole education system remains a key focus with an emphasis on improving whole-school and whole system approaches. The Action Plan 2017 sets out a range of measures which will be undertaken during this year. These include allocating teachers to schools under the new allocation model to support children with special educational needs, publishing the outcomes of a comprehensive review of the S scheme, and consult with partners on the implementation of sections of the EPSEN Act and on the provision of services to children with Down Syndrome.
Quality of provision is the cornerstone to the success of the education and training system. We recognise the fundamental roles that leaders, teachers and support staff play and we want to strengthen the system’s capacity to continuously improve and to deliver the highest quality education and training services for learners. The Action Plan 2017 details actions which will ensure that leadership, management, quality frameworks, teaching methods, and initial and continuing training are all operating to the highest standards across the continuum of education and training provision. These actions include expanding the range of supports available through the Centre for School Leadership, providing dedicated professional support to teachers to support the implementation of curricular and policy change, and developing and introducing a new postgraduate qualification for aspiring school leaders.
To become an innovation leader and to build a strong talent base, we as a nation must effectively engage with enterprise. We must work to address identified skills needs in critical areas, and recognise the shifting global economic and political climate in which services are delivered and jobs are created. Successful enterprise engagement is the foundation of much of the planned activity detailed in the Action Plan 2017. This includes driving the growth of traineeships and apprenticeships, ensuring the relevance of work placements and work-based projects, and increasing the diversity of opportunity in learning beyond school.
In order to ensure that progress is made in all of these areas, including helping children with special needs, supporting schools and building a stronger bridge between education and the workplace, updated annual Action Plans will be published each year, detailing the actions that will be implemented during that year. As part of this process, actions will be monitored against published timelines and progress reports will be published on a quarterly basis.
183. Deputy Joan Burton asked the Minister for Education and Skills his plans to reform the model of leadership in schools; and if he will make a statement on the matter. [2986/17]
Amharc ar fhreagraIt is widely accepted that the quality of school leadership is a key determinant of school effectiveness and the achievement of good learning outcomes. Indeed international research indicates that school leadership is second only to classroom teaching as an influence on pupil learning.
Budget 2016 provided 250 posts to second level schools to enable Deputy Principals to be more fully available to assist the school principal with the leadership of the school. At primary level Budget 2016 provided for additional release days for teaching principals to range between 15 and 25 days depending on the size of the school.
Budget 2017 has provided for the equivalent of 170 additional posts to second level schools to employ an additional Deputy Principal to assist the school principal with the leadership of the school. With effect from September 2017, schools with pupil enrolment in excess of 700 will be allocated additional Deputy Principal posts.
Budget 2017 also provides for the commencement of the restoration of middle management posts in both the primary and post-primary sector.
The recently established Centre for School Leadership (CSL) is a collaboration between my Department and the representative professional bodies for school principals. It has been created to offer professional and practical support to schools leaders. This support structure for leadership teams in schools will attempt to ensure that school leaders have opportunities to access, share and create knowledge and experience within their leadership roles. The work of the Centre draws on best international practice and research in the professional development of school leaders. Priorities for the Centre include a new post graduate qualification for aspiring school leaders, a mentoring programme for newly appointed school principals, coaching support for serving principals, a review and alignment of leadership programmes with Department standards.
Last year my Department published “Looking at Our School 2016", a quality framework for primary and post primary schools which is designed to support the efforts of teachers and school leaders, as well as the school system more generally, to strive for excellence in our schools.
The current review of the post of responsibility structure in schools will, in the context of restoration of posts, address the further development of a distributed leadership model.
185. Deputy Joan Burton asked the Minister for Education and Skills if there are remaining sections of the Teaching Council (Amendment) Act 2015 to be commenced; the timeframe for commencing such sections; and the number of fitness to teach complaints received and processed to date since he commenced these provisions in July 2016. [2988/17]
Amharc ar fhreagra199. Deputy Joan Burton asked the Minister for Education and Skills his plans and the timeframe in respect of complementing the fitness to teach provisions of the Teaching Council (Amendment) Act 2015; and if he will make a statement on the matter. [3003/17]
Amharc ar fhreagraI propose to take Questions Nos. 185 and 199 together.
The Teaching Council (Amendment) Act 2015 has been commenced in full. I commenced the final sections in July 2016, which provided for the introduction of the fitness to teach process.
The Deputy will appreciate that the fitness to teach process is independent of my Department and she should contact the Council directly for information on the number of complaints received.
The Deputy should note that, under Section 55 of the Teaching Council Act, the Council is obliged to submit an annual report of its activities and proceedings under the Act to me as Minister. Fitness to teach was commenced on 25 July 2016, during the current reporting year. I look forward to the next annual report which will be due after 28 March next.
With regard to complementing the fitness to teach provisions, as the Deputy will be aware the Programme for a Partnership Government provides that the Government will introduce a stronger complaints procedure and charter for parents.
On 5 December 2016, I published the General Scheme of an Education (Parent and Student Charter) Bill 2016. The Government have approved the draft outline of a new law, which will require every school to consult with parents and students, and publish and operate a Parent and Student Charter.
The publication of this draft legislation will fulfil a key commitment in the Action Plan for Education to improve information and complaint procedures for parents and students relating schools. The draft legislation defines the principles that will guide how schools will engage with students and parents.
Following consultation with our education partners, including the National Parents Council (Primary), National Parents Council (Post Primary) and the Irish Second-level Students Union, I will finalise national guidelines on a Parent and Student Charter.
The draft Bill will now go to the Oireachtas Committee on Education and Skills for pre-legislative scrutiny.
The provisions of both sections 24 and 28 of the Education Act are relevant to the new investigatory powers of the Teaching Council. Section 24, is particularly significant as it provides to schools as employers the procedures to deal with teacher conduct or underperformance. It would be expected that schools, as employers, would deal with issues of teacher conduct or underperformance under Section 24 procedures. In addition, it would be expected that parental complaints in relation to teacher conduct or underperformance may also be dealt with under Section 24 procedures by the school, as employer.
186. Deputy Joan Burton asked the Minister for Education and Skills when he proposes to publish a draft of the education (parent and student charter) Bill; the details of the proposed pre-legislative scrutiny process; and the timeframe for this. [2989/17]
Amharc ar fhreagraOn 5 December 2016, I published the General Scheme of an Education (Parent and Student Charter) Bill 2016. The Government have approved the draft outline of a new law, which will require every school to consult with parents and students, and publish and operate a Parent and Student Charter.
The publication of this draft legislation will fulfil a key commitment in the Action Plan for Education to improve information and complaint procedures for parents and students relating schools.
The draft legislation defines the principles that will guide how schools will engage with students and parents.
Following consultation with our education partners, including the National Parents Council (Primary), National Parents Council (Post Primary) and the Irish Second-level Students Union, I will finalise national guidelines on a Parent and Student Charter.
The draft Bill has now gone to the Oireachtas Committee on Education and Skills for pre-legislative scrutiny. On 12 December 2016, I wrote to the Chairperson of the Committee requesting that the Committee might consider carrying out pre-legislative scrutiny on the General Scheme of an Education (Parent and Student Charter) Bill simultaneously with Deputy Jim Daly's Private Members Bill regarding the establishment of an Ombudsman for Education.
187. Deputy Joan Burton asked the Minister for Education and Skills the way in which he will address concerns that the Teaching Council, in the absence of a statutory complaints procedure for use at school level, will be expected to address complaints which are better resolved at local level and thus have less resources to deal with very serious complaints which may arise. [2990/17]
Amharc ar fhreagraAs the Deputy will be aware the Programme for a Partnership Government provides that the Government will introduce a stronger complaints procedure and charter for parents.
On 5 December 2016, I published the General Scheme of an Education (Parent and Student Charter) Bill 2016. The Government have approved the draft outline of a new law, which will require every school to consult with parents and students, and publish and operate a Parent and Student Charter.
The publication of this draft legislation will fulfil a key commitment in the Action Plan for Education to improve information and complaint procedures for parents and students relating schools. The draft legislation defines the principles that will guide how schools will engage with students and parents.
Following consultation with our education partners, including the National Parents Council (Primary), National Parents Council (Post Primary) and the Irish Second-level Students Union, I will finalise national guidelines on a Parent and Student Charter.
The draft Bill will now go to the Oireachtas Committee on Education and Skills for pre-legislative scrutiny.
In relation to Part 5 (Fitness to Teach) of the Teaching Council Act, the provisions of both sections 24 and 28 are relevant to the new investigatory powers of the Teaching Council. Section 24, is particularly significant as it provides to schools as employers the procedures to deal with teacher conduct or underperformance. It would be expected that schools, as employers, would deal with issues of teacher conduct or underperformance under Section 24 procedures. In addition, it would be expected that parental complaints in relation to teacher conduct or underperformance may also be dealt with under Section 24 procedures by the school, as employer.
188. Deputy Joan Burton asked the Minister for Education and Skills the specific measures he plans in order to deal with concerns regarding third level student support and funding challenges for third level institutions. [2991/17]
Amharc ar fhreagraMy Department is investing in a significant programme of student supports in the 2017/18 academic year in order to assist students from under-represented groups to participate in and complete higher education.
In total, my Department will provide almost €418million on student supports in 2017.
This encompasses the student grant scheme which is expected to assist circa 80,000 students in 2017/18. The grant scheme is complemented by the Student Assistance Fund and the Fund for Students with Disabilities, as well as a programme of scholarships and bursaries.
The Report of the Expert Group on Future Funding for Higher Education, published in July 2016, clearly outlines the funding challenges facing the higher education sector. The report also makes a number of recommendations for consideration for the future. As committed to in the Programme for Government, I have referred the report of the expert group to the relevant Oireachtas Committee for its consideration, in order to build political consensus on the most appropriate future funding model for the higher education sector.
While the Cassells report deals with the medium and long term funding needs of higher education we also have to consider the immediate challenges. In that context, I am pleased to have secured additional funding for the sector, in Budget 2017, for the first time in nine years. An additional €36.5m has been made available in 2017 as part of a €160m three year funding package. This will allow the sector keep pace with demographic increases and introduce targeted initiatives in areas such as disadvantage, skills, research and flexible learning. Among those who will benefit from the additional third level funding being made available are students from disadvantaged backgrounds, lone parents, and Travellers.
In addition, in Budget 2017, the Minister for Public Expenditure and Reform and I announced a policy review with the aim of designing and implementing a sustainable and predictable multi-annual funding model for higher and further education and training involving increased employer and Exchequer contributions from 2018. The review will be undertaken as part of the overall response to meeting the anticipated skills needs in the economy over the coming years in line with the policy framework set out in the national skills strategy. It will include an analysis of the business case for enhanced investment in the higher and further education and training sectors and of the most effective funding mechanisms to deliver outcomes in respect of our ambitions in this area. In this context, it will identify key elements of the new funding model and of the expected impacts, including those on employers. It will also include consultation with stakeholders. It is expected that the review will be published by the end of April 2017 and will complement the ongoing work by the Oireachtas Committee in regard to the Cassells report.
189. Deputy Joan Burton asked the Minister for Education and Skills his view on whether there is a clear pay disparity between teachers recruited before 1 January 2011 and those recruited thereafter with regard to pay equality for teachers; his further views on whether it is unacceptable to maintain such pay disparities; his plans to address pay equality issues beyond the steps already agreed in relation to restoration of a qualification allowance payment; the cost of restoring teachers recruited since 1 January 2011 to the previous pay scale; the elements which make up this cost; and the number of teachers affected. [2992/17]
Amharc ar fhreagraAs a consequence of the financial crisis, there was a need to enact a number of measures to reduce public expenditure so as to stabilise the country's public finances. These included pay reductions and also reductions to the pay of new entrant public servants, including teachers, since 2011. Collective agreements reached between the Government and the public service unions provided vital industrial peace during this very difficult period for the State.
The Haddington Road/Lansdowne Road Agreement has allowed a programme of restoration to start. I have used this to negotiate substantial improvements in pay for new teachers. The agreement reached with TUI and INTO will see pay rises of between 15-22% (between €4600 and €6700) for new entrant teachers.
In education, there is a well-established increment system. Teachers are not paid equally. For example, the pay scale for teachers appointed prior to 2011 ranges from €32,009 to €60,155 depending on the date that the individual began teaching. Part of the negotiation to date has secured a convergence of the scales of recruits at different periods. Any further negotiation on new entrant pay cannot focus on just one sector. A broader assessment of pay and new entrant pay will be informed by the analysis of the Public Service Pay Commission.
ASTI members are currently balloting on a set of proposals published by the Teachers Conciliation Council in November. The proposals provide ASTI members with an opportunity to benefit from the programme of pay restoration described above, including the agreement reached with TUI and INTO, which will see pay rises of between 15-22% (between €4600 and €6700) for new entrant teachers. There are also other immediate undoubted benefits for individual ASTI members in accepting the proposals.
The ASTI Central Executive Committee took a decision to put the outcome of the talks process to a ballot of members with a recommendation to reject. The ASTI’s leadership have taken a view on the proposals. It is now over to the members to form their view.
ASTI members will have to weigh the benefits up for themselves. These benefits are only available to ASTI members if they vote to accept. ASTI’s membership now have a decision to make as to whether to accept the TCC proposals and the immediate benefits on offer or to engage again in industrial action. It is for the ASTI leadership to explain its strategy in respect of the latter approach.
190. Deputy Joan Burton asked the Minister for Education and Skills if he has reviewed the recently published Labour Party Equal Status (Admission to School) Bill; his views on the aims and objectives of the Bill; and if he will make a statement on the matter. [2993/17]
Amharc ar fhreagraI have made my position clear on the issue of the role of religion in school admissions. I have stated that I believe that it is unfair that preference is given by publicly-funded religious schools to children of their own religion who might live some distance away, ahead of children of a different religion or of no religion who live close to the school. In that respect I agree with the aims of the Labour Party’s Bill. I have also stated that I believe that it is unfair that parents, who might otherwise not do so, feel pressure to baptise their children in order to gain admission to the local school and I intend to reform the school admissions system in relation to the role that religion can play in that process.
I have set out four possible approaches for dealing with the issue, in primary schools in the first instance, including:
- A catchment area approach, prohibiting religious schools from giving preference to children of their own religion who live outside the catchment area ahead of non-religious children who live inside the catchment
- A ‘nearest school rule’, allowing religious schools to give preference to a religious child only where it is that child’s nearest school of that particular religion
- A quota system, which would allow a religious school give preference to children of its own religion in respect of only a certain proportion of places, meaning that the remaining places would be allocated based on other admissions criteria – proximity to the school, lottery etc.
- An outright prohibition on religious schools using religion as a factor in admissions, meaning that all places would be allocated based on other factors. Within this approach, there is capacity to allow religious schools to require parents or students to indicate some support or respect for the ethos of the school.
I am also mindful of the need to avoid possible pitfalls and unintended consequences with each of these approaches, including most importantly possible impacts on minority religions and on the wishes of Protestant, Jewish, Islamic and other communities to be able to run schools in accordance with their ethos and admit children from their communities to attend those schools.
Other possible consequences to be avoided include possible breaches of the constitution, technical and administrative difficulties impacting on the capacity to effectively run the system of over 4000 schools and the possibility of creating ‘postcode lotteries’, such as other countries have experienced, resulting in pronounced divergence in the quality of schools in more advantaged compared to less advantaged areas.
I will be commencing a short process of consultation on this issue and I am interested in hearing the views of the groups who stand to be impacted by changes as well as any members of the public with views on the issue. After that I will progress to develop and implement measures to deal with this issue.
191. Deputy Joan Burton asked the Minister for Education and Skills his plans to issue a directive on implementing pay deductions for members of teachers' unions that rejected working additional hours under the Croke Park agreement; and if he will make a statement on the matter. [2994/17]
Amharc ar fhreagraASTI's withdrawal from the Croke Park hours means that the union has repudiated the Lansdowne Road Agreement. The financial and other consequences for ASTI members of failure to co-operate with the terms of the agreement were formally notified to ASTI in June 2016. It was indicated at that time that in the event of continuing failure to co-operate in the medium term, further additional measures may also ensue.
Circular Letter 0045/2016 sets out the implications for ASTI members of failure to co-operate with the terms of the agreement. As detailed in the circular, ASTI members have opted to forego a series of benefits and protections including:
- Avoiding an increment freeze until
- Inclusion of the S&S allowance of €1,592 into the pay scale
- Continued alleviation of the FEMPI Act pay reductions
- The Ward Report measures and a revised sequence for filling posts which enable fixed-term and part-time teachers to gain permanent, full-time jobs more easily and quickly than before
- An increase in the quantum of the Croke Park hours that can be worked on other than a whole-school basis
- A review of the usage of the Croke Park hours
- Protection against compulsory redundancy
In addition to the above, as ASTI members are not covered by the LRA, they do not benefit from the recent agreement which my Department reached with INTO and TUI under the LRA, which substantially addresses the current difference in pay between those recruited since 2011 and those recruited since 2012. The agreement reached with TUI and INTO will see pay rises of between 15-22% (between €4600 and €6700) for new entrant teachers.
Also, the Government recently moved to address an anomaly issue arising in the context of the recent Labour Court Recommendations in respect of the Garda Associations through an increase in annualised salaries of €1,000 for the period 1 April 2017 to August 2017 inclusive for public servants on annualised salaries up to €65,000 who are parties to the Lansdowne Road Agreement and who do not stand to benefit from those Labour Court Recommendations.
Following discussions, the Teachers Conciliation Council published a set of proposals in November for consideration by ASTI members aimed at finding a resolution to their dispute. The ASTI Central Executive Committee took a decision to put the outcome of the talks process to a ballot of members with a recommendation to reject. That ballot is now underway. The ASTI’s leadership have taken a view on the proposals. It is now over to the members to form their view.
The proposals provide ASTI members with an opportunity to benefit from the programme of pay restoration under public service agreements, including the agreement reached with TUI and INTO for new entrant teachers.
ASTI members will have to weigh these benefits up for themselves. These benefits are only available to ASTI members if they vote to accept. ASTI’s membership now have a decision to make as to whether to accept the TCC proposals and the immediate benefits on offer or to engage again in industrial action. It is for the ASTI leadership to explain its strategy in respect of the latter approach.
While the union's ballot process is ongoing it would not be helpful for me to comment further.
192. Deputy Joan Burton asked the Minister for Education and Skills the status of the roll-out of the junior cycle reform process; and if he will make a statement on the matter. [2995/17]
Amharc ar fhreagraThe curriculum and assessment arrangements for Junior Cycle are as set out in the Framework for Junior Cycle 2015 and in the related subject specifications and syllabuses developed by the National Council for Curriculum and Assessment.
Implementation of the Framework is proceeding and the new subject specifications for Business Studies and Science, along with English, have now been introduced to schools. The teachers involved are benefiting from extensive continuing professional development and are availing of professional time to support implementation. In June 2017, English will be the first subject to be taken by students as part of the reformed Junior Cycle assessment arrangements. Business Studies and Science will be examined under the new arrangements in June 2019.
Phase 3 of the Framework will begin implementation in September 2017, with the introduction of new subject specifications in Irish, Visual Arts and Modern Languages, covering French, German, Spanish and Italian. The new curriculum area of Wellbeing will also be introduced at that time.
Phase 4 will begin implementation in September 2018 with the introduction of Mathematics, Home Economics, History, Music and Geography, with the final phase 5 being implemented from September 2019. Phase 5 subjects will include Technology subjects, Religious Education, Jewish Studies and Classics.
Teachers of English who are members of ASTI have been directed by their union that, while they are to teach the new Junior Cycle subject specification, they are not to undertake Classroom Based Assessments (CBAs) with their students. CBAs form a key element of the new Junior Cycle. Therefore, students who are taught by a teacher who is a member of the ASTI will not receive a grade for their CBAs and also since the written Assessment Task which is to be completed by students is linked to the second CBA, which is worth 10% of the marks for the final examination, these students cannot complete the Assessment Task, or gain marks for this examination component. Candidates for Junior Cycle English in 2017 who do not complete the assessment task can only be marked and graded based on a maximum of 90% of the available marks.
My Department requested the ASTI to provide an immediate derogation from their directive regarding the CBAs for current teachers of English in order that some current third year English students are no longer unfairly and unjustifiably disadvantaged.
Following talks with the teacher unions in late 2016, facilitated by the Chair of the Teachers Conciliation Council, it has been provided that, on a once-off basis, the NCCA and SEC will communicate arrangements in respect of a second calendar window in the 2016/17 school year to allow for the completion and submission of the Junior Cycle English Assessment Task by students who are prevented from meeting the current deadline. This was notified to schools in the week beginning 19th December 2016.
This was agreed as a result of an acknowledgement by the parties that a significant number of students were not in a position to meet the timing requirement of completion between 5th and 9th December 2016, as a result of industrial action taken by the ASTI.
The Department welcomes the decision of the ASTI to give its members a say on the overall offer now available following the recently concluded talks under the Chair of the Teachers Conciliation Council. While the ASTI’s Central Executive Committee has recommended rejection, a decision on whether to accept or reject will now be taken by the wider membership at ballot. The ASTI has indicated that it will conduct its ballot of members this month.
193. Deputy Joan Burton asked the Minister for Education and Skills his views on the areas that have been highlighted as having skills shortages by the skills and labour market research unit, such as business administration and management, the green economy, financial services, information technology, manufacturing, engineering, sales, marketing and transport; his plans to tackle these skills shortages; and if he will make a statement on the matter. [2996/17]
Amharc ar fhreagraThe Action Plan for Education 2016 – 2019 provides a key statement on the reform agenda across the education and training system. The Plan contains a range of actions to be implemented with particular focus on disadvantage, skills needs, and continuous improvement within the education service.
A key objective of this Plan is to address the identified skills needs across key priority sectors of the economy identified by the SLMRU. These sectors include Financial Services, Manufacturing and ICT, Biopharma, Medtech and others.
Launched in 2016 the National Skills Strategy has over 120 Actions involving over 50 stakeholders, the purpose of the National Skills Strategy 2025 is to provide a framework for skills development that will help drive Ireland’s growth both economically and societally over the next decade. Included in the actions in the Strategy is the creation of a new National Skills Council. The Council, when established shortly, will oversee research and advise on prioritisation and delivery of identified skills needs. Skills information from the EGFSN, the SLMRU and the recently established Regional Skills Fora will feed into the work of the Council.
Within the Further Education and Training (FET) sector, significant improvements have been made in the planning and funding of provision since the publication of the FET Strategy in 2014. Education and Training Boards engage in a service planning process annually against a range of detailed parameters set by SOLAS. This process has been refined and improved each year and includes the use of strengthened labour market data provided by the SLMRU to ensure that the skill needs of learners and enterprise are met.
194. Deputy Joan Burton asked the Minister for Education and Skills his views on the suggestions by the Irish National Teachers’ Organisation that related capital investment will be necessary if the programme for Government commitment on having schools available for child care services can be successfully implemented; and if he will make a statement on the matter. [2997/17]
Amharc ar fhreagraIn accordance with key commitments in the Programme for a Partnership Government (May 2016) in relation to establishing a quality system of school age childcare, my Department is working closely with the Department of Children and Youth Affairs in considering how to facilitate schools who wish to make their facilities available as part of the range of options available to parents where there is demand. A cross-departmental group is now finalising an Action Plan for School Age Childcare which has been considered by me and my colleague, Minister Zappone, T.D.
In general, school authorities have a considerable degree of autonomy in relation to how their premises are managed and utilised at local level. The use of school facilities must be approved by the school authority. In 2005, my Department issued a circular to Trustees, Boards of Management and Principals of Primary and Voluntary Secondary Schools (Circular Letter Prim 16/05) to encourage Trustees and Boards of Management to make their facilities available where possible for community, education and recreation purposes. This circular recognises that the decision ultimately lies with the relevant Board or Trustees and that the first priority at all times should be the interest of the school, its teachers and pupils.
In facilitating such extra provision there are a number of complex issues that need to be considered in respect of such arrangements. I engaged with education partners specifically in relation to this matter in a very positive roundtable discussion in the Summer. These issues - including property, governance, insurance and liability - are being considered as part of a review within my Department of the requirements to be established around the use of school premises/property for pre-school and after school services and the preparation of guidelines in consultation with patrons/trustees in relation to same.
While there is no provision in this year’s budget for additional capital investment specifically in relation to pre-school and afterschool services, capital funding in excess of €400m will be expended on the delivery of school accommodation projects (large scale projects and the Additional Accommodation Scheme) in 2017.
195. Deputy Joan Burton asked the Minister for Education and Skills the stage at which the review of the school support programme through the DEIS initiative is at; when this review will be completed and published; if he envisages any changes to the funding or delivery model of the DEIS programme; and if he will make a statement on the matter. [2999/17]
Amharc ar fhreagraAs the Deputy is aware, a process to review the DEIS Programme which began in 2015 is progressing very well and it is my intention to publish a new Action Plan for Educational Inclusion in the coming weeks.
The review process is looking at all aspects of DEIS, including the range and impact of different elements of the School Support Programme, the potential for innovation within and between schools and its scope for increased integration of services provided by other Departments and Agencies, in order to improve effectiveness.
The review process includes the development of a new assessment framework using centrally held CSO and DES data for the identification of schools for inclusion in a new Programme. The number of schools to receive supports under a new School Support Programme will be determined by this new identification process, which will assess all schools in the country. Schools will not be required to submit an application for assessment as the methodology being applied involves the use of centrally held data already available to my Department.
A series of pilot schemes aimed at introducing measures shown to work well in improving results for disadvantaged students will be introduced. Targeted measures to be included are, School Leadership, School networking/clustering, teaching methodologies, integration of all supports within communities, greater use of HSCL services.
Implementation of actions arising from the Action Plan for Educational Inclusion will begin in the 2017/18 school year, and will be a continuing theme in our wider Annual Action Plan for Education.
196. Deputy Joan Burton asked the Minister for Education and Skills his plans to provide new courses in the leaving certificate, such as coding, physical education and politics; and if he will make a statement on the matter. [3000/17]
Amharc ar fhreagraMy Department has committed to enriching teaching and learning with new curricula, in the Action Plan for Education 2016-2019. The central vision of the Plan is that the Irish Education and Training System should become the best in Europe over the next decade. This will contribute to delivering a “Step-Change” in the development of critical skills, knowledge and competences and providing the foundations for participation in work and society.
There are important developments in relation to coding across the primary and post-primary sector. The Action Plan for Education includes a commitment to develop a new subject specification for Leaving Certificate Computer Science which will help to harness and develop student interest in this strategically important discipline.
The National Council for Curriculum and Assessment (NCCA) has, in this regard, recently commenced the curriculum development process, with a view to the subject being introduced to schools from September 2019, following a period of professional development for teachers of the subject.
The formulation of curriculum and assessment arrangements is a complex and intensive process. It can involve research, analysis, action-research or piloting in schools and extensive consultation with stakeholders including students, parents, teacher unions and others. This is then followed by a period of professional development for teachers. I am exploring whether the projected timescale for Leaving Certificate Computer Science can be adjusted so that implementation in schools can commence sooner.
At Junior Cycle level a short course on Coding developed by the NCCA is available to schools on an optional basis. The course looks to build on the coding skills that primary students may have experienced while offering insight into possible future studies in computer science and software engineering.
At primary level, the NCCA, at my request, is considering coding as part of a wider review of the curriculum, including the introduction of computational thinking and flexible and creative thinking skills into the Mathematics curriculum. A new Primary School curriculum for Junior Infants to second class is planned for implementation from September 2018. As part of this I am exploring the introduction of an initiative in the area of Coding at Primary Level.
There is also a Transition Year module relating to 'Having Fun with Computer Programming and Games'.
In addition to these initiatives, a large number of schools are running voluntary coding programmes through initiatives such as Coder Dojo, which I believe we should learn from to improve the outcomes of the education system for our children.
The roll-out of the new Leaving Certificate subject of Politics and Society commenced in 41 schools from September 2016, following an open invitation to introduce this as an optional Leaving Certificate subject. Politics and Society aims to develop the student's ability to be a reflective and active citizen, in a way that is informed by the insights and skills of social and political science. The introduction of the specification is part of my Department's commemoration of 1916 and its commitment to education for sustainable development. The subject will be available to all schools from 2018.
Physical Education is being developed by the NCCA as a full subject that can be assessed for the Leaving Certificate in a manner similar to other subjects. A specification for Leaving Certificate Physical Education was finalised by the NCCA in late 2016. In addition, a Senior Cycle Physical Education Framework specification has recently been completed by the NCCA. The Framework will assist schools to design a P.E. programme for those students who may not choose to take P.E. as part of their Leaving Certificate examination. These developments are in keeping with the strong emphasis from my Department on promoting and encouraging Healthy Lifestyles for all students and commitments in the Programme for Partnership Government.
The Action Plan for Education also includes commitments to finalise and implement additional subject specifications at Leaving Certificate level as resources permit.
197. Deputy Joan Burton asked the Minister for Education and Skills when the moratorium on filling certain promoted posts in schools will be lifted, in view of the fact it was introduced as an emergency measure in 2009; and if he will make a statement on the matter. [3001/17]
Amharc ar fhreagra208. Deputy Joan Burton asked the Minister for Education and Skills his plans to end the current ban on promotions at primary school level; and if he will make a statement on the matter. [3012/17]
Amharc ar fhreagraI propose to take Questions Nos. 197 and 208 together.
Budget 2017 provided for an additional €7.75m to strengthen school leadership. This will provide 170 additional posts to second level schools to employ additional Deputy Principals to assist the school principal with the leadership of the school. With effect from September 2017, schools with pupil enrolment in excess of 700 will be allocated additional Deputy Principal posts.
Budget 2017 also provides for the commencement of the restoration of middle management posts to lift the rigidity of the longstanding moratorium on these posts in both the primary and post-primary sector. Measures to commence the restoration of middle management posts will be introduced in the primary and post-primary sectors in September 2017. The aim is to contribute to the further development of a distributed leadership model in schools, involving the establishment and facilitation of leadership teams with appropriately defined and shared responsibilities for areas such as curriculum and learning, student support and wellbeing, school improvement and leadership and development of staff teams.
A Department circular will issue in the coming weeks in relation to these new arrangements which will come into effect from the 2017/18 school year. Strengthening leadership in schools is a serious issue and these new arrangements will provide additional resources to focus on leadership and management in our schools.
198. Deputy Joan Burton asked the Minister for Education and Skills the way, including the total investment involved, his Department supports continuing professional development of teachers at primary and post-primary levels; the figure of the total investment as a percentage of education spending overall; and if he will make a statement on the matter. [3002/17]
Amharc ar fhreagraA key objective in the Action Plan for Education 2016 – 2019 is to develop the continuum of teacher education to equip teachers with the right skills for 21st century teaching and learning and improve school leadership. The quality of our teaching profession is the single most critical factor in sustaining and enhancing the quality of education outcomes in our system. We know that providing the best possible professional development and ongoing practical support to these key people in the education sector is vital if we are to realise the ambitious objectives that we have for Irish education. Specific targets for 2017 will be outlined in the Action Plan for Education.
My Department spent approximately €46.5m on teacher continuing professional development (CPD) in 2016 across the primary and post primary sectors. The teacher CPD budget represents 0.56% of my Department's overall net expenditure.
The spend of €46.5m includes all costs associated with the provision of CPD at primary and post primary level funded by my Department.
The professional development needs of serving teachers in recent years have been addressed through the provision of an induction programme for newly qualified teachers, national in-service for new and revised curriculum areas including junior cycle, the new primary language curriculum and ongoing support for the curriculum generally with a particular focus on priority areas - literacy and numeracy, well-being, support for school leaders and for teachers to meet the needs of children with special educational needs.
The responsibilities of the recently established Centre for School Leadership, a partnership between my Department, IPPN and PD, cover the range of leadership development from pre-appointment training and induction of newly appointed principals, to CPD throughout leaders' careers.
Other areas of expenditure include training for child protection, Board of Management training, a Teacher Fee Refund Scheme, Teacher Professional Networks and a number of postgraduate programmes to meet particular identified needs such as the teaching of mathematics and special educational needs.
The Teaching Council is the professional body and regulator for teachers. It has published its policy, Cosán, on teacher learning and will continue to engage with stakeholders, including teachers, in preparation for the commencement of section 39 of the Teaching Council Acts 2001-2015 which will enable the Teaching Council to review and accredit programmes of CPD.
Question No. 199 answered with Question No. 185.
200. Deputy Joan Burton asked the Minister for Education and Skills the estimated timeframe for and cost of the Government programme commitment to reducing the pupil-teacher ratio in junior and senior infants; and if he will make a statement on the matter. [3004/17]
Amharc ar fhreagraBudget 2016 introduced a 1 point improvement (from 28:1 to 27:1) to the primary staffing schedule which has been implemented for the current school year and it should be noted that the current staffing schedule of 27:1 for primary schools has restored it to the position it was at prior to the fiscal crisis.
The staffing schedule operates on a general average of 27 pupils to every 1 teacher for the current school year. The ratio of 27:1 is an overall classroom teacher allocation ratio for the school and is not a reference to class size. The configuration of classes and the deployment of classroom teachers are done at local school level. Depending on the circumstances of the school, e.g. fluctuating enrolment, accommodation available, there may be a variation in the size of the classes in the school. School authorities are requested to ensure that the number of pupils in any one class is kept as low as possible, taking into account all of the above factors. The Department requests school authorities to use their autonomy under the staffing schedule to implement smaller class sizes for junior classes.
Each 1 point adjustment to the staffing schedule is estimated to cost in the region of €15m - €18m per annum.
Budget 2017 sets out the resources available for schools for the 2017/18 school year. This Budget represents the start of a major reinvestment in education, and the first phase of implementation of the Action Plan for Education, aimed at becoming the best education system in Europe within a decade.
The budget provides for over 2,400 additional teaching posts for our primary and post-primary schools in the next school year. This includes additional teaching posts to meet demographic need, curriculum reform, additional resource teaching posts and the strengthening of school leadership.
The Programme for Government has a commitment to reduce class sizes at primary level and it is my intention to make further improvements to class sizes over the lifetime of the Government.
201. Deputy Joan Burton asked the Minister for Education and Skills the location of all schools under religious patronage which he expects to be divested in 2017; and if he will make a statement on the matter. [3005/17]
Amharc ar fhreagraThe Government is committed to progressing the development of a dynamic and innovative education system that reflects the diversity of twenty-first Century Ireland. The Programme for a Partnership Government reflects the Government’s objective of strengthening parental choice and further expanding diversity in our school system. The desire of parents for diversity in education is primarily being pursued by increasing the number of non-denominational and multi-denominational schools with a view to reaching 400 by 2030.
In addition to the phased transfer of Catholic schools to new patrons already under way, this requires considering new ideas and new approaches to substantially accelerate the changes in school provision in order to achieve greater diversity. By developing new approaches which enable engagement with the landowner, I am convinced that we can significantly increase the number of non-denominational and multi-denominational schools. I am progressing these matters as a priority and have already held a round of consultations with patron bodies in this regard.
My Department is continuing to work with patron bodies and Church Authorities with a view to progressing the divestments under the existing process arising from surveys carried out in 2012/13. However, I envisage that the new approaches that I hope to be in a position to announce shortly will have the potential to accelerate progress
In addition to progressing the reconfiguration of existing school provision to provide greater choice to parents in areas of stable population, the Government is committed to ensuring that parental preferences will continue to be key to patronage decisions on new schools established in areas of demographic growth.
