Written Answers Nos. 226-247
226. Deputy Joan Burton asked the Minister for Education and Skills if there is a senior official with designated responsibility for Brexit matters in his Department; if so, the grade of the designated official; the funding allocated to the said Brexit unit; the cost to date in 2017; the anticipated cost; and if he will make a statement on the matter. [31271/17]
Amharc ar fhreagraUnder the direction of my Department’s Management Board, the EU/International Unit under the leadership of a Deputy Secretary General is working with Departmental Divisions and Agencies on analysing and prioritising issues in preparation for the negotiation phase. Between December and January the Unit oversaw extensive engagement that I and Minister of State John Halligan TD had with the education sector in the form of four Brexit consultation fora for the higher, further education and training; and primary and post-primary education sectors. This was supplemented by a joint Skills Brexit stakeholder consultation on 3 July 2017 at which both I and Minister of State for Higher Education Mary Mitchell O'Connor participated.
The EU/International Unit has also supported my engagement at political and institutional level on our Brexit agenda. I have met counterparts Peter Weir and Simon Hamilton of the NI Executive, and most recently met with the UK’s Secretary of State for Education, Justine Greening. Meetings were also held with the Minister of State for Exiting the EU, David Jones, the UK’s Opposition Spokesperson on Brexit, Keir Starmer, as well as members of the All Party Parliamentary Group on the Irish in Britain. Meetings have also taken place with Ministers from other EU Member States and with representatives of the EU Commission including Commissioner Navracsics.
The EU/International Unit of my Department has been given overall responsibility for co-ordinating our response to Brexit. This Unit has been prioritising Brexit work to date and will keep staffing requirements under constant review.
In discharging its Brexit-related functions, the EU/International Unit participates in the Inter-Departmental Senior Officials Group, chaired by the Department of the Taoiseach, which coordinates the whole-of-Government response to the outcome of the UK referendum, and supports the Cabinet Committee on Brexit. This is further underpinned by the Unit's active engagement with other Departments in Brexit Workgroups on the Economy and Trade; the Common Travel Area; and European Union Programmes - three of the six sectoral workgroups established to provide key sectoral or thematic advices to the Cabinet Committee and Government. The Unit also chairs the Education and Research Subgroup under the Economy and Trade strand of co-ordination. The Subgroup includes relevant areas within the Department and relevant Agencies of the Department and other Departments/Agencies.
As specific issues on the negotiations agenda emerge, the Department will ensure timely, focused inputs from the relevant policy areas and external stakeholders, through appropriate consultative mechanisms.
Significant additional resource requirements are not envisaged for the negotiation phase, but for those that will arise, it is anticipated that costs arising can be provided for from within existing Departmental budgets.
227. Deputy Charlie McConalogue asked the Minister for Education and Skills further to Parliamentary Question No. 111 of 25 May 2017, the status of his Department's review of the student grant scheme; when the review is expected to be completed; if the circumstances outlined in his reply are considered in the review of the special rate criteria; and if he will make a statement on the matter. [31299/17]
Amharc ar fhreagraThe current system of student support is underpinned by the Student Support Act 2011. The review of the Act has commenced and it is anticipated that it will be completed in early 2018. As previously advised, all relevant issues, including an examination of the qualifying criteria for the special rate of grant, will be considered as part of this review.
With regard to the Student Grant Scheme, the Deputy will be aware that the 2017 scheme and regulations were published in late March. It is anticipated that the 2018 scheme and regulations will be published in spring 2018.
228. Deputy Fergus O'Dowd asked the Minister for Education and Skills the number of schools in County Louth that have ASD units on site; the number of schools that are without an ASD unit; and if he will make a statement on the matter. [31302/17]
Amharc ar fhreagraIt is the policy of my Department that all children with Special Educational Needs, including those with Autistic Spectrum Disorders, 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.
This policy has been informed by published research, including the Report of the Task Force on Autism (2001), the Evaluation of Educational Provision for Children with Autistic Spectrum Disorders (ASD) (2006) and National Council for Special Education (NCSE) policy advice on Supporting Students with Autism Spectrum Disorder (2016).
The NCSE policy advice on Supporting Students with Autism Spectrum Disorder (2016) found that Students are generally well supported in schools with appropriate curriculum; extensive teacher and SNA supports; improving range of educational placements supported by improved accommodation and equipment; improved teacher knowledge and understanding and a generally good standard of provision at primary and post primary levels.
The NCSE policy advice notes that International Research findings suggest that most students with ASD should be considered for inclusion in mainstream education with their peers, where inclusion is well-planned and well-resourced.
It follows therefore that, where they are able, students should be given every opportunity to participate in mainstream settings and only be enrolled/retained in special class and/or special school settings where their levels of need warrent this.
Almost 18,000 students in schools have been diagnosed with autism. My Department invests over €300m annually in providing additional resources specifically to support students with autism in schools enabling:
- 63% of students to attend mainstream schools
- 26% to attend special classes in mainstream primary and post-primary schools, and
- 11% to attend special schools.
The NCSE, through its network of local Special Educational Needs Organisers (SENOs), in consultation with the relevant education partners, is responsible for the establishment of special classes in various geographical areas where there is an identified need.
The NCSE, in looking to open special classes, must take into account the present and future potential need for such classes, taking particular account of the educational needs of the children concerned. The NCSE will also take account of location and sustainability in looking to establish special classes in certain areas.
While it is not always possible to ensure that a special class placement will be available in the child’s local school, the NCSE has informed my Department that, in general, they are satisfied that there are sufficient ASD special class placements to meet existing demand.
Since 2011 the NCSE has increased the number of special classes by over 100% from 548 in 2011 to 1,152 across the country now, of which 887 are Autism Spectrum Disorder (ASD) special classes.
The NCSE intends to establish an additional 145 ASD Special Classes for the 2017/18 school year increasing the number of ASD Special Classes to 1,032.
With regard to Co. Louth there are currently 4 Primary schools and 3 Post Primary schools operating 2 ASD Early Intervention Special Classes, 13 ASD primary Special Classes and 4 ASD post-primary Special Classes. There are 71 primary schools and 18 post-primary schools in Co. Louth.
This NCSE will open 6 new ASD Special Classes in Co. Louth for the 2017/18 school year. As a result there will be 3 ASD Early Intervention Special Classes, 18 ASD primary Special Classes and 4 ASD post-primary Special Classes available in Co. Louth for the forthcoming school year.
The NCSE has informed my Department that they are satisfied that there are sufficient ASD special class placements to meet existing demand in Co. Louth.
My Department will continue to support the NCSE in opening special classes in areas where there is an identified need.
229. Deputy John Brassil asked the Minister for Education and Skills the provisions in place to increase the number of classrooms in national schools for children with special educational needs especially children with ASD; and if he will make a statement on the matter. [31326/17]
Amharc ar fhreagraIt is the policy of my Department that all children with Special Educational Needs, including those with Autistic Spectrum Disorders, 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.
This policy has been informed by published research, including the Report of the Task Force on Autism (2001), the Evaluation of Educational Provision for Children with Autistic Spectrum Disorders (ASD) (2006) and National Council for Special Education (NCSE) policy advice on Supporting Students with Autism Spectrum Disorder (2016). The NCSE policy advice on Supporting Students with Autism Spectrum Disorder (2016) found that Students are generally well supported in schools with appropriate curriculum; extensive teacher and SNA supports; improving range of educational placements supported by improved accommodation and equipment; improved teacher knowledge and understanding and a generally good standard of provision at primary and post primary levels.
The NCSE policy advice notes that International Research findings suggest that most students with ASD should be considered for inclusion in mainstream education with their peers, where inclusion is well-planned and well-resourced.
It follows therefore that, where they are able, students should be given every opportunity to participate in mainstream settings and only be enrolled/retained in special class and/or special school settings where their levels of need warrent this.
Almost 18,000 students in schools have been diagnosed with autism. My Department invests over €300m annually in providing additional resources specifically to support students with autism in schools enabling:
- 63% of students to attend mainstream schools
- 26% to attend special classes in mainstream primary and post-primary schools, and
- 11% to attend special schools.
The NCSE, through its network of local Special Educational Needs Organisers (SENOs), in consultation with the relevant education partners, is responsible for the establishment of special classes in various geographical areas where there is an identified need.
The NCSE, in looking to open special classes, must take into account the present and future potential need for such classes, taking particular account of the educational needs of the children concerned. The NCSE will also take account of location and sustainability in looking to establish special classes in certain areas.
While it is not always possible to ensure that a special class placement will be available in the child’s local school, the NCSE has informed my Department that, in general, they are satisfied that there are sufficient ASD special class placements to meet existing demand.
Since 2011 the NCSE has increased the number of special classes by over 100% from 548 in 2011 to 1,152 across the country now, of which 887 are Autism Spectrum Disorder (ASD) special classes.
The NCSE will establish an additional 145 ASD Special Classes for the 2017/18 school year increasing the number of ASD Special Classes to 1,032.
My Department will continue to support the NCSE in opening special classes in areas where there is an identified need.
230. Deputy Darragh O'Brien asked the Minister for Education and Skills the steps he is taking to help meet the need for primary school places in Swords, County Dublin; and if he will make a statement on the matter. [31334/17]
Amharc ar fhreagraAs the Deputy will be aware, there are 13 primary schools serving the Swords area. My Department has been in direct contact with a number of these schools in respect of their junior infant capacity. In that regard it is understood that two schools in the area have junior places available should parents wish to avail of them for September 2017.
As the Deputy will appreciate, it is important that school size is monitored and that a balance is preserved among all schools in school planning areas to ensure that one school is not expanding at the expense of another school.
My Department is monitoring the enrolment position in the Swords area closely. While the situation may result in some pupils not obtaining a place in the school of their first choice, the Deputy will appreciate that my Department's main responsibility is to ensure that the existing schools in the area can, between them, cater for the demand for Junior Infant places in September 2017.
231. Deputy Dara Calleary asked the Minister for Education and Skills the redundancy and pension scenarios for employees of a school employed directly by a board of management, for example, school secretaries, caretakers and so on; and if he will make a statement on the matter. [31355/17]
Amharc ar fhreagraSchemes were initiated in 1978 and 1979 for the employment of Clerical Officers and Caretakers in primary and secondary schools. Staff employed on these schemes are paid directly by my Department and are not paid via grant funding. The 1978 and 1979 schemes are being phased out and have been superseded by a more extensive capitation grant scheme.
The majority of primary and voluntary secondary schools in the Free Education Scheme now receive capitation grant assistance to provide for secretarial, caretaking and cleaning services. Capitation related grants are issued to the majority of primary and post-primary schools to employ such staff. Within the capitation grant schemes, it is a matter for each individual school to decide how best to apply the grant funding to suit its particular needs. Where a school uses the capitation grant funding to employ a secretary or caretaker, such staff are employees of individual schools. My Department therefore does not have any role in determining the pay and conditions under which they are engaged. These are matters to be agreed between the staff concerned and the school authorities. My Department has no plans to develop an alternative scheme for schools to employ secretaries or caretakers separate to the current system of capitation grant assistance.
Notwithstanding the above, in 2015 my Department agreed to engage with the union side in relation to the pay of school secretaries and caretakers who are employed using grant funding and to enter an arbitration process. The Arbitrator recommended a cumulative pay increase of 10% between 2016 and 2019 for school secretaries and caretakers comprehended by the terms of the arbitration process and that a minimum hourly pay rate of €13 for such staff be phased in over the period 2016 to 2019. My Department has recently published circular letter 0025/2017 for voluntary secondary schools and circular letter 0026/2017 for primary schools, setting out the application of the second phase increases of the Arbitrator’s recommendations. The circulars are available at:
Circular 0025/2017: http://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0025_2017.pdf
Circular 0026/2017 : http://www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0026_2017.pdf
The increases recommended by the Arbitrator are binding and must be applied by all schools who employ staff to whom the Arbitrators recommendation applies. The circulars issued by my Department set out the revised rates of grant funding for schools and an application process whereby schools can apply for additional funding in order to enable them to pay the revised rates set out in the circulars.
232. Deputy Declan Breathnach asked the Minister for Education and Skills the status of a SUSI student grant application made by a person (details supplied). [31365/17]
Amharc ar fhreagraAs part of a comprehensive customer service and communications strategy provided by Student Universal Support Ireland (SUSI), to ensure that all necessary avenues are open to applicants to receive the information they need, a dedicated email and phone line service is provided by SUSI for Oireachtas members. This was established to meet an identified need for applicants who choose to engage the assistance of their public representatives in making enquiries about their grant applications.
This service complements the established channels provided by SUSI which include online application tracking, a dedicated website, a telephone helpdesk, email and social media, including Facebook and Twitter.
Enquiries may be emailed direct to SUSI at oireachtas@susi.ie. Staff in SUSI are responding to email queries within a matter of days.
233. Deputy Michael McGrath asked the Minister for Education and Skills the basis on which a primary school may appeal the mainstream teacher allocations for the 2017-18 school year; and if he will make a statement on the matter. [31372/17]
Amharc ar fhreagraThe criteria used for the allocation of teachers to primary schools is published annually on the website of the Department of Education and Skills. The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally irrespective of location.
Staffing arrangements for the 2017/18 school year are set out in circular 0017/2017 which is available on my Departments website.
The staffing arrangements include an appeals mechanism for schools to submit an appeal under certain criteria to an independent Appeals Board.
The staffing process includes an appeals mechanism for schools to submit an appeal under certain criteria to an independent Primary Staffing Appeals Board.
234. Deputy Robert Troy asked the Minister for Education and Skills further to Parliamentary Question No. 553 of 20 June 2017, his views on whether it would be fairer for SUSI to either pursue all overpayments or none at all rather than pick and choose which students should be liable for an overpayment (details supplied). [31398/17]
Amharc ar fhreagraAs previously advised, where overpayments occur, SUSI treats the overpayment as a debt to the Exchequer and seeks to ensure that all such payments are recovered from the student. This approach is consistent with the general policy and principle regarding the recovery of debt, as set out in the Student Support Act 2011, and is applied to all overpayments.
When an overpayment is identified, SUSI will write to the student to inform him/her of the decision to vary the grant amount and to advise that recovery (repayment) of the overpayment will be necessary. A further letter will then issue to formally advise of the overpayment amount and to request repayment. This letter includes a Grant Repayment Option Form which requests details of the preferred repayment option.
If an individual applicant considers that she/he has been unjustly refused a student grant, or that the rate of grant awarded is not the correct one, she/he may appeal, in the first instance, to SUSI. Applicants may also appeal against decisions made by SUSI in relation to overpayments.
Where an individual applicant has had an appeal turned down in writing by an appeals officer in SUSI and remains of the view that the scheme has not been interpreted correctly in his/her case, an appeal may be submitted to the independent Student Grants Appeals Board within the required timeframe. Such appeals can be made by the appellant on line via www.studentgrantappeals.ie
235. Deputy Catherine Murphy asked the Minister for Education and Skills the assessment which is carried out in respect of class sizes, school accommodation and other educational resources following the publication of the census of population; when such an assessment takes place, the way in which it is progressed; and if he will make a statement on the matter. [31401/17]
Amharc ar fhreagraMy Department uses data from the Census combined with information from the Primary and Post Primary Pupil Databases to develop projections of full time enrolment at primary and post-primary level. My Department uses also CSO data as one of the key data sources used in the DEIS identification process.
The criteria used for the allocation of teaching posts in primary and post primary schools is published annually on my Department's website. The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally irrespective of location.
The Staffing Schedule includes the provision where schools experiencing rapid increases in enrolment can apply for additional permanent mainstream posts on developing grounds. The staffing process includes an appeals mechanism for schools to submit an appeal under certain criteria to an independent Appeals Board. This process includes a provision in which schools that are not gaining an additional teaching post under the developing schools criterion can submit an appeal to the independent Appeals Board. This appeal criterion is targeted at those schools that make a significant contribution to the provision of school places and so assist the response to demographic growth within their area.
My Department uses a Geographical Information System (GIS) to identify where the pressure for school places across the country will arise. The GIS uses data from a range of sources, including the Central Statistics Office, Ordnance Survey Ireland, the Department of Social Protection and my Department's own databases. With this information, my Department carries out nationwide demographic exercises at primary and post-primary level to determine where additional school accommodation is needed.
236. Deputy Joan Burton asked the Minister for Education and Skills when special needs assistants will be allocated to primary schools for the incoming school year; and if he will make a statement on the matter. [31408/17]
Amharc ar fhreagraSpecial Needs Assistants (SNAs) are provided to assist recognised schools to cater for pupils with disabilities, who have additional and significant care needs, in an educational context and where the nature of these care needs have been outlined in medical and other professional reports as being so significant that a pupil will require additional adult assistance in order to be able to attend school and to participate in education.
The National Council for Special Education (NCSE), which is an independent statutory agency, is responsible, through its network of local Special Educational Needs Organisers (SENOs) for allocating a quantum of Special Needs Assistant (SNA) support for each school annually taking into account the assessed care needs of children qualifying for SNA support enrolled in the school.
The NCSE allocates SNA support to schools in accordance with the criteria set out in my Department's Circular 0030/2014, which is available on my Department's website at www.education.ie, in order that students who have care needs can access SNA support as and when it is needed. My Department’s policy is to ensure that every child who is assessed as needing SNA support will receive access to such support.
The level of SNA support allocated to schools can change from year to year, as students with care needs leave the school, as new students with care needs enrol, or as students develop more independent living skills as they get older and their care needs diminish over time.
All schools were asked to apply for SNA support for the 2017/18 school year by 6th April 2017. The NCSE continues to process applications for access to SNA support which are received after the April deadline. Such applications will be processed in the order in which the applications are received. Schools will be advised shortly of their SNA allocations for the 2017/18 school year.
Where a school wishes to appeal the SNA support allocation which has been made to them, they may do so through the NCSE appeal process, details of which are set out at www.ncse.ie.
All schools have the contact details of their local SENO and parents may also contact their local SENO directly to discuss their child's special educational needs, using the contact details available on www.ncse.ie.
237. Deputy Niamh Smyth asked the Minister for Education and Skills if his attention has been drawn to the need for the new building for a school (details supplied) to be prioritised as a matter of urgency; the status of same; and if he will make a statement on the matter. [31430/17]
Amharc ar fhreagraThe Stage 2(b) Detailed Design Report was recently submitted to my Department by the Board of Management and its Design Team. Following receipt of that submission, my Department authorised the Board of Management to instruct its Design Team to commence the pre-qualification process for the assessment of suitably qualified contractors to which the project can be tendered. This authorisation was granted by my Department in order to expedite the tender process for this project by running the pre-qualification in tandem with the finalisation of Stage 2(b). The Design Team has commenced this process and the closing date for the e-tenders advertisement was 19 June 2017. The Design Team has informed my Department that it expects to complete its assessment of the pre-qualification submissions in the coming weeks and will then submit its report on the shortlist of contractors to my Department.
Following examination of the Stage 2(b) Report, it became apparent that the submission was incomplete and some additional items which should have been included in the original submission, were requested by my Department. A revised submission has been received which is currently under review. Upon completion of the review of the revised 2(b) submission my Department will immediately revert to the school with a timeframe to proceed to tender and construction stage.
The Stage 2(b) submission is an extremely vital part in the design process and is the final stage prior to the seeking of tenders for the construction of the school building.
238. Deputy Pat The Cope Gallagher asked the Minister for Education and Skills the position regarding approving a new school building for a school (details supplied) since he last met with school management and teaching staff on the matter; the timeframe for the project delivery; and if he will make a statement on the matter. [31526/17]
Amharc ar fhreagraThe Design Team appointment for the major building project referred to by the Deputy has recently been completed and the project has now entered early architectural planning / design stages.
My Department has authorised the Design Team to commence Stage 1 of architectural planning as per the Department’s Design Team Procedures 2012. Stage 1 is the initial sketch design stage and includes an analysis of all the constraints of the site, developing a preferred option and ensuring that that preferred option is the most optimum for the delivery of the project brief.
The project is included in the Departments six year Construction Programme and is scheduled therein for construction in 2019 - 2021.
239. Deputy Pat The Cope Gallagher asked the Minister for Education and Skills the position regarding approving a new school building for a school (details supplied) since he last met the school authorities, management and staff on the matter; the timeframe for the project delivery in view of the fact that the new building is urgently required for the school due to school numbers; and if he will make a statement on the matter. [31527/17]
Amharc ar fhreagraThe Design Team for the school building project to which the Deputy refers is finalising the Stage 2(b) - Detailed Design submission which will then be submitted to the Department for review. Following receipt and consideration of that report my Department will revert to the school with regard to the further progression of the project at that time.
240. Deputy Pat The Cope Gallagher asked the Minister for Education and Skills the position regarding approving the school extension and improvement plan for a school (details supplied) since he last met teaching staff and school management; the timeframe for delivering this project; and if he will make a statement on the matter. [31528/17]
Amharc ar fhreagraAn amended Emergency Works Scheme application consistent with the terms and conditions of that Scheme is awaited from the school to which the Deputy refers. My Department has arranged to provide technical assistance to the school with this application which will be dealt with as quickly as possible when received.
The school must apply separately under my Department's Additional Accommodation Scheme for an extension project. The school is aware of this position.
241. Deputy Éamon Ó Cuív asked the Minister for Education and Skills the number of civil servants in his Department that have requested a transfer to a location outside County Dublin; the number of civil servants in his Department that have requested a transfer from a location outside of Dublin into County Dublin; and if he will make a statement on the matter. [31777/17]
Amharc ar fhreagraMy Department does not hold a record of staff who apply for transfers to other Departments/ Locations. Staff apply to the relevant Department either directly or via the Central Applications Facility (CAF) which is managed by the Public Appointments Service (PAS).
242. Deputy Thomas Byrne asked the Minister for Foreign Affairs and Trade if the Government will negotiate a special dispensation on the tariffs on exports to the United Kingdom as part of the Brexit negotiations in view of the additional responsibilities that the State will encounter as the only European Union country with a border with the United Kingdom. [30566/17]
Amharc ar fhreagraOn 2 May, the Government published a comprehensive document on Ireland and the negotiations on the UK’s withdrawal from the European Union under Article 50 of the Treaty on European Union. This document sets out the approach of the Government to the EU-UK negotiations, which began formally on 19 June, following the successful campaign to have key Irish issues recognised in the EU negotiation position.
Following on from this publication, the Government is currently preparing a further paper on economic implications of the Brexit challenge. This will draw on the work to date across Departments, which will be developed to mitigate emerging sectoral challenges. These plans will build on ongoing cross-Government research, analysis and consultations with stakeholders, especially through the government’s All-Island Civic Dialogue process, and will be important in informing Ireland’s domestic response as well as our approach to the EU-UK negotiations.
Accounting for 17% of Ireland’s total exports, the UK is one of our most important trading partners. The potential impacts of Brexit are therefore profound, with specific sectors such as agrifood particularly challenged. The Government has consistently made it clear that Ireland wishes to achieve the closest possible trading relationship with the UK. This is that a number of our EU partners also share, as does the UK itself.
Future tariff arrangements will be a key focus, as will the need to minimise any burdens of customs or transit costs. Our hope is that a largely or wholly tariff-free arrangement will be possible.
In the longer term, we are also conscious of the risk posed by potential regulatory divergence between the UK and EU standards and another priority will be to ensure that the future agreement or agreements on the EU’s future relationship with the UK ensure a level playing field.
In its contacts with the EU Taskforce and EU partners, the Government has consistently stressed the unique impacts that the UK’s withdrawal will have on Ireland. In this context, the strong acknowledgement in the EU’s negotiating directives of the need to also “address issues arising from Ireland’s unique geographic situation, including transit of goods (to and from Ireland via the United Kingdom)” in the first phase of negotiations is most welcome.
The Government has made it equally clear that Ireland’s overall economic interests lie firmly in a strong and well-functioning EU with continued membership of the Single Market and the Customs Union. As an EU Member State, and in line with our EU rights and obligations, Ireland will be negotiating as part of the EU27 with the UK on the future EU-UK relationship, including with regard to trade and customs arrangements.
Ireland fully supports the phased approach that has been adopted by the EU, which foresees that discussions on the future EU-UK relationship will get underway as soon as sufficient progress has been made on the EU’s key priorities under the withdrawal process – notably citizens’ rights, the UK’s financial settlement and border issues, including in relation to Ireland.
My immediate focus – and that of my Government colleagues – will therefore be on working with our EU partners to ensure the negotiations continue in a positive and constructive manner with a view to ensuring that swift progress can be made on the withdrawal issues. This will be vital in ensuring that the parallel discussions on the future EU-UK relationship, including in relation to trade, can begin as soon as possible.
243. Deputy Thomas P. Broughan asked the Minister for Foreign Affairs and Trade if he will report on Ireland's position with regard to the proposed United Nations Parliamentary Assembly, UNPA; the stage the movement is at to create an UNPA; and if he will make a statement on the matter. [30880/17]
Amharc ar fhreagraIreland is steadfastly committed to the United Nations and the principles and values of the UN Charter.
As a strong supporter of the UN, Ireland continues to advocate, through a range of fora, for reform of the UN’s structures and systems to ensure that it is better equipped to respond to the challenges of the twenty-first century. In the context of this wider engagement on UN reform, proposals which aim to improve the effectiveness of the UN and the contribution it makes to global governance are of interest.
I have noted in this regard proposals for the establishment of a UN Parliamentary Assembly. Ireland remains open-minded about the concept of such an assembly. I believe that any proposals in this direction should provide added value to the multilateral system and have broad support among UN membership.
As the concept of a UN Parliamentary Assembly develops, we will consider how Ireland can best engage on this proposal and others in the area of UN reform.
244. Deputy Micheál Martin asked the Minister for Foreign Affairs and Trade his plans for a White Paper on the challenges that will have to be addressed before a referendum on a united Ireland is held; and if he will make a statement on the matter. [30898/17]
Amharc ar fhreagraThe full implementation of the Good Friday Agreement and subsequent agreements is a priority for my Department and indeed the Government as a whole. In this context, we are of course also guided by the aspiration contained in Article 3 of the Constitution as amended by the people in 1998.
The principle of consent and the possibility of change in the constitutional status of Northern Ireland is a fundamental part of the Good Friday Agreement, endorsed by the people of this island North and South. The trigger for a referendum in this jurisdiction is connected with the calling of a border poll, under the terms of the Good Friday Agreement, in Northern Ireland. This occurs when the Secretary of State for Northern Ireland considers it likely that a majority of those voting would express a wish that Northern Ireland should cease to be part of the United Kingdom and form part of a united Ireland. At present, the Government does not believe it likely that such a border poll in Northern Ireland in the near future would result in constitutional change. In these circumstances such a poll might only increase uncertainty and division at an already difficult and sensitive time.
In the absence of any prospect of a referendum in the near future, the Government has no immediate plans for a white paper on this issue. My immediate priority is to secure the future of the devolved power-sharing institutions, which are at the heart of the Good Friday Agreement. I am currently representing the Government at the ongoing talks process in Belfast to support the formation of an Executive and the implementation of commitments from previous agreements.
In the event of a future referendum within the consent provisions of the Good Friday Agreement, the Government would of course make all necessary preparations in accordance with the terms of the Constitution and the principles and procedures of the Agreement.
There are of course aspects of this constitutional issue which relate to my Department’s ongoing work. In the context of Brexit, the Government has made clear its determination to ensure respect for all aspects of the Good Friday Agreement, including those relating to a possible change in the constitutional status of Northern Ireland, regardless of the UK’s status within the EU.
As a result of intensive political and diplomatic engagement by the Government, our EU partners are fully aware and supportive of the importance of respecting the provisions of the Good Friday Agreement in all its parts and protecting the gains of the peace process. On 29 April, the European Council adopted Guidelines for the EU-UK negotiations which include a strong acknowledgment of the unique circumstances of the island of Ireland and explicitly recognize the importance of preserving the achievements, benefits and commitments of the Good Friday Agreement. This is further strengthened by the statement agreed by the European Council on the same day, acknowledging that the Good Friday Agreement provides for an agreed mechanism whereby a united Ireland may be brought about and that, in accordance with international law, the entire territory of such a united Ireland would thus be part of the European Union.
245. Deputy Micheál Martin asked the Minister for Foreign Affairs and Trade his views on the most recent development in relations between the USA and Cuba following the statement from President Trump; and if he will make a statement on the matter. [30899/17]
Amharc ar fhreagraI am aware of the recent statement by President Trump on certain planned changes to United States policy towards Cuba. The full details will become clearer when new regulations relating to the changes are published. However I note the commitment to maintain diplomatic relations and continue operating the US embassy in Havana.
Ireland has consistently made clear that it supports the ending of the US embargo on Cuba. In October 2016, as in previous years, Ireland joined all other European Union Member States in voting in favour of the annual Cuban resolution at the UN General Assembly in New York, calling for an end to the embargo.
I look forward to continued positive developments in the Ireland-Cuba bilateral relationship on foot of the recent successful visit of President Higgins to the island, during which a Memorandum of Cooperation between the Government of the Republic of Cuba and the Government of Ireland was signed. I am also encouraged by recent good progress in EU-Cuba relations, including the signature in December 2016 of the EU-Cuba Political Development and Cooperation Agreement.
246. Deputy Micheál Martin asked the Minister for Foreign Affairs and Trade if he will report on the negotiations on the Northern Assembly; and if he will make a statement on the matter. [30900/17]
Amharc ar fhreagra259. Deputy Micheál Martin asked the Minister for Foreign Affairs and Trade if he will report on recent discussions on forming the Northern Ireland Assembly; and if he will make a statement on the matter. [31253/17]
Amharc ar fhreagraI propose to take Questions Nos. 246 and 259 together.
I am currently representing the Government at the ongoing talks process in Belfast to support the formation of an Executive. Significant progress has been made in the talks, although a number of key issues remain to be resolved. Notwithstanding the challenge of the remaining issues to be resolved, I believe that an agreement can be reached – an agreement that would allow a power-sharing Executive to be formed on a sustainable basis. All parties are committed to the successful operation of all of the institutions of the Good Friday Agreement and everyone agrees that devolution is the best way to deliver for all of the people of Northern Ireland.
We will spare no effort to fulfil the Government’s duty as co-guarantor of the Good Friday Agreement and this includes working to ensure the effective operation of its institutions. We will continue to work to this end with the British Government to support and facilitate the parties in their efforts to reach agreement.
247. Deputy Darragh O'Brien asked the Minister for Foreign Affairs and Trade the efforts being made at EU and international level to prevent the persecution of Christians; and if he will make a statement on the matter. [30902/17]
Amharc ar fhreagraThe right to freedom of thought, conscience and religion is regarded as a fundamental and universal right for every human being, provided for under Article 18 of both the Universal Declaration of Human Rights and the International Convention on Civil and Political Rights.
Freedom of religion and belief is one of the priorities of Ireland’s international engagement on human rights. At the United Nations General Assembly Ireland consistently condemns all forms of persecution, intolerance and discrimination based on religion or belief. We also raise our concerns at the Universal Periodic Review, a unique peer mechanism of the Human Rights Council under which the human rights records of all UN Member States are reviewed. At the most recent session, which took place in May this year, we raised the issue of the harassment, intimidation and persecution of religious and other minorities in Indonesia.
Last month, at the 35th session of the Human Rights Council, Ireland strongly condemned all forms of persecution on the basis of religion or belief, irrespective of where they occur or who the victims are. We also expressed our deep concern at the persecution of Christians and other religious minorities in the Middle East region and Eritrea. Ireland consistently supports the EU-led resolutions on freedom of religion or belief at the UN, most recently at the UN General Assembly in November 2016 and during the 34th session of the Human Rights Council in March 2017. The EU is a strong supporter of the mandate of the UN Special Rapporteur on freedom of religion or belief, an independent expert appointed by the UN Human Rights Council.
During the Irish Presidency in 2013, Ireland played a key role in the development and adoption of the EU Guidelines on Freedom of Religion or Belief. The Guidelines provide a framework for the promotion of freedom of religion or belief in the EU’s external human rights policy and reaffirm the EU’s determination to promote freedom of religion or belief as a right to be exercised by everyone everywhere.
In 2015 Ireland pressed for the inclusion of a reference to the promotion of freedom of religion or belief in the EU Action Plan for Human Rights and Democracy 2015-2019. In May 2016, on the basis of a European Parliament resolution, the EU established the role of Special Envoy for the promotion of freedom of religion and belief outside the EU. The mandate aims to address the growing restrictions on religious freedom internationally. In May 2017, the Commission extended the mandate of the special envoy for an additional year.
