Questions put the The Minister for Education and Skills

Uimhir:14

Ceist Pharlaiminte

Chun an Aire Oideachais agus Eolaíoctha
To the Minister for Education and Science

To ask the Minister for Education and Skills if he has begun negotiations with
the 18 religious orders cited in the Ryan Report for the transfer of school
infrastructure; the criteria that will be used to zone them for educational or
other purposes on their transfer..
– Sandra McLellan. (Nominated by: Seán Crowe).

For ORAL answer on Wednesday, 4th May, 2011.
Reference Number: 9850/11

Freagra

Minister Ruairí Quinn

I intend discussing the commitment in the Programme for Government to negotiate
the transfer of school infrastructure currently owned by 18 religious orders
cited in Ryan Report, at no extra cost to the State, with my Cabinet colleagues
in the near future. This discussion will take account of my Department’s
engagement with the Congregations in relation to the potential use of the
various property offers made to date and their acceptability to the State and
the Congregations’ potential to augment their offers, so as to realise a 50:50
sharing of the costs of the response to residential institutional abuse.

Against this background the formal transfer, without cost to the State, of
schools infrastructure could help achieve the 50:50 target. The schools
transferred will continue to be used by the religious congregations and or
their successor trusts with the same patronage arrangements as prevail today.
The difference would be that the Irish taxpayer, through the State, would be
the owners of that educational infrastructure which would continue in use for
educational purposes and the issue of change of use would, therefore, be
unlikely to arise in the forseeable future.

There will be further engagement with the congregations involved following the
Government’s consideration of the matter.

Uimhir:18

Ceist Pharlaiminte

Chun an Aire Oideachais agus Eolaíoctha
To the Minister for Education and Science

To ask the Minister for Education and Skills the number of additional staff
that have been allocated for traveller pupils under DEIS for the 2011/2012
school year; the number of teachers that have been allocated for this purpose
for each of the past three years..
– Seán Crowe.

For ORAL answer on Wednesday, 4th May, 2011.
Reference Number: 9830/11

Freagra

Minister of State, Seán Sherlock

No additional posts were allocated for Traveller pupils under DEIS in each of
the past three years because Traveller pupils in all schools, including those
in the DEIS programme, were supported under the Resource Teacher for Travellers
scheme, which, the Deputy will be aware was discontinued by the previous
Government.

However, up to this year, Traveller pupils were not included in the valid
enrolment for the purposes of implementing the more favourable Pupil Teacher
Ratios in DEIS schools. As I indicated in my response to his question of 24
March, Traveller pupils have been included in the valid enrolment for the
purpose of allocating additional staffing under DEIS from the 2011/12 school
year. I can now advise the Deputy that 81 posts have been provided for this
purpose.

Uimhir:19

Ceist Pharlaiminte

Chun an Aire Oideachais agus Eolaíoctha
To the Minister for Education and Science

To ask the Minister for Education and Skills if he will outline the powers of a
school patron to authorise the dismissal of a teacher; and if he will make a
statement on the matter.
– Mary Lou McDonald. (Nominated by: Seán Crowe).

For ORAL answer on Wednesday, 4th May, 2011.
Reference Number: 9842/11

Freagra

Minister Ruairí Quinn

Responsibility for running schools on a day-to-day basis is devolved from the
patron to the board of management and this was statutorily underpinned by
Section 14 of the Education Act 1998.

Section 24 of the Education Act 1998 provides that the appointment, suspension
and dismissal of teachers are the responsibility of boards of management. In
the case of VEC schools, section 20 of the Vocational Education (Amendment) Act
2001 provides that the appointment of teachers and other staff are a matter for
each VEC. Removal from office of a VEC officeholder is provided for by section
8 of the Vocational Education (Amendment) Act 2001 and requires a decision of
the Minister.

Under Circulars 59/2009 (VEC schools) and 60/2009 (all other schools)
procedures were agreed relating to both professional competence issues and
procedures relating to work, conduct and matters other than professional
competence. This agreement was made under the terms of Towards 2016 and the
procedures were issued in September 2009.

The procedures serve a dual purpose in that they provide a framework which
enables schools to maintain satisfactory standards, and for teachers and
principals to have access to procedures whereby alleged failures to comply with
these standards may be fairly and sensitively addressed.

Matters of professional competence are dealt with through a process which
allows for informal counselling and the use of internal and external supports
such as the Employee Assistance Service and relevant educational support
services. Only when the informal procedures are unsuccessful in addressing
professional competence issues are the formal stages invoked which may at the
end of the process have recourse to disciplinary action (up to and including
dismissal).

Matters of conduct follow a similarly staged procedure. However, in the cases
of serious misconduct at work or a threat to health and safety to children or
other personnel in the school the stages outlined above do not normally apply
and a teacher may be dismissed without recourse to the previous stages. A
teacher may also be placed on administrative leave on full pay pending an
investigation and the conclusion of any appeal process.

As is the norm with any profession it is a matter for the individual teacher,
in the first instance, to maintain appropriate standards of work and conduct,
and to personally address such issues if and when they arise. Furthermore it
is a teacher’s responsibility and obligation to ensure that he or she avails
fully of all opportunities of assistance towards remediation of such issues.

Uimhir:20

Ceist Pharlaiminte

Chun an Aire Oideachais agus Eolaíoctha
To the Minister for Education and Science

To ask the Minister for Education and Skills his plans to provide 30,000
additional training places across the education and training system; and the
location of same..
– Gerry Adams. (Nominated by: Seán Crowe).

For ORAL answer on Wednesday, 4th May, 2011.
Reference Number: 9837/11

Freagra

Minister Ruairí Quinn

The Programme for Government contains a commitment that the Government will
provide 30,000 additional training places across the education and training
system.

The Programme for Government also outlines that, within the first 100 days of
taking office, the Government will provide a Jobs Initiative which will contain
some 15,000 of those places in training, work experience and educational
opportunities for those who are out of work.

Details of these additional activation places will be contained in the
forthcoming Jobs Initiative, which is due to be published later this month.

Once the Jobs Initiative has been launched my Department will work to deliver
the additional education and training places on top of my Department’s existing
wide range of training and education supports for the unemployed.

Uimhir:21

Ceist Pharlaiminte

Chun an Aire Oideachais agus Eolaíoctha
To the Minister for Education and Science

To ask the Minister for Education and Skills his plans to phase out the
inefficient renting of school prefabs; the number and cost of prefab rental
contracts that the State is currently tied to; and the dates on which they
cease..
– Pearse Doherty. (Nominated by: Seán Crowe).

For ORAL answer on Wednesday, 4th May, 2011.
Reference Number: 9848/11

Freagra

Minister Ruairí Quinn

My Department is currently developing new procedures and systems for the
provision of temporary accommodation with a view to achieving best value for
money. These include the development of standard specifications for temporary
accommodation, the development of new contractual terms to incorporate buy-out
and relocation options to cater for individual local circumstances and
appropriately protect the interests of my Department and school authorities.

A change in policy implemented by my Department is to provide devolved grant
aid for the purchase (rather than rental) of additional accommodation where the
need for such accommodation is likely to exist for more than 3 years.
Furthermore, since July 2008, it is also policy to offer schools being approved
for devolved grant aid for additional accommodation the option to use their
capital grant aid to build a permanent classroom(s) rather than purchase a
prefab. These policies will reduce the usage of prefabricated accommodation
and, particularly, the incidence of long term rental of prefabs.

In September 2009, 2,037 prefab units were been rented by Primary and
Post-Primary schools and this number has been reduced to 1,707. It should be
noted that a prefab unit may consist of one or more classrooms and/or ancillary
accommodation and that expenditure incurred on the maintenance or upkeep of
rented prefab units is generally included in the rental contract between the
prefab provider and the school authorities. €29.2m has been allocated in 2011
to cover the rental cost of accommodation at primary and post-primary levels
including an allocation of €25m to cover the rental cost of prefabs.

Prefab rental contracts generally range from six months to three years with an
option to renew at the end of each contract period. Attached is a list which
provides the detailed information on the contract periods for the prefab
rentals currently on hands.

Uimhir:23

Ceist Pharlaiminte

Chun an Aire Oideachais agus Eolaíoctha
To the Minister for Education and Science

To ask the Minister for Education and Skills his plans to prioritise school
building projects; the number of school building projects that will be started
during each of the next five years and the locations of same..
– Peadar Tóibín. (Nominated by: Seán Crowe).

For ORAL answer on Wednesday, 4th May, 2011.
Reference Number: 9847/11

Freagra

Minister Ruairí Quinn

The 2011 school building work programme, which was announced in January, is
outlined on my Department’s website at www.education.ie. In addition, the
current status of all projects on the school building programme is published on
my Department’s web-site and this programme will be regularly updated
throughout the year.

My Department’s most recent projections indicate that enrolments at
post-primary level will rise from current levels of circa 312,200 pupils to
about 336,600 pupils by the year 2017 and at primary level enrolments are
expected to increase from the current total enrolment of circa 505,600 pupils
to an expected enrolment circa 567,300 pupils by the year 2017.

It is within this context that the Forward Planning Section of my Department is
finalising its analysis of all areas in the country in order to determine the
level of additional school provision which will be required at both primary and
post primary level up to 2017. This analysis will inform the development of a
multi-annual plan for capital investment in schools.

Uimhir:24

Ceist Pharlaiminte

Chun an Aire Oideachais agus Eolaíoctha
To the Minister for Education and Science

To ask the Minister for Education and Skills his plans to explore the
establishment of a multi campus technical university in the south east..
– Pádraig Mac Lochlainn. (Nominated by: Seán Crowe).

For ORAL answer on Wednesday, 4th May, 2011.
Reference Number: 9856/11

Freagra

Minister Ruairí Quinn

The National Strategy for Higher Education to 2030, otherwise known as the Hunt
report, lays out a clear possible development pathway for amalgamated
institutes of technology which meet specified performance criteria to seek
re-designation as technological universities. A small number of new
technological universities, with their own legislative framework and a distinct
mission that is faithful to the ethos of the technological sector, working with
existing universities, institutes of technology and other education providers,
can enrich the diversity and quality of the Irish higher education landscape.

The establishment of any technological university will require the enactment of
legislation. More immediately, it will also be necessary to publish the
detailed performance criteria for a re-designation process and initial work is
underway in developing these. I am committed to publishing these criteria at an
early stage. I will consider the scope and timeframe for legislative proposals
as part of my wider consideration of implementation priorities.

Uimhir:26

Ceist Pharlaiminte

Chun an Aire Oideachais agus Eolaíoctha
To the Minister for Education and Science

To ask the Minister for Education and Skills if he will devolve an annual
capital budget to schools this year to allow schools to plan for capital
projects..
– Pearse Doherty. (Nominated by: Seán Crowe).

For ORAL answer on Wednesday, 4th May, 2011.
Reference Number: 9849/11

Freagra

Minister Ruairí Quinn

This Government’s Programme for National Recovery 2011-2016 commits that
administrative functions relating to maintenance and school building projects
currently carried out by school principals will be devolved locally and that
the devolution of an annual capital budget to schools will be piloted to allow
schools to plan for capital projects.

In order to expedite the process of delivering projects and to maximise the
output from within existing resources, my Department has been exploring
alternative methods of delivering major projects. As well as the Public
Private Partnership method of delivery, my Department has also initiated a
process whereby a local authority and a number of VECs have been given
responsibility for managing the delivery of major projects. This process has
the potential to offer the Department of Education and Skills another mechanism
within which school buildings could be delivered in the future.

In addition to the major capital projects funded by my Department, there are
grant schemes in which responsibility for project managing and overseeing the
delivery of these projects within budget is devolved to the school authority.
Schemes such as the Summer Works Scheme, the Permanent Accommodation Scheme and
the Emergency Works Scheme operate on this basis.

The further implementation of the commitments in the Programme for National
Recovery 2011-2016 will be informed by progress in the new devolution
arrangements underway.

Uimhir:27

Ceist Pharlaiminte

Chun an Aire Oideachais agus Eolaíoctha
To the Minister for Education and Science

To ask the Minister for Education and Skills his plans to reverse the cut to
the number of psychologists in the National Education Psychological Service in
Budget 2011..
– Aengus Ó Snodaigh. (Nominated by: Seán Crowe).

For ORAL answer on Wednesday, 4th May, 2011.
Reference Number: 9853/11

Freagra

Minister Ruairí Quinn

The implementation of the various commitments in the Programme for Government
will be addressed by Government over its period in office.

I will be consulting with colleagues within Government in relation to this and
other commitments within the Programme for Government with a view to the timing
of the implementation thereof at which stage I will make my Department’s
intentions in this regard public.

Uimhir:28

Ceist Pharlaiminte

Chun an Aire Oideachais agus Eolaíoctha
To the Minister for Education and Science

To ask the Minister for Education and Skills his plans to develop initiatives
to increase access to further higher level education for the unemployed; and if
he will make a statement on the matter.
– Brian Stanley. (Nominated by: Seán Crowe).

For ORAL answer on Wednesday, 4th May, 2011.
Reference Number: 9833/11

Freagra

Minister Ruairí Quinn

All full time Higher Education programmes covered by the free fees scheme are
open to unemployed people. Unemployed people on full-time third level
programmes may also be eligible for support under the Department’s Student
Grant Schemes. Provision of grants is subject to a means test and other
eligibility criteria. Further information on how to apply for a student grant
is available on the Student Finance website: www.studentfinance.ie

A competitive call for proposals for €5m was issued by the HEA at the end of
January under Springboard, a new multi-annual higher education labour market
fund to enable unemployed people access innovative part-time higher education
opportunities from certificate to post graduate levels (Levels 6 to 9 on NQF).
The closing date for applications from providers for funding was 18 March 2011
and it is expected that full details of the part time programmes to be provided
under Springboard will be available by the end of this month.

Springboard has been designed to help unemployed people who hold awards at NFQ
Level 5 or 6 or equivalent with a previous history of employment in
construction, manufacturing or other sectors of the economy where employment
levels are unlikely to recover to pre-recession levels. The fund also targets
those with a previous history of employment with higher levels of
qualifications who may also require additional upskilling or reskilling to
enable them to re-enter employment.

Uimhir:30

Ceist Pharlaiminte

Chun an Aire Oideachais agus Eolaíoctha
To the Minister for Education and Science

To ask the Minister for Education and Skills his plans to cap the pay of senior
managers in third level institutions at €100,000..
– Dessie Ellis. (Nominated by: Seán Crowe).

For ORAL answer on Wednesday, 4th May, 2011.
Reference Number: 9841/11

Freagra

Minister Ruairí Quinn

Government pay policy is not determined on a sectoral basis in isolation. In
general, pay policy is determined by the government on the advice of the
Minister’s for Finance and Public Expenditure and Reform and having regard to
the provisions of the Croke Park Agreement as appropriate.

Uimhir:32

Ceist Pharlaiminte

Chun an Aire Oideachais agus Eolaíoctha
To the Minister for Education and Science

To ask the Minister for Education and Skills his plans to ensure that all
schools develop anti-bullying policies and strategies to combat homophobic
bullying in their schools..
– Jonathan O’Brien. (Nominated by: Seán Crowe).

For ORAL answer on Wednesday, 4th May, 2011.
Reference Number: 9854/11

Freagra

Minister Ruairí Quinn

I take the issue of bullying in schools very seriously and am committed to
ensuring that schools tackle bullying in all its forms including homophobic
bullying.

Under the Education (Welfare) Act 2000, all schools are required to have in
place a Code of Behaviour and this code must be drawn up in accordance with the
guidelines of the National Educational Welfare Board (NEWB). The NEWB
guidelines were issued to schools in 2008 and make it clear that each school
must have policies to prevent or address bullying and harassment and schools
must make clear in their code of behaviour that bullying is unacceptable. The
guidelines further state that as well as making explicit that bullying is
prohibited in the school, and having an anti-bullying policy, the code of
behaviour should indicate what action the school will take in relation to
alleged breaches of the school’s bullying policy.

Every school therefore must have in place a policy, which includes specific
measures to deal with bullying behaviour, within the framework of the school’s
overall school code of behaviour. Such a code, developed through consultation
with the whole school community and properly implemented, can be the most
influential measure in countering bullying behaviour in schools.

Responsibility for tackling bullying falls to the level of the individual
school, as it is at local level that an effective anti-bullying climate must be
established and at that level that actions should be taken to address
allegations of bullying.

My Department has also issued Guidelines on Countering Bullying Behaviour as an
aid to schools in devising measures to prevent and deal with instances of
bullying behaviour. These guidelines were drawn up following consultation with
representatives of school management, teachers and parents, and are
sufficiently flexible to allow each school authority to adapt them to suit the
particular needs of their school.

As a further aid to post primary schools, my Department published a template
that can be used by post-primary schools in developing an anti-bullying policy.
The anti-bullying policy template is based primarily on the key document
Guidelines on Countering Bullying Behaviour. However, it also takes account of
more recent legislative and regulatory changes, and reference is made to issues
of contemporary concern such as the need to tackle text bullying,
cyber-bullying and homophobic bullying.

The education of students in both primary and post-primary schools in relation
to anti-bullying behaviour is part of the Social, Personal and Health Education
(SPHE) curriculum. SPHE is now a compulsory subject both at primary level and
in the junior cycle of post-primary schools.

Uimhir:34

Ceist Pharlaiminte

Chun an Aire Oideachais agus Eolaíoctha
To the Minister for Education and Science

To ask the Minister for Education and Skills his plans to provide supports for
gifted students..
– Jonathan O’Brien. (Nominated by: Seán Crowe).

For ORAL answer on Wednesday, 4th May, 2011.
Reference Number: 9855/11

Freagra

Minister Ruairí Quinn

I wish to advise the Deputy that the 1998 Education Act requires Boards of
Management of each school to publish the policy of the school relating to
participation by students with special educational needs, including students
who are exceptionally able. The measures schools take in this regard are
required to be stated in the school plan. It is the duty of the Board of
Management to ensure that appropriate education services are made available to
such students.

Schools at both primary and second level use strategies such as curriculum
differentiation, curriculum enrichment and acceleration to facilitate the
development of pupils who are exceptionally able.

Syllabi and curricula for second-level schools have been designed in such a way
to enable teachers cater for the wide range of pupil ability. The revised
primary curriculum, which has been supplied to every primary teacher,
recognises the importance of developing the full potential of the child and
caters for pupil diversity, including meeting the needs of exceptionally able
pupils.

Content is outlined in the curricula at both levels and process is also heavily
emphasised. Enabling children to learn how to learn is stressed and
facilitated. The development of language skills, investigatory and problem-
solving skills, higher-order thinking skills and working individually, and as a
member of a group, are all encouraged at both levels. While the use of
information and communication technologies and the use of class and school
libraries are of benefit in project work with all pupils, they have a special
importance for pupils who are exceptionally able.

The National Council for Curriculum and Assessment (NCCA), in collaboration
with its counterparts in Northern Ireland, the Council for Curriculum
Examination and Assessment (CCEA), has produced draft guidelines for teachers
of exceptionally able students. These guidelines issued to all Primary and Post
Primary schools in November 2007 along with a questionnaire for feedback.

The NCCA/CCEA guidelines are designed to raise awareness of the social,
emotional and academic needs of exceptionally able students and to assist
teachers in planning their teaching and learning. The guidelines provide advice
to schools on identification of gifted children, set out profiles of students,
and whole school and classroom strategies and case studies which demonstrate
how schools can best meet the needs of such students The general strategies
include differentiated teaching, acceleration and enrichment approaches in the
context of participation in mainstream schools.

The Special Education Support Service (SESS) is a service under the management
of my Department which provides support for teachers to assist them in meeting
the needs of all pupils with special educational needs, including those pupils
who are exceptionally able. The service is available to schools who may be
seeking advice or support relating to a specific special education issue in the
school. More information on the range of programmes offered by the SESS is
available on www.sess.ie.

In addition, the Professional Development Service for Teachers (PDST) provides
training in differentiation, in terms of differentiating for all pupils,
whether less able/more able. Issues around exceptional ability and giftedness
are addressed as part of the school planning process which is facilitated by
the PDST.

Finally, I wish to advise the Deputy that the Programme for Government sets out
this Government’s commitment to examining supports in place for gifted students
and specifically to the creation of improved links with third level
institutions on a regional basis, to provide gifted students with access to new
programmes or educational resources.

Uimhir:35

Ceist Pharlaiminte

Chun an Aire Oideachais agus Eolaíoctha
To the Minister for Education and Science

To ask the Minister for Education and Skills if his attention has been drawn to
the South Dublin County Council scheme that allows persons to complete
apprenticeships; and his plans to replicate this in other local authorities
throughout the State..
– Michael Colreavy. (Nominated by: Seán Crowe).

For ORAL answer on Wednesday, 4th May, 2011.
Reference Number: 9835/11

Freagra

Minister Ruairí Quinn

Issues relating to local authorities are a matter in the first instance for my
colleague the Minister for Environment, Heritage and Local Government.

The Redundant Apprentice Placement Scheme 2011 is funded by my Department and
administered by FÁS. It is a national scheme introduced earlier this year which
aims to facilitate up to 1,000 eligible redundant apprentices to complete the
on-the-job training phases 3, 5 and 7 of their apprenticeships with FÁS
approved employers in either the private sector or, for the first time, the
public sector.

FÁS has met with the County and City Managers Association to draw their
attention to and provide information on the Redundant Apprentice Scheme 2011.

In the public sector, the placement of redundant apprentices is co-ordinated
between FÁS regional offices and the relevant local authority with support from
the Office for Local Authority Management.

As at 22 April 2011, 103 redundant apprentices had been placed with local
authorities under this scheme.

Other initiatives taken by FAS to assist redundant apprentices to progress in
their apprenticeships include ‘Changes in Progression Rules’ whereby redundant
apprentices unable to complete their relevant on-the-job training phases are
now permitted to progress to the next Off-the-Job training phase. Under the
‘Phase 7 Equivalent Assessments Scheme’, redundant construction trade
apprentices unable to complete on-the-job Phase 7 Assessments at an employer
undertaken Phase 7 Equivalent Assessments at a FÁS Training Centre. The
‘Recognition of Prior Learning Scheme’ allows redundant apprentices who have
successfully completed all apprenticeship training Phases 1 to 7 but who have
not completed the statutory four years in employment as an apprentice, to
validate their competence by submitting a portfolio of evidence of trade
related work experience gained at home and/or abroad and/or trade related
training and education. Under the ‘Fee Waiver Scheme’, FÁS day and/or evening
courses fees are waived for redundant apprentices.

Uimhir:39, 29

Ceist Pharlaiminte

Chun an Aire Oideachais agus Eolaíoctha
To the Minister for Education and Science

To ask the Minister for Education and Skills the third level institutions in
the State who paid senior staff unauthorised allowances and from whom the
Higher Education Authority is seeking refunds; and the amount of unauthorised
allowances paid to each person in each institution..
– Martin Ferris. (Nominated by: Seán Crowe).

To ask the Minister for Education and Skills the steps he has taken to ensure
that unauthorised allowances are not paid to senior staff of third level
institutions in the future..
-Martin Ferris. (Nominated by: Seán Crowe).

For ORAL answer on Wednesday, 4th May, 2011.
Reference Number: 9838/11, 9839/11

Freagra

Minister Ruairí Quinn

I propose to take questions 39 and 29 together.

In the light of the payment of unauthorised allowances in the university
sector, referred to in Special Report No. 75 of the Comptroller and Auditor
General and subsequently considered at hearings of the Public Accounts
Committee, the Higher Education Authority (HEA) is currently conducting an
exercise to determine definitively the amount of unauthorised allowances paid
to individual senior staff in each of the universities since 2005. The
Comptroller and Auditor General will assist the Authority by testing the
completeness and correctness of the information supplied by each university and
the accuracy of any calculations of excess payment amounts produced. I will be
informing the Public Accounts Committee of the outcome of this exercise as soon
as it becomes available.

My Department has sought and received unequivocal commitments from each
university where unapproved allowances were paid that in future it will adhere
to the provisions of the Universities Act. In the context of annual reporting
arrangements provided for in the Code of Governance of Irish Universities each
University is required to submit an annual statement to the HEA affirming that
Government policy on pay is being complied with.

Uimhir:40

Ceist Pharlaiminte

Chun an Aire Oideachais agus Eolaíoctha
To the Minister for Education and Science

To ask the Minister for Education and Skills the salaries of each of the heads
or Provosts of Irish third level institutions for this coming academic year and
for each of the past nine years; the additional benefits that each person
accrued including any relocation costs, rent allowance, refunds on stamp duty
on any new house loan purchases, and mortgage loan guarantees underwritten by
the institution..
– Dessie Ellis. (Nominated by: Seán Crowe).

For ORAL answer on Wednesday, 4th May, 2011.
Reference Number: 9840/11

Freagra

Minister Ruairí Quinn

Salaries for the heads of Irish third-level institutions in the current
academic year and for each of the past nine years are supplied in the attached
table.

The total includes basic salary, allowances and all other benefits in cash or
in kind. The Higher Education Authority is currently conducting an exercise to
determine definitively the amount of any additional unauthorised payments or
benefits made to individual senior staff in each of the universities, including
heads since 2005. The Comptroller and Auditor General will assist the Authority
by testing the completeness and correctness of the information supplied by each
university and the accuracy of any calculations of excess payment amounts
produced. I will be informing the Public Accounts Committee of the outcome of
this exercise as soon as it becomes available.

Uimhir:42

Ceist Pharlaiminte

Chun an Aire Oideachais agus Eolaíoctha
To the Minister for Education and Science

To ask the Minister for Education and Skills if his plans to give parents
access to more information regarding schools as a result of the proposed school
evaluation system amounts to the introduction of a form of league table for
primary schools..
– Caoimhghín Ó Caoláin. (Nominated by: Seán Crowe).

For ORAL answer on Wednesday, 4th May, 2011.
Reference Number: 9845/11

Freagra

Minister Ruairí Quinn

I would like to clarify for the Deputy that my plans to give parents access to
more information regarding schools relates to how each individual school
communicates with the parents of children attending or about to attend that
school about that school’s operation and performance. It is not about the
construction of national league tables for primary schools.

There is no room for complacency about educational standards and self
evaluation by schools is important in identifying what is being done well and
where there is a need for improvement. As a system of self evaluation develops
I am anxious that in all cases work done by a school in that respect is shared
with parents locally so that parents can be enabled to have a clear insight
into the teaching and learning experience in the school.

In fact the parental role as part of a school’s ongoing quality assurance and
improvement is recognised in the 1998 Education Act, through the requirement
for boards of management to establish procedures for informing the parents of
students in the school of matters relating to the operation and performance of
the school. My plans essentially involve ensuring that all schools deliver in a
consistent and structured manner on that statutory intent.

Uimhir:44

Ceist Pharlaiminte

Chun an Aire Oideachais agus Eolaíoctha
To the Minister for Education and Science

To ask the Minister for Education and Skills the level of funds that will be
invested in a targeted early childhood education programme for disadvantaged
children..
– Caoimhghín Ó Caoláin. (Nominated by: Seán Crowe).

For ORAL answer on Wednesday, 4th May, 2011.
Reference Number: 9844/11

Freagra

Minister Ruairí Quinn

My Department is already investing in a targeted early childhood education
programme for children at risk of educational disadvantage. The Early Start
programme aims to provide an educational programme for children aged 3-4 which
would enhance their overall development and offset the effects of social
disadvantage. The specific objectives of the programme are:

To enhance the children’s language, cognitive and social / emotional
development by engaging them in structured play activities which are
characterised by high quality adult/child interaction.

To assess the strengths and needs of each child in relation to language,
cognition and social / emotional development and to plan and deliver a
programme of learning to meet the identified needs in these key areas of
learning.

To devise strategies which actively engage parents in the education of their
children.

In 2010, just over €6 million was expended on this programme.

In recent years, the State along with Atlantic Philanthropies have funded
Prevention and Early Intervention Programmes in areas of disadvantage. These
include YoungBallymun, Tallaght’s Childhood Development Initiative and the
Preparing for Life Programme in Darndale. The evidence accruing from these
intervention programmes as to what works most effectively for young children at
risk of educational disadvantage will inform further targeted interventions.

Uimhir:45

Ceist Pharlaiminte

Chun an Aire Oideachais agus Eolaíoctha
To the Minister for Education and Science

To ask the Minister for Education and Skills his plans to help teen parents
complete their second level education..
– Sandra McLellan. (Nominated by: Seán Crowe).

For ORAL answer on Wednesday, 4th May, 2011.
Reference Number: 9851/11

Freagra

Minister of State, Ciarán Cannon

While current figures on the number of teen parents in second level are not
readily available, the most recent statistics available indicate 2223 teen
births in 2009. Of these, 1201 were to mothers aged 18 years or younger.

For young parents of school-going age, the most pressing issues are considered
to be a sensitive response to their needs, appropriate counselling/ mentoring
and medical assistance, minimal disruption of tuition, and appropriate access
to childcare.

Individual circumstances will differ and accordingly, school management
practice will vary from case to case. Generally, when it comes to the
attention of the school that a pupil is pregnant, the school authorities check
to ensure that the pupil is receiving appropriate medical assistance and
counselling advice. Schools endeavour to be sensitive and understanding to the
pupil’s needs while trying to ensure that her education is not neglected.

Home tuition is provided to pregnant schoolgirls who are absent from school
during the latter stages of pregnancy or immediately following the birth of a
baby when attendance may be impractical. In 2009/10, home tuition was approved
for 63 pregnant girls attending post primary schools.

Funding was been provided by my Department in 2010/11 for the educational
element of 8 Teenage Parenting Support projects as a specific gender element of
the School Completion Programme under DEIS in preventing early school leaving
among teenage mothers and fathers.
These are as follows:

1. Carlow Teen Parenting Programme
2. Cork Teen Parenting Programme
3. Donegal Teen Parenting Programme
4. Barnardos Teen Parenting Programme
5. Coolock Teen Parenting Programme
6. Galway Teen Parenting Programme
7. Limerick Teen Parenting Programme
8. Louth Teen Parenting Programme

Funding was also provided to Waterford Student Mothers Project in 2010/11.

In 2009, 485 young parents were referred to the Teen Parenting Support
Programme (TPSP). This included 441 young mothers. It also includes 35 young
fathers who are supported independently from the mother of the child.

Each Teenage Parenting Support project has made links with a School Completion
Programme in their area, assisted by the SCP National Coordination Team and the
Teenage Parenting Support Initiative Coordinators.
The young parents supported by the Teenage Parenting Projects are given the
opportunity to reach their full potential through continued participation in
education and training. This will improve their life opportunities and reduce
the likelihood of the young family experiencing poverty and social exclusion
and being long-term dependants on state support.
Furthermore, my Department is represented on the National Advisory Committee-
Teen Parents Support Initiative which meets twice a year.

An analysis by the Teen Parents Support Programme of 1349 young mothers who
engaged with TPSP between mid 2005 and 2008 shows that, at the time of
referral, 46% (623) were in education/ training. Of these, 65% were in second
level schools. A further 339 were early school leavers. Data on the
relationship between pregnancy and early school leaving was collected on 217 of
the above 339 early school leavers. It showed that 50% of the young women were
still in school at the beginning of their pregnancy. Of these, 98 left during
the pregnancy and 10 left after the birth of their children. This demonstrates
the importance of supporting pregnant and/ or parenting teens to remain within
the school system.

Between 2005 and 2008, 61% of all mothers who had not completed their Leaving
Certificate received education-related supports from TPSP staff. This refers to
mothers both in and out of education and includes 294 young mothers who
received financial support through the School Completion Programme.

Data collected on 262 of the 339 early school leavers shows that during 30
months of engagement with TPSP, 21% (56) returned to education or training and
19 of these 56 young mothers received financial support from the School
Completion Programme.

Under the Community Childcare Subvention Scheme administered by the Department
of Children and Youth Affairs, there is a tiered system of payments in place
for parents in receipt of Social Welfare. The scheme allows eligible parents,
including teenagers completing their second level education, to access reduced
childcare costs at community childcare services participating in the scheme.
Parents who are secondary school students are granted Band A status which means
that the childcare provider will get a maximum subsidy of €100 per child (€130
for a baby) for a full time place.

Uimhir:46, 36

Ceist Pharlaiminte

Chun an Aire Oideachais agus Eolaíoctha
To the Minister for Education and Science

To ask the Minister for Education and Skills when he expects to conclude the
public consultation process on the development of a National Literacy and
Numeracy Strategy and when he expects to publish and implement this strategy..
– Michael Moynihan. (Nominated by: Brendan Smith).

To ask the Minister for Education and Skills the date on which he will publish
a national literacy strategy for children and young persons..
-Peadar Tóibín. (Nominated by: Seán Crowe).

For ORAL answer on Wednesday, 4th May, 2011.
Reference Number: 9882/11, 9846/11

Freagra

Minister Ruairí Quinn

I propose to take questions 46 and 36 together.

My Department received over 460 submissions as part of the public consultation
process on literacy and numeracy in schools. These submissions are being
examined and oral consultations with stakeholder groups are ongoing. I expect
that the National Literacy and Numeracy Strategy will be drafted by the end of
June 2011.

The Strategy will contain a series of specific short term and longer term
actions to improve the teaching and learning of literacy and numeracy in our
schools. The implementation of these actions will be overseen by a National
Literacy and Numeracy Implementation Group supported by a National Literacy and
Numeracy Forum. The Implementation Group will benefit from the participation of
national and international experts on literacy and numeracy acquisition and
assessment while the wider National Literacy Forum will facilitate ongoing
inputs from the education partners.

Uimhir:48

Ceist Pharlaiminte

Chun an Aire Oideachais agus Eolaíoctha
To the Minister for Education and Science

To ask the Minister for Education and Skills the date on which he will publish
the Educational Research Centre evaluation and report of the DEIS scheme; the
date on which he will publish his Department’s Inspectorate’s evaluation of the
implementation of DEIS; and if he will make a statement on the matter.
– Seán Crowe.

For ORAL answer on Wednesday, 4th May, 2011.
Reference Number: 9831/11

Freagra

Minister Ruairí Quinn

In 2006, my Department commissioned the Educational Research Centre (ERC) to
commence a comprehensive evaluation of DEIS, the action plan for educational
inclusion. The aim of the evaluation is to monitor the implementation of the
programme and assess its impact on students, families, schools, and communities
at primary and post-primary levels. The evaluation has involved the testing of
pupils together with attitudinal studies focusing on pupils, teachers and a
wide group of other stakeholders. An advisory group was established to support
the evaluation. The forthcoming report, which is expected shortly, is the
second in a series of reports and deals with the evaluation of DEIS at primary
level with a particular focus on change in English reading and mathematics
between 2007 and 2010. A previous report on DEIS focusing on rural
disadvantage is available for download from the Educational Research Centre
website (www.erc.ie). I envisage that the forthcoming report will also be made
available following consideration within my Department and by the Advisory
Group.

In parallel with the ERC’s research on pupil attainment in DEIS schools, the
Inspectorate of my Department conducted evaluations of planning in a sample of
36 DEIS schools. Evaluations were completed in 18 primary schools in spring
2010 and in 18 post-primary schools in the period September to December 2010.
Reports on the effectiveness of planning and target setting in each of the
schools have been provided to the board of management of each school. A
national composite report on the effectiveness of DEIS planning in the primary
schools has been completed and is expected to be published by June 2011. A
composite report on the effectiveness of DEIS planning in the sample of
post-primary schools is under preparation and is expected to be available by
August 2011.

Uimhir:5

Ceist Pharlaiminte

Chun an Aire Oideachais agus Eolaíoctha
To the Minister for Education and Science

To ask the Minister for Education and Skills if he will outline the provision
of in-school counselling for students at post primary level and the in-school
services for students in post-parasuicide or post-attempted suicide situations;
and his plans to make recommendations to schools to provide in-school
counselling for students..
– Seán Crowe.

For PRIORITY answer on Wednesday, 4th May, 2011.
Reference Number: 9928/11

Freagra

Minister Ruairí Quinn

Social Personal and Health Education (SPHE) is designed to promote students’
coping and decision making skills, and encourage healthy lifestyles. The
modules at junior cycle deal specifically with belonging and integrating,
coping with stress, emotional health and well being, and relationships and
sexuality education. An awareness of when, how and from whom to seek help, when
in difficulty, is promoted.

All post-primary schools provide a guidance and counselling service for their
students and they receive ex-quota hours from my Department for this provision.
The service includes the provision of individual guidance and counselling for
students at times of personal crisis. My Department funds the provision of
ongoing professional support through a Counselling Supervision service,
providing advice and sharing practice on issues of concern. This is
supplemented by the work of the National Centre for Guidance in Education, and
by funding provided to the Institute of Guidance Counsellors for professional
development. The National Office for Suicide Prevention is also working with
the Institute of Guidance Counsellors to support their members work in this
area.

Pastoral care teams in schools provide important assistance in promoting
students’ well being and in ensuring that potential difficulties can be
identified early. Class year tutors, guidance counsellors, home school liaison
co-ordinators and the services of the National Educational Psychological
Service (NEPS) can play an important role in this respect.

NEPS provides consultation for guidance counsellors and other school staff,
enabling them to put interventions in place for individuals with clearly
identified and serious difficulties. When counselling of a protracted nature is
required it is referred to an outside agency. Schools are advised to identify
(with the assistance of NEPS) appropriate referral pathways in consultation
with HSE and other mental health services in their local community (eg HSE
Child and Adolescent Mental Health Services or Clinical / Community Care
Psychology).

NEPS Guidelines for schools on Responding to Critical Incidents provide advice
to schools in managing traumatic events, including advice to schools on
prevention and early intervention strategies for students at risk. In the cases
referred to by the Deputy, it is imperative that outside clinical services are
involved. NEPS psychologists will be available to consult with guidance
counsellors if requested.

Uimhir:72

Ceist Pharlaiminte

Chun an Aire Oideachais agus Eolaíoctha
To the Minister for Education and Science

To ask the Minister for Education and Skills the alleviation measures being
provided to assist schools who have had their resource teachers for travellers
withdrawn under circular 0017/2011..
– Seán Crowe.

* For WRITTEN answer on Wednesday, 4th May, 2011.
Reference Number: 9930/11

Freagra

Minister Ruairí Quinn

In recognition that the withdrawal of Resource Teacher for Traveller
posts/teaching hours may have an initial impact on schools, limited adjustment
or alleviation measures are being provided to assist schools that have high
concentrations of Traveller pupils who were previously supported by Resource
Teachers for Travellers.

In respect of DEIS, (Developing Equality of Opportunity in Schools), Traveller
enrolments have been included in the valid enrolment for the purpose of
allocating additional staffing under DEIS from the 2011/12 school year. The
schools involved have already received their staffing allocations for next
year.

For schools other than DEIS schools in receipt of enhanced pupil teacher
ratios, alleviation measures are being provided to assist schools with high
concentrations of Traveller pupils who were previously supported by RTT posts.
Any proposed alleviation measures must be considered in the context of the
limited resources which are available to my Department. As such, alleviation
measures are being concentrated on schools which have 33 or more pupils
supported by RTT posts.

The decision to withdraw Resource Teacher for Travellers was taken by the
previous Government in the last Budget. The Deputy will understand that the
economic situation means very difficult decisions have had to be taken. The
requirement to make expenditure savings and to ensure that staffing numbers
remain within the Public Service Employment Control Framework prevent me from
re-visiting this decision.

Uimhir:8

Ceist Pharlaiminte

Chun an Aire Oideachais agus Eolaíoctha
To the Minister for Education and Science

To ask the Minister for Education and Skills his plans to review the allocation
of special needs assistants in DEIS schools; and if he will make a statement on
the matter.
– Seán Crowe.

For PRIORITY answer on Wednesday, 4th May, 2011.
Reference Number: 9929/11

Freagra

Minister Ruairí Quinn

The Deputy will be aware that the Special Needs Assistant (SNA) scheme provides
additional supports to schools to enable them to support pupils with
significant care needs. SNAs are allocated to schools by the National Council
for Special Education (NCSE) through its network of local Special Educational
Needs Organisers (SENOs). The NCSE operates within my Department’s criteria in
allocating such support. This now includes a requirement for the NCSE to have
regard to an overall cap on the number of SNA posts.

Schools may apply to the NCSE for an SNA post to support students with an
assessed special educational need who also have a significant medical need or a
significant impairment of physical or sensory impairment. Students with an
assessed special educational need who present with significantly challenging
behaviour may also qualify for some SNA support.

I have no plans to review the allocation of special needs assistants in
(Developing Equality of Opportunity in Schools) DEIS schools, as SNAs are
allocated to DEIS schools on the same basis as to other schools, including
special schools,that is on the assessed individual needs of pupils in the
context of the resources available to the school.

The Programme for Government clearly states that education will be a priority
for this Government and that we will endeavour to protect and enhance the
educational experience of children, young people and students. To that end, we
will endeavour to protect frontline services in education.

However, the fiscal position is extremely difficult. This country is
effectively in receivership. It is necessary to ensure that educational
services are delivered within the resources available. I intend to prioritise
and support special educational services. However, I cannot re-visit the
previous Government’s decision to place a cap on the number of posts available
under the Special Needs Assistant (SNA) scheme. This number is 10,575 whole
time equivalent (WTE) posts. This is a significant number of posts and unlike
other areas of the public sector vacancies are being filled up to this number.
It also represents continual increases in the number of SNAs over recent years.

It is considered that with equitable and careful management and distribution of
these resources that there should be sufficient posts to provide access to SNA
support for all children who require such care support to attend school, in
accordance with Departmental criteria.

The NCSE has asked schools to submit all applications for SNA support to them
by 18th March, 2011 and intends to inform schools of their annual SNA
allocation as soon as possible, in advance of the coming school year.

My Department and I will be glad to consider any suggestions from school
management or parent representative organisations as to how the allocation of
SNA resources can best be managed within the context of the overall limit on
SNA numbers established. In this regard I am committed to making whatever
improvements are possible to the resource allocation system.

We all have to understand the legacy of economic mismanagement which the last
government gave to this country.

Uimhir:28

Ceist Pharlaiminte

Chun an Aire Oideachais agus Eolaíoctha
To the Minister for Education and Science

For ORAL answer on Wednesday, 4th May, 2011.
Reference Number: 9833/11

Freagra

Minister Ruairí Quinn

Uimhir:30

Ceist Pharlaiminte

Chun an Aire Oideachais agus Eolaíoctha
To the Minister for Education and Science

To ask the Minister for Education and Skills his plans to cap the pay of senior
managers in third level institutions at €100,000..
– Dessie Ellis. (Nominated by: Seán Crowe).

For ORAL answer on Wednesday, 4th May, 2011.
Reference Number: 9841/11

Freagra

Minister Ruairí Quinn

Uimhir:40

Ceist Pharlaiminte

Chun an Aire Oideachais agus Eolaíoctha
To the Minister for Education and Science

For ORAL answer on Wednesday, 4th May, 2011.
Reference Number: 9840/11

Freagra

Minister Ruairí Quinn

Salaries for the heads of Irish third-level institutions in the current
academic year and for each of the past nine years are supplied in the attached
table.