Written Answers Nos. 543-60
543. Deputy Jonathan O'Brien asked the Minister for Education and Skills the number of applications currently in the schools building programme; and the number of applications currently progressing through architectural planning,on a county-by-county basis. [5995/15]
View answerI wish to advise the Deputy that 275 major school projects were included in the 5 year programme announced in March 2012. The announcement also included a commitment to publish an annual construction programme. The current status in relation to each of the individual projects on the annual construction programme announcements for 2012, 2013, 2014 and 2015 are available on my Department's website and are updated regularly.
In addition, in June 2013, my Department announced a further 28 additional major projects to proceed to construction under the Investment in Infrastructure and Jobs programme.
I also wish to advise the Deputy that a further 51 projects, in 16 counties, detailed below, are currently progressing through the architectural planning process. They will continue to be progressed up to tender stage so that they will be well placed for progression in anticipation of further funds being available to the Department.No. of projects County
2 Cavan
1 Clare
1 Cork City
2 Cork County
5 Donegal
13 Dublin Fingal
1 Galway City
5 Galway County
1 Kildare
1 Limerick County
1 Longford
4 Louth
3 Mayo
6 Meath
1 Tipperary
2 Waterford County
1 Westmeath
1 Wicklow
544. Deputy Jonathan O'Brien asked the Minister for Education and Skills her plans to promote science, technology, engineering and mathematics, STEM, subjects in schools; and her further plans to promote them specifically to girls of primary school age. [5996/15]
View answerThe Primary Curriculum (NCCA, 1999), in particular the Science and Mathematics Curricula, governs provision in STEM (Science, Technology, Engineering and Maths) in Primary Schools. A high standard of scientific and mathematical skills for boys and girls is recognised to be critical in Ireland's economic development.
Science became a compulsory subject for all primary pupils with the introduction of the Primary School Curriculum in 1999. Infant pupils receive 45 minutes of instruction per week while 1st to 6th pupils receive one hour instruction per week.
Discover Primary Science is a national programme designed to foster interest in Science, Technology, Engineering and Maths (STEM) in primary schools. Last year they presented 517 schools with Awards of Science and Maths excellence.
EMC Robotics Initiative (VEX IQ) was launched on 05/09/2014 by Minister for Skills, Research and Innovation Damien English TD. EMC has teamed up with primary schools to design and build their own robots. The global initiative is designed to encourage STEM learning and drive interest in technology from a young age.
Scoilnet is the Department of Education and Skills (DES) official portal for Irish education. The website is managed by Professional Development Service for Teachers (PDST) in Education on behalf of the DES. The Sci-Spy Initiative which is a section of this website is aimed at primary students in 5th and 6th classes.
Science Week Ireland is an annual event established to promote the relevance of science, technology, engineering and maths (STEM) in our everyday lives. It is coordinated by SFI Discover, the education-outreach programme of Science Foundation Ireland, who also help fund Engineers Week.
Significant system developments have been introduced in the primary school system to promote teaching and learning in Mathematics for boys and girls including standardised national assessments of reading and mathematics introduced in 2007; the National strategy to improve literacy and numeracy introduced in 2011 and School self-evaluation guidelines for primary schools published in 2012.
TIMSS (Trends in International Mathematics and Science Studies) is a project of the International Association for the Evaluation of Educational Achievement (IEA). It is designed to assess the mathematics and science achievement of fourth class pupils. In 2011, Ireland took part in TIMSS for the first time since 1995. Ireland's mean score of 527 is significantly above the TIMSS mathematics centre of 500. Ireland is in 17th position in the TIMSS mathematics table. In Ireland, girls averaged 526 and boys averaged 529. The 3-point gap is not statistically significant, and is broadly similar to the overall international average gender age gap.
Ireland is shown as 22nd position in the TIMSS science table. In ireland, boys and girls obtained identical mean scores (516).
The evidence from TIMSS indicates that girls are performing as well as their male counterparts in Science and Mathematics in primary schools. The promotion of STEM subjects to girls only does not appear necessary.
In January this year, I launched the performance report on the 2014 National Assessments of English and Reading and Mathematics which was prepared by the Educational Research Centre. Their study of 8000 pupils in 150 primary schools found that overall performance in reading and maths in second and sixth classes was significantly higher than for the 2009 assessments. These are the first significant improvements in over 30 years. Such improvements are to be welcomed.
The NCCA has recently provided me with new specifications for Leaving Certificate Physics, Chemistry and Biology. The NCCA has notified the Department that before the specifications made available to all schools that it, working with the SEC and my Department, will trial, in particular the proposed new practical examination. It is expected, for example, that the new Physics specification, when it is introduced, will not attract more higher level students but it is hoped that it will also attract more girls and more students to study Physics at Ordinary level. Work is underway on revising Leaving Certificate Applied Mathematics. One of its aims would be to broaden the possible content so that it will be attractive to a wider cohort, especially for girls.
The new Junior Cycle Science specification has been submitted to me, by NCCA, this month, for approval. This will form a firm foundation for the sciences at senior cycle. There is a significant overlap between the developments in the sciences at Junior Cycle and Senior Cycle. Thus the CDP provided for Junior Cycle Science will also start to prepare science teachers for the changes which will follow in the Leaving Certificates sciences. There will be many synergies between the two and there is a natural progression. Of course there will be dedicated CPD provided to Leaving Certificate science teachers to prepare them to introduce the new specifications not only in Physics but also in Chemistry and Biology. A unified CPD strategy will support a consistent experience of teaching and learning in the science curricula throughout post-primary education.
545. Deputy Jonathan O'Brien asked the Minister for Education and Skills her views on the introduction of cluster policies for small schools as set out in the Irish Primary Principals' Network's report entitled New Horizons for Smaller Schools. [5997/15]
View answerIreland has a high number of primary schools by international standards and a high number of these schools are small schools. The report to which the Deputy refers was produced ten years ago in 2005. It proposed that additional resources be allocated to small primary schools that were willing to engage in a cluster, including the appointment of a cluster co-ordinator. In the period since the report was written, the country has experienced record birth rates and this has required prioritising the provision of significant additional places at all levels of the education system, in a period of scarce resources. My Department therefore has no plans to allocate additional resources to facilitate clusters of small schools in the manner proposed in the report in question.
546. Deputy Brendan Griffin asked the Minister for Education and Skills if she will review the teacher exchange programme to allow teachers to take up permanent posts if available; and if she will make a statement on the matter. [6011/15]
View answerCircular letter 12/03 issued by my Department outlines the temporary exchange scheme for primary teachers.
The teacher exchange scheme provides a facility for primary teachers to voluntarily exchange with a teacher in another school. The minimum period for which an exchange may occur: Is one year and the maximum is five years.
The exchange scheme was agreed under the auspices of the Teacher's Conciliation Council, a body established in accordance with the terms of the Conciliation and Arbitration Scheme for Teachers. The Council is comprised of representatives of teachers, school management, the Department of Education and Skills and the Department of Public Expenditure and Reform, chaired by an official of the Labour Relations Commission. Any changes to the exchange scheme are therefore a matter for consideration in the first instance at the Teachers' Conciliation Council.
547. Deputy Jonathan O'Brien asked the Minister for Education and Skills if she has received the value for money review of small rural schools; the date on which it will be published; the reasons for the delay in this; the persons responsible for conducting the review and drafting the report; and if she will make a statement on the matter. [6018/15]
View answerI have received the report of the value for money review of small primary school provision. It is under consideration by Government. Decisions on school provision and any possible reorganisation must be widely perceived to be cost-effective, equitable and reasonable. These decisions need to be based on a rigorous evaluation of requirements and needs, not just at a local level but also at both regional and national levels. It is my intention that the report will be published as soon as my Government colleagues and I have finalised our consideration of the report and its recommendations. I cannot give a precise publication date at this time. The review was conducted by a Steering Committee, which was appointed in line with the standard procedures for the conduct of a value for money review. The Committee comprised civil servants from relevant Government Departments and was led by an independent external chairperson.
548. Deputy Jonathan O'Brien asked the Minister for Education and Skills if her Department rural-proofs education policy. [6019/15]
View answerMy Department aims to ensure that all learners are provided with a high quality, inclusive education experience in state-funded educational establishments including schools, further education and training centres and higher education institutions throughout the country. It is indeed a challenge to do this in light of our current rapidly rising enrolment at all levels of the education system, our uneven population distribution and our limited financial resources.
549. Deputy Jonathan O'Brien asked the Minister for Education and Skills if her Department has examined the possibility of introducing a grant scheme to purchase bicycles under the school transport scheme; and if further consideration to same will be given. [6020/15]
View answerThe purpose of my Department's Primary and Post Primary School Transport Schemes is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school or education centre.
The distance eligibility criterion is 3.2 kilometres and 4.8 kilometres for primary and post primary children respectively.
Bus Éireann is responsible for the planning and timetabling of school transport routes and endeavours to ensure that each eligible child has a safe and reasonable level of school transport service while at the same time, ensuring that vehicles are fully utilised in the most efficient and cost effective manner.
The cost of the School Transport Scheme was over €172m in 2014.
There is no specific grant available to purchase a bicycle under the terms of the Scheme and I have no plans to introduce such a grant.
550. Deputy Fergus O'Dowd asked the Minister for Education and Skills her views on a matter (details supplied) regarding education issue; and if she will make a statement on the matter. [6066/15]
View answerBudget 2015 included an increase in spending on education for the first time in recent years, amounting to additional funding of €60m during 2015.
This funding will be used to provide 1,700 additional teachers and SNAs for our schools, as well as to fund prioritised reforms, such as implementation of the literacy and numeracy strategy, reform of junior cycle, and the introduction of education focussed pre-school inspections.
With regard to Resource Teachers for Travellers, the principle of inclusion is at the core of the Report and Recommendations for a Traveller Education Strategy published in 2006 and, accordingly, the focus of both current and future provision is on the development of a more inclusive school environment. In keeping with this principle, additional resources provided in the education system are allocated on the basis of identified individual educational need rather than that of ethnic or cultural background.
Following decisions of the last Government, as part of the December 2010 budgetary process, Traveller pupils who are eligible for learning support teaching now receive this tuition through the existing learning support provision in schools. This is in keeping with the policy of inclusion and the 2006 report.
The General Allocation Model, which provides additional learning support and English as an additional language allocations for primary schools, was updated for all primary schools from the 2012/13 school year and now includes the Traveller pupils who had previously been supported by Resource Teacher for Traveller (RTT) posts.
Limited alleviation measures were put in place to assist schools who had high concentrations of Traveller pupils previously supported by Resource Teacher for Traveller posts/hours, in the context of the limited resources available.
A total of 141 posts have been allocated to schools for this purpose. 81 posts were also provided to readjust Delivering Equality of Opportunity in Schools (DEIS) allocations to include Traveller pupils previously supported by Resource Teacher for Traveller posts.
38 alleviation posts were provided for schools that had high numbers or concentrations of Traveller pupils who were previously supported by RTT posts and a further 22 alleviation posts were allocated to schools who had the highest percentage of traveller pupils previously supported by RTT posts, in comparison to other schools, taking into account their overall pupil populations, and who had not qualified for the first round of alleviation posts.
This Government has been resolutely committed to protecting, and where possible, increasing, the level of investment being made to support children with special educational needs at a time when there has been a requirement to make expenditure reductions across a range of areas. It is an area of spending which has been prioritised above most other areas by this Government, despite the enormous pressures on all areas of public spending.
Some €1.37 billion will be spent in support of children with Special Educational Needs this year, which represents approximately 15% of my Department's budget.
365 new Special Needs Assistant (SNA) posts and 480 resource teaching posts have been provided to support children with special educational needs in schools in 2015, bringing the total number of SNAs available for allocation in 2015 to 11,330 posts and the total number of resource teaching posts to 6,705. Over 11,000 resource and learning support teaching posts are now available. This is the highest level of SNA and resource teaching allocations that we have ever had, and will ensure that children with special educational needs can continue to participate in education and be supported in a manner appropriate to their needs.
With regard to the Education for Persons with Special Educational Needs (EPSEN) Act, a number of sections have been commenced, including those establishing the National Council for Special Education and those promoting an inclusive approach to education of children.
The NCSE report on 'Supporting Students with Special Educational Needs in Schools' which was published in 2013 and is available on the NCSE website www.ncse.ie, recommends that the EPSEN Act be fully implemented as soon as possible. The report also states that the NCSE recognises that the current economic climate makes it unlikely that the Government will be able to implement this recommendation in the short to medium term.
It is intended to bring into effect many of the good ideas contained in the EPSEN Act, on a non-statutory basis initially, through policy developments across a range of areas, in conjunction with NCSE policy advice.
This includes the National Council for Special Education's (NCSE) Report on a Proposed New Model for Allocating Teachers for Students with Special Educational Needs, published on 18th June 2014.
The report recommends that a new allocation model should be developed, based on a schools educational profile, while providing a baseline allocation to every mainstream school to support inclusion.
I hope to make an announcement in relation to this matter shortly, in order to give clarity to schools regarding the allocation process for the coming school year.
551. Deputy Seán Ó Fearghaíl asked the Minister for Education and Skills the involvement she and her Department have had with the request for Medical Council accreditation from the Royal College of Surgeons, Bahrain; if her attention has been drawn to concerns that have been expressed by Members of the Oireachtas and human rights bodies regarding the hospital environment in which the Royal College of Surgeons, Bahrain students have to complete their placements; her views on these concerns; and if she will make a statement on the matter. [6102/15]
View answerSection 88(2)(a) of the Medical Practitioners Act 2007 requires that the Medical Council consult with the Minister for Education and Skills before approving, or otherwise, basic medical programmes and the bodies that deliver them. The Act makes clear that my role in relation to this matter is to be consulted and that the ultimate decision regarding approval of programmes of medical education and the providers of those programmes rests with the Medical Council.
On 4 December 2014 I received, in accordance with section 88(2)(a), correspondence from the Medical Council setting out the recommendations of a Committee established to perform the relevant functions under the Act in respect of a number of institutions, including the Royal College of Surgeons in Ireland, Bahrain.
The Government's position has been articulated by successive Ministers for Foreign Affairs and Trade. Ireland was also one of 47 United Nations Member States who participated in a joint statement at the UN Human Rights Council expressing serious concern regarding the protection of human rights in Bahrain and calling on the Bahraini Government to expedite the implementation of the recommendations received from the Bahrain Independent Commission of Inquiry. The issues involved have also been the subject of detailed consideration by the Oireachtas Committee on Education and Social Protection.
The Government has always sought to draw a clear distinction between the wider human rights situation and the involvement of Irish institutions in the education and training of Bahraini medical personnel. In that regard, I regard the process set out under Section 88 of the Act as a vital part of the quality assurance architecture for medical education and training in Irish institutions, ensuring compliance with relevant national and international standards.
Therefore, while the Government will continue to use all appropriate diplomatic avenues to express its concerns regarding the human rights situation in Bahrain, it was important to ensure that the Medical Council's consultation with me remained focused on the matters which have been properly identified by the Medical Council under both the Act and other relevant national and international standards.
In the context of the above, in responding to the Medical Council, I noted that it was proposed that "the Royal College of Surgeons in Ireland Bahrain's six year programme of basic medical education and training should be approved for a period of five years under the terms of Section 88(2)(a)(i)(I) of the Act. This recommendation is made on the grounds that the programme adheres to the rules, criteria, guidelines and standards approved by Council, as specified in Section 88(2)(a) and 88(2)(d) of the Act." I also noted that "The Medical Council Team is satisfied that, while not a separate programme, and therefore not being separately accredited under the Act, the five year programme as delivered by RCSI Bahrain is satisfactory."
I also expressed my expectation that the Medical Council would have had regard to all of the information relevant to its consideration of national and international standards, including relevant legislation and the World Federation for Medical Education's (WFME) Standards in Basic Medical Education. In this regard, I understand that the panel of assessors were given a copy of the Ceartas report outlining that organisation's perspective on the human rights situation in Bahrain.
I also noted my expectation that appropriate engagement would have taken place with the "wider range of stakeholders" envisaged by the WFME in its Global Standards for Quality Improvement in Medical Education: European Specification, including representatives of "academic staff, students, the community, education and health care authorities, professional organisations and postgraduate educators."
552. Deputy Seán Ó Fearghaíl asked the Minister for Education and Skills the reason students are now required to answer all the questions on the mathematics paper in the junior certificate examination, and no longer have a choice of questions, and her views and concerns (details supplied) regarding same. [6103/15]
View answerThere has not been a choice on the Junior Certificate Mathematics examination papers since 2003, when the revised syllabuses (introduced in 2000) were first examined. One of the principles on which assessment of that course was based was that 'full coverage of both knowledge and skills should be encouraged'. Evidence from candidates' scripts under previous examination arrangements indicated that some parts of the course were not being addressed in teaching and learning. The removal of choice in the examinations from 2003 sought to ensure that the whole course was studied. Since the vast majority of students proceed to senior cycle, where almost all study mathematics, it was seen as important that their study of mathematics in the junior cycle would lay an appropriate foundation for progression to subsequent study of the subject at senior cycle.
In the revised syllabuses introduced under the Project Maths initiative, this position was maintained. Given the inter-relatedness of the various syllabus strands and the requirement for students to integrate knowledge and skills from across the syllabus when solving problems – of a mathematical nature, as well as problems set in both familiar and unfamiliar contexts – it is important that all topics on the course are studied by all students, regardless of syllabus level. Furthermore, the absence of choice allows for questions of varying length and complexity to be included in the examination papers and removes the need for all questions to be of equal difficulty in terms of the challenge they present to candidates and the time taken for their completion.
553. Deputy Michael Fitzmaurice asked the Minister for Education and Skills if recognition will be provided by Student Universal Support Ireland towards insolvency arrangements in the calculation of reckonable income for the purposes of student grant awards; and if she will make a statement on the matter. [6115/15]
View answerUnder the terms of the student grant scheme, grant assistance is awarded to students who meet the prescribed conditions of funding, including those relating to nationality, residency, previous academic attainment and means.
The Deputy will appreciate that, in the absence of all of the relevant details that would be contained in an individual's application form and supporting documentation, it is not possible to say whether or not a particular student would qualify for a grant.
The eligibility of the individual to which the Deputy refers is a matter for SUSI (Student Universal Support Ireland) to determine; upon receipt of the relevant application form and supporting documentation.
554. Deputy Charlie McConalogue asked the Minister for Education and Skills when guidelines will be issued by her Department to education and training boards on the appointment of representatives to school boards of management; and if she will make a statement on the matter. [6117/15]
View answerBoards of management of schools and other centres of education operated by Education and Training Boards (ETBs) are subcommittees of an ETB.
ETBs have been instructed to establish new boards of management of schools and centres of education not later than the 1st April 2015. The ETBs have also been advised that the composition of boards of management shall be determined in the same fashion as was the case heretofore.
I have also advised ETBs that pursuant to Sections 44(11) and 44(12)(c) of the Education and Training Boards Act 2013, boards of management of schools and other centres of education established by an education and training board under section 44 may consist exclusively of members who are not members of the education and training board by which they were established.
I have no plans to issue any further guidance to ETBs concerning the appointments to boards of management.
555. Deputy Seán Kyne asked the Minister for Education and Skills if her attention has been drawn to the fact that the proposed new criteria for determining the allocation of additional educational resources are too restrictive, and that their narrow interpretation could work against the provision of additional supports; and if she will make a statement on the matter. [6123/15]
View answerI wish to advise the Deputy that, the National Council for Special Education published its Report on a Proposed New Model for Allocating Teachers for Students with Special Educational Needs on 18th June 2014.
This Report was prepared by a Working Group, appointed by the NCSE and Chaired by Mr Eamon Stack, which included representatives from disability organisations and also parent representative bodies.
An extensive consultation process was undertaken by the Working Group with stakeholders to inform the development of its report. Consultation meetings were held with the Health Service Executive, teachers, principals, union officials, parents, school management bodies, National Educational Psychological Services, advocacy groups, the Inspectorate, and Special Educational Needs Organisers.
Subsequent to the publication of the NCSE working group report, my Department invited education partners, stakeholders, and parent representative groups to make written submissions in relation to the NCSE report. 29 such written submissions have been received to date.
In October last year, officials at my Department held consultations with primary and post primary management bodies, teacher organisations, groups representing those with disabilities and parents' representatives.
Officials again met with representatives from these groups on 20th, 22nd and 30th of January last in order to further consult with these bodies.
In the course of the consultations a number of stakeholders raised the issue of the criteria which might be put in place to identify pupils with complex special educational needs, as recommended by the Working Group report. I can advise that this matter is currently under consideration and no final decisions have been taken in relation to this issue. I can also confirm that officials have advised all stakeholders that there will be ongoing consultation with them as the work on the development of the model progresses.
I hope to make an announcement in relation to the proposed new allocation model shortly, in order to give clarity to schools regarding the allocation process for the coming school year.
556. Deputy Seán Kyne asked the Minister for Education and Skills when it is proposed to introduce the new system for allocation of resources for special education needs; if the introduction of the new system will be piloted; if not, the reasons for not doing so; and if she will make a statement on the matter. [6124/15]
View answerI wish to advise the Deputy that, the National Council for Special Education published its Report on a Proposed New Model for Allocating Teachers for Students with Special Educational Needs on 18th June 2014.
This Report was prepared by a Working Group, appointed by the NCSE and Chaired by Mr Eamon Stack, which included representatives from disability organisations and also parent representative bodies.
An extensive consultation process was undertaken by the Working Group with stakeholders to inform the development of its report. Consultation meetings were held with the Health Service Executive, teachers, principals, union officials, parents, school management bodies, National Educational Psychological Services, advocacy groups, the Inspectorate, and Special Educational Needs Organisers.
Subsequent to the publication of the NCSE working group report, my Department invited education partners, stakeholders, and parent representative groups to make written submissions in relation to the NCSE report. 29 such written submissions have been received to date.
In October last year, officials at my Department held consultations with primary and post primary management bodies, teacher organisations, groups representing those with disabilities and parents' representatives.
Officials again met with representatives from these groups on 20th, 22nd and 30th of January last in order to further consult with these bodies.
In the course of the consultations a number of stakeholders raised the issue as to whether the proposed new allocation model could be piloted in some schools, prior to the full introduction of the model. Consideration is now being given to this issue.
I can also confirm that officials have advised all stakeholders that there will be ongoing consultation with them as the work on the development of the model progresses.
I hope to make an announcement in relation to the proposed new allocation model shortly, in order to give clarity to schools regarding the allocation process for the coming school year.
557. Deputy Michael Healy-Rae asked the Minister for Education and Skills if she will reverse the current pupil-teacher ratio cuts; and if she will make a statement on the matter. [6130/15]
View answerMy focus in Budget 2015 was on obtaining the additional funding that was necessary to provide for demographic growth. In the budget it was not possible to provide for extra teaching posts that would change the staffing schedule for primary schools, including small schools. The Government recognises that small schools are an important part of the social fabric of rural communities and will continue to be so. However, this does not mean that small schools can stand still or never have their staffing levels changed to something that is more affordable and sustainable. All public servants are being asked to do more with less and the teachers in our small schools cannot be exempt from this requirement. As part of the Budget 2012 decisions, the number of pupils required to gain and retain a classroom teaching post in small primary schools was gradually increased between September 2012 and September 2014. An appeals process is available to schools that are affected by this measure.
Our current configuration of small primary schools has been examined by the Department in a value for money (VFM) review. The report of the value for money review of small primary schools will be published as soon as my Government colleagues and I have finalised our consideration of the report and its recommendations.
The report contains much detailed and technical data in relation to the small schools in the primary sector and it also contains a suite of recommendations and options. Government needs time to properly consider the review report and its recommendations. There are a range of important matters to be considered. Decisions on school provision and any possible reorganisation must be widely perceived to be cost-effective, equitable and reasonable. These decisions need to be based on a rigorous evaluation of requirements and needs, not just at a local level but also at both regional and national levels.
Since becoming Minister each of the education partners that I have met have indicated their own set of priorities. In the school sector these priorities include school leadership, pay restoration, reductions in pupil-teacher ratios, increases to capitation, and the restoration of ex-quota guidance counsellors in schools. Outside of the schools sector, the list of demands includes funding of third level, investment in early years and investment in technology. It is not, and never will be, possible to satisfy all of the demands of the education system at one time. Hence the need to identify priorities for consideration as part of future budgets and as our economy recovers.
558. Deputy Seán Kyne asked the Minister for Education and Skills , further to Parliamentary Question No. 547 of 3 February 2015, the criteria for a school to receive assistance for the refurbishment or construction of a physical education hall; and if a school (details supplied) in County Galway has been considered for such support. [6145/15]
View answerAs the Deputy is aware, my Department devolved very significant funding to the school in question in 2010 and 2011 to provide additional general classrooms, specialist rooms and ancillary accommodation to meet the schools accommodation needs.
I wish to assure the Deputy that my Department fully recognises the key role of physical exercise within the school environment and continues to respond to the need to improve Physical Education facilities for all pupils attending schools within the constraints of the available funding.
I also wish to advise the Deputy that the Physical Education curriculum has been designed on the basis that facilities in schools may vary. Practically all schools have outdoor play areas which are used for teaching different aspects of the P.E. programme. In addition, many schools, including the school in question use local facilities, which can include public parks, playing fields and swimming pools.
As the Deputy is also aware, due to the competing demands on my Department's capital budget imposed by the need to prioritise available funding for the provision of essential school classroom accommodation, it is not possible at this point to provide an indicative timeframe for the provision of funding towards a multi-purpose/PE hall for the school concerned.
559. Deputy Robert Troy asked the Minister for Education and Skills if she will engage with the Department of Social Protection, on behalf of school secretaries, who have to sign on every time they take holidays, and who are not paid for the first days of their claim; if a more friendly efficient service will be put in place, where the person can sign on once a year at the start of the school term, if they have a letter from the schools. [6155/15]
View answerThe majority of primary and voluntary secondary schools in the Free Education Scheme now receive capitation grant assistance to provide for secretarial services. 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 and my Department does not stipulate how secretarial services are to be obtained. Where a school uses the grant funding to employ a secretary, 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.
Accordingly, the matters raised by the Deputy in relation to claiming social welfare benefits are solely a matter for the Minister for Social Protection.
560. Deputy Jonathan O'Brien asked the Minister for Education and Skills the number of primary schools and the number of secondary schools that are currently without access to broadband; the number of these schools that are in rural areas; and the percentage of total schools this equates to. [6157/15]
View answerUnder the Schools Broadband Access Programme, my Department provides for the supply of internet connectivity for all recognised primary and post primary schools.
Attached is a list of 106 schools that have declined to avail of the broadband connection offered by the Department of Education and Skills. This equates to 3% of primary schools.
|
Roll Number |
School name |
County |
|
01583I |
GLOUNAGUILLAGH N S |
Kerry |
|
01711O |
S N CILL ROSANTA |
Waterford |
|
02124E |
SCOIL NAIS MOLAISE |
Carlow |
|
02905J |
S N NAOMH PADRAIG |
Meath |
|
05070W |
S N BAILE MUIRNE |
Wexford |
|
09537S |
BALLINADEE N S |
Cork |
|
11363A |
SCOIL ATHA NA MBLATH |
Kerry |
|
11367I |
PORTROE N S |
Tipperary |
|
11978O |
SCOIL MHUIRE NS |
Meath |
|
12231L |
RUSH HALL MIXED N S |
Laois |
|
12741L |
MARSHALSTOWN N S |
Wexford |
|
12841P |
ST PATRICKS N S |
Wexford |
|
13910N |
S N BUN AN TSABHAIRNE |
Cork |
|
14188A |
BARNATRA N S |
Mayo |
|
14194S |
SCOIL CHOLMCILLE |
Donegal |
|
14377D |
S N CILL CONAILL |
Galway |
|
14448A |
CLOUGHANOWER N S |
Galway |
|
14631O |
SCOIL CHOLMCHILLE |
Donegal |
|
14829M |
Scoil San Eoin |
Wicklow |
|
15370R |
KILLALOE BOYS N S |
Clare |
|
15523Q |
S N NAOMH IOSEF |
Galway |
|
15532R |
CROAGHROSS N S |
Donegal |
|
15680J |
SCOIL AN SPIORAID NAOMH |
Limerick |
|
15685T |
ATHEA N SCHOOL |
Limerick |
|
15763N |
MOVILLE N S |
Donegal |
|
16059W |
EMLY N S |
Tipperary |
|
16281A |
SN NAOMH GOBNAIT |
Kerry |
|
16283E |
S N POL A TSOMAIS |
Mayo |
|
16384K |
SN ARAINN MHOR II |
Donegal |
|
16608G |
KILLYBEGS COMMON N S |
Donegal |
|
16667W |
TOBAR AN LEINN |
Laois |
|
16850N |
ST GARVANS N.S. |
Donegal |
|
16936A |
S N NAOMH PADRAIG |
Galway |
|
16940O |
DUNDAR MHUIGHE N S |
Cork |
|
16951T |
S N NA CRAOIBHELEITHE |
Leitrim |
|
16976M |
S N DEAGLAN |
Waterford |
|
17025K |
S N NA NDUN |
Westmeath |
|
17064U |
SCOIL PADRAIG |
Laois |
|
17110B |
NAOMH LORCAN O TUATHAIL |
Dublin |
|
17125O |
DIFFEREEN N S |
Leitrim |
|
17253A |
S N CAISLEAN AN CUMAIR |
Kilkenny |
|
17459U |
CHRIST THE KING I G |
Dublin |
|
17599N |
S N BAILE AN LUIG |
Sligo |
|
17695J |
S N MOLAISE |
Laois |
|
17725P |
S N BHRIDE |
Sligo |
|
17761T |
S N MHUIRE |
Cork |
|
17765E |
S N RE NA SCRINE |
Cork |
|
17782E |
S N BRIDE NAOFA |
Galway |
|
17806P |
CILL CLEITHE N S |
Westmeath |
|
17828C |
SCOIL ADHAMHNAIN |
Donegal |
|
17890H |
TEMPLE ST HOSPITAL N S |
Dublin |
|
18396E |
S N RATH EILTE |
Tipperary |
|
18490T |
SN M AN CROI GAN SMAL |
Galway |
|
18517N |
SCOIL MHUIRE |
Donegal |
|
18602E |
SCOIL MHUIRE |
Dublin |
|
18671A |
ST MICHAELS HSE SPEC SC |
Dublin |
|
18689T |
OUR LADY OF MERCY SENIOR P.S. |
Waterford |
|
18700E |
S N BAILE AN CAISLEAN |
Donegal |
|
18702I |
SPA NATIONAL SCHOOL |
Kerry |
|
18828H |
ST. PAULS PRIMARY SCHOOL |
Laois |
|
18936K |
ST ITAS SPECIAL SCHOOL |
Louth |
|
18939Q |
S N DONAIGH |
Donegal |
|
18976W |
S N CHOLMILLE B |
Dublin |
|
19032R |
STEWARTS SCHOOL |
Dublin |
|
19246N |
S N AN TSLANAITHEORA B |
Louth |
|
19249T |
BARRYROE NS |
Cork |
|
19266T |
OUR LADY OF FATIMA SP S |
Wexford |
|
19357W |
SN TIR NA CILLE |
Galway |
|
19408N |
RATHCORMACK N S |
Sligo |
|
19472W |
ST MARKS JUNIOR N S |
Dublin |
|
19512I |
ST OLIVERS NS |
Kerry |
|
19522L |
ST CATHERINES SPEC SCH |
Wicklow |
|
19537B |
ST ATTRACTAS JUNIOR N S |
Dublin |
|
19614Q |
NAOMH BODAIN |
Donegal |
|
19679V |
S N AODHAIN NAOFA |
Cavan |
|
19741A |
SCOIL MHUIRE |
Wexford |
|
19814B |
SCOIL GEARBHAIN |
Waterford |
|
19879G |
NAOMH PADRAIG JUNIOR |
Tipperary |
|
19880O |
NAOMH PADRAIG SENIOR |
Tipperary |
|
19894C |
AN MHODH SCOIL |
Limerick |
|
19926M |
GAELSCOIL CHOLAISTE MHUIRE |
Dublin |
|
19953P |
ST MARYS NS |
Waterford |
|
19962Q |
OBERSTOWN BOYS CENTRE |
Dublin |
|
20027I |
GAELSCOIL THIOBRAID ARANN |
Tipperary |
|
20065Q |
OUR LADYS MEADOW NATIONAL SCHOO |
Laois |
|
20070J |
ROSEDALE SCHOOL |
Galway |
|
20081O |
GAELSCOIL PHORT LAOISE |
Laois |
|
20092T |
ST ULTANS NS |
Dublin |
|
20119N |
CORK UNIVERSITY HOS SCHOOL |
Cork |
|
20124G |
ST MARYS N.S. |
Longford |
|
20203C |
MOHILL N S |
Leitrim |
|
20234N |
THE CHILDRENS ARK |
Limerick |
|
20247W |
Scoil Ghrainne Community National School |
Dublin |
|
20308Q |
Belmayne Educate Together National School |
Dublin |
|
20312H |
Raheen Wood Steiner School |
Clare |
|
20327U |
Gaelscoil Lorgan |
Monaghan |
|
20329B |
Tígh Nan Dooley Child Education and Development Centre |
Galway |
|
20330J |
St. Oliver's Child Education and Development Centre |
Galway |
|
20331L |
Scoil Aisling |
Cork |
|
20348F |
Holywell Educate Together National School |
Dublin |
|
20351R |
Naas Community National School |
Kildare |
|
20352T |
ARD Rí COMMUNITY NATIONAL SCHOOL |
Meath |
|
13856K |
BUSHY PARK N S |
Galway |
|
16677C |
BUNSCOIL NA MBRAITHRE |
Clare |
|
17891J |
SCOIL MHUIRE |
Dublin |
|
19047H |
ST JOSEPHS SPECIAL SCH |
Galway |
