Written Answers Nos. 106-123
106. Deputy Réada Cronin asked the Minister for Education if her Department will, in deliberations, give priority to, and thereafter expedite, the urgently-needed second bus in the Rathcoffey-Maynooth educational environs, where at least 50 children are already waiting and left without the necessary service, and where yet more children will be requiring that service in the new academic year; and if she will make a statement on the matter. [22675/23]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. In the current school year, over 147,900 children, including over 18,000 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country.
In addition, school transport scheme services are being provided in the current school year for over 5,200 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
Children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by my Department/Bus Éireann, having regard to ethos and language.
Children who are eligible for school transport and who have completed the application process on time will be accommodated on school transport services where such services are in operation.
Children who are not eligible for school transport, but who completed the application process on time, are considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
Because of the nature of concessionary transport, availability may vary from year to year and cannot be guaranteed for the duration of a child’s post primary school education cycle. Where the number of applications for transport on a concessionary basis exceeds the number of seats available, Bus Éireann will determine the allocation of the tickets using a random selection process.
With regard the 2023/2024 school year, the closing date for new applications for the 2023/2024 school year was Friday 28th April. The closing date for payment/entering medical details for tickets for the 2023/2024 school year in Friday 9th June. Following this closing date, Bus Éireann will review all school transport services over the summer months. Arising from this , routes may be altered, extended or withdrawn depending on the number and location of eligible children who will be availing of school transport for the following school year.
107. Deputy Aodhán Ó Ríordáin asked the Minister for Education if there has been any investigation by her Department into where children who died in industrial schools have been buried; whether the location of such grave sites are known; and if there has been any investigation into understanding what happened children who went missing from industrial schools. [22878/23]
View answerMy Department holds certain records relating to former residents of 59 industrial schools and reformatories, who were placed there by way of a Court order. These records generally consist of extracts from Registers, database entries (i.e. computerised versions of the Registers) and some individual pupil and family files, etc. However, it should be noted that the Department generally does not hold any records relating to children who were placed in those institutions other than through the Courts, for example health board referrals or private arrangements. Neither does the Department hold an individual file for each child who was placed through the Courts and, in many instances, the only records available are the relevant extract from the Register.
For this reason, while it appears that a number of the institutions concerned had burial grounds on site, the records held by the Department contain very little information on specific burials.
As the Deputy will be aware, the Institutional Burials Act was commenced by the Minister for Children, Equality, Disability, Integration and Youth in July of last year. This provides the legislative basis for an intervention whereby the remains of those who died in residential institutions, and who were buried in a manifestly inappropriate manner, may be recovered and re-interred in a respectful and appropriate way. It also provides for the identification of remains and their return to family members, where possible.
While the Act was developed in response to the discovery of children’s remains at the site of the former Bon Secours Mother and Baby Home in Tuam which had been interred in a manifestly inappropriate manner, it is not site specific. It therefore provides a framework for dealing with any such sites if the need arises which could include, potentially, sites or institutions which were under the remit of my Department, such as industrial schools. However, under the Act such an intervention is only permitted where there is evidence of manifestly inappropriate burials taking place, and the Act sets out a number of criteria in that regard.
The Deputy may also wish to note that the National Centre for Research and Remembrance, the development of which has been approved by Government, will stand as a national memorial to all those who were resident in relevant institutions, including industrial schools, reformatories, Magdalen Laundries, Mother and Baby Homes and related institutions.
108. Deputy Marc Ó Cathasaigh asked the Minister for Education whether the capacity survey as referenced in her answer to Parliamentary Question No. 106 of 2 February 2023 indicating the current level of installation of solar panels in schools is complete; whether the survey will be published; and if she will make a statement on the matter. [22437/23]
View answerAs the Deputy is aware, Budget 2023 included the announcement for the provision of fully funded solar photovoltaic (PV) panels with an output of 6kW for all schools. This funding will be made available from the Climate Action Fund at the discretion of the Minister for the Environment.
This significant solar PV programme, will assist schools with their energy needs and costs along with supporting the decarbonisation of our school buildings.
As part of the preparation for the roll out of the national programme, a key first step was to establish the level of existing PV installations across the overall school estate. I can advise, that the survey in respect of the number of solar PV panels that are installed in schools across the country is now complete. The survey indicates that approximately 10% of post-primary schools and 5% of primary schools already have solar PV panels installed.
In respect of the roll out of the solar PV programme, I can advise that my Department officials are working closely with colleagues in the Department of Environment, Climate and Communication in relation to the arrangements for this scheme. In parallel, the Department is developing the strategic management requirements for provision of a multi annual solar PV delivery programme for primary and post primary schools.
The solar panel programme for schools is detailed in the published Climate Action Plan 2023, to be developed with roll out of the multi-annual delivery programme commencing in late 2023.
I will also be announcing in due course, an enhanced climate action Summer Works Scheme programme, to enable the progression of climate action specific initiatives which will assist with the rollout of smaller scale energy retrofit works in schools.
109. Deputy Holly Cairns asked the Minister for Education her plans to establish additional special schools in County Cork. [22801/23]
View answerI would like to thank the Deputy for the question and would like to advise the following:
Enabling children with special educational needs (SEN) to receive an education appropriate to their needs is a priority for this Government.
It is also a key priority for me as Minister for Special Education & Inclusion, for my Department and for the National Council for Special Education (NCSE).
For 2023, the spend by my Department on special education will be substantially increased by over 10% on last year, meaning that for 2023 my Department will spend over €2.6 billion providing supports to children and young people with special educational needs and their schools.
This level of educational funding and support is unprecedented and represents in excess of 27% of the Department’s total allocation for 2023.
This includes funding to support children with SEN in mainstream classes; funding for new special classes and new special school places; additional special educational teachers and special needs assistants.
The NCSE has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.
Over the last two to three years, my Department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.
These initiatives are bearing fruit with over 600 new special classes sanctioned at primary level, almost 300 new special classes sanctioned at post-primary level and five new special schools established over the last three years, 2 of these are in Cork – Carrigaline Community Special School and the new Rochestown Community Special School.
This brings the number of special schools in County Cork to 15, with a provisional enrolment of 952 children in September 2022.
Carrigaline Community Special School opened in 2021 and has a current enrolment of 48. Rochestown Community Special School which opened earlier this month will cater for an initial enrolment of 25 students and, on a phased basis is expected to grow its capacity to provide up to 60 school places.
Just recently on 12th April, Minister Foley and l announced the establishment of a further special school which will be established in Carrigtwohill, east Cork.
My Department and the NCSE continue to engage with Cork ETB in relation to the specific location of the new special school and I expect that the final details in relation to location and the admission process for the new school will be confirmed very shortly.
It is expected that the new school will open for the coming school year.
My Department and the NCSE will continue to monitor and review the need for further new special schools or the expansion of existing special schools over the coming months and years.
It is particularly important to consider the distances that some of our students are travelling in order to access a special school placement, and this is a key consideration when we decide to establish any new special school or expand provision in an existing special school.
I want to reassure you also that my Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.
110. Deputy David Stanton asked the Minister for Education to outline the measures, if any, taken by her Department to encourage entrepreneurship and the development of business creativity among second level students; and if she will make a statement on the matter. [22630/23]
View answerAcross the education system, my Department has a number of measures that encourage entrepreneurship and the development of business creativity among second level students.
The Junior Cycle Business Studies specification encourages students to develop an appreciation of how their lives are shaped by economic and social factors. They are enabled to make informed decisions, to better manage their personal financial resources and to be adaptable, creative, and enterprising. Business Studies also improves their knowledge and understanding of good business practice and of business as a productive activity. There are three strands to the Business Studies specification for Junior Cycle – Enterprise, Personal Finance and Our Economy. The enterprise strand encourages students to identify opportunities and turn them into practical and targeted activities within business and wider society through the development and application of their understanding, skills and values. It develops students’ basic understanding of the financial, marketing and operational functions of an organisation.
Various Senior Cycle programmes encourage and support entrepreneurship.
In Transition Year, many schools develop their own enterprise module taking advantage of the flexibility provided by the programme.
The Leaving Cert Vocational Programme (LCVP) composes of two link modules. One of the modules is titled ‘Enterprise Education’ and explores entrepreneurship in the local, national and international context. Local enterprise is prioritised and students interact, visit and potentially interview local entrepreneurs as part of the programme.
The Senior Cycle Business syllabus is currently under review in line with Senior Cycle Redevelopment. At present the syllabus offers students the opportunity to study three sections split into seven units. One of the seven units is titled ‘Enterprise’ and investigates the area of entrepreneurship from a theoretical and applied perspective. The objective of this unit is to enable students to understand the importance of enterprise in business and the community.
There are many local enterprise programmes and initiatives that schools and their students engage with, such as Junior Achievement Ireland (in association with the Junior Cycle Teachers) and Young Economist of the Year (in association with the Professional Development Service for Teachers). Each year over 22,000 secondary level students all over Ireland get to find out what it’s like to run their own business by taking part in the Local Enterprise Offices Student Enterprise Programme.
My Department has also recently engaged with the Munster Technological University (MTU), which provides GoalMine Transition Year Programme, a two-day living-lab experience for transition year students using a design driven innovation process. GoalMine stimulates and ignites the innate problem solving, critical thinking, and innovative mind-set of the participants through applied entrepreneurial and creative learning practice.
Other youth-orientated enterprise programmes which have received support from Dormant Accounts Funding, through my Department, include the Network for Teaching Entrepreneurship (NFTE) Programme, managed by Foróige and the Young Social Innovators programme. NFTE is aimed at young people experiencing disadvantage in their lives and facilitates a number of interactive sessions that enable them to come up with a business idea, develop their product and or service and design a business plan. YSI programmes aim to help students, who are disadvantaged socially, educationally, economically or with special needs, to create team-based action-projects on issues they care about, putting their innovative ideas into action to bring about positive social change for the benefit of people, communities and the environment.
111. Deputy Pauline Tully asked the Minister for Education for an update on the number of students who currently do not have access to an appropriate school placement for this September in either a mainstream school, a special class or a special school; and if she will make a statement on the matter. [22625/23]
View answerI would like to thank the Deputy for the question and would like to advise the following:
Enabling children with special educational needs (SEN) to receive an education appropriate to their needs is a priority for this Government.
It is also a key priority for me as Minister for Special Education & Inclusion, for my Department and for the National Council for Special Education (NCSE). The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
For 2023, the spend by my Department on special education will be substantially increased by over 10% on last year, meaning that for 2023 my Department will spend over €2.6 billion providing supports to children and young people with special educational needs and their schools.
This level of educational funding and support is unprecedented and represents in excess of 27% of the Department’s total allocation for 2023.
This includes funding to support children with SEN in mainstream classes; funding for new special classes and new special school places; additional special educational teachers and special needs assistants.
The NCSE has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.
Over the last two to three years, my Department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.
These initiatives are bearing fruit with over 600 new special classes sanctioned at primary level, almost 300 new special classes sanctioned at post-primary level and five new special schools established over the last three years.
My Department is engaging intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
As a result of this forward planning, on the 12th of April, Minister Foley and I announced the establishment of 2 new special schools for the 2023/2024 school year, with further capacity being expanded in 11 other special schools.
Along with the two new special schools, 305 new special classes – 197 at primary and 108 at post-primary level – have been sanctioned by the NCSE for opening in the 2023/24 school year, with more to be confirmed in the coming weeks.
As demand for new special classes at post-primary level is expected to increase significantly over the next few years, due to increasing demographics and increasing prevalence rates, my Department and the NCSE have engaged with post-primary stakeholders in relation to the provision of special classes.
In October of last year, my Department wrote to all post-primary schools to advise them of the need to begin planning to provide additional special classes. It is envisaged that all post-primary schools will be required to provide special classes over the next 3 to 5 years, with an approximate average of 4 special classes in each school.
Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. The local SENOs remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: ncse.ie/regional-services-contact-list .
The NCSE is committed to ensuring that sufficient special education placements will be available for children for the coming school year 2023/2024.
Information on the list of schools with special classes, the types and locations of these classes is published on the NCSE website and is available at www.ncse.ie
I want to reassure you also that my Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.
113. Deputy Marc Ó Cathasaigh asked the Minister for Education the position regarding the project plan for the installation of solar panels in schools nationwide; the assigning of resources to ensure capacity for delivery; whether schools will follow an opt-in or opt-out application process; and if she will make a statement on the matter. [22413/23]
View answerAs the Deputy is aware, Budget 2023 included the announcement for the provision of fully funded solar photovoltaic (PV) panels with an output of 6kW for all schools. This funding will be made available from the Climate Action Fund at the discretion of the Minister for the Environment.
This programme is a joint venture between the Department of the Environment, Climate and Communications (DECC) and the Department of Education (DoE), and will form part of the Government response to meeting the 2030 and 2050 climate action targets for the school sector.
In respect of the roll out of the solar PV programme, I can advise that my Department officials are working closely with colleagues in the Department of Environment, Climate and Communication in relation to the arrangements for this scheme. In parallel, the Department is developing the strategic management requirements for provision of a multi annual solar PV delivery programme for primary and post primary schools.
The solar panel programme for schools is detailed in the published Climate Action Plan 2023, to be developed with roll out of the multi-annual delivery programme commencing in Q4 2023. The Department is currently working to have the scheme developed and rolled out as soon as possible and ahead of the Q4 target timeline in the Climate Action Plan.
Department officials are working closely with colleagues in the Department of Environment, Climate and Communication in relation to the arrangements for this scheme and schools will be notified in due course.
114. Deputy Paul McAuliffe asked the Minister for Education if she will provide an update on a new school building project (details supplied); if she will provide an estimated timeframe from construction to completion; and if she will make a statement on the matter. [22866/23]
View answerMy Department is currently developing the accommodation brief for the significant campus project, which will provide two new post primary school buildings, including a new school building for the school in question, and one new primary school on the current site of the school referred to by the Deputy.
I wish to advise the Deputy that there are standard procedures to be followed in relation to the progression of a project which involve finalising the project brief, preliminary design, the appointment of a Design Team, detailed design, planning permission and then ultimately proceeding to tender and construction. Given the scale and nature of the project and the unknowns in relation to planning permission, it is not possible at this stage, to provide a definitive timeline for the overall campus project.
My Department will continue to engage directly with the respective school patrons as part of this process.
116. Deputy Sorca Clarke asked the Minister for Education the additional capacity in school transport in 2023/2024 in comparison to the current school year. [22507/23]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year, over 149,000 children, including over 18,000 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country. There has been an increase of 21% tickets issued to eligible students and 38% tickets issued on a concessionary basis in the current 2022/23 school year compared to the 2021/22 school year.
In addition, school transport scheme services are being provided in the current school year for over 5,200 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
The School Transport Scheme is an important service for families and children. The purpose of the Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
A review of the School Transport Scheme is underway. The review is being conducted with a view to examining the current scheme, its broader effectiveness and sustainability, and to ensure that it serves students and their families adequately. It is planned that the review will be completed shortly with recommendations on the future operation of the Department’s School Transport Scheme. Once approved by Government, it is planned that the review will be published.
For the 2023/2024 school year, and pending completion of the review, it remains that children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
Children who are eligible for school transport and who have completed the application process on time are accommodated on school transport services where such services are in operation.
Children who are not eligible for school transport, but who complete the application process on time, are considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
The closing date for new applications for the 2023/2024 school year was Friday 28th April. The closing date for payment/entering medical details for tickets for the 2023/2024 school year in Friday 9th June. It is only after this time that Bus Éireann will know how many applications have been received and paid for. At that point, services will be planned for the upcoming school year.
117. Deputy Aindrias Moynihan asked the Minister for Education for her consideration in engaging with second level schools that have ASD units to provide specific enrolment policy for their units; and if she will make a statement on the matter. [22887/23]
View answerIn relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998 and the Education (Admission to Schools) Act 2018.
All schools must publish their admissions policy on the schools website. It is a key requirement of the act that all school admission policies are fair and transparent.
Parents have the right to choose which school to apply to and where the school has places available for the relevant year, the pupil/student should be admitted. This is a requirement for the intake group, any group other than the intake group and for applications after the commencement of the school year.
However, in schools where there are more applicants than places available, a selection process will be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils/student not obtaining a place in the school of their first choice.
The act requires schools to clearly set out their selection criteria in their admission policies. Schools have discretion in relation to their admission criteria and how they are applied. The criteria to be applied by schools and the order of priority are a matter for the schools themselves.
My Department is engaging intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
As demand for new special classes at post-primary level is expected to increase significantly over the next few years, due to increasing demographics and increasing prevalence rates, my Department and the NCSE have engaged with post-primary stakeholders in relation to the provision of special classes.
In October of last year, my Department wrote to all post-primary schools to advise them of the need to begin planning to provide additional special classes. It is envisaged that all post-primary schools will be required to provide special classes over the next 3 to 5 years, with an approximate average of 4 special classes in each school.
118. Deputy Steven Matthews asked the Minister for Education the steps she will take to ensure that the roll-out of free solar panels to all schools is expedited; if the necessary funding and Departmental infrastructure is in place; and if she will make a statement on the matter. [22664/23]
View answerAs the Deputy is aware, Budget 2023 included the announcement for the provision of fully funded solar photovoltaic (PV) panels with an output of 6kW for all schools. This funding will be made available from the Climate Action Fund at the discretion of the Minister for the Environment.
This significant solar PV programme, will assist schools with their energy needs and costs along with supporting the decarbonisation of our school buildings.
As part of the preparation for the roll out of the national programme, a key first step was to establish the level of existing PV installations across the overall school estate. I can advise, that the survey in respect of the number of solar PV panels that are installed in schools across the country is now complete. The survey indicates that approximately 10% of post-primary schools and 5% of primary schools already have solar PV panels installed.
In respect of the roll out of the solar PV programme, I can advise that my Department officials are working closely with colleagues in the Department of Environment, Climate and Communication in relation to the arrangements for this scheme. In parallel, the Department is developing the strategic management requirements for provision of a multi annual solar PV delivery programme for primary and post primary schools.
The solar panel programme for schools is detailed in the published Climate Action Plan 2023, to be developed with roll out of the multi-annual delivery programme commencing in late 2023.
I will also be announcing in due course, an enhanced climate action Summer Works Scheme programme, to enable the progression of climate action specific initiatives which will assist with the rollout of smaller scale energy retrofit works in schools.
119. Deputy Brian Leddin asked the Minister for Education if her Department is collaborating with the Connecting Ireland planning in order to expand her Department’s school transport capacity and coverage; and if she will make a statement on the matter. [22908/23]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year, over 149,000 children, including over 18,000 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country. There has been an increase of 21% tickets issued to eligible students and 38% tickets issued on a concessionary basis in the current 2022/23 school year compared to the 2021/22 school year.
In addition, school transport scheme services are being provided in the current school year for over 5,200 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
The School Transport Scheme is an important service for families and children. The purpose of the Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
A review of the School Transport Scheme is underway. The review encompasses the School Transport Scheme for Children with Special Educational Needs and the Primary and Post-Primary School Transport Schemes in terms of how each element of the schemes currently operate, to include eligibility criteria, trends, costs and cost drivers, overall effectiveness in meeting the objectives of the schemes and fiscal sustainability. The review also examining the potential for integration of different strands of the scheme and a more co-ordinated approach with other Government Departments that also fund transport services.
Significant consultation has been undertaken as part of this review. A public survey was administered for parents/guardians and students who use the service and those who do not use the service but who would like to. A broad array of stakeholders including schools, special education interest groups, industry representatives and other Government Departments were all consulted as part of this review. Steering Group members include officials from the National Transport Authority and there have been discussions as part of the review on potential synergies with the Connecting Ireland Project.
It is planned the review will be completed shortly with recommendations on the future operation of the Department’s School Transport Scheme. Once approved by Government it is planned that the review will be published.
121. Deputy Aodhán Ó Ríordáin asked the Minister for Education if she will conduct a review into homework levels at primary and secondary level; her views on whether reduced levels of homework could lead to positive outcomes for children by freeing up time for play, recreation, arts and physical activities. [22879/23]
View answerI would like to thank the Deputy for his question on the provision of homework.
The Department acknowledges that homework can play an important part in helping students to prepare for forthcoming classwork and in reinforcing work already covered during class time, however, it is a matter for each school, at local level, to arrive at its own homework policy which best serves the school community.
One of the agencies under my remit, the National Council for Curriculum and Assessment (NCCA) funded a report commissioned by the National Parents Council - Primary into parental involvement, engagement and partnership in their children’s learning during the primary school years. The research was undertaken by the Marino Institute of Education and is available on the NPC's website www.npc.ie/news-events/parental-involvement-engagement-and-partnership-in-their-childrens-education.
While the broad focus of the report is on features of good parent-school partnerships, there is also a focus on homework at primary level to include:
• The role of homework
• Homework in the Irish context
• Homework in the international literature
• Homework and achievement
• Parental involvement with homework
• Children’s voice on homework.
The report states that there is a lack of consensus in the literature that was reviewed on the value of homework. Both positive and negative effects of homework are noted, including disagreement on its impact on achievement and its implications for family life.
The report also contains recommendations regarding homework at primary level, based on the literature review undertaken. One of the recommendations is that teachers consider giving individualised project based homework tasks whereby children can draw on their own talents and interests.
It is also recommended that teachers explicitly engage in discussions with parents about how they can best support their child’s learning through homework.
In keeping with good practice, it is clear that the process of drafting a homework policy by a school should involve consultation with teachers, parents and of course the pupils themselves. It can also draw on the research available, adapting it to the particular context of their school community.
Furthermore, as the Deputy is aware, schools are in and of themselves places where creative pursuits are cultivated, nurtured and encouraged. Our schools play a central role in encouraging and facilitating opportunities for children for play, involvement in the arts and engaging in physical activities. For example the new primary curriculum that is to be introduced to all primary and special schools over the coming years has play at the core of the pedagogies to be used and one of the key competencies that will be focussed on in the new curriculum is “Being Creative”. Another example is the BLAST: Arts in Education initiative, which funds arts-in-education residencies in primary and post primary schools and has been particularly successful in recent years.
This creativity at school level may also be reflected in homework assigned to students.
I hope this information is of assistance to the Deputy.
122. Deputy Eoin Ó Broin asked the Minister for Education what, if any, efforts are made by her Department to ensure capital scheme projects keep pace with residential development in the Dublin Mid-West constituency; and if she will make a statement on the matter. [22542/23]
View answerUnder Project Ireland 2040, the Department is investing €4.4 billion over the period 2021 to 2025, to add capacity and develop and upgrade school facilities across the country for the almost one million students and over 100,000 staff that learn and work in our schools every day. Over the last 3 years this Government has invested €2.6 billion in school buildings. This is a record level of investment and has helped to add capacity and modernise existing accommodation in schools throughout the country.
In order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
Major new residential developments in a school planning area have the potential to alter demand in that area. In that regard, as part of the demographic exercises, my Department engages with each of the local authorities to obtain the up-to-date information on significant new residential development in each area. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, be provided through:
Utilising existing unused capacity within a school or schools,
Extending the capacity of a school or schools,
Provision of a new school or schools.
In addition to ongoing demographic analyses, my Department continues to liaise with Local Authorities in respect of potential longer-term requirements for educational provision across the country, through the review of the County Development Plans, preparation of Local Area Plans and other relevant statutory planning processes.
In its submission to the South Dublin County Development Plan 2022-2028, the Department noted the identified projected population growth of over 29,000 for the Dublin Mid-West Constituency area over the plan period and out to 2031.
The Department indicated that this growth has the potential to put significant pressure on school place provision locally at various areas throughout the constituency. The Department was also conscious of a number of factors that could impact on future school capacity; limited expansion capability at current school sites, reduction of future class size, unforeseen future demographic events (e.g. Ukrainian Crisis), intense targeted development at local level. Therefore, the Department took the prudent approach and requested that land be appropriately zoned to aid the expansion of existing school sites and the potential addition of new sites if required.
The Department of Education has a strong track record of delivery of school building projects, and this was achieved again in 2022 notwithstanding the wider construction sector environment of high inflation, labour shortages and supply chain issues. There were over 180 school building projects delivered during 2022 which included accelerated delivery of modular accommodation, responding to increasing prevalence of special education needs, to facilitate additional capacity in special classes and special schools to cater for over 900 children. Circa. 300 school building projects continued in construction at the start of 2023 - the majority of which will be completed over the course of this year and early 2024. In this regard, it is worth noting that there were over 50 new school buildings under construction over the course of 2022. This is providing high quality new and energy efficient modern facilities in schools throughout the country. The current status of all projects are listed on a county by county basis at www.gov.ie. and is updated on a regular basis to reflect their progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
123. Deputy Brian Leddin asked the Minister for Education if her Department is taking steps to roll-out workplace travel plan initiatives for all schools and her Department campuses; and if she will make a statement on the matter. [22909/23]
View answerI can confirm to the Deputy that my Department has a number of initiatives in place to encourage and facilitate employees and teachers to use active travel to commute to work. Such initiatives include:
Cycle to Work scheme:
The Cycle to Work scheme is a tax incentive scheme to encourage staff to cycle to work and is in operation in my Department since 2009.
Travel pass scheme:
The travel pass scheme for public transport is also available to Department staff. It allows staff to purchase an annual travel pass for bus, Dart, train or Luas by tax free salary deductions.
Business travel policy:
My Department's policy in relation to the claiming of travel and subsistence expenses specifies that all travel should be by the shortest practicable routes and by the cheapest practicable mode of transport. Officers are encouraged to use public transport whenever practicable, with private transport to be used only in limited circumstances.
Health and Wellbeing
The Human Resources (HR) Unit of my Department circulates information on events/webinars/initiatives that encourage all types of physical activity, including walking where possible. Bicycle racks, lockers and shower facilities are available for staff who walk, cycle or jog to commute to work.
In addition, my Department promotes the annual European Mobility week which takes place in September each year and focuses on a particular topic related to sustainable mobility. The Department also supports the car-free day, as part of that week, by encouraging staff who regularly drive to work to leave their cars at home.
