Written Answers Nos. 131-150
131. Deputy Aodhán Ó Ríordáin asked the Minister for Education if she will ban voluntary contributions in schools in view of the escalating costs on parents; and if she will implement the financial supports necessary in order to be able to fund those services currently funded by voluntary contributions. [31595/23]
View answerThe Government believes that a rise in the cost of living should never be a barrier to education. In order to ensure this remains the case and as part of the cost of living measures announced in Budget 23, the government provided €90m for once off additional capitation funding.
All recognised Primary and Post-Primary schools in the Free Education scheme benefited from this additional capitation funding in December 2022 which represents an increase of circa 40% of current standard and enhanced capitation rates.
The Government has introduced a new scheme to provide free schoolbooks to children and young people enrolled in recognised primary schools, including special schools, which will greatly reduce the burden on these families and reflects the importance that the Government places on education.
This scheme will ensure that parents and guardians of children in primary schools will not be asked to buy or rent any school books, workbooks or copy books as of autumn 2023.
Voluntary contributions can be requested by schools, however it must be made absolutely clear to parents that there is no requirement to pay, and that, in making a contribution, they are doing so of their own choice, and there is no compulsion to pay. In the context of the current cost of living crisis and the additional funding being made available to schools, I have previously indicated that schools should not seek additional voluntary contributions from parents.
132. Deputy Gary Gannon asked the Minister for Education the number of registered teachers at primary and secondary school level at the beginning of the 2022-2023 academic year. [31569/23]
View answerUnder the Teaching Council Acts 2001-2015 the Teaching Council is the body with statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State. The Teaching Council registers teachers under the Teaching Council Act 2001-2015 and in line with the Teaching Council Registration Regulations, 2016.
As set out in the Schedule of the Regulations, the Council registers teachers under five routes of registration: Route 1 - Primary, Route 2 - Post-primary, Route 3 - Further Education, Route 4 - Other and Route 5 - Student Teacher. The minimum registration requirements for each route are set out in the Schedule of the regulations.
As at 31 August 2022, the beginning of 2022/23 academic school year, there were 53,665 teachers registered under Route 1 – Primary and 48,450 teachers registered under Route 2 – Post primary.
133. Deputy Alan Dillon asked the Minister for Education the costs associated with the delivery of modular school accommodation versus accommodation procured pre-Covid; and if she will make a statement on the matter. [31641/23]
View answerThe Department has a significant modular accommodation programme in place to assist schools in the provision of additional capacity, including in respect of facilitating the establishment of special classes. This programme now includes the use of Project Management supports which are designed to enable the accommodation to be provided as quickly as possible and help ease the administrative workload for school authorities in relation to the management and delivery of projects.
The use of the Department’s Modular Accommodation Framework also assists in ensuring lead in periods for procurement of modular accommodation are minimised to the greatest extent possible. To date, this has worked very well in the education sector and has seen delivery of large scale, high quality modular accommodation to meet the needs of children, particularly those with special educational needs. However, the wider context in relation to the overall modular market at present is challenging with modular accommodation suppliers being very busy across commercial, housing and other sectors. The Department is working closely with both the Project Management teams and the modular accommodation suppliers to ensure additional capacity for the schools sector is delivered as economically and as efficiently as possible.
Officials from my Department will compile and provide additional information on this question directly to the Deputy.
134. Deputy Aodhán Ó Ríordáin asked the Minister for Education the reason ICT grants were not given this year; if she is aware that many schools had built the ICT grant into their funding model to avail of lease agreements and that the withdrawal of the ICT grant leaves a gap in funding; and if she will make a statement on the matter. [31597/23]
View answerUnder the Digital Strategy for Schools 2015 to 2020 overall investment of €210m issued to all recognised primary and post-primary schools in annual grant funding. This funding was to support schools to invest in appropriate digital infrastructure to embed the use of digital technology in teaching, learning and assessment.
The new Digital Strategy for Schools to 2027 was published last year and is underpinned by an investment of €200m to support schools over the period committed to under Ireland’s National Development Plan (NDP). The first tranche of €50m issued to all recognised primary and post-primary schools in late 2021.
A further €50m in grant funding also issued in late 2021, under Ireland's National Recovery and Resilience Plan supported by the NextGenerationEU facility, for schools to implement interventions to support learners at risk through the digital divide.
It is hoped to issue the next tranche of funding under the Digital Strategy for Schools to 2027 in the 2023-2024 school year. As with all such funding, the issuing of the grant is subject to the availability of Exchequer funding and the wider capital needs of the Department.
It is anticipated that the funding committed to under the NDP will be available to support the implementation of the Digital Strategy to Schools in future years.
As with funding under the previous strategy, the funding under the Digital Strategy for Schools to 2027 issues directly to schools as they are best placed to identify the requirements of their own student cohort and to meet those requirements in the most appropriate way in accordance with their digital learning plan.
Decisions as to how to provide for digital technologies in schools, including any leasing arrangements, are a matter for the Boards of Management of each school.
135. Deputy Pauline Tully asked the Minister for Education the funding that was allocated to primary and post-primary schools under the Digital Strategy for Schools in the 2021-2022 school year and in the 2022-2023 school year; her plans to allocate the remainder of the €200 million announced by her under this strategy; and if she will make a statement on the matter. [31645/23]
View answerUnder the Digital Strategy for Schools 2015 to 2020 overall investment of €210m issued to all recognised primary and post-primary schools in annual grant funding. This funding was to support schools to invest in appropriate digital infrastructure to embed the use of digital technology in teaching, learning and assessment.
The new Digital Strategy for Schools to 2027 was published last year and is underpinned by an investment of €200m to support schools over the period committed to under Ireland’s National Development Plan (NDP). The first tranche of €50m for the 2021-2022 school year issued to all recognised primary and post-primary schools in late 2021.
It is hoped to issue the next tranche of funding in the 2023-2024 school year – no later than January 2024.
As with all such funding, the issuing of the grant is subject to the availability of Exchequer funding and the wider capital needs of the Department.
It is anticipated that the funding committed to under the NDP will be available to support the implementation of the Digital Strategy to Schools in future years.
As with funding under the previous strategy, the funding under the Digital Strategy for Schools to 2027 issues directly to schools as they are best placed to identify the requirements of their own student cohort and to meet those requirements in the most appropriate way in accordance with their digital learning plan.
136. Deputy Holly Cairns asked the Minister for Education the funding options available to schools that require to purchase ICT equipment for September 2023. [30762/23]
View answerUnder the Digital Strategy for Schools 2015 to 2020 overall investment of €210m issued to all recognised primary and post-primary schools in annual grant funding. This funding was to support schools to invest in appropriate digital infrastructure to embed the use of digital technology in teaching, learning and assessment.
The new Digital Strategy for Schools to 2027 was published last year and is underpinned by an investment of €200m to support schools over the period committed to under Ireland’s National Development Plan (NDP). The first tranche of €50m issued to all recognised primary and post-primary schools in late 2021.
It is hoped to issue the next tranche of funding in the 2023-2024 school year. As with all such funding, the issuing of the grant is subject to the wider capital needs of the Department including the building programme to ensure the supply of school accommodation.
It is anticipated that the funding committed to under the NDP will be available to support the implementation of the Digital Strategy to Schools in future years.
As with funding under the previous strategy, the funding under the Digital Strategy for Schools to 2027 issues directly to schools as they are best placed to identify the requirements of their own student cohort and to meet those requirements in the most appropriate way in accordance with their digital learning plan.
In addition, my Department as part of Ireland’s National Recovery and Resilience Plan (NRRP) under Next Generation EU funding facility, issued a once-off grant of €50 million in December 2021 to recognised primary and post-primary schools in the free education scheme in order to support those learners at risk of educational disadvantage through the digital divide,
Details of the Grant Scheme for EU NRRP Funding to schools to address the digital divide, and learners at risk of educational disadvantage which can be found at:
www.gov.ie/en/circular/b4fea-grant-scheme-for-eu-nrrp-funding-to-schools-to-address-the-digital-divide-and-learners-at-risk-of-educational-disadvantage/
137. Deputy Aindrias Moynihan asked the Minister for Education the up-to-date position on delivering new school buildings for a school (details supplied); and if she will make a statement on the matter. [31666/23]
View answerThe project to which the Deputy refers has been devolved for delivery to Cork Education and Training Board (CETB).
I am pleased to advise that the Stage 2a or detailed design meeting took place at the end of November 2022. Officials from my Department met with Cork ETB and the full Design Team where a number of recommendations were made. The design team was requested to address these recommendations and comments and to submit a Stage 2A addendum report. My Department understands from CETB that its design team is currently finalising this Report and the submission is imminent. Subject to the Department being satisfied with this report, approval to progress to Stage 2b (planning) will be sanctioned.
The next step for CETB and its Design Team will be to obtain the requisite statutory planning approvals. The project can then be expected to move onward to tender and construction in due course. CETB will be engaging directly with the school to keep it informed of progress.
138. Deputy Bernard J. Durkan asked the Minister for Education the extent to which she expects to be in a position to continue to meet the ever increasing demand arising from a rapidly increasing population in Kildare north and throughout the country, with particular reference to school transport for primary and second-level, and appropriate special needs classes to meet this rising demand to include extra and appropriately qualified teachers and SNAs as required and arising from her dialogue with the various school authorities; and if she will make a statement on the matter. [31615/23]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the 2022/2023 school year, over 149,000 children, including over 18,000 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country.
There has been an increase of 21% in tickets issued to eligible students and an increase of 38% in tickets issued on a concessionary basis in the 2022/23 school year compared to the 2021/22 school year.
In addition, school transport scheme services have been provided for over 5,400 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
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.
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.
Phase 1 of the review examined the impact of eligibility criteria on mainstream pupils who were eligible for transport to their nearest school but attending their next nearest school. The report was completed in June 2021.
Following consideration of this Phase 1 report, for the 2021/2022 school year, the provision of temporary alleviation measures was approved for transport for post-primary students who are otherwise eligible for school transport, but were attending their second nearest school and had applied and paid on time. These measures have been continued for the current 2022/2023 school year, and will again continue in the 2023/2024 school year pending completion of the review.
For the 2023/2024 school year, these measures mean that transport will be provided for post-primary pupils who are eligible for transport to their nearest school and are attending their second nearest school and, who applied for school transport by the 28th April 2023 and pay for a ticket/enter medical card details by the 9th June 2023.
Phase 2 of the review was completed late last year and phase 3 will be completed shortly. This final report will include 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, 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 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.
If families have applied to attend their nearest school in regards to ethos and language and have been advised by the school authorities that it is full, my Department will consider if students can be deemed eligible for transport to the next nearest school. To establish that the nearest school is full parents must provide:-
• The steps taken to enrol their child in the nearest and next nearest schools
• Evidence that an application for enrolment was made within the deadline dates specified by the school and
• A letter from the School Authorities confirming that the school was full at the time of enrolment.
Families can submit details to the School Transport Section in the Department of Education at school_transport@education.gov.ie .
In cases where the families are attending their third or fourth nearest school, the above documentation will be required for each school in turn. Families who require information in relation to the schools nearer to them can contact the School Transport Section at the above email address. School Transport Section is currently liaising with Bus Éireann and families in relation to any supporting documentation received.
For families who wish to make an application under the School Transport Scheme for Children with Special Educational Needs; the National Council for Special Education acts in an advisory role to the Department of Education and Skills on the suitability of placements for children with special needs.
Under the terms of the School Transport Scheme for Children with Special Educational Needs, the Department will consider the report of the Special Education Needs Organiser (SENO). School transport is provided to children with special needs who are attending the nearest school to their place of residence that is or can be resourced to meet their educational needs, as identified by the SENO. A parent/guardian should contact the school principal of the school that their child is attending who will assist in making an application for school transport to the SENO that is affiliated with their school.
As the Deputy may be aware, for school planning purposes, my Department divides the country into 314 school planning areas and uses a Geographical Information System (or GIS) to anticipate school place demand. Information from a range of sources, including Child Benefit Data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform the Department’s projections of school place requirements.
Having considered the projected requirements in each school planning area, including North Kildare areas, my Department then makes an assessment of the existing capacity and identifies any requirement for additional provision.
In this context, the Department has been progressing a number of significant building projects in North Kildare. These projects include recently completed new school buildings in Maynooth and Naas. Additionally, a number of further new school buildings and extensions are at construction or planned, including in Prosperous, Kilcock, Maynooth, Celbridge, Leixlip, Naas and Clane.
I can assure the Deputy that the Department will continue to work with schools and patrons to ensure that there is appropriate provision for all students in North Kildare and across the county for the 2023/24 school year and into the future.
The National Council for Special Education (NCSE) has the responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews.
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 April, Minister Madigan and l announced the establishment of two new special schools for the 2023/24 school year, with further capacity being expanded in 11 other special schools.
Along with the two new special schools, 380 new special classes – 250 at primary and 130 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.
Of these new classes, 11 are in Co. Kildare, with 6 at primary level and 5 at post-primary level. These new classes will bring the total number of special classes in Kildare to 115.
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 special educational needs organisers (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: www.ncse.ie/regional-services-contact-list
139. Deputy Gary Gannon asked the Minister for Education for an update on the Citizens’ Assembly on the Future of Education, which was outlined in the Programme for Government. [31571/23]
View answerThe Programme for Government commits to establishing a Citizens’ Assembly on the Future of Education ensuring that the voices of young people and those being educated are central.The Citizens’ Assembly on Drugs Use is currently underway and is scheduled to complete its work by the end of 2023.The establishment of the Citizens’ Assembly on the Future of Education and its Terms of Reference will be the subject of a Government decision and resolutions of the Dáil and Seanad at the appropriate time. Citizens’ Assemblies operate independently of the Government with secretariat support provided by the Department of the Taoiseach.
My published Statement of Strategy 2021-2023 sets out the framework for the Department’s work for this period, including advancing education commitments in the Programme for Government. In this regard, it specifically mentions exploring the scope for a Citizens’ Assembly on the Future of Education and my officials are working on this, including the development of a consultation proposal. This work includes liaison with the Department of the Taoiseach and ongoing discussion with key stakeholders across school communities.
The commitment in the Programme for Government also states that the voices of young people and those being educated are central to this Assembly. The impact that children and young people have on shaping their own learning experiences is a focus of the work of my Department. Through this process we will work with children and young people to support the inclusion of their voices in the Assembly’s deliberations, as well as through any consultation process that I may establish. We will also continue to listen carefully to the views of parents, teachers, school leaders and all those in school communities who help shape our education system.
140. Deputy Sorca Clarke asked the Minister for Education the intervention she and her Department have made in relation to the ongoing issue of school transportation from Ballyvourney, Macroom and surrounding areas to a school (details supplied). [31618/23]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the 2022/2023 school year, over 149,000 children, including over 18,000 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country.
There has been an increase of 21% in tickets issued to eligible students and an increase of 38% in tickets issued on a concessionary basis in the 2022/23 school year compared to the 2021/22 school year.
In addition, school transport scheme services have been provided for over 5,400 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
The National Council for Special Education acts in an advisory role to the Department of Education on the suitability of placements for children with special educational needs. Under the terms of the School Transport Scheme for Children with Special Educational Needs, the Department will consider the report of the Special Education Needs Organiser (SENO). School Transport is provided to children with special educational needs who are attending the nearest school to their place of residence that is or can be resourced to meet their educational needs, as identified by the SENO.
There is a facility within the Special Needs Transport Scheme for the appointment of a school bus escort where a child’s care and safety needs while on school transport are such to require the support of an escort. The appointment of the bus escort, where required, is sanctioned by the Department of Education. The school management authority employs the bus escort and the terms and conditions of employment are a matter for the school management authority as the employer.
The Department of Education provide funding in advance of the school year to the school’s management authority for the employment of a school bus escort.
Officials in my Department will continue to engage with the relevant parties in respect of the matter raised in order to find a satisfactory outcome.
Where a service cannot operate, due to lack of driver or bus escort availability, families of children who are eligible for school transport for children with special educational needs may apply for the Special Transport Grant which is a once off payment, paid retrospectively to families once the School Transport service is in place and is to assist with the cost of private transport arrangements the family have put in place until the service is finalised.
Families can contact School Transport Section directly at school_transport@education.gov.ie, where officials in my Department will be happy to assist with any queries.
141. Deputy Holly Cairns asked the Minister for Education the grants planned to be paid to primary schools for the 2023-2024 school year; and the dates on which they will be issued. [30761/23]
View answerMy Department provides funding to recognised Primary schools in the Free Education Scheme by way of per capita grants. The two main grants are the Capitation grant to cater for day to day running costs such as heating, lighting, cleaning, insurance, general up-keep etc. and the Ancillary grant to cater for the cost of employing ancillary services staff. These grants may be regarded as a common grant from which the Board of Management can allocate according to its own priorities. In addition, schools also receive a range of other grants including Book Grants, Programme grants etc.
My Department engages on a regular basis with the education stakeholders including the primary management bodies on all matters relating to the running of schools.
Capitation grants payable in 2023-2024 will be determined by the per capita rate at the time and the recognised enrolments on 30 September 2023.
The School Grant Calendar for the 2023-2024 school year is in the process of being finalised. When it is completed it will be made available on my Department’s website at www.gov.ie
It is anticipated that payments will be in line with the schedule set out in the table below.
|
MONTH |
GRANT PAYABLE |
|
January 2024 |
Capitation Grant - 1st Moiety |
|
Digital Strategy ICT Grant |
|
|
March 2024 |
Ancillary Services Grant |
|
April 2024 |
Free School Books Grant |
|
Standardised Testing Grant |
|
|
May 2024 |
Deontas Breise Grant |
|
June 2024 |
Capitation Grant - 2nd Moiety |
|
DEIS Grant |
142. Deputy Steven Matthews asked the Minister for Education the steps she will take to ensure increased year-on-year funding for the school pathfinder retrofitting project; and if she will make a statement on the matter. [30783/23]
View answerThe pathfinder programme is paving the way for, and informing the larger schools national programme for the energy retrofit of schools and will play a key part of meeting delivery of the Climate Action Plan.
The budget for the pathfinder programme of works from 2017 to 2023 is circa €110 million.
The next step in relation to the decarbonisation pathfinder programme as detailed in Climate Action Plan 2023 is to create an accurate scalable model for resourcing and delivery for the school sector. This will include an initial pilot to test the national delivery model processes and procedures, this will commence in 2024.
The level of NDP funding in the period 2024 onwards will be a key enabler for the rollout of a national programme for decarbonisation and retrofit.
143. Deputy Paul Murphy asked the Minister for Education if she considers that continued Catholic Church dominance in the school system is appropriate given the findings on religious affiliation and lack of religious affiliation reported in the last Census; and if she will make a statement on the matter. [31657/23]
View answerFor historical reasons, most primary schools are State-aided parish schools, with the local Bishop as patron, although this pattern is changing. It is recognised, including by the Catholic patrons, that more diverse provision is required to cater for our changing society.
The Programme for Government includes a commitment to “achieve the target of at least 400 multi-denominational primary schools by 2030, to improve parental choice”.
In recent years there has been considerable progress towards increasing the numbers of multi-denominational primary schools.
In 2022, there were 166 primary schools with a multi-denominational or inter-denominational ethos.
The Schools Reconfiguration for Diversity process, supporting transfers of schools to multi-denominational patrons in response to the wishes of local communities, has been developed in order to accelerate the delivery of multi-denominational schools. When a school transfers from the patronage of one patron to another, the school remains open with the same roll number and operating from the same school property. All State-funded primary schools follow a common national curriculum and are subject to the same rules and regulations.
In March 2022 I announced that arrangements were being put in place in a number of towns and areas of cities that had no multi-denominational primary schools to identify potential schools and to engage with school authorities, school staff and the school communities with a view to agreeing on a transfer of patronage and change of ethos, where there was sufficient demand for this.
The engagement at local level across the seven pilot areas was largely concluded at the end of Q1 2023.
Two schools, Cornamaddy National School in Athlone and St. Enda’s Primary School in Whitefriar Street, Dublin 8, are transferring from Catholic patronage to the local Education and Training Board, becoming multi-denominational community national schools. My Department is hopeful that there will be a number of other transfers of patronage and change of ethos to multi-denominational in the short term.
As this was a pilot process it was always intended to review its operation and examine any lessons. My Department is continuing a review of the process over the course of the summer and following consultation with relevant stakeholders, this will be finalised and published in the autumn. It is envisaged that it will include a strategy and framework for delivering on the Government commitment for increasing multi-denominational provision.
The review is looking at the engagement with the school communities as well as taking on board the views of the facilitators and the feedback from parents and staff of schools involved in the pilot. My Department is engaging with representatives of the Catholic patrons and representatives of the main multi-denominational patron bodies, as part of this work.
The review is considering any lessons, including the aspects that worked well, the elements that can be improved upon and the process for providing multi-denominational options for parents in other towns and areas of the country going forward.
My goal remains to establish a strong process, that has the support of patrons and local communities, and which will enable us to continue to increase the number of multi-denominational primary schools across the country.
It is the intention of my Department to publish the final facilitator reports for the schools engaged with as part of this pilot in due course.
144. Deputy Robert Troy asked the Minister for Education the status of an application for an extension by a school (details supplied) to facilitate a special education class. [31593/23]
View answerI can confirm to the Deputy, that my Department approved an application for capital funding under the Additional School Accommodation (ASA) scheme, for the school in question in June 2022.
The purpose of my Department’s ASA scheme is to ensure that essential mainstream classroom accommodation and accommodation for pupils with special education needs is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation.
The approval given was for 2 mainstream classrooms, 1 universal access toilet, 1 Class SEN base, prefab removal and 1 x 100m² modular accommodation. This project has been devolved to the school authorities for delivery.
The school has recently requested an extension to the previous approval, to include a 2 Class SEN base. The Deputy will be aware that the demand's on my Department's capital funding must be balanced across all schools and as such it is not possible to provide funding for an extension to the approved traditional build project, in addition to funding for further modular accommodation in the interim.
My officials have been in touch with the school authorities in relation to this matter and they are awaiting confirmation from the school of their decision to apply for the provision of further modular accommodation, or an increase to the approved build with no further modular accommodation provided. The application will be progressed when the school authorities have reverted in relation to this matter.
My officials remain available to the school authorities for any questions they may have in relation to this application.
145. Deputy Pauline Tully asked the Minister for Education the reason repeated applications since 1998 by a school (details supplied) for the provision of a gym and social canteen space have been refused; and if she will make a statement on the matter. [31646/23]
View answerThe school to which the deputy refers has been approved funding under the Additional School Accommodation (ASA) Scheme 2021 for the provision of 1 x 149m2 Engineering Room, 1 x 59m2 Engineering Prep Room, 1 x 80m2 Construction Prep/Store area & 1 x 119m2 Home Economics Room.
Investment and expenditure on Gyms/PE Halls are an element of the overall School Building Programme. The provision of GP rooms and PE Halls, at primary and post primary level respectively, and social/canteen spaces, form part of the accommodation brief for all new school buildings. This is also the case where a major building or refurbishment project is being delivered for an existing school.
The Deputy will appreciate that the immediate priority of my Department is providing new and replacement school places each year, to ensure that every child has a school place. The main focus of my Department’s resources over the last decade and for the coming period is on provision of additional capacity to cater for increasing demographics particularly at post-primary level, and for provision to meet the needs of children with special educational needs. My Department will continue to work to ensure that capital investment in our schools is targeted in the most efficient and effective way to support schools in meeting the education needs of their students and communities.
Under Project Ireland 2040 the education sector will receive a total of approximately €4.4 billion capital investment over the period 2021-2025. There will be a rolling 5 year funding envelope which will be updated annually for the period 2026 to 2030 within the Government’s overall NDP funding envelope of €136 billion in exchequer capital (€165 billion total capital including non-Exchequer) that will facilitate building a modern and sustainable school infrastructure.
This significant investment allows us to move forward with certainty on our ambitious plans and deliver high quality building projects, with a real focus on sustainability, for school communities across Ireland. The strengthened focus on refurbishment of existing school stock will have different strands and will include a PE build and modernisation programme which will enable students in post-primary schools to have access to appropriate facilities to support PE provision, particularly also in the context of the roll-out of PE as a leaving-certificate subject. Enhanced and modernised PE facilities will also provide important amenities for local communities.
146. Deputy Barry Cowen asked the Minister for Education the number of primary school teachers in counties Laois, Offaly, Longford and Westmeath, respectively in 2019-2020; how these figures compare with the number of primary school teachers in the same counties for 2023-2024; and if she will make a statement on the matter. [31509/23]
View answerIn this the 2022/23 school year, the staffing schedule operates on a general average of 24 pupils to every 1 teacher. This is a historically low level of pupils to teachers. Primary schools also have access to other non-mainstream teachers, including for example special education teachers and language support teachers.
Under the Programme for Government, there is a commitment to make further progress in reducing the pupil teacher ratios in primary schools and I am delighted that significant progress has been made.
Budget 2023 provided an increase of €588 million in education funding, which brought the total amount for education to €9.6 billion. This significant increase built on recent budgets and further enhanced the investment in the primary and post-primary education system. The significant increased investment reflects the Government’s commitment to a quality, inclusive school system with improved learning outcomes for every student.
In Budget 2023, I ensured major investment in our primary schools and I have succeeded in bringing the teacher allocation ratio to an average of 1 classroom teacher for every 23 pupils in all primary schools for the 2023/24 school year which is the lowest ever seen at primary level. This was my third successive Budget which saw an improvement in allocation of teachers to primary schools. Budget 2021 reduced the staffing schedule to an average of 1 classroom teacher for every 25 pupils, while Budget 2022 reduced it further to 1 classroom teacher for every 24 pupils.
This significantly increased investment reflects my commitment and that of Government to support the educational success of learners by delivering on its commitment to reduce class sizes.
In Budget 2021, I also introduced a three point reduction in the retention schedule, which assists schools that would otherwise be at risk of losing teaching posts. The recent announcement in Budget 2023 will further reduce this retention schedule, by virtue of the one point improvement to the staffing schedule that helps to ensure better teacher retention in primary schools, while also ensuring that less pupils are required to retain or recruit a teacher.
This builds on measures in previous budgets that have seen improvements in the overall allocation of teaching posts, and specific targeted measures for small and isolated schools, as well as primary schools on our islands.
The information sought by the Deputy is attached. It should be noted that the 2023/24 figures, which include all types of teaching posts, are provisional as the teacher allocation process for 2023/24 is still ongoing with some schools still finalising their enrolments for September 2023.
|
COUNTY |
2019/20 - total posts allocated |
2023/24 (provisional) total posts allocated to date |
|
LAOIS |
707 |
781 |
|
OFFALY |
690 |
801 |
|
LONGFORD |
375 |
431 |
|
WESTMEATH |
734 |
825 |
147. Deputy Neasa Hourigan asked the Minister for Education if she will provide an update on the schedule for the review of the Reasonable Accommodation Policy for Exams; who will carry out the review; and if she will make a statement on the matter. [31161/23]
View answerThe State Examinations Commission (SEC) has responsibility for the operation, delivery and development of the State examinations.
As part of its remit, the SEC provides the scheme of Reasonable Accommodations which is known as the RACE scheme. This scheme facilitates access to the State exams by candidates who would have difficulty in accessing the exams or communicating what they know, because of a physical difficulty, visual and hearing impairments or a learning difficulty. A physical difficulty could include medical, sensory, behavioural and mental health difficulties.
The SEC advises that the focus of the RACE scheme is on the need to remove barriers to accessing the examinations, while retaining the need to assess the same underlying skills and competencies as are assessed for all other candidates, and applying the same standards of achievement as apply to all other candidates.
A central tenet of the RACE scheme is to ensure equitable treatment for all candidates. The range of accommodations provided under the scheme has been designed to ensure fairness for all when facilitating candidates in demonstrating their level of achievement.
The RACE scheme is operated by the SEC within the context of the annually issued RACE Instructions for Schools , which is the handbook on RACE. All applications for reasonable accommodations are considered within a published Framework of Principles.
The SEC has advised that in 2022, almost 25,000 candidates, or 19% of the total candidates, were provided with 30,000 individual accommodations under the RACE scheme. This is an increase over 2019 when 20,000 candidates, or 17% of the total, were provided with 23,000 individual accommodations.
From the 2016 to 2017 school year, the RACE scheme underwent fundamental reform. The reform focused on a number of areas:
- ensuring greater integration of the RACE Scheme with overall Department of Education special educational needs policy
-enabling greater access to the scheme by students with learning difficulties
-and allowing greater autonomy to schools and certainty to students about the examination supports which will be available to them.
These candidate-centred changes were informed by engagement with stakeholders. This included representatives of students including those with special educational needs such as the Dyslexia Association of Ireland, the Special Needs Parents Association, school management and leadership bodies, Government agencies including the National Council for Special Education and the National Disability Authority, and statutory bodies.
The RACE Scheme continues to be subject to a process of ongoing review and improvement by the SEC. For example, recent enhancements to the scheme include the introduction of deferred examinations, within the policy context of the scheme, for Leaving Certificate candidates who miss their examinations in the main sitting due to close family bereavement, or serious accident, illness or injury.
Also, a number of specific initiatives were introduced in 2023 for candidates with visual impairments.
In addition to the fundamental reform for the 2016 to 2017 school year, and the ongoing process of review and improvement, the scheme will be subject to further review by the SEC in the context of reform of the Senior Cycle. The timeframe for this review is not yet determined. One of the key priorities here will be increasing the use of Assistive Technology to enhance access and integrity and to further support independent learning.
In this regard I am assured the SEC intends that there will be extensive consultation and engagement with all of the relevant stakeholders.
148. Deputy Alan Farrell asked the Minister for Education to provide an update on the implementation of the expanded summer programme for children with complex educational needs; and if she will make a statement on the matter. [31673/23]
View answerThe Department announced details of the 2023 Summer Programme on 9 February 2023. All schools once again have an opportunity to run a programme for those children that need it the most.
The central theme for this year’s programme is ‘Building Confidence and Connections’. The primary aim of this theme is to help our children and young people to realise their potential, to be resilient in dealing with the normal stresses of their lives, to take care of their physical wellbeing and to have a sense of purpose, connection and belonging to their school community.
The main priority in 2023 is that those children with the most complex special educational needs, especially in special schools, should have access to a school-based summer programme.
The terms and conditions for the 2023 Summer Programme are being implemented following a comprehensive review and engagement with education partners and stakeholders since last summer, including the Oireachtas Joint Committee on Autism.
The Department has engaged with management bodies, schools and parents with a view to encouraging more schools to participate in the 2023 programme.
The Primary School Scheme this year combines the Inclusion Programme and Special Class elements from last year into one cohesive scheme for mainstream primary school bring a more targeted approach for children with special educational needs.
This year also introduces a new pilot programme for special schools. This programme has been designed and developed to ensure supports and funding are targeted to enhance the availability of a school-based programme for pupils in special schools.
As part of this pilot, a National Coordinator was appointed to liaise with special schools to help facilitate them in running a programme. A series of live recorded webinars directed specifically at encouraging as well as assuaging any concerns of Special Schools have already taken place and are available to view on www.gov.ie/summerprogramme.
A Department helpline is available for schools and parents at 09064 84292 to address any specific queries regarding year’s scheme or queries can be directed to schoolsummerprogramme@education.gov.ie. Participating schools can request additional resources from the Department to run their programme.
Schools have been given flexibility to engage staff that are not currently employed in their schools to support their summer programme. A portal was made available for teachers and SNAs to register their interest in working on a school based programme in a special school. Student teachers and students in relevant disciplines such as therapy, social care and nursing and others, including early childcare workers and carers, have also been able to register their interest in working on this year’s Programme. The portal has seen over 1500 personnel registered for schools to avail of, where staffing numbers is a barrier.
The Home-based programme is again available for pupils with complex special educational needs where their school is not running a Summer Programme or a place on a school-based programme is unavailable. Details of the Home-based programme have been published which include full details on eligibility criteria. Full information was issued to schools directly and published on www.gov.ie/summerprogramme. Also, this year we are promoting the Private Group Provider element of the Home based programme where groups and organisations can seek funding to provide programmes, with staffing profiles similar to special classes, and these can support children with more complex needs.
The 2023 programme builds on the progress that has been made over the last number of years, which it has seen participation of children grow from 13,000 in 2019 to over 42,000 in 2022. The measures introduced this year are proving successful and based on the number of registrations, it is anticipated that there will be a 20% increase on the overall figures and a 50% increase on the number of special schools participating in the Summer Programme in 2023.
149. Deputy Aindrias Moynihan asked the Minister for Education if she has considered the roll-out of a nationwide partnership with tech companies to enable students at primary education level to develop their technological skills including coding; and if she will make a statement on the matter. [31665/23]
View answerThe curriculum from early childhood to senior cycle offers multiple opportunities for the development of digital skills and digital literacy. Reform of the curriculum across primary and senior cycle is underway which will build on these opportunities so as to ensure that our young people are equipped with the digital skills and digital literacy required to meet the challenges of the 21st century and to participate fully in society.
The Primary Curriculum Framework, published in March 2023 sets out proposals for the redevelopment of the primary curriculum. The framework outlines ‘being a digital learner’ as one of seven key competencies intended to be embedded in learning outcomes across all curriculum areas and subjects from junior infants to sixth class. This seeks to support children to become curious, creative, confident, and critical users of digital technology while fostering responsible, safe and ethical use of technology. The framework also proposes that digital technology would become part of the curriculum area of Science, Technology and Mathematics with its own subject specification for third to sixth class.
A number of key national education strategies and initiatives underpin the work of the Department in relation to the development of digital/STEM skills to include primary schools.
These include:
• Digital Strategy for Schools to 2027
• STEM Education Policy Statement 2017-2026
• Development of new Literacy, Numeracy and Digital Literacy Strategy
The Digital Strategy for Schools to 2027, published in April of last year, sets out the Department’s policy approach to continue the progress made in embedding digital technology across the curriculum and in all aspects of teaching, learning and assessment at primary and post-primary level. It aims to empower schools to harness the opportunities of digital transformation to build digital competence and an effective digital education ecosystem.
The STEM Education Policy Statement 2017–2026 sets out the ambitious goals and actions required to achieve and improve the STEM education experience and outcomes for all learners from early childhood and care, primary and post-primary schools. It recognises the need to nurture STEM in our learners from a young age so as to ensure they have the required skills such as curiosity, inquiry, problem-solving, creativity, ethical behaviour and persistence to operate in an increasingly digital world.
The second STEM Education Implementation Plan published in May this year sets out the approach for the continued promotion of STEM education for the coming years to 2026. The implementation of the actions over the coming three years will aim to further improve the STEM education experience and outcomes for all learners from early learning and care to post-primary level which will also help to prepare the primary school system for the implementation of the new curriculum area of Science, Technology, Engineering and Mathematics in the 2025-2026 school year.
The Government has committed to the development of a successor strategy to the 2011 Literacy and Numeracy Strategy. The new Literacy, Numeracy and digital literacy strategy will be aligned with and support the new primary curriculum, the junior cycle framework and the revised senior cycle. The strategy will be informed by robust research to include consideration of national and international practice and by extensive consultation with all education stakeholders to include business and industry. The new Strategy will amongst other areas focus on strengthening digital literacy among both learners and educators. It will be published later in 2023.
The department continues its collaboration with business and industry in relation to the development of its strategies, policies and curriculum. Business and Industry were consulted with throughout the development of the STEM Education Policy Statement and the Digital Strategy for Schools and are being consulted with in relation to the development of the new Literacy, Numeracy and Digital literacy strategy. As the Deputy suggests, there is further potential for industry to support the digital transformation and capacity building in schools. In order to build on the willingness to engage with the Department and with schools the Department will continue to work with business and industry in order to facilitate a stronger, more coherent focus.
150. D'fhiafraigh Deputy Catherine Connolly den Aire Oideachais maidir le Ceist Pharlaiminte Uimh. 129 an 23 Márta 2023, soiléiriú a thabhairt ar an dul chun cinn atá déanta maidir leis an bplean chun beartas cuimsitheach don Ghaeilge sa chóras oideachais, idir leibhéal an oideachais réamhscoile agus leibhéal an oideachais do mhúinteoirí, a fhorbairt agus a fhoilsiú; cathain a fhoilseofar an beartas nua; agus an ndéanfaidh sí ráiteas ina thaobh. [31567/23]
View answerTá obair ar siúl faoi láthair i mo Roinnse chun polasaí nua don oideachas lán-Ghaeilge lasmuigh den Ghaeltacht a fhorbairt. Tógfaidh an polasaí seo ar an méid atá bainte amach ag an bPolasaí don Oideachas Gaeltachta, agus beidh sé mar chéim thábhachtach eile i dtreo ghealltanas Chlár an Rialtais a chomhlíonadh maidir le forbairt an pholasaí chuimsithigh don Ghaeilge sa chóras oideachais. Déanfar an polasaí don oideachas lán-Ghaeilge a fhorbairt i gcomhthéacs na Straitéise 20 Bliain don Ghaeilge 2010-2030.
Bunaíodh coiste stiúrtha le hionadaithe ó na Ranna Rialtais agus ó na Gníomhaireachtaí Rialtais ábhartha chun maoirseacht a dhéanamh ar fhorbairt an pholasaí.
Coimisiúnaíodh athbhreithniú ar litríocht náisiúnta agus idirnáisiúnta trí phróiseas soláthair phoiblí le bheith mar bhonn eolais d’fhorbairt an pholasaí. Cuirfear críoch leis an athbhreithniú sin go luath.
Cuireadh próiseas comhairliúcháin phoiblí ar bun ar an 27 Deireadh Fómhair 2022 chun tuairimí páirtithe leasmhara a fháil; daoine óga, tuismitheoirí, gairmithe oideachais, páirtithe leasmhara oideachais agus eagraíochta Gaeilge ina measc. Tháinig deireadh leis an gcéad tréimhse den phróiseas comhairliúcháin, a chuimsigh ceistneoir ar líne agus iarraidh ar aighneachtaí scríofa, ar an 30 Eanáir 2023.
Ina theannta sin, cuireadh críoch leis an dara tréimhse den chomhairliúchán le déanaí. Mar chuid den dara tréimhse sin reáchtáladh grúpaí fócais le páistí agus le daoine óga le cinntiú go mbeadh a nguthanna curtha san áireamh mar chuid de phróiseas forbartha an pholasaí. Reáchtáladh grúpaí fócais le tuismitheoirí, caomhnóirí, oideachasóirí agus páirtithe leasmhara eile chomh maith le fiosrú a dhéanamh ar théamaí tábhachtacha a bhí ag teacht chun cinn.
Tá an tríú tréimhse den chomhairliúchán ar bun faoi láthair ina bhfuil cruinnithe dé-thaobhacha á reáchtáil le páirtithe leasmhara ábhartha. Tá sé mar sprioc ag mo Roinnse go gcuirfear críoch leis an tríú tréimhse, an tréimhse deireanach den chomhairliúchán poiblí, sna míonna atá romhainn.
Táim an-sásta leis an méid suime atá léirithe sa chomhairliúchán go dtí seo, agus le líon na bhfreagraí a fuarthas. Tá anailís á dhéanamh ag Sealbhú, DCU faoi láthair ar na haighneachtaí, ar na freagraí ar na ceistneoirí agus ar na sonraí ó na grúpaí fócais a bailíodh mar chuid den chéad dá thréimhse den phróiseas comhairliúcháin. Braithfidh an fráma-ama a bhainfidh le forbairt an pholasaí nua don oideachas lán-Ghaeilge lasmuigh den Ghaeltacht ar an méid ama atá de dhíth le hobair na hanailíse don trí thréimhse a chur i gcrích. Pléifear é sin leis an gCoiste Stiúrtha in am tráth.
Táim ag súil leis an obair thábhachtach seo a chur chun cinn, chun an t-oideachas lán-Ghaeilge a neartú agus chun tógáil ar na torthaí dearfacha atá á mbaint amach cheana féin i gcur i bhfeidhm an Pholasaí don Oideachas Gaeltachta. Táim ag tnúth go mór le bheith ag obair le páirtithe leasmhara ábhartha i bhforbairt an pholasaí seo.
*********************************************
Work on the development of a new policy on Irish-medium education outside of the Gaeltacht is currently underway in my Department. This policy will build on the achievements of the Policy on Gaeltacht Education and will be an important next step towards achieving the Programme for Government commitment to develop a comprehensive policy on Irish in the education system. The policy on Irish-medium education will be developed in the context of the overall framework of the 20-Year Strategy for the Irish Language 2010-2030.
A steering committee has been established with representatives from relevant Government Departments and Agencies to oversee the development of the policy.
A review of national and international literature has been commissioned through a public procurement process to inform the development of the policy. This review is nearing completion.
A public consultation process commenced on 27 October 2022 to gather the views of stakeholders, including young people, parents, education professionals, education stakeholders and Irish-language organisations. The first phase of the consultation process, which included an online questionnaire and a call for written submissions, closed on 30 January 2023.
The second phase of the consultation process has also recently been completed. Focus groups were conducted with children and young people, as part of this phase, to ensure their voices were included in the policy development process. Focus groups to explore important themes that were arising were also held with parents, guardians, educators and other stakeholders.
The third phase of the consultation process is currently underway, in which bilateral meetings are being held with relevant stakeholders. My Department aims to complete this third, and final phase, of the public consultation in the coming months.
I am very happy with the level of interest that has been demonstrated in the consultation to date, and with the number of responses received. Sealbhú, DCU are currently analysing the written submissions, responses to questionnaires and focus group related data which has been collected during the first two phases of the consultation.The time-frame for the development of the policy on Irish-medium education outside of the Gaeltacht will depend upon the time required to complete analysis in respect of the three phases of the consultation. This will be discussed with the Steering Committee in due course.
I look forward to progressing this important work of strengthening Irish-medium education provision and building on the positive outcomes already being achieved in the implementation of the Policy on Gaeltacht Education. I also look forward to working with relevant stakeholders in the development of this policy.
