Written Answers Nos. 318-335
318. Deputy John Paul Phelan asked the Minister for Education to list all Acts and Statutory Instruments sponsored by her Department which became law from 20 February 2020 to date in 2024 and which were necessitated, either in whole or in part, to transpose or give effect to regulations, directives or other measures passed at European Union level. [19162/24]
View answerI wish to confirm there are no Acts or Statutory Instruments sponsored by my Department which became law from the 20 February 2020 to date and which necessitated, either in whole or in part, to transpose or give effect to regulations, directives or other measures passed at European Union level.
319. Deputy Francis Noel Duffy asked the Minister for Education her views on the shortage of classes and dedicated schools for moderate ID children in the Dublin 14 and 16 areas; what plans are in place to remedy the issue; and if she will make a statement on the matter. [19225/24]
View answerEnabling children with special educational needs to receive an education is a priority for this government. It is also a key priority 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 2024, €2.7 billion is being spent on special education, an increase of €113 million, and this is dedicated to providing supports for children with special educational needs. This will allow for, amongst other things, the opening of up to 400 new special classes in mainstream schools and 300 additional special school places.
In 2024, the number of teaching and SNA posts in our schools will increase with an additional 744 teachers and 1,216 SNAs added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting these children.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs.
Over the last number of 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 almost 1,300 new special classes sanctioned and seven new special schools established over the last four years.
My department engages intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This forward planning work is well underway ahead of the 2024/25 school year. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, an analysis of available school accommodation, 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, two new special schools have been established for this current school year in Cork and Dublin, with further capacity being expanded in 11 other special schools.
In addition, four new special schools will be established for the 2024/25 school year in counties Meath, Kildare, Wexford and Limerick. This will bring to 11 the number of new special schools established in recent years. 4 of these new special schools were established in Dublin, with new special schools established in both Crumlin and Templeogue.
Along with the two new special schools opening this school year, 390 new special classes – 254 at primary and 136 at post-primary level – have been sanctioned by the NCSE.
Of these, 71 are in Dublin, 48 at primary level and 23 at post-primary level. This brings to 534 the number of special classes in Dublin, 408 at primary level and 126 at post-primary level.
There are 12 special classes in Dublin 14, 9 at primary level and 3 at post-primary level. In Dublin 16, there are 13 special classes, 11 at primary level and 2 at post-primary level.
Planning for special classes and special school places is currently underway ahead of the 2024/25 school year. The locations of the new classes will be confirmed by the NCSE shortly.
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. Local special educational needs organisers (SENOs) are available to assist and advise the 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.
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.
320. Deputy Jennifer Murnane O'Connor asked the Minister for Education the status of a school application for works funding (details supplied); and if she will make a statement on the matter. [19233/24]
View answerThe project to which the Deputy refers has been devolved to the National Development Finance Agency (NDFA) for delivery as part of a programme of school building projects.
It is currently at Stage 2b of the architectural design process. A planning application was lodged with Carlow County Council and planning permission was granted in Quarter 3 2023. The pre-qualification process is currently underway and once complete, and following Departmental approval, the NDFA will continue the tender process for appointing a contractor in due course.
While at this stage it is not possible to provide an accurate timeline for completion of this project, the NDFA will be engaging directly with the school authorities to keep them informed of progress.
321. Deputy Jennifer Murnane O'Connor asked the Minister for Education the status of a school application for works funding (details supplied);; and if she will make a statement on the matter. [19234/24]
View answerI am pleased to advise the Deputy that the school in question was recently granted approval under my Department's Devolved SEN Reconfiguration and Modular Accommodation programme for the provision of reconfiguration in existing buildings to provide two Special Educational Needs classrooms and two general classroom.
This Programme involves the use of Project Management supports which is 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 Term Maintenance Framework also assists in ensuring lead in periods for procurement of contractors are minimised to the greatest extent possible.
However, the overall construction sector environment is challenging and the Department and the Project Management company are doing everything possible to ensure that the appropriate accommodation is delivered as quickly as possible. My Department is fully aware of the urgency in respect of same and will be working with the School Authority, as Client, to keep it updated on overall project delivery and timelines.
322. Deputy Neasa Hourigan asked the Minister for Education her Department’s views on whether the guidelines on the use of school buildings outside of school hours prohibits the provision of sibling hour and afterschool facilities at a school building (details supplied) as per the decision of the board of management at the school; and if she will make a statement on the matter. [19248/24]
View answer340. Deputy Seán Haughey asked the Minister for Education her Department’s views on whether the guidelines on the use of school buildings outside of school hours prohibits the provision of sibling hour and afterschool facilities in a school building, as per the decision of the board of management at the school (details supplied); and if she will make a statement on the matter. [19323/24]
View answerI propose to take Questions Nos. 322 and 340 together.
My Department supports and encourages the use of school buildings for community and recreational purposes, where feasible, including childcare and after school uses. However, the decision on the use of school property is a matter for the property owner taking into considerations the requirements of the school, students and staff. Also it is important that any proposed arrangement does not impede upon the future development of the school, given that the priority for schools is educational provision for its pupils.
My Department has published Guidelines for the Use of School Buildings outside of School Hours. These Guidelines are available for each school to refer to for guidance in relation to the use of school buildings outside of school hours, including any planned after school and childcare arrangements. These Guidelines are not intended to be exhaustive or prescriptive but are provided to assist schools in considering applications for the use of their facilities.
The Guidelines (or Procedures as they are now called) are in the process of being updated and these Procedures are expected to be published very shortly.
323. Deputy Neasa Hourigan asked the Minister for Education if the Governance Manual for Primary Schools 2023-2027 in anyway prohibits the use of primary schools for sibling hour and/or afterschool services; and if she will make a statement on the matter. [19249/24]
View answer341. Deputy Seán Haughey asked the Minister for Education if the governance manual for primary schools 2023-2027 in anyway prohibits the use of primary schools for sibling hour and/or afterschool services; and if she will make a statement on the matter. [19324/24]
View answer366. Deputy Cian O'Callaghan asked the Minister for Education if the guidelines on the use of school buildings outside of school hours, or the governance manual for primary school 2023-2027, prohibits the provision of sibling hour and afterschool facilities in a school building; and if she will make a statement on the matter. [19486/24]
View answerI propose to take Questions Nos. 323, 341 and 366 together.
My Department supports and encourages the use of school buildings for community and recreational purposes, where feasible, including childcare and after school uses. However, the decision on the use of a school property is a matter for the property owner taking into considerations the requirements of the school, students and staff. Also it is important that any proposed arrangement does not impede upon the future development of the school, given that the priority for schools is educational provision for its pupils.
Section 25 of the Governance Manual for Primary Schools 2023 - 2027 refers to the use of school premises. The Manual states that my Department published Guidelines for the use of School Buildings outside of School Hours in October 2017. These Guidelines are available for each school and are designed to assist schools who wish to use their premises for educational, recreational and community purposes, including childcare services. Schools wishing to make their premises available should first consult the Guidelines. These Guidelines are not intended to be exhaustive or prescriptive but are provided to assist schools in considering applications for the use of their facilities.
The Guidelines (or Procedures as they are now called) are in the process of being updated and these Procedures are expected to be published very shortly.
324. Deputy Neasa Hourigan asked the Minister for Education if she will clarify the obligations on patron bodies of national schools to have in place formal complaints procedures for parents to question boards of management acting under their patronage; and if she will make a statement on the matter. [19250/24]
View answer342. Deputy Seán Haughey asked the Minister for Education the oversight mechanisms that are in place by which parents can hold board of managements to account; and if she will make a statement on the matter. [19325/24]
View answer343. Deputy Seán Haughey asked the Minister for Education to clarify the obligation of patron bodies of national schools to have in place formal complaints procedures for parents to formally complain about the performance of boards of management acting under their patronage; and if she will make a statement on the matter. [19326/24]
View answer367. Deputy Cian O'Callaghan asked the Minister for Education the relevant legislation or guidelines that allow parents to challenge or hold the board of management in a school to account;; and if she will make a statement on the matter. [19487/24]
View answer368. Deputy Cian O'Callaghan asked the Minister for Education if patron bodies of national schools have an obligation to allow formal complaints about the performance of boards of management acting under their patronage; and if she will make a statement on the matter. [19488/24]
View answerI propose to take Questions Nos. 324, 342, 343, 367 and 368 together.
In accordance with the Education Act 1998, schools are managed by boards of management on behalf of the relevant school patrons. Under the provisions of the Act, the board of management is the body charged with the direct governance of a school.
My Department provides funding and policy direction for schools, it does not have the power to instruct schools to follow a particular course of direction with regard to individual complaint cases or to investigate individual complaints except where the complaint involves a refused enrolment, expulsion or suspension, in accordance with section 29 of the Education Act, 1998. In dealing with parental complaints, my Department’s role is to clarify for parents how their grievances and complaints regarding schools can be progressed.
A school may have a formal complaints process in which case this should be followed in pursuing any complaint. Where you are of the view that a school's board of management has failed to investigate or adequately investigate your complaint, it is open to you to raise the matter directly with the Chairperson of the Board of Management by correspondence marked “Private and Confidential”.
You also have the option of raising your complaint with the Ombudsman for Children. The Office of the Ombudsman for Children may also independently investigate complaints relating to the administrative actions of a school recognised by the Department of Education provided the parent has fully followed the school's complaints procedures. The key criterion for any intervention by the Ombudsman for Children is that the administrative actions of a school has, or may have, adversely affected the child - Email: ococomplaint@oco.ie or Freephone: 1800 20 20 40
The Charter Bill, which is awaiting a date for Committee Stage in the Dáil, provides for all schools to have a Charter and for the Minister to issue guidelines, following consultation, in accordance with which every school’s Charter shall be prepared, published and implemented. The Bill sets out the key matters that the Minister must have regard to when preparing the charter guidelines.
The overall aim of the Bill is to improve the level of engagement between the school community by inviting feedback, comment and observation from the school community and by further developing a listening culture in schools. One of the key concepts of the Bill is the need for a school to consult with students and their parents on individual school plans, policies and activities. This approach will help ensure that the various views of students and parents will be heard and responded to by schools on issues and policies.
The charter guidelines, which will be developed in consultation with education stakeholders, will set out the details of national grievance procedures and these will focus on dealing with complaints efficiently, effectively and, as far as possible, informally. These measures aim to improve the fairness and transparency of the school grievance process. The overall approach in the Bill is to move away from reacting to problems in schools after they arise, to an early intervention approach which aims to improve the day-to-day experience students and their parents can expect from schools.
Further information is available on the gov.ie website: www.gov.ie/en/policy-information/complaints-about-schools/.
325. Deputy Neasa Hourigan asked the Minister for Education if forthcoming updated guidelines on the use of school buildings will take into consideration the difficulty parents face in accessing childcare by encouraging schools to facilitate sibling hour and after-school providers, through access to school space after school hours; and if she will make a statement on the matter. [19251/24]
View answerMy Department supports and encourages the use of school buildings for community and recreational purposes, where feasible, including childcare and after school uses. However, the decision on the use of school property is a matter for the property owner taking into considerations the requirements of the school, students and staff. Also it is important that any proposed arrangement does not impede upon the future development of the school, given that the priority for schools is educational provision for its pupils.
The current Guidelines for the Use of School Buildings outside of School Hours published in October 2017 are available for each school to refer to for guidance in relation to the use of school buildings outside of school hours, including any planned after school and childcare arrangements. These Guidelines are not intended to be exhaustive or prescriptive but are provided to assist schools in considering applications for the use of their facilities.
The updated Guidelines (or Procedures as they now called) are in the process of being updated and are expected to be published very shortly. These new Procedures will cover the topic of childcare but in the meantime the current Guidelines should continue to be referred to.
326. Deputy Neasa Hourigan asked the Minister for Education if schools can be encouraged to facilitate after-school care for junior classes who finish earlier than senior classes by allowing use of classrooms for that hour by childcare services; and if she will make a statement on the matter. [19252/24]
View answerMy Department supports and encourages the use of school buildings for community and recreational purposes, where feasible, including childcare and after school uses. However, the decision on the use of school property is a matter for the property owner taking into consideration the requirements of the school, students and staff. Also it is important that any proposed arrangement does not impede upon the future development of the school, given that the priority for schools is educational provision for its pupils.
My Department has published Guidelines for the Use of School Buildings outside of School Hours. These Guidelines are available for each school to refer to for guidance in relation to the use of school buildings outside of school hours, including any planned after school and childcare arrangements. These Guidelines are not intended to be exhaustive or prescriptive but are provided to assist schools in considering applications for the use of their facilities.
The Guidelines (or Procedures as they are now called) are in the process of being updated and these Procedures are expected to be published very shortly.
327. Deputy Darren O'Rourke asked the Minister for Education her views on teacher shortages; her plans to address them; if she plans to collate data on the number of unfulfilled teaching positions overall as well as across various different types of roles such as permanent, fixed-term and maternity leave positions; if not, the measures she will deploy in order to effectively access the scale of the shortages; and if she will make a statement on the matter. [19257/24]
View answerEnsuring that every child's experience in school is positive and that they have qualified, engaged teachers available to support them in their learning is a priority area of action for the Government.
Budget 2024 reflects this Government’s commitment to ongoing investment in the education system through various measures:
Introduction of a professional master’s of education incentive scheme for newly qualified teachers graduating in 2024. Eligible teachers can receive an incentive payment of up to €2,000, to be paid in 2025.
Expansion of upskilling programs, free to teachers, aimed at increasing the number of qualified teachers in high-demand subjects and reducing out-of-field teaching. New programs in Irish, French, politics & society, and computer science will complement existing programs in maths, physics, and Spanish. Trinity College Dublin will deliver a new Irish upskilling program for post-primary teachers starting in late 2024, available at no cost to eligible teachers.
Provision of an additional 1,000 posts of responsibility in the school system for the 2024/25 school year, recognising the vital role of school leaders in enhancing educational outcomes by fostering a positive school environment and empowering educators and learners within their communities.
In addition to these recently introduced measures, as Minister I have developed further initiatives to address teacher supply challenges, including:
Approving 610 additional places on initial teacher education programs for primary level over the academic years 2023/24 and 2024/25.
Ensuring flexibility in initial teacher education programs to allow student teachers to support schools, with over 2,700 registered under Route 5 with the Teaching Council in 2023, providing valuable substitute teaching support. Currently there are 3,600 registered under Route 5, the highest number ever.
Encouraging retired teachers to provide substitute cover, resulting in a significant increase of 49% in teaching days provided between the 2021/22 and 2022/23 school years. A new communications campaign began earlier this year to encourage retired teachers to return to teaching.
Reduction of restrictions on job-sharing teachers and those on career breaks from working as substitutes.
These measures contribute to the lowest-ever teacher allocation ratio in primary schools, with a 10% reduction in the average student-per-teacher ratio between 2017 and 2023.
The recruitment and appointment of?teachers to fill teaching posts is a matter for individual school authorities, subject to procedures agreed under Section 24 of the Education Act 1998 (as amended by the Education (Amendment) Act 2012). In that regard, there are more than 3,700 individual employers (boards of management of primary schools and post-primary schools, as well as ETBs).
My Department intends to finalise an updated model on the demand for teachers in 2024. Additionally, a project initiated in 2023 which seeks to monitor vacant permanent and fixed-term positions within the system remains ongoing. This project continues to gather and analyse data while refining methodologies to ensure the reliability of data.
In circumstances where posts are unfilled for a period of time, or where a vacancy arises in a school due to a teacher taking leave, such vacancies may be filled by substitute teachers, on either a casual or non-casual contract basis.
Substitutable leave absences may be filled by schools in several ways. A substitute teacher may be recruited locally by a school, and a claim for payment for the teacher may be submitted to my Department, via the Online Claims System. Alternatively, the absence may be covered by schools under a number of schemes, which are managed locally by schools.
The Supervision and Substitution Scheme in primary and post-primary schools allows for the supervision of students during breaks and before and after school and allows for substitution to cover certain categories of teacher absences. With effect from the beginning of the 2013/14 school year, participation in the Supervision and Substitution scheme is compulsory for teachers, save for those who had availed of the opt-out arrangements before this date.
All schools therefore provide cover for a significant number of substitutable absences, arising over the school year, through the Supervision and Substitution scheme.
For primary schools, substitute teacher supply panels are also in place. For the 2023/24 school year, 590 substitute teacher supply posts have been allocated to 166 panels, covering nearly 2,900 schools. This scheme provides substitute cover for teachers employed in primary schools who are absent on short-term leave. Absences covered by the teacher supply panels are recorded locally by the schools and the schools are not required to claim for the substitutable leave to my Department.
For post-primary schools, Circular 0035/2023 provides for a Teaching Hours Extension scheme to be in place for the 2023/24 school year. This scheme provides post-primary schools with an alternative means of sourcing appropriately qualified substitute teaching cover to support teaching and learning in schools. Teachers on full teaching contracts of 22 hours can provide additional substitution cover, of up to 35 additional hours, for each term designated under the scheme. Absences covered under this scheme are also recorded locally by the schools and the schools are not required to claim for the substitutable leaves covered by this scheme to my Department.
As many of the absences that arise in schools are filled locally by schools, without a requirement for an application to be made to my Department, my Department therefore cannot provide definitive figures as to the number of unfilled vacancies, or substitutable absences which were unfilled, in any given period of time, or as to the number of vacancies covered by an unregistered person during that time.
The vast majority of sanctioned teacher positions are filled. The rate of resignation and retirement is very low by any standard and is consistent with previous years.
Teaching remains an attractive career choice.
• CAO first preference choices for post-primary teaching increased in 2023 by 14%, in addition to a 9% increase in 2022. CAO preferences for primary teaching showed increases at the closing date in February 2024 with overall mentions up 10% and first preferences increasing by 2% from 2023.
• In 2024, there were 4,271 first preference applications for undergraduate teaching programmes, showing a trend largely consistent with recent years. Analysis of CAO applications spanning from 2017 to 2024 indicates a sustained and robust demand for undergraduate teaching programmes. On average, 6% of first preference applications during the period from 2017 to 2024 were for either primary or post-primary teaching programmes. Specifically, the percentage of first preference applications for undergraduate primary teaching programmes ranged between 2.9% and 3.8%, while those for post-primary undergraduate programmes ranged between 2.4% and 2.9%.
• The ratio of first preference applications through the CAO for level 8 courses in 2022 shows that there were 1.5 applicants per place for education, with a higher demand for primary courses (2) than for post-primary places (1.5). The demand for primary ITE is higher than for all fields except for medicine (3.5) and veterinary medicine (5.2)
• Currently starting pay for Primary teachers is over €41,000 and over €42,000 for post-primary teachers. The new pay deal, with all three teacher unions having recently voted in favour of, will mean that teachers’ starting salary will increase to €46,000 rising to a maximum of €85,000 per year which compares well internationally. Starting pay of €46,000 will be almost €20,000 higher than the 2011 rates.
• Over 3,700 newly qualified teachers have registered with the Teaching Council in 2023, with over 122,000 now on the Teaching Council register.
The vast majority of sanctioned teacher positions are filled. The rate of resignation and retirement is very low by any standard and is consistent with previous years.
Ireland’s education system is performing strongly, something that is supported by recent international testing. That is a tribute to the professionalism and dedication of our teachers. We need to continue to support our schools and maintain the high standards that have helped get us to where we are.
My Department continues to engage closely with education stakeholders to develop further, innovative measures to address teacher supply issues.
328. Deputy Darren O'Rourke asked the Minister for Education the reasons data is not collated on unfulfilled teaching positions; how the lack of collated data impacts on her ability to assess the impact of shortages on the provision of education; and if she will make a statement on the matter. [19258/24]
View answerThe recruitment and appointment of?teachers to fill teaching posts is a matter for individual school authorities, subject to procedures agreed under Section 24 of the Education Act 1998 (as amended by the Education (Amendment) Act 2012). In that regard, there are more than 3,700 individual employers (boards of management of primary schools and post-primary schools, as well as ETBs).
My Department intends to finalise an updated model on the demand for teachers in 2024. Additionally, a project initiated in 2023 which seeks to monitor vacant permanent and fixed-term positions within the system remains ongoing. This project continues to gather and analyse data while refining methodologies to ensure the reliability of data.
In circumstances where posts are unfilled for a period of time, or where a vacancy arises in a school due to a teacher taking leave, such vacancies may be filled by substitute teachers, on either a casual or non-casual contract basis.
Substitutable leave absences may be filled by schools in several ways. A substitute teacher may be recruited locally by a school, and a claim for payment for the teacher may be submitted to my Department, via the Online Claims System. Alternatively, the absence may be covered by schools under a number of schemes, which are managed locally by schools.
The Supervision and Substitution Scheme in primary and post-primary schools allows for the supervision of students during breaks and before and after school and allows for substitution to cover certain categories of teacher absences. With effect from the beginning of the 2013/14 school year, participation in the Supervision and Substitution scheme is compulsory for teachers, save for those who had availed of the opt-out arrangements before this date.
All schools therefore provide cover for a significant number of substitutable absences, arising over the school year, through the Supervision and Substitution scheme.
For primary schools, substitute teacher supply panels are also in place. For the 2023/24 school year, 590 substitute teacher supply posts have been allocated to 166 panels, covering nearly 2,900 schools. This scheme provides substitute cover for teachers employed in primary schools who are absent on short-term leave. Absences covered by the teacher supply panels are recorded locally by the schools and the schools are not required to claim for the substitutable leave to my Department.
For post-primary schools, Circular 0035/2023 provides for a Teaching Hours Extension scheme to be in place for the 2023/24 school year. This scheme provides post-primary schools with an alternative means of sourcing appropriately qualified substitute teaching cover to support teaching and learning in schools. Teachers on full teaching contracts of 22 hours can provide additional substitution cover, of up to 35 additional hours, for each term designated under the scheme. Absences covered under this scheme are also recorded locally by the schools and the schools are not required to claim for the substitutable leaves covered by this scheme to my Department.
The vast majority of sanctioned teacher positions are filled. The rate of resignation and retirement is very low by any standard and is consistent with previous years.
Ireland’s education system is performing strongly, something that is supported by recent international testing. That is a tribute to the professionalism and dedication of our teachers. We need to continue to support our schools and maintain the high standards that have helped get us to where we are.
329. Deputy Darren O'Rourke asked the Minister for Education to report on unqualified teachers currently working in the education system; the reasons her Department does not collate data on the number currently active in the teaching professions; how she assesses the impact of unqualified teachers working in the education system; and if she will make a statement on the matter. [19259/24]
View answerThe recruitment and appointment of?teachers to fill teaching posts is a matter for individual school authorities, subject to procedures agreed under Section 24 of the Education Act 1998 (as amended by the Education (Amendment) Act 2012). In that regard, there are more than 3,700 individual employers (boards of management of primary schools and post-primary schools, as well as ETBs).
It is a legal requirement for a teacher to register with the Teaching Council in order to receive a salary paid by the State. This ensures all teachers are qualified, capable and ethical professionals.
Schools are permitted to employ substitute teachers, who are not fully qualified teachers, when all attempts at recruiting a qualified substitute teacher have been unsuccessful.
Schools may only employ an unqualified substitute teacher for short periods up to a maximum of 5 days, as a last resort. My Department does not collect data on the recruitment of unqualified teachers by individual employers, as instances of their employment are not reported by school employers.
In addition, where posts are unfilled for a period of time, or where a vacancy arises in a school due to a teacher taking leave, such vacancies may be filled by substitute teachers, on either a casual or non-casual contract basis.
My Department intends to finalise an updated model on the demand for teachers in 2024. Additionally, a project initiated in 2023 which seeks to monitor vacant permanent and fixed-term positions within the system remains ongoing. This project continues to gather and analyse data while refining methodologies to ensure the reliability of these data.
Budget 2024 reflects this Government’s commitment to ongoing investment in the education system through various measures including the expansion of upskilling programs, free to teachers, aimed at increasing the number of qualified post-primary teachers in high-demand subjects and reducing out-of-field teaching. New programs in Irish, French, politics & society, and computer science will complement existing programs in maths, physics, and Spanish. Trinity College Dublin will deliver a new Irish upskilling program for post-primary teachers starting in late 2024, available at no cost to eligible teachers.
The vast majority of sanctioned teacher positions are filled. The rate of resignation and retirement is very low by any standard and is consistent with previous years.
Ireland’s education system is performing strongly, something that is supported by recent international testing. That is a tribute to the professionalism and dedication of our teachers. We need to continue to support our schools and maintain the high standards that have helped get us to where we are.
My Department continues to engage closely with education stakeholders to develop further, innovative measures to address teacher supply issues.
330. Deputy Darren O'Rourke asked the Minister for Education what measures she and her Department have taken to increase diversity within the teaching profession; and if she will make a statement on the matter. [19260/24]
View answerEnsuring that every child's experience in school is positive and that they have qualified, engaged teachers available to support them in their learning is a priority area of action for the Government.
An increase in migration in recent decades has seen a more diverse society living in Ireland and attending our schools. It is important our teaching profession reflects the changes in diversity of the student population in schools. A number of initiatives and programmes are in place to address the level of diversity in the teaching profession.
The Programme for Access to Higher Education (PATH) supports access to initial teacher education from the target groups identified in the National Access Plan (NAP). The objectives of PATH 1 include increasing the number of students from under-represented groups entering Initial Teacher Education and to provide for more role models for students from these groups.
The current NAP is the fourth such plan and it runs from 2022 to 2028 and it builds on the vision of previous plans and ambitions for a more inclusive and diverse population in higher education.
In addition, my department has co-funded the Migrant Teacher Project for the provision of information, advice, training and support to migrant teachers who have qualified outside of Ireland, to help them to continue their profession in Ireland.
Budget 2024 reflects this Government’s commitment to ongoing investment including the creation of opportunities in the education system through various measures:
Introduction of a professional master’s of education incentive scheme for newly qualified teachers graduating in 2024. Eligible teachers can receive an incentive payment of up to €2,000, to be paid in 2025.
Expansion of upskilling programs, free to teachers, aimed at increasing the number of qualified teachers in high-demand subjects and reducing out-of-field teaching. New programs in Irish, French, politics & society, and computer science will complement existing programs in maths, physics, and Spanish. Trinity College Dublin will deliver a new Irish upskilling program for post-primary teachers starting in late 2024, available at no cost to eligible teachers.
Provision of an additional 1,000 posts of responsibility in the school system for the 2024/25 school year, recognising the vital role of school leaders in enhancing educational outcomes by fostering a positive school environment and empowering educators and learners within their communities.
In addition to these recently introduced measures, as Minister I have developed further initiatives to address teacher supply challenges, including:
• Approving 610 additional places on initial teacher education programs for primary level over the academic years 2023/24 and 2024/25.
• Ensuring flexibility in initial teacher education programs to allow student teachers to support schools, with over 2,700 registered under Route 5 with the Teaching Council in 2023, providing valuable substitute teaching support. Currently there are 3,600 registered under Route 5, the highest number ever.
• Continuation of primary substitute teacher supply panels in 2023/24, covering nearly 2,900 schools and providing substitute cover for short-term teacher absences.
• Encouraging retired teachers to provide substitute cover, resulting in a significant increase of 49% in teaching days provided between the 2021/22 and 2022/23 school years.
• Reduction of restrictions on job-sharing teachers and those on career breaks from working as substitutes.
• Enabling post-primary teachers to provide up to 35 additional hours of substitute cover per term in their qualified subject.
Teaching remains an attractive career choice. CAO first preference choices for post-primary teaching increased in 2023 by 14%, in addition to a 9% increase in 2022. CAO preferences for primary teaching showed increases at the closing date in February 2024 with overall mentions up 10% and first preferences increasing by 2% from 2023.
In 2024, there were 4,271 first preference applications for undergraduate teaching programmes, showing a trend largely consistent with recent years. Analysis of CAO applications spanning from 2017 to 2024 indicates a sustained and robust demand for undergraduate teaching programmes. On average, 6% of first preference applications during the period from 2017 to 2024 were for either primary or post-primary teaching programmes. Specifically, the percentage of first preference applications for undergraduate primary teaching programmes ranged between 2.9% and 3.8%, while those for post-primary undergraduate programmes ranged between 2.4% and 2.9%.
The ratio of first preference applications through the CAO for level 8 courses in 2022 shows that there were 1.5 applicants per place for education, with a higher demand for primary courses (2) than for post-primary places (1.5). The demand for primary ITE is higher than for all fields except for medicine (3.5) and veterinary medicine (5.2)
Currently starting pay for Primary teachers is over €41,000 and over €42,000 for post-primary teachers. The new pay deal, with all three teacher unions having recently voted in favour of, will mean that teachers’ starting salary will increase to €46,000 rising to a maximum of €85,000 per year which compares well internationally. Starting pay of €46,000 will be almost €20,000 higher than the 2011 rates.
Over 3,700 newly qualified teachers have registered with the Teaching Council in 2023, with over 122,000 now on the Teaching Council register.
The vast majority of sanctioned teacher positions are filled. The rate of resignation and retirement is very low by any standard and is consistent with previous years.
Ireland’s education system is performing strongly, something that is supported by recent international testing. That is a tribute to the professionalism and dedication of our teachers. We need to continue to support our schools and maintain the high standards that have helped get us to where we are.
My Department continues to engage closely with education stakeholders to develop further, innovative measures to address teacher supply issues.
331. Deputy Anne Rabbitte asked the Minister for Education further to Parliamentary Question No. 39 of 17 April 2024, whether a school (details supplied) can secure temporary accommodation due to an unclear timeline for the development of a new building; the options open to the school to secure this temporary accommodation as an interim measure; and if she will make a statement on the matter. [19280/24]
View answerThe school referred to by the Deputy was approved to enter the Department’s pipeline of school buildings for a project to provide 2 mainstream classrooms, 1 Special Education Teaching room and the refurbishment of 4 existing classrooms into 2 mainstream classrooms.
The responsibility for delivery of the project has been devolved to the school authority. The project in question was approved through its initial architectural design stage following a review by my Department's professional and technical officials. However, the project is located on a challenging site and my Department was recently informed that the school authority had acquired adjacent land prompting a request for a revised Stage 1/2a report to be submitted.
As part of the review of this project, my Department officials have made contact with the school to arrange a meeting in the coming weeks in order to identify the most efficient method of progressing this important project.
In relation to the contextual issues mentioned by the Deputy, the school have been advised that the Emergency Works Scheme is available to provide for unforeseen emergencies that impact on school buildings. An emergency is a situation which poses an immediate risk to health, life, property or the environment, which is sudden, unforeseen and requires immediate action and, in the case of a school, if not corrected would prevent the school or part thereof from opening. The scheme does so by ensuring the availability of funding for urgent works to those schools that are in need of resources as a result of an emergency situation.
Applications for funding under the scheme must serve one or both of these purposes and meet the criteria for funding as set out in the relevant circular, 0068/2020, and its appendices. All relevant and supporting information in relation to such an Emergency Works Grant Scheme application must be provided in order to support a claim for emergency grant aid.
332. Deputy Bernard J. Durkan asked the Minister for Education if every effort can be made to facilitate a school place in the desired school of a child (details supplied); if all efforts can be made to ensure a school place in the required school, with there being a very high demand for places for siblings in this school; and if she will make a statement on the matter. [19285/24]
View answerIn relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an admissions policy in accordance with the Education Act, 1998 and the Education (Admission to Schools) Act 2018. Under the provisions of the Act, school admission policies are approved by the Patron, following consultation with staff and parents of children who are attending the school. The school’s admissions policy is published on the school’s website. My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in that area.
Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. 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 not obtaining a place in the school of their first choice.
All schools must 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 does not seek to intervene in the selection criterion that is applied by schools.
While my Department is aware of enrolment pressures and demand for additional school places in some areas, it is important to note that where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:
• Duplication of applications
• School of choice
• Single sex schools
• External draw
Section 29 of the Education Act, 1998 provides for an appeal where a board of management, or a person acting on behalf of the board of management (normally the school principal) refuses to admit a student to a school. Where the decision to refuse admission is due to the school being oversubscribed, a review of the decision by the board of management must be sought in the first instance. Following a review it is open to the parent to appeal to the independent appeals committee.
Tusla Education Support Service (TESS) is the agency which can assist parents who are experiencing difficulty in securing a school place for their child. TESS can be contacted at 01-7718500 (tessinfo@tusla.ie) for assistance. More information is available on their website on the following link: www.tusla.ie/tess/tess-ews/.
333. Deputy Colm Brophy asked the Minister for Education her Department’s plans to address the inadequate number of school spaces available for children with a moderate intellectual disability in the Firhouse/Knocklyon area of Dublin; and if she will make a statement on the matter. [19287/24]
View answerEnabling children with special educational needs to receive an education is a priority for this government. It is also a key priority 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 2024, €2.7 billion is being spent on special education, an increase of €113 million, and this is dedicated to providing supports for children with special educational needs. This will allow for, amongst other things, the opening of up to 400 new special classes in mainstream schools and 300 additional special school places.
In 2024, the number of teaching and SNA posts in our schools will increase with an additional 744 teachers and 1,216 SNAs added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting these children.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs.
Over the last number of 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 almost 1,300 new special classes sanctioned and seven new special schools established over the last four years.
My department engages intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This forward planning work is well underway ahead of the 2024/25 school year. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, an analysis of available school accommodation, 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, two new special schools have been established for this current school year in Cork and Dublin, with further capacity being expanded in 11 other special schools.
In addition, four new special schools will be established for the 2024/25 school year in counties Meath, Kildare, Wexford and Limerick. This will bring to 11 the number of new special schools established in recent years.
Along with the two new special schools opening this school year, 390 new special classes – 254 at primary and 136 at post-primary level – have been sanctioned by the NCSE.
Planning for special classes and special school places is currently underway ahead of the 2024/25 school year. The locations of the new places will be confirmed by the NCSE shortly.
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. Local special educational needs organisers (SENOs) are available to assist and advise the 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.
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.
334. Deputy Catherine Murphy asked the Minister for Education the annual cost to date in 2024 for prefab accommodation at a school (details supplied) in Naas, County Kildare; and the estimated cost of retaining the accommodation for 2025 and 2026, in tabular form. [19289/24]
View answer336. Deputy Catherine Murphy asked the Minister for Education the annual cost to date in 2024 for security on an accommodation facility (details supplied) in Naas, County Kildare; and the estimated cost of retaining the security for 2025 and 2026, in tabular form. [19291/24]
View answerI propose to take Questions Nos. 334 and 336 together.
The project for the school in question is currently part of a dispute resolution mechanism under the contract.
My Department is liaising with the school authority in relation to the conciliation process regarding the matters that were in dispute with the former contractor. My Department is also working on the arrangements for the completion of this project as quickly as possible by a new contractor.
Given both the legal and procurement matters involved, it is not appropriate at this stage to provide the detailed cost information requested by the Deputy as it is an integral part of the overall tender and the Contract awarded.
335. Deputy Catherine Murphy asked the Minister for Education the date on which she signed, or will sign, the letter of intent for a school project to reach completion stage (details supplied). [19290/24]
View answerThe large scale capital project at the school referred to by the Deputy is at Architectural Planning Stage 3 - Tender Action and Award.
The authorisation to issue the Letter of Intent issued on 18th April 2024, as per procurement rules, there is a 14 day standstill period, following which, should the contractor accept, a Letter of Acceptance can issue. Only when the Letter of Acceptance has issued is there a contract in place to enable construction to commence and all the contract terms and conditions apply.
Once the contractor has been appointed, it is expected that it will take approximately 15 months to complete the project.
The Design Team and Department of Education officials are in contact with the Board of Management of the school, ensuring they are fully briefed on the progression of the project.
