Written Answers Nos. 338-359
338. Deputy Eamon Scanlon asked the Minister for Education and Skills his plans to restore capitation funding to primary and post-primary schools as per the commitment in A Programme for a Partnership Government; and if he will make a statement on the matter. [24642/18]
View answerThe Programme for a Partnership Government committed to investing an extra €500m in education by 2021 through various measures including annual increases in primary and secondary capitation rates. Through budget 2017 and Budget 2018, we are now investing €1 billion more in education.
Budget 2018 marked the second year of major reinvestment in the education sector, as we continue to implement the Action Plan for Education, which has the central aim to make the Irish Education and Training service the best in Europe within a decade. In 2018, the budget for the Department of Education increased by €554 million to over €10 billion.
I recognise the need to improve capitation funding for schools having regard to the reductions that were necessary over recent years. Restoring capitation funding as resources permit is one of the actions included in the Action Plan for Education.
The process is underway for restoring grant funding that is used by schools to fund the salaries of ancillary staff. The ancillary grant was increased by €6 in 2016, €5 in 2017 and €5 in 2018, in order to enable primary schools to implement the arbitration salary increase for grant funded school secretaries and caretakers and to also implement the restoration of salary for cleaners arising from the unwinding of FEMPI legislation. A similar type approach in relation to improvements in grant funding was applied, as appropriate, at post-primary level.
339. Deputy Tony McLoughlin asked the Minister for Education and Skills the reason special needs assistants, SNAs, are being removed from a number of children (details supplied); and if he will make a statement on the matter. [24650/18]
View answerThe National Council for Special Education (NCSE) is responsible for allocating a quantum of Special Needs Assistant (SNA) support for each school annually taking into account the assessed care needs of children qualifying for SNA support enrolled in the school.
The NCSE allocates SNA support to schools in accordance with the criteria set out in Department Circular 0030/2014, which is available on the Department's website at www.education.ie, in order that students who have care needs can access SNA support as and when it is needed.
In considering applications for SNA support for individual pupils, the NCSE take account of the pupils' needs and consider the resources available to the school to identify whether additionality is needed or whether the school might reasonably be expected to meet the needs of the pupils from its current level of resources.
SNAs are not allocated to individual children but to schools as a school based resource. SNA allocations to all schools can change from year to year as children with care needs leave the school, as new children with care needs enrol in a school and as children develop more independent living skills and their care needs diminish over time.
My Department’s policy is to ensure that every child who is assessed as needing SNA support will receive access to such support. In line with this policy, I announced last month that 800 additional SNAs will be allocated for the beginning of the next school year, with a further 140 expected to be allocated by the end of the year.
By the end of this year, there will be a total of 15,000 Special Needs Assistants working in our schools, a 42% increase on 2011.
The NCSE Appeals Process may be invoked by a parent or a school where it is considered that a child was not granted access to SNA support on the grounds that Department policy was not met in accordance with Circular 0030/2014.
Schools may also appeal a decision, where the school considers that the NCSE, in applying Department policy, has not allocated the appropriate level of SNA support to the school to meet the special educational and/or care needs of the children concerned.
Where a school has received its allocation of SNA support for 2018/19, but wishes new enrolments or assessments to be considered, which were not taken into account when the initial allocation was made, they may continue to make applications to the NCSE. The closing date for receipt of any appeals in regard to SNA allocations is Friday, 28th September 2018.
As this question relates to particular children and schools, I have referred the question to the NCSE for their direct reply.
340. Deputy Peter Burke asked the Minister for Education and Skills the status of an application by a school (details supplied) in County Westmeath for works to be carried out; and if he will make a statement on the matter. [24670/18]
View answerI wish to advise the Deputy that my Department has approved a resource room for the school to which he refers and the school authority has been advised accordingly.
With regard to the other matters referred to by the Deputy in the details supplied, my Department has advised the school authority to submit an Emergency Works Application for the works in question.
341. Deputy Lisa Chambers asked the Minister for Education and Skills the educational supports in place for children in the deaf community in County Mayo; the way in which this compares with other counties; his plans to provide extra educational supports for children in the deaf community; if not, the reason therefore; and if he will make a statement on the matter. [24682/18]
View answerMy Department provides for an extensive range of supports to assist pupils who are Deaf or hard of hearing in all counties including Mayo. In line with my Department's policy that children with special educational needs access appropriate education intervention in mainstream settings where possible, many Deaf or hard of hearing pupils are integrated into mainstream classes at primary and post-primary level, while other children who are Deaf or hard of hearing and have more complex needs may attend special schools or classes, which have lower pupil teacher ratios.
The National Council for Special Education (NCSE) provides additional special educational needs teaching supports to mainstream schools, and provides for special class and special school placements and Special Needs Assistant (SNA) support to all schools.
In 2018/19 school year, there will be over 1,440 special classes in mainstream schools, of which 15 are for students who are deaf and 1 early intervention special class for the Deaf. Of the 124 special schools nationally, there are 2 special schools for the Deaf. There are currently no special classes or special schools for the Deaf in Co. Mayo. I have arranged for the NCSE to provide information directly to the Deputy, relating to supports for students who are deaf in mainstream classes in Co. Mayo and how it compares nationally.
The NCSE's new Support Service, through its Visiting Teacher Service for children who are Hearing Impaired, work in partnership with parents of hearing impaired children throughout Ireland, visiting their homes and/or meeting them in groups to inform, advise and offer guidance in matters pertaining to the child’s education and overall development and in helping the children to derive maximum benefit from the educational opportunities available.
The Support Service also provides funding for individual teachers and whole school staff in mainstream schools, primary and post-primary, special schools, and special classes to undertake courses in Irish Sign Language, which are available throughout the country through a variety of providers. Included in the brief of the Support Service is to enhance the quality of learning and teaching of students with special educational needs through the provision of Continuing Professional Development (CPD) and support for teachers.
Additional supports provided by my Department include funding to schools for assistive technology such as radio aids and Soundfield systems, special transport arrangements for pupils and enhanced levels of capitation in Special schools and Special Classes.
Funding is also provided by my Department for a weekly home tuition service whereby tutors visit the homes of Deaf and hard of hearing pre-school children and school-going pupils to provide training in Irish Sign Language (ISL) for these children, their siblings and parents in all Counties including Mayo.
The NCSE published Policy Advice on the Education of Deaf and Hard of Hearing Children in Ireland which makes a number of recommendations for the improvement of educational provision for Deaf and Hard of Hearing Children, including recommendations relating to ISL provision.
In addition, the Comprehensive review of the SNA Scheme, which has been recently published, makes a number of recommendations relating to students who are deaf or hard of hearing. Relating specifically to students who are deaf, the NCSE recommends Irish Sign Language qualified assistants in schools, to support profoundly deaf students whose primary language is ISL and that this provision should be aligned to the requirements of the Irish Sign Language Act 2017.
In line with the recommendations of this review and the requirements of the Irish Sign Language Act 2017, a scheme will be developed to provide Irish Sign Language support for students attending recognised schools, whose primary language is Irish Sign Language; while my Department will also seek to ensure that there are a sufficient number of educational placements offering Irish Sign Language training for teachers of children who are hearing impaired, and to determine, from time to time, the minimum qualifications of these teachers.
342. Deputy Mary Lou McDonald asked the Minister for Education and Skills the type of intervention made to encourage the trustees of a school (details supplied) to provide access to the building's facilities for use by local community groups and organisations. [24692/18]
View answerFurther to consultation with relevant school authorities, Guidelines on the use of School Buildings outside of School Hours were published by my Department in October 2017; these can be viewed on my Department's website.
The purpose of these guidelines is to provide guidance for schools in relation to the use of school buildings outside of school hours and for those schools who are considering putting such arrangements in place.
In general, the management of school premises at local level is a matter for the relevant school authorities, and if a community group is interested in using school facilities contact should be made with the school in the first instance.
343. Deputy Brendan Smith asked the Minister for Education and Skills his views on a recent report (details supplied) on the availability of skilled personnel for a sector; and if he will make a statement on the matter. [24703/18]
View answerThe report referred to by the Deputy states that firms are experiencing a shortage of qualified construction tradespeople across the family of construction trades and apprenticeships. Securing skills supply from the education and training to the construction sector is a major focus of my Department as part of broader Government actions to increase housing supply and roll out the National Development Plan and the National Planning Framework.
Construction related apprentice registrations increased from 1,713 in 2015 to 2,314 in 2016 which represents an increase of 35%. This trend continued in 2017 with a further increase of 28% on the 2016 figure bringing the total number of construction related registrations to 2,963.
Apprenticeship is a demand driven educational and training programme, which aims to develop the skills of an apprentice in order to meet the needs of industry and the labour market. Consequently, the number of construction related apprentices being registered is determined by employers within the construction sector. My Department and SOLAS are committed to supporting the registration of apprentices in the construction sector. Registrations on craft apprenticeships are forecast to increase further up to 2020.
As the Deputy is aware, we are currently expanding the range of apprenticeships on offer to meet the identified skill needs of industry. Arising from our first call for apprenticeship proposals in 2015 an apprenticeship in Engineering Services Management, with the Construction Industry Federation (CIF) as industry lead, is currently being developed into a national apprenticeship programme. In addition, we recently announced 26 new programmes, arising from last year’s second call for proposals, to be further developed into national apprenticeships, including a scaffolding apprenticeship, again with the CIF as industry lead and a senior quantity surveyor apprenticeship with the Society of Chartered Surveyors Ireland as industry lead. These new programmes, once developed, will add to and complement the range of apprenticeships currently on offer in developing the skill needs identified by the sector.
In relation to the wet trades, highlighted as areas of particular concern in the report, SOLAS in partnership with CIF and Waterford Wexford Education and Training Board (WWETB) operated a pilot initiative in the last year to test the viability of a shared apprenticeship scheme. Following analysis of the pilot outcomes and in consultation with both the CIF and WWETB, I understand that SOLAS decided not to operationalise the pilot initiative more widely. In particular, it was found that the pilot did not attract employers in sufficient numbers to suggest that the scheme had the potential to have a significant impact on apprenticeship recruitment. However, I understand from SOLAS that they are currently in discussions with representatives from the construction industry to assess how the scheme could be made more viable.
I intend to meet with the Construction Industry Federation in the coming weeks to discuss the report in question and I look forward to engaging with them on issues relating to employer engagement with the apprenticeship programme.
344. Deputy Niamh Smyth asked the Minister for Education and Skills the entitlements of a person (details supplied) in circumstances; and if he will make a statement on the matter. [24723/18]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
345. Deputy Noel Rock asked the Minister for Education and Skills when the last new school planning area was added. [24732/18]
View answer346. Deputy Noel Rock asked the Minister for Education and Skills when the current system of school planning areas was initiated. [24733/18]
View answer347. Deputy Noel Rock asked the Minister for Education and Skills the way in which school planning areas take account of entirely new suburbs which did not exist when the original school planning areas were designed. [24734/18]
View answer348. Deputy Noel Rock asked the Minister for Education and Skills the deviation in population that necessitates a new school planning area. [24735/18]
View answerI propose to take Questions Nos. 345 to 348, inclusive, together.
As the Deputy will be aware, in order to plan for school provision and analyse the relevant demographic data in a way that takes account of the significant local and regional variations in demographic trends and enrolment projections, my Department divides the country into 314 school planning areas, of which some 40 are in Dublin.
Using school planning area boundaries within my Department’s Geographic Information System (GIS) allows data within those boundaries, including data for enrolments in schools, child benefit and other relevant data to be added to the mapping information, grouped and analysed. The GIS records the number of primary and post-primary schools within each planning area, the combined enrolments for all of the schools within each area, including total enrolment and enrolment in each class group, together with child benefit data for the 0-4 age group relevant to the area.
In most areas, school planning areas were based on traditional school catchment areas where all primary schools were assigned to a post-primary feeder area (typically a population centre or town), containing one or more post-primary schools. The school planning areas were developed for use with the GIS in 2008 and with the introduction of Small Areas in Census 2011, these areas were amended to align with Census Small Areas. The current school planning areas take account not only of local groupings of schools, but also of natural boundaries, Census Small Areas and other local conditions. These school planning areas are used in the demographic exercise as a basis for the assessment of areas of growth and to inform recommendations on the establishment of any new schools required in that school planning area.
Major new residential developments in a school planning area have the potential to alter demand in that area. In that regard, as part of the recent demographic exercises, my Department engaged with each of the local authorities to obtain the up-to-date data on significant new residential development in each area. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes as there is a constantly evolving picture with planned new residential development, including additional residential developments arising from the Local Infrastructure Housing Activation Fund (LIHAF).
349. Deputy Noel Rock asked the Minister for Education and Skills if he will provide the relevant departmental geographic information systems, GIS data, that is, enrolments and other relevant data which is mapped for the Finglas East, Ballymun, Dublin 11 school planning area. [24736/18]
View answerA list of the schools in the Finglas East - Ballymun - Dublin 11 school planning area, and their enrolments, is available in the following tables.
|
Roll Number |
Official Name |
Address (Line 1) |
Address (Line 2) |
Address (Line 3) |
|
18038B |
ST MARGARETS N S |
ST MARGARETS |
CO.DUBLIN. |
|
|
18682F |
ST CANICES B N S |
GLASANAON ROAD |
FINGLAS |
DUBLIN 11 |
|
18683H |
ST CANICES G N S |
Seamus Ennis Road |
Finglas |
Dublin 11 |
|
19208F |
HOLY SPIRIT B N S |
SILLOGE RD |
BAILE MUNNA |
ATHA CLIATH 11 |
|
19209H |
SN AN SPIORAID NAIOMH C |
SILLOGUE RD |
BALLYMUN |
DUBLIN 11 |
|
19430G |
SCOIL AN TSEACHTAR LAOCH |
Br. Bhaile Munna |
B.Á.C.,11. |
|
|
19431I |
ST JOSEPHS JNR |
St Joseph's Junior National School |
Balbutcher Lane |
Ballymun |
|
19583I |
ST JOSEPHS SENIOR N S |
ST JOSEPHS SENIOR NS |
BALBUTCHER LANE |
BALLYMUN |
|
20059V |
MOTHER OF DIVINE GRACE |
HOLY FAITH NS |
FERNDALE AVE |
BALLYGALL |
|
20220C |
GAELSCOIL UI EARCAIN |
Bóthar Ghlas an Éin |
Fionnghlas |
|
|
60511O |
Beneavin De La Salle College |
Beneavin Road |
Finglas |
Dublin 11 |
|
School Type |
2013/2014 |
2014/2015 |
2015/2016 |
2016/2017 |
2017/2018 |
|
Primary |
86 |
93 |
92 |
94 |
96 |
|
Primary |
431 |
434 |
432 |
440 |
430 |
|
Primary |
418 |
452 |
454 |
460 |
472 |
|
Primary |
338 |
338 |
346 |
354 |
341 |
|
Primary |
273 |
289 |
304 |
324 |
313 |
|
Primary |
210 |
215 |
210 |
208 |
210 |
|
Primary |
144 |
149 |
142 |
148 |
146 |
|
Primary |
129 |
130 |
124 |
127 |
141 |
|
Primary |
450 |
473 |
494 |
487 |
478 |
|
Primary |
235 |
265 |
292 |
320 |
326 |
|
Post Primary |
486 |
470 |
472 |
482 |
448 |
|
Grand Total |
3,200 |
3,308 |
3,362 |
3,444 |
3,401 |
Enrolments are at 30th September of the given academic year
350. Deputy Niamh Smyth asked the Minister for Education and Skills if an exemption can be made in the case of a person (details supplied); the steps which need to be taken in order for this to be processed; and if he will make a statement on the matter. [24737/18]
View answerExemptions from the study of Irish are granted in accordance with the provisions of Departmental Circular 12/96 for primary schools. The criteria provides that exemptions may be granted by school authorities for certain categories of students with special educational needs as set out in this Circular. Currently, a diagnosis of Dyspraxia is not among the categories of special educational need for which an exemption may be granted.
If a school is uncertain as to whether a pupil's circumstances fall within the criteria of Circular 12/96 or where a school's decision to refuse an application for an exemption is queried, it is open to either the school or the parent/guardian to seek advice from my Department as to the application of the criteria for an exemption to a particular case. Officials from my Department will contact the Deputy with the details of how a request for advice in respect of the Irish exemption circulars may be processed.
351. Deputy Anne Rabbitte asked the Minister for Education and Skills if there are other grants available, bar the Student Universal Support Ireland, SUSI, partial grant; and if he will make a statement on the matter. [24738/18]
View answerThe main financial support available for qualifying postgraduate students is the Student Grant Scheme.
The Deputy will be aware that additional funding of €4 million was secured in Budget 2017 to facilitate the reinstatement of full maintenance grants, from September 2017, for the most disadvantaged postgraduate students. A further €3m was secured in Budget 2018 to meet the rolling cost of this measure.
Postgraduate students who meet the qualifying conditions for the special rate of grant under the Student Grant Scheme are eligible for a maintenance grant of up to €5,915; the income threshold in 2018/19 for this grant is €23,500. Qualifying postgraduate students may also be eligible to have their tuition fees paid up to a maximum fee limit of €6,270.
Alternatively, a postgraduate student may qualify to have a €2,000 contribution made towards the cost of his/her fees. The income threshold for this payment is €31,500 for the 2018/2019 academic year.
In terms of other supports, the main support is the Student Assistance Fund. This fund is available to students in third-level institutions experiencing exceptional financial need. This Fund assists students in a sensitive and compassionate manner, who might otherwise be unable to continue their third level studies due to their financial circumstances. Details of this fund are available from the Access Office in the third level institution attended.
Tax relief also is available on postgraduate tuition fees. Details in relation to this relief are available from the Revenue Commissioners at www.revenue.ie
352. Deputy Alan Kelly asked the Minister for Education and Skills his views on whether the payment of €3,000 a month by University College Cork, UCC, for rental accommodation for its president is an appropriate use of taxpayer's money; and if he will make a statement on the matter. [24743/18]
View answerThe information requested by the Deputy is currently being collated by my Department. I will revert directly to the Deputy shortly.
353. Deputy Alan Kelly asked the Minister for Education and Skills his views on whether the expenditure of €60,000 per annum plus VAT over an eight year period by University College Cork, UCC, for a roof sign on Cork Opera House is a good use of taxpayer's money; and if he will make a statement on the matter. [24744/18]
View answerAs the Deputy is aware my Department allocates recurrent funding to the Higher Education Authority (HEA) for direct disbursement to the HEA designated higher education institutions, including the Universities and Institutes of Technology. The HEA allocates this funding to the institutions and the internal disbursement of that funding is then a matter for the individual institution.
These institutions are autonomous bodies and are responsible for their own day to day affairs, including the allocation of all of its income (both public and private). University College Cork (UCC) has confirmed that this investment will feature in the 2017/18 financial statements and will be accounted for as part of UCC’s non-pay expenditure.
The collaboration is grounded within the University’s Act 1997, where the objects and function of a University as set out in Section 12 specifically extends to promoting the cultural and social life of society, while fostering and respecting the diversity of the University’s traditions. Section 13(d) of the University Act also gives powers to the University to collaborate with such cultural and artistic interests to further the objects as set out in Section 12. This collaboration is specifically designed to ensure UCC is delivering on those objectives as enshrined in legislation.
UCC has advised the HEA that key features of the partnership include:
- Internships’ for UCC students in Cork Opera House
- The partnership reflects UCC’s strategy priorities
- The partnership will enable UCC to host large-scale international conferences
- Both organisations will collaborate on the research and development of a new MA in Arts & Cultural Management
- Both UCC and Cork Opera House have been features of the cultural landscape of the city
The multi-layered UCC-Cork Opera House partnership will also facilitate students becoming interns at the theatre in the areas of organisational management, marketing, production, business development and stage management.
354. Deputy Richard Boyd Barrett asked the Minister for Education and Skills if the case of a person (details supplied) will be addressed. [24749/18]
View answerUnder the Procedures for Hearing and Determining Section 29 Appeals, an appeal will only generally be admitted by my Department where the appeal has been made within 42 days of the decision of the school board of management to refuse enrolment. However, a longer period for making appeals may be allowed as an exception where my Department is satisfied that circumstances did not permit the making of an appeal within the 42 day limit. These procedures were developed after consultation with the education partners, including bodies representing parents.
Under the procedures, my Department has reviewed this particular Section 29 appeal application and a decision was taken on 30 May 2018 to admit the appeal. A letter to this effect was sent to the parents involved and the school. The Section 29 appeal will be processed in the normal way, with a facilitation process followed by a potential oral hearing on the appeal before a three person independent appeals committee.
The Educational Welfare Service (EWS) of Tusla, is the statutory body which can assist parents in securing a new school place for a student. The relevant regional section within the EWS can be contacted at 01-7718815.
355. Deputy Richard Boyd Barrett asked the Minister for Education and Skills when a permanent building will be completed for a school (details supplied); and if he will make a statement on the matter. [24763/18]
View answerThe Deputy will be aware that a building project for the school in question is included in my Department's six year construction programme.
In this regard, my Department is currently engaging with Kildare Wicklow Education Training Board in the context of progressing a building project for the school and will keep the school patron informed of progress.
356. Deputy Jack Chambers asked the Minister for Education and Skills if a person (details supplied) will receive the necessary level of special needs assistant, SNA, support as advised by health professionals; and if he will make a statement on the matter. [24764/18]
View answerThe National Council for Special Education (NCSE) is responsible for allocating a quantum of Special Needs Assistant (SNA) support for each school annually taking into account the assessed care needs of children qualifying for SNA support enrolled in the school.
The NCSE allocates SNA support to schools in accordance with the criteria set out in Department Circular 0030/2014, which is available on the Department's website at www.education.ie, in order that students who have care needs can access SNA support as and when it is needed.
In considering applications for SNA support for individual pupils, the NCSE take account of the pupils' needs and consider the resources available to the school to identify whether additionality is needed or whether the school might reasonably be expected to meet the needs of the pupils from its current level of resources.
SNAs are not allocated to individual children but to schools as a school based resource.
SNA allocations to all schools can change from year to year as children with care needs leave the school, as new children with care needs enrol in a school and as children develop more independent living skills and their care needs diminish over time.
My Department’s policy is to ensure that every child who is assessed as needing SNA support will receive access to such support. In line with this policy, I announced last month that 800 additional SNAs will be allocated for the beginning of the next school year, with a further 140 expected to be allocated by the end of the year.
By the end of this year, there will be a total of 15,000 Special Needs Assistants working in our schools, a 42% increase on 2011.
The NCSE Appeals Process may be invoked by a parent or a school where it is considered that a child was not granted access to SNA support on the grounds that Department policy was not met in accordance with Circular 0030/2014.
Schools may also appeal a decision, where the school considers that the NCSE, in applying Department policy, has not allocated the appropriate level of SNA support to the school to meet the special educational and/or care needs of the children concerned.
Where a school has received its allocation of SNA support for 2018/19, but wishes new enrolments or assessments to be considered, which were not taken into account when the initial allocation was made, they may continue to make applications to the NCSE. The closing date for receipt of any appeals in regard to SNA allocations is Friday, 28th September 2018.
As this question relates to an individual child, I have referred the question to the NCSE for their direct reply.
357. Deputy David Cullinane asked the Minister for Education and Skills the definition of financial close stage for new school builds; and if he will make a statement on the matter. [24781/18]
View answerThe term “financial close” in relation to new school builds is a term that is normally associated with Public Private Partnership projects. Financial close usually occurs when all the project and financing agreements have been signed and all the required conditions contained in them have been met. It enables funds (e.g. loans, equity, grants) to start flowing so that project implementation can actually start.
358. Deputy David Cullinane asked the Minister for Education and Skills when construction will commence on site for a new school build for a school (details supplied); and if he will make a statement on the matter. [24782/18]
View answerThe school referred to by the Deputy is one of the schools included in the Schools Bundle 3 PPP programme. The Department is actively working with the NDFA and the PPP Company in the delivery of an extension to the school under the PPP contract. The Department anticipates that construction of the extension by the PPP Company shall commence in Q3 2018. However, this is subject, inter alia, to the development of technical, design and cost proposals by the PPP Company and agreement of these with the Department.
359. Deputy Michael McGrath asked the Minister for Education and Skills the funding supports that may be available to a secondary school in a DEIS area that wishes to convert an existing grass playing pitch to a 4G all weather playing pitch; and if he will make a statement on the matter. [24788/18]
View answerI wish to advise the Deputy that my Department's focus in recent years has been on prioritising the funding available for the provision of essential classroom accommodation to meet demographic need.
As the Deputy will be aware, due to the competing demands on my Department's capital budget imposed by the need to prioritise the available funding in this manner, it is not possible at this point to provide an indicative timeframe for the provision of funding for sports facilities generally.
It is open to the school in question to explore any funding options that may be available under the Sports Capital Programme administered by the Department of Transport, Tourism and Sport.
