Wednesday, 20 May 2020

Written Answers Nos. 201-220

Departmental Correspondence

Questions (201, 259, 261, 279, 280, 287, 299, 331, 332, 333, 334, 372, 403)

Brendan Griffin

Question:

201. Deputy Brendan Griffin asked the Minister for Education and Skills his views on correspondence from a person (details supplied); and if he will make a statement on the matter. [5895/20]

Norma Foley

Question:

259. Deputy Norma Foley asked the Minister for Education and Skills the way in which the practical, project and course work element of the leaving certificate will be adjudicated. [6328/20]

Norma Foley

Question:

261. Deputy Norma Foley asked the Minister for Education and Skills the student records which will be utilised to formulate a calculated subject grade. [6330/20]

Donnchadh Ó Laoghaire

Question:

279. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills the guidance which will be given to teachers regarding the evidence they are expected to use in the calculation of grades; and the extent to which discretion will be given. [6396/20]

Donnchadh Ó Laoghaire

Question:

280. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills if mock exams, junior certificate and Christmas exams will be taken account of for calculated grades; and if so, the weighting of each. [6397/20]

Donnchadh Ó Laoghaire

Question:

287. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills if the same guidance will be provided for teachers who are teaching leaving certificate applied students as to students generally; and if not, the nature of this guidance. [6404/20]

James Browne

Question:

299. Deputy James Browne asked the Minister for Education and Skills if he will address a matter regarding the case of a person (details supplied); and if he will make a statement on the matter. [6444/20]

Mattie McGrath

Question:

331. Deputy Mattie McGrath asked the Minister for Education and Skills if a Leaving Certificate student studies a subject outside of the school such as music and so on, if they will they have to be included in the internal class ranking order by school teachers and principals in cases in which that subject is also offered by the school; and if he will make a statement on the matter. [6601/20]

Mattie McGrath

Question:

332. Deputy Mattie McGrath asked the Minister for Education and Skills if clarity will be provided on the issue of project work which was submitted to the State Examinations Commission in anticipation of the normal leaving certificate; if the projects can be returned to the teachers; and when this might happen particularly in relation to physical projects such as art, design and communication graphics and so on in cases in which a scan or photograph would not give a proper idea of the grade necessary to award a student. [6602/20]

Mattie McGrath

Question:

333. Deputy Mattie McGrath asked the Minister for Education and Skills if he will consider providing an opportunity for principals of schools to explain the profile of a school and particulars relating to the 2020 leaving certificate class in cases in which it might be seen as different to previous years and provide the data of the school such as CAT scores, STEN and junior certificate results and so on to backup such particulars in order to inform his Department when processing the school level data as referred to in part 10.3 of the Guidelines for Predicted Grading in order that individual years will not be negatively affected by the results of previous or less academic years; and if he will make a statement on the matter. [6603/20]

Mattie McGrath

Question:

334. Deputy Mattie McGrath asked the Minister for Education and Skills if a timetable will be published for each stage of the leaving certificate predicted grading process; if reports that work needs to be received, ideally by the end of May 2020, will be clarified in light of the many issues that arise in this regard; and if he will make a statement on the matter. [6604/20]

Martin Heydon

Question:

372. Deputy Martin Heydon asked the Minister for Education and Skills the additional provisions being made for students with special educational needs that were due to sit the leaving certificate in 2020; and if he will make a statement on the matter. [6799/20]

Cian O'Callaghan

Question:

403. Deputy Cian O'Callaghan asked the Minister for Education and Skills the oversight measures that will be put in place to protect against implicit bias with respect to the arrangements for predictive grades to replace the leaving certificate exams; if teachers will receive training on implicit bias; and if he will make a statement on the matter. [6998/20]

Written answers

Minister for Education and Skills

I propose to take Questions Nos. 201, 259, 261, 279, 280, 287, 299, 331 to 334, inclusive, 372 and 403 together.

Calculated Grades will be generated using a systematic model. It will combine estimates of a student’s expected performance in a subject and level, with information about how students in the school have fared in this subject in recent years in line with national performance standards over time.

The first source of data will be provided by the subject teacher. It will then be aligned in the school, with teachers consulting on the results before the school’s principal reviews the process applied to assure the fair treatment of students. The school then sends the data to my Department.

A detailed document A Guide to Calculated Grades for Leaving Certificate students 2020 is available on the Department’s website. It explains further how the system will work including how marks for students with special education needs should be estimated.

There will be strong oversight and control and a number of inherent quality assurance measures to ensure students receive as fair a result as possible.

Teachers are being asked to draw on existing records and other available evidence, to provide a fair, reasonable and carefully considered judgement of the most likely percentage mark that each student would have achieved if they had sat their examinations and completed coursework under normal conditions.

Teachers will use a number of records in assessing a student’s performance and progress; for example, classwork and homework; class assessments; examinations in school at Christmas or summer, mock exams and also coursework. They will not be simply passing on results from mock examinations or other tests. Junior Cycle results are not being used at an individual student level as a prediction of a student’s likely performance in this year’s Leaving Certificate.

Detailed guidance for teachers on the operation of the calculated grades system is being finalised for issue.

Teacher Training Provision

Questions (202)

Matt Shanahan

Question:

202. Deputy Matt Shanahan asked the Minister for Education and Skills if parents and the public will be assured in relation to the full competence of the 2020 graduating classes from the colleges of education in view of the truncated school year and the consequent unfinished school placements with student teachers; his views on whether there will be repercussions for these students when they seek admittance to the Teaching Council; and if he will make a statement on the matter. [5920/20]

Written answers

Minister for Education and Skills

Due to the Covid-19 pandemic, schools and Higher Education Institutions have been closed since 12 March. In recognition that some final year students engaged in programmes of initial teacher education may not have fully completed their school placement by the time these closures were enforced, the Teaching Council released the following statement:

Final year students who qualify in 2020 and have yet to fully complete their final school placement will not be adversely affected when it comes to applying for registration as a result of the closure of schools. This means that teachers who have been awarded their qualification will not be disadvantaged due their inability to complete school placement as a result of closure of schools. 

Therefore, applications for registration by final year student teachers graduating in 2020 will still be processed and no additional conditions will be applied.

It is important to note that the statement specifically references that it is applicable to teachers who have been awarded their qualification. It is the Higher Education Institutions that award academic qualifications, which undoubtedly gives assurance to the public in relation to the full competence of the 2020 graduating classes from programmes of initial teacher education.

The full school placement requirement remains in place for all student teachers who are not in the final year of their initial teacher education programme.

Special Educational Needs

Questions (203, 204)

Aindrias Moynihan

Question:

203. Deputy Aindrias Moynihan asked the Minister for Education and Skills his plans to provide ASD units in Ballincollig, County Cork; and if he will make a statement on the matter. [5925/20]

Aindrias Moynihan

Question:

204. Deputy Aindrias Moynihan asked the Minister for Education and Skills his plans to provide ASD units in County Cork; and if he will make a statement on the matter. [5926/20]

Written answers

Minister for Education and Skills

I propose to take Questions Nos. 203 and 204 together.

Ensuring that every child has a suitable school placement is a key objective of my Department. Significant resources are allocated each year to ensure that appropriate supports are available for children with special educational needs.

Since 2011, the number of special classes in mainstream schools has increased almost threefold, from 548 to 1,618 for the 2019/2020 school year; with 1,353 of these catering for children with autism.

There are currently 195 special classes and 13 special schools in the Cork area providing specialist support to children with more complex special educational needs.

A list of special classes and special schools for the current school year is available on the NCSE website.

Budget 2020 provided for an additional 265 special class teachers in 2020, which will allow for the opening of additional classes where required.

The National Council for Special Education has responsibility for coordinating and advising on the education provision for children nationwide; has well established structures in place for engaging with schools and parents; and seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special class placements.

The NCSE is planning a further expansion of special class and school places nationally, including Cork, to meet identified need for next year. This process is ongoing.

It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school. My Department works closely with the NCSE in this regard.

Normally, special class and school places are established with the full cooperation of the schools in areas where they are required. However there are some parts of the country where the NCSE has faced challenges in getting schools and their patrons to voluntarily agree to provide special class or school places. I know this can cause much anguish for parents and families involved.

As Minister, I have power under Section 37A of the Education Act 1998 to direct a school to provide additional provision where all reasonable efforts have failed. This legislation has been used to good effect in the recent past.

The NCSE has recently advised that there is a shortage of a small number of special class places in certain areas in Co Cork, largely due to geographic reasons rather than a shortage in the county as a whole. The NCSE is seeking to accommodate these students in schools in the surrounding areas, where possible and they are continuing to work as a matter of urgency in accommodating students who require such placements.

The NCSE's local Special Education Needs Organisers (SENOs) are available to assist and advise both schools and the parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: https://ncse.ie/regional-services-contact-list

State Examinations

Questions (205)

Thomas Byrne

Question:

205. Deputy Thomas Byrne asked the Minister for Education and Skills if primary legislation is required for the changes introduced to the leaving certificate in 2020; and if he will make a statement on the matter. [5946/20]

Written answers

Minister for Education and Skills

The Leaving Certificate is not provided for in statute. Rather, the holding of the Leaving Certificate, which assesses educational attainment at the end of post-primary schooling, is an administrative practice.

The Leaving Certificate 2020 examinations are being postponed, not cancelled. The examinations will be run at a future date when it is safe and practicable to do so. Candidates retain the right, if they so wish, to sit the written Leaving Certificate examinations as soon as it is safe and practicable for these to be organised, having regard to the number of candidates seeking such examinations.

The powers vested in the State Examinations Commission extend only to the operation of examinations. Consequently it is not possible for the Commission to implement the calculated grades model. The calculated grades model, which is being implemented by my Department, will offer a fair and safe option to all candidates to receive an assessment of their end of post-primary schooling.

Legislative Measures

Questions (206)

Thomas Byrne

Question:

206. Deputy Thomas Byrne asked the Minister for Education and Skills his views on whether legislation is required to maintain a minimum level of education to children in view of the ongoing closure of schools and likely phased reopening of schools in September 2020; and if he will make a statement on the matter. [5947/20]

Written answers

Minister for Education and Skills

Since the announcement that schools would close, and the subsequent extension of that closure, my Department has made it clear that teachers and other staff in the education sector would continue to work and to engage with their students. My Department has written to school management and asked schools to put in place arrangements to continue the delivery of education to students. 

Guidance on the continuity of schooling for primary and post-primary schools issued on Thursday 2nd April. Further guidance issued on April 22nd with a particular focus on supporting students with special educational needs and students at risk of educational disadvantage. All guidance documents are available on my Department's website.

The guidance documents set out strategies for schools to use in engaging with pupils and ensuring that there is continuity of learning for all learners. The role of Tusla Education Support Services (TESS) is highlighted.

Decisions on the re-opening schools will be guided by the public health advice applicable at a given time.

Legislative Measures

Questions (207)

Thomas Byrne

Question:

207. Deputy Thomas Byrne asked the Minister for Education and Skills the legislation which may be required for the education sector in order to complete that part of the Roadmap for Reopening Society and Business published on 3 May 2020. [5948/20]

Written answers

Minister for Education and Skills

The Roadmap for Re-opening Society and Business sets out how Covid-19 restrictions will be lifted. In Phase 1 of the Roadmap, which commenced on 18 May, teachers are allowed access to school buildings for the purpose of organising and distributing remote learning. This access will continue in Phase 2 of the Roadmap.

Phase 5 of the Roadmap, scheduled to commence on 10 August, provides for the phased re-opening of educational institutions including schools, third level institutions and adult education centres for the beginning of the new academic year. Decisions on the re-opening educational institutions will be guided by the public health advice applicable at that time and will have regard to the National Return to Work Protocol also.

My Department has commenced engagements with relevant stakeholders to assist with the development of contingency plans that may be necessary for the operation of schools in an environment that may require social distancing, hand washing arrangements and other measures. This work will be informed also by experience from other jurisdictions.

I attended the meeting of EU education Ministers on May 18th where the approaches being taken in Member States was discussed and I will continue to engage at this level so that experiences in other countries can inform our approach.

School Funding

Questions (208)

Charlie McConalogue

Question:

208. Deputy Charlie McConalogue asked the Minister for Education and Skills the status of correspondence submitted recently in relation to a devolved grant for a school (details supplied); and if he will make a statement on the matter. [5974/20]

Written answers

Minister for Education and Skills

The school to which the Deputy refers recently submitted a pre tender report in respect of the project in question but has included works that were outside the scope of the works approved. My Department has sought written confirmation from the school authority that it will meet the costs of these extra works. This has not yet been forthcoming and a decision on the matter cannot be made until it is received.

School Transport

Questions (209, 211)

Charlie McConalogue

Question:

209. Deputy Charlie McConalogue asked the Minister for Education and Skills when a response will issue in relation to a school transport issue (details supplied) in County Donegal; and if he will make a statement on the matter. [5976/20]

Charlie McConalogue

Question:

211. Deputy Charlie McConalogue asked the Minister for Education and Skills when a response will issue in relation to a school transport issue (details supplied) in County Donegal; and if he will make a statement on the matter. [5982/20]

Written answers

Minister of State at the Department of Education and Skills (John Halligan)

I propose to take Questions Nos. 209 and 211 together.

School Transport is a significant operation managed by Bus Éireann on behalf of my Department.

The purpose of my 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.

In the current school year over 120,000 children, including over 14,200 children with special educational needs, are transported in over 5,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres at a cost of over €219m in 2019.

Under the terms of the scheme, children are eligible for school transport if they satisfy the distance criteria (3.2km at primary and 4.8km at post-primary) and are attending their nearest school as determined by the Department/Bus Éireann, having regard to ethos and language. Distance eligibility is determined by Bus Éireann by measuring the shortest traversable route from the child’s home to the relevant school.

All children who are eligible for school transport and who complete the application and payment process on time are accommodated on school transport services where such services are in operation. 

Children who are not eligible for school transport may apply for transport on a concessionary basis only and may be facilitated where spare seats are available after eligible children have been accommodated.  Where the number of ineligible children exceeds the number of spare seats available Bus Éireann will allocate tickets for the spare seats using an agreed selection process.

School transport scheme services operating for the 2020/21 school year will be determined by the number of children who complete the application and payment process on time and are deemed eligible for school transport.

School Transport

Questions (210)

Michael Moynihan

Question:

210. Deputy Michael Moynihan asked the Minister for Education and Skills if the establishment of a school transport service from Ballyhea, County Cork from September 2020 will be examined; if his attention has been drawn to students travelling from Ballyhea to Buttevant to post-primary schools and the urgent need for this service; and if he will make a statement on the matter. [5978/20]

Written answers

Minister of State at the Department of Education and Skills (John Halligan)

School Transport is a significant operation managed by Bus Éireann on behalf of my Department.

In the current school year over 120,000 children, including over 14,200 children with special educational needs, are transported in over 5,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres at a cost of over €219m in 2019.

The purpose of my 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.  In general children are eligible for school transport if they meet the distance criteria and are attending their nearest school. 

All children who are eligible for school transport and who complete the application and payment process on time are accommodated on school transport services where such services are in operation. 

Children who are not eligible for school transport, but who complete the application process on time, are considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.  Where the number of ineligible children exceeds the number of spare seats available Bus Éireann will allocate tickets for the spare seats using an agreed selection process.

School transport scheme services operating for the 2020/21 school year will be determined by the number of children who complete the application and payment process on time and are deemed eligible for school transport.

Question No. 211 answered with Question No. 209.

Home Tuition Scheme

Questions (212)

Thomas Pringle

Question:

212. Deputy Thomas Pringle asked the Minister for Education and Skills when a decision will be made on home tuition for a child (details supplied); and if he will make a statement on the matter. [5985/20]

Written answers

Minister for Education and Skills

The matter raised by the Deputy relates to pre-school education and childcare.  These matters fall within the remit of my colleague, the Minister for Children & Youth Affairs. 

My Department does not provide funding to pre-school services other than to early intervention for children with Autism. 

Supports for childcare, including pre-school education, are provided by the Department of Children and Youth Affairs (DCYA).

School Accommodation Provision

Questions (213)

Pádraig MacLochlainn

Question:

213. Deputy Pádraig Mac Lochlainn asked the Minister for Education and Skills the reason for delays being experienced in progressing a project to provide additional classroom accommodation at a school (details supplied); if his attention has been drawn to the impact the stalemate has been having on the ability of the school to meet the accommodation and the educational needs of students; and if he will make a statement on the matter. [5999/20]

Written answers

Minister for Education and Skills

The school to which the Deputy refers recently submitted a pre tender report in respect of the project in question but has included works that were outside the scope of the works approved. My Department has sought written confirmation from the school authority that it will meet the costs of these extra works. This has not yet been forthcoming and a decision on the matter cannot be made until it is received.

Schools Building Projects Status

Questions (214, 215)

Pádraig MacLochlainn

Question:

214. Deputy Pádraig Mac Lochlainn asked the Minister for Education and Skills the status of plans to find a suitable site to house new school buildings for a school (details supplied). [6000/20]

Pádraig MacLochlainn

Question:

215. Deputy Pádraig Mac Lochlainn asked the Minister for Education and Skills the status of plans to find a suitable site to house new school buildings for a school (details supplied). [6001/20]

Written answers

Minister for Education and Skills

I propose to take Questions Nos. 214 and 215 together.

As the Deputy is aware, the provision of new accommodation for the school in question is included in my Department’s capital programme.  The project to provide this school accommodation requires the acquisition of a suitable site and this has proved to be extremely challenging to date.

I can confirm that Donegal County Council, acting on behalf of my Department under the Memorandum of Understanding for the acquisition of school sites, are pursuing all potential options for the provision of the required school accommodation including both campus and split site configurations. 

A potential site has been identified. Technical appraisals of this site are being conducted. My Department in conjunction with Donegal County Council are undertaking all the necessary steps in the process to advance the acquisition of this site.

I wish to assure the Deputy that finding a solution at the earliest possible date to meet  the requirements of the schools is a priority for my Department.

Schools Building Projects Status

Questions (216)

Pádraig MacLochlainn

Question:

216. Deputy Pádraig Mac Lochlainn asked the Minister for Education and Skills the status of the plans for a new school building at a school (details supplied). [6002/20]

Written answers

Minister for Education and Skills

As the Deputy will be aware, the project to which he refers has been devolved for delivery to Donegal Education and Training Board (DETB).

DETB has informed my Department that a planning application with respect to this project has recently been lodged with the local authority.  Subject to any issues arising during the planning process, the project will proceed to tender and construction in due course.

Schools Building Projects Status

Questions (217)

Pádraig MacLochlainn

Question:

217. Deputy Pádraig Mac Lochlainn asked the Minister for Education and Skills the status of the progression of plans for a new school building for a school (details supplied). [6003/20]

Written answers

Minister for Education and Skills

I can confirm to the Deputy that a Stage 1 meeting was held with this school on 28th November 2019. Following this meeting, the school was required to submit a revised Stage 1 report. 

This report has been received and is currently being reviewed by officials in my Department.  A decision will be conveyed to the school authority as soon as this review has been completed.

Research and Development

Questions (218)

Aodhán Ó Ríordáin

Question:

218. Deputy Aodhán Ó Ríordáin asked the Minister for Education and Skills if his attention has been drawn to the serious disruption to research activity due to Covid-19; if his attention has further been drawn to the requirement for additional investment to allow research programmes to be extended; if his attention has been drawn to the proposal for a research and innovation fund with €80 million per year extra to support investment in third-level research, researchers and renewal of outdated research equipment and infrastructure; and his views on the need for such a fund. [6008/20]

Written answers

Minister for Education and Skills

I understand that many researchers in response to the changes arising from the closure of campuses and laboratories, were able to pivot their research work programmes, where possible to try to minimise the impact of the crisis on their research.

Researchers across higher education have also mobilised to re-direct research activity toward the national response to COVID-19 and these are adding significantly to the national effort to combat the virus and assist us on the path to recovery.

The research funding agencies are committed to work individually and on a collective basis when appropriate to ensure a coherent, flexible and pragmatic approach regarding research projects which have been impacted.

The projected financial impact of Covid19 on Higher Education and the Tertiary Education system as a whole is being assessed by my Department as part of its ongoing analysis of the impact of Covid19 on the education sector overall.  The provision of additional financial support to support Tertiary Education to ensure that it can contribute fully to economic recovery including through the higher education research system and to meeting priority skill needs will be examined in the context of overall expenditure management and budgetary policy. The Department will continue to engage with key stakeholders to safeguard the recovery of the tertiary education sector.

Third Level Education

Questions (219)

Aodhán Ó Ríordáin

Question:

219. Deputy Aodhán Ó Ríordáin asked the Minister for Education and Skills if his attention has been drawn to the proposal by an association (details supplied) for the establishment of a transformation fund to support an enhanced skills development programme to provide sustained investment in digital infrastructure and to provide capacity for the known demographic growth in student numbers over the next decade; and his views on the assessment that €180 million of an annual investment will be required in addition to the capital investment proposed for third level in Project Ireland 2040. [6009/20]

Written answers

Minister for Education and Skills

As part of the collaborative response to this pandemic with key tertiary education stakeholders, the Department has established working groups composed of experts to assess and respond to the impacts of Covid 19 across the Sector.  These working groups members are reviewing immediate operations, medium term contingency planning and the review of specific and acute needs within Tertiary Education.  This process continues to facilitate the provision of key information from stakeholders, that will inform immediate and medium term actions to respond to the rapidly changing circumstances.

The projected financial impact of Covid19 on Higher Education and the Tertiary Education system as a whole is being assessed by the Department of Education and Skills as part of its ongoing analysis of the impact of Covid19 on the education sector overall.  The provision of additional financial support to support Tertiary Education to ensure that it can contribute fully to economic recovery and to meeting priority skill needs will be examined in the context of overall expenditure management and budgetary policy. The Department will continue to engage with key stakeholders to safeguard the recovery of the tertiary education sector.

In relation to capital expenditure, I recognise the challenges posed for the sector by demographic growth, and by ambitious energy efficiency and decarbonisation targets. The need for robust digital infrastructure has also been underlined by the experience of the pandemic.  Project Ireland 2040 already provides for an ambitious investment programme for the higher education sector and within the past year we have seen a number of transformative university building projects approved for co-funding by the State.  I am confident that these projects will play a key role in supporting the national recovery and skills agenda.  I also consider that the experience of the pandemic provides an opportunity to reflect on the future direction of, and priorities for, higher education capital investment and will be keen to have a dialogue on this with sectoral representatives in the coming months.

I am also aware of the immediate impact on universities of the temporary suspension of building projects and the complexities involved in remobilisation.  My Department is continuing to liaise closely on this with the HEA and with the institutions affected. 

My Department will continue to work with all key stakeholders as we move into a further phase of planning in the context of mitigating the impact of Covid 19 and planning for a return to learning under changed and changing circumstances.

Third Level Education

Questions (220)

Aodhán Ó Ríordáin

Question:

220. Deputy Aodhán Ó Ríordáin asked the Minister for Education and Skills if his attention has been drawn to the proposal by an association (details supplied) for a stability fund to provide targeted support for students and their families in the aftermath of the Covid-19 crisis focused on enhanced access programmes, improved SUSI grants and well-being supports; and his views on establishing such a fund. [6010/20]

Written answers

Minister for Education and Skills

My Department is fully aware of the difficulties being experienced by students and their families as a result of the COVID-19 pandemic. A working group on mitigating educational disadvantage is supporting on-going responses to what is an evolving situation, to ensure the continuation of crucial funding sources such as SUSI grants, the 1916 Bursary Scheme, the Student Assistant Fund, Fund for Students with a disability and other allowances. All stakeholders in this group have worked to support learners without access to sufficient technology and to ensure the continuation of services offered by access and disability offices, guidance counsellors and counselling services.

My Department is conscious of the importance of the Student Grant Scheme and related supports, such as the Student Assistance Fund and the Fund for Students with Disabilities. These supports have a fundamental role in assisting families who are putting their children through further and higher education.

Accordingly, the following arrangements have been put in place:

SUSI

- Student grant payments for academic year 2019/20 will continue as normal. The duration and value of the grant will not change.

- Student grant applications for academic year 2020/21 will be assessed based on income earned in 2019.

- If a student or party to their application experiences a change in circumstances that is not a temporary change and is likely to continue for the foreseeable future, they can apply to have their application assessed under the change in circumstances provision of the relevant Student Grant Scheme. Following such a review, the applicant may fall within the thresholds to become eligible for grant assistance or be entitled to an increased rate of grant or the special rate of grant.

- The Student Grant Scheme provides for different levels of income thresholds where families have (i) less than 4 dependent children (ii) between 4 and 7 dependent children and (iii) 8 or more dependent children. In recognition of the additional cost to families where more than one person is attending college, income thresholds may also be increased by up to €4,830 for each additional family member attending college at the same time. In this way, the Student Grant Scheme is responsive to the individual circumstances of particular families.

- The income threshold for the special rate of grant has been increased from €24,000 to €24,500 for the 2020 scheme, so as to ensure that students from families dependent on welfare will continue to be eligible for the special rate of grant. (This reflects the Budget 2019 increase to the maximum point of the weekly State Contributory Pension, plus maximum Qualified Adult Allowance for a person over 66 years).

Student Assistance Fund

- The Student Assistance Fund (SAF) provides financial assistance to students experiencing financial difficulties while attending third level. Students can be assisted towards the rent, childcare costs, transport costs and books/class materials. The total allocation for the SAF is €9.1 million which includes an additional €1m added to the Fund in 2017 for part-time students who are lone-parents or members of the other access target groups.  Prior to that the fund supported full-time students only. In December 2018 a further €1 million was added to the Fund for students attending Professional Masters of Education courses, who are experiencing financial difficulty. This funding continued into 2019 and 2020.

-  Institutions have the autonomy to maximise the flexibility in the Student Assistance Fund to enable HEIs to support students during the COVID-19 situation.

- The funding allocation for the student grant scheme and the Student Assistance Fund (SAF) is determined in the context of the overall estimates and budgetary process undertaken by all Government Departments.  However, all proposals made in relation to education expenditure will be considered in the context of Budget 2021, having regard to overall resource constraints and other competing demands in the education sector.

PATH Bursaries

- Funding under the strand 1 of the Programme for  Access to Higher Education (PATH) which supports access to initial teacher training by Nation 

- all Access Plan target groups, set up in 2016 on a pilot basis for three years will be continued for a further three years. This will ensure that initiatives supported under this fund will continue despite disruptions in education brought about by Covid-19.

- Finally,  tax relief at the standard rate of tax may be claimed in respect of tuition fees paid for approved courses at approved colleges of higher education. Further information on this tax relief is available from a student’s local Tax Office or from the Revenue Commissioners website, www.revenue.ie