Written Answers Nos. 241-260
242. Deputy Niall Collins asked the Minister for Education and Skills if full marks for oral Irish and music still apply in view of the fact that predictive grades have been announced; and if he will make a statement on the matter. [6210/20]
View answerWhen it was thought possible to hold written examinations but not orals or music performance tests, 100% marks were awarded for the cancelled orals and performance tests. Awarding 100% for orals and music performance tests in the calculated grade system would not be fair to students. Calculated grades are the best way of getting an accurate estimation of what a student would have achieved across all components of their examination.
Teachers are best placed to make a balanced judgement about what the candidate’s overall performance and grade across all aspects of the subject including orals would have been. This means the calculated grade will be as close to the outcome of the traditional Leaving Certificate as possible and comparable to the Leaving Certificate grades any other year.
Teachers of languages will assess the student’s oral performance as well as their written skills to come to an estimated mark for each student. It was never intended to offer 100% for all practical or project work. Detailed guidance to assist teachers in formulating the estimated grade for each student will issue shortly and will address these components.
244. Deputy Thomas Byrne asked the Minister for Education and Skills the details of his engagements to date with the British, Scottish, Welsh and Northern Ireland education ministers since the Covid-19 crisis commenced. [6217/20]
View answerOn 10th April 2020, I spoke with Secretary of State Gavin Williamson to explain the implications of the postponement of the Leaving Certificate and its implications for those Irish students, who applied to UK Higher Education Institutions (HEIs). This conversation was followed up with a letter. I hope to talk again with the Secretray of State in the next few days.
On the same day, I also wrote to NI Minister for the Economy Diane Dodds (with responsibility for higher education) and Minister for Education Peter Weir advising them of the Irish Government’s decision at that point.
Information continues to be shared on a frequent basis between officials in my Department and their counterparts across the UK (including Northern Ireland) on issues such as safe re-opening of schools, schools hygiene, maintaining social distance in education institutions and admissions to HEIs in the UK.
Contacts at official level are ongoing between my Department and UCAS and engagement with higher education institutions in the UK is also underway to facilitate transition to study there for Irish students in as much as is possible in the circumstances.
It is also important to set these contacts within a wider context. Last Monday, I participated in a video conference with my fellow EU Ministers for Education on the impact of Covid 19 throughout all Members States' education systems. These discussions were well aligned with the engagements I have had with the UK - namely, the reopening of education and training settings, and encouraging flexibility in the higher education system in terms of registration and admission of school leavers and possible delays in the publication of their school terminal examinations results. I was encouraged that all Ministers emphasised the need for flexibility and were advocating for solutions to be found that are in the best interests of our students.
245. Deputy Seán Haughey asked the Minister for Education and Skills when Solas will commence training again for the security industry; if his attention has been drawn to the fact that safe pass training is required for employees in this industry; and if he will make a statement on the matter. [6220/20]
View answerSafe Pass course providers are currently closed due to the existing Covid-19 restrictions on education and training. As these courses are currently classroom based it will not be possible for these courses to take place at this time.
My Department is actively working with SOLAS and the education and training providers to put in place learning and assessment solutions to assist the return to work for many workers in the construction sector including on-site security personnel.
247. Deputy Richard Boyd Barrett asked the Minister for Education and Skills his plans to ensure that the system for calculating grades in the leaving certificate is anonymised in the interests of fairness for both teachers and pupils; and if he will make a statement on the matter. [6231/20]
View answer250. Deputy Noel Grealish asked the Minister for Education and Skills the effect the school profiling element will have on a student's grade; the way in which fairness will be achieved in the national standardisation process in situations in which a student is attending a lower ranking school but may be a high achiever and would have performed well in a written examination but may have their results downgraded as part of the national standardisation; and if he will make a statement on the matter. [6238/20]
View answer262. Deputy Norma Foley asked the Minister for Education and Skills if he will review his decision to introduce a school profile element to the calculated grade process (details supplied). [6331/20]
View answer281. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills the safeguards which will be put in place to minimise the impact of school profiling; and if it is the case that school results will be adjusted upwards or downwards depending on said profile. [6398/20]
View answer285. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills if he will reconsider the need for school profiling in view of the fact that it has a potentially harmful effect on schools with a lower profile of results and other safeguards are in place and can be put in place. [6402/20]
View answer302. Deputy Malcolm Noonan asked the Minister for Education and Skills if students from more disadvantaged areas and schools with poorer academic records will not be unduly punished on the basis of the performance of those that came before them (details supplied). [6456/20]
View answer339. Deputy Róisín Shortall asked the Minister for Education and Skills if the provision to adjust leaving certificate grades in line with the schools past performance (details supplied) will be reviewed; and if he will make a statement on the matter. [6635/20]
View answer404. Deputy Cian O'Callaghan asked the Minister for Education and Skills the measures that will be taken to ensure that students are not unfairly awarded marked down grades due to their school expected data with respect to the arrangements for predictive grades to replace the leaving certificate exams; and if he will make a statement on the matter. [6999/20]
View answerI propose to take Questions Nos. 247, 250, 262, 281, 285, 302, 339 and 404 together.
Calculated Grades are decided based on data on each candidate provided by schools. The calculated grades system 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 National standardisation process does not favour any type of student or school.
When the estimated marks from a school are standardised, if a candidate is a particularly strong candidate in a class – irrespective of the school attended – then that student will still emerge as a particularly strong candidate, and the calculated grade will be as close to what would have achieved in the examinations as it is possible to calculate.
Whether or not the marks in any subject from a school move up or down during National standardisation depends on the accuracy with which teachers and schools have made their estimates, not on the kind of school a student is attending. For example, it is possible that the estimated marks in one subject from a school will need to be moved up and the marks in another subject from the same school will need to be moved down.
The most important information about each student is the marks and ranking that the school provides to the Department. National standardisation uses two further sources of information to adjust a school’s estimated marks if there is evidence that a school has been too harsh or too lenient in a given subject. The way these two sources of information are used is interconnected.
The first of the two further sources of information for the National standardisation process is the Junior Cycle/Certificate actual marks attained by the Leaving Certificate class of 2020 taking a particular subject in the given school, and the second is about the general pattern of results in the subject from Leaving Certificate classes in that school over a number of years.
This information will all be assembled and will be used to predict the level of achievement that this year’s Leaving Certificate group would have been expected to reach in that subject if they had sat the Leaving Certificate examination in the normal way. This means that if a given class is a particularly “strong class”, the expected level of achievement of that class would reflect that fact and so the National standardisation process will take full account of it. If the school’s estimated marks reflect this properly, then there will not be a need to move them up or down.
Research and statistics allow my Department to understand the extent to which groups of students in a school have results that are similar from one year to the next. These sources also allow my Department to take account of the fact that individuals within those groups can have levels of achievement that can vary quite a lot.
The information about each individual and their peers is combined with the information about the school’s previous results and previous groups to allow checks that the marks and rankings for each subject in a school and all other schools are reasonable. This means that all candidates across the country are treated fairly.
Most importantly, I can confirm that the statistical process being applied will not impose any predetermined score on any individual in a class or school.
248. Deputy Richard Boyd Barrett asked the Minister for Education and Skills his plans to ensure that the appeals process for calculated grades for leaving certificate students will be transparent and that details of the way in which the determination is reached will be made available to the pupil; and if he will make a statement on the matter. [6232/20]
View answer359. Deputy Violet-Anne Wynne asked the Minister for Education and Skills if clarity will be provided regarding the leaving certificate exams appeal process; the date from which students can appeal their exam results; and if he will make a statement on the matter. [6725/20]
View answerI propose to take Questions Nos. 248 and 359 together.
As part of the calculated grades process where a student is not satisfied with their calculated grade it can be appealed to my Department. The appeal system is set out in the information available on my Department’s website. The appeals mechanism will ensure that each step in the process leading to the generation of a calculated grade has been followed correctly and that all data has been used and transferred correctly.
The appeals process will not examine the initial estimated mark that was decided by the subject teacher. The teacher is the best placed person to examine the work of the student and give a balanced professional judgement, based on evidence, about the expected achievement of the student.
The appeal process will include a three-stage process involving:
- Stage 1: Checks will be undertaken to ensure that the data was recorded correctly by the school and that it was transferred correctly into the data collection system.
- Stage 2: There will also be a review to ensure that the data was correctly received and processed in the calculated grade model.
- Stage 3: Students unhappy with the outcome of this process can seek a review by Independent Appeal Scrutineers.
If students are unhappy with the outcome of this review, there will be an opportunity to sit the examinations at a later stage when it is safe and practicable to do so.
In addition, the Department will arrange for an independent expert unconnected with the design of the calculated grades model to provide overall validation on the model, including the operation of the appeals system.
249. Deputy Darragh O'Brien asked the Minister for Education and Skills the progress on the extension of a school (details supplied); if it will be ready for the beginning of the academic school year in September 2020; and if he will make a statement on the matter. [6233/20]
View answerI wish to advise the Deputy that my Department is in receipt of an application, for additional school accommodation, from the school authority in question. The assessment process to determine the school’s permanent accommodation needs is nearing completion. The school will be informed of the decision in due course.
In the meantime, interim temporary accommodation has been approved to cater for the schools need in the short term. The school authority has advised that they have accommodation to cater for the start of the next academic year.
252. Deputy Brendan Griffin asked the Minister for Education and Skills if the case of a person (details supplied) will be addressed. [6249/20]
View answerI am pleased to inform the Deputy that arrangements are being made to have payment issued to the person referred to by the Deputy. The first payment will be issued on the 29th May.
254. Deputy Bríd Smith asked the Minister for Education and Skills if a series of matters will be clarified regarding the situation in respect of third level courses such as social care studies that require students to finish placements of up to 800 hours in a workplace (details supplied). [6266/20]
View answerSince the onset of the Covid-19 outbreak, significant work has been undertaken by a stakeholder group chaired by the Quality and Qualifications Ireland (QQI) and including the representative bodies of education providers to address issues relating to the maintenance of the quality and standards of teaching and learning, assessment and qualifications. This group has focused on the implementation of alternative arrangements, where appropriate and necessary, to meet both these standards and, where applicable, the educational accreditation criteria established by Professional Recognition Bodies (PRBs).
In the case of Social Care, the awards standards established by QQI reflect the accreditation criteria that have been set out by CORU, Ireland's multi-profession Health and Social Care Regulator and consequently the relevant PRB for this profession. Engagement is ongoing between members of the stakeholders group, QQI and CORU to ensure that necessary arrangements are put in place to maintain standards of education and training in this area so that students can progress e.g. from third year into fourth year or, where relevant, graduate with the relevant professional competencies that have been set out by CORU and which are reflected in QQI’s award standards.
255. Deputy Joan Collins asked the Minister for Education and Skills if a school (details supplied) will be designated as a school for children of five years of age and over with complex needs in view of the fact a patron from the City of Dublin Education and Training Board, CDETB, has expressed interest and the National Council for Special Education, NCSE, has been informed of the matter. [6274/20]
View answerThe provision of education for children with special needs is an ongoing priority for Government.
Currently, almost 20% of the total Education Vote or €1.9bn is invested in supporting children with special needs.
As a result the numbers of special education teachers, special needs assistants and special class and school places are at unprecedented levels.
The majority of children with special educational needs attend mainstream class, where they may access additional supports if required.
But some students may find it difficult to manage full-time placement in mainstream and so placement in a Special Class or Special School setting may be deemed appropriate where placement in mainstream class is not in the best interests of the child.
Special Schools funded by my Department are established as special primary schools and cater for children and young persons with complex special educational needs from the age of 4 years until the end of the school year in which they reach their 18th year.
Provision in our 124 special schools has also increased from 6,848 placements in 2011 to 7,872 this year.
Nationally, 167 new special classes opened this school year, which means there are 1,618 special classes in place, compared to 548 in 2011.
The National Council for Special Education (NCSE) 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.
It is open to any school to make an application to the NCSE for the establishment of 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. In considering these applications, however, the NSCE, in conjunction with the school buildings unit of my Department, will be required to take into account the capacity of a school to establish such a class, including the provision of sufficient accommodation space within the school.
The NCSE is planning a further expansion of special class and special school places nationally to meet identified need for next year. This process is ongoing.
Normally, special class and special 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 special school places.
I know that this can cause much anguish for parents and families involved. As Minister I have a power under Section 37A of the Education Act 1998 to direct a school to provide additional provision where all reasonable efforts have failed.
I would prefer to see schools volunteer to provide more places rather than places being secured on the back of an order or a direction from me. It is the right thing for the children in a community.
The legislation was used for the first time in April 2019, in respect of the Dublin 15 area.
Significant progress was made in a relatively short period with the establishment of Danu Special School as well as six schools offering to open special classes.
The experience of Dublin 15 shows that real and practical challenges can be addressed by working together to provide additional special class and special school places.
The legislation was activated for a second time on the 29th October, 2019 following a report by the National Council for Special Education (NCSE) which identified 82 children in South Dublin needing special education school places in the current school year and a further potential 68 children needing special education school places in 2020/21.
Since then, as required under the Act, the NCSE in consultation with the relevant education stakeholders, has been testing the capacity among schools in the South Dublin area.
On 21 April 2020 I received a report from the NCSE, pursuant to Section 37A(2) of the Education Act 1998 (as inserted by section 8 of the Education (Admissions to Schools) Act 2018) in respect of South Dublin, as the NCSE Council remains of the opinion that there is an insufficient number of special class and special school places within the South Dublin area for September 2020.
Before reaching this opinion, the NCSE has undertaken substantial work reviewing provision and accommodation in the 231 mainstream primary and 23 special schools in South Dublin.
Following engagement between NCSE local personnel and school management and Patrons, very good progress has been achieved. 78 ASD primary school special class placements and 12 ASD early intervention special class places have been created in 14 schools in South Dublin, with 13 new ASD special classes and 2 new ASD early intervention special classes to open for September 2020.
However, the NCSE has reported that to date, an insufficient number of schools have indicated a willingness to open addtional special classes. The NCSE is of the opinion that should this continue, there remains a need for an addtional 43 ASD primary special class places and 36 special school places in South Dublin.
The report also outlines the schools that should be requested to make additional provision.
This report will now be considered and if I agree with the position as set out by NCSE, next steps in the process will be considered which may include serving a statutory notice on schools identified if required.
At each stage of the process, schools are given the opportunity to make representations and there is also an option for arbitration.
Statutory notices issued under the Act together with the representations received from the schools are published on the Department’s website.
The necessary steps in the Admissions Act process, will continue to be expedited to ensure that every child has a suitable school placement, which is the key objective of my Department.
256. Deputy Anne Rabbitte asked the Minister for Education and Skills if the leaving certificate results will be issued on the same date as in August 2019; if students applying to colleges abroad will have their results on time to begin their studies in other countries; if consultations have been had with UK authorities in relation to the situation with the leaving certificate and the knock-on effects for students applying through Universities and Colleges Admissions Service, UCAS; and if he will make a statement on the matter. [6305/20]
View answerThe announcement of the postponement of the 2020 Leaving Certificate on May 8th means that all students are to be offered the option of receiving Calculated Grades for the subjects they are studying and the alternative of sitting the 2020 Leaving Certificate examinations at a date in the future when it is considered safe to hold the examinations.
It is my intention that results will be available as close as possible to the intended date on which the Leaving Cert examination results were originally due.
I am very conscious of the thousands of students who have applied to study in Northern Ireland, Britain, Europe and elsewhere. I have personally spoken with relevant Ministers in the UK. Contacts with the Department for the Economy in Northern Ireland continue, as well as contacts with officials in the other devolved Governments in the UK. Departmental officials are engaging directly with UCAS to work through the key issues. I have also written to my counterparts across the European Union to explain the decision regarding the Leaving Certificate and to ask for as much flexibility as possible for students coming from Ireland to study in other Member States.
258. Deputy Norma Foley asked the Minister for Education and Skills if teachers are to be indemnified against legal action as a consequence of the new calculated grades system. [6327/20]
View answerComprehensive guidance to teachers deputy principals and principals regarding the calculated grades system, including the issue of indemnity, is currently being developed and will be issued by my Department shortly.
260. Deputy Norma Foley asked the Minister for Education and Skills the way in which Central Applications Office, CAO, re-applicants will be catered for in 2020 (details supplied); and if no student will be disadvantaged in these circumstances. [6329/20]
View answerOn Friday 8th May I announced the decision to postpone the Leaving Certificate and offer students calculated grades, which can be used as a basis for entry into tertiary education. This decision was made following the assessment of public health advice, and was made in the best interests of students and all those involved in running the state exams.
The system whereby calculated grades are generated includes a process of national standardisation in which marks and rankings submitted by schools will be examined and may be adjusted using statistical methods to ensure a common national standard is applied. Profiles of achievement at Leaving Certificate level over the last three years will be used as part of this process and this will help ensure that the grades issued remain in line with national performance standards over time.
However CAO points naturally fluctuate from year to year because of the volume of applications, the number of applicants who meet the entry requirement, the performance of applicants, and the number of places on offer. It is not possible to predict whether points will go up or down in any year, due to these variable elements.
