Written Answers Nos. 221-240
221. Deputy Catherine Murphy asked the Minister for Education and Skills the status of the construction of a new school (details supplied); if the contract has been terminated; if so, the circumstances that brought this about; the person or body that owns the temporary school; if it will be available for September 2020; the value of the new school contract; the amount paid to date; and if he will make a statement on the matter. [12309/20]
View answerThe Board of Management of Mercy Convent School has been through the formal dispute resolution process resulting in the termination of the obligation of the Main Contractor to complete the construction of the new school building.
The Board of Management and the school’s design team are currently working on the necessary documentation to tender for a new contractor to expedite the completion of the new school.
Demolition of the existing school was necessary to facilitate the construction of the new school on the restricted site; therefore the programme included for the construction of a 22-classroom temporary school. The temporary school will remain available to the school authority until the construction of the new school is complete.
222. Deputy Cathal Crowe asked the Minister for Education and Skills if he will issue a direct communication to all schools preparing for the July provision in view of the fact that a number of principals and staff are unsure as to the steps they should be taking at present. [12313/20]
View answerMy Department has published details of a summer programme for children with special educational needs enrolled in special schools, special classes and mainstream classes. The programme incorporates some aspects of the July Provision of previous years.
Summer Provision 2020 – Reconnecting with Education, is a significantly expanded programme for children with complex special educational needs which aims to re-establish the child’s relationships and connection with school and their peers as a basis for learning and participation and to help the child to re-engage in learning and social activities and help them adapt to new routines and changes. The programme aims to ensure, in so far as possible, that the child can reintegrate/transition into their planned education setting for the next school year with their peers. In-school or home-based supports by teachers and SNAs will help to prevent regression among children with special needs.
The eligibility criteria has been widened to include the following categories of children:
1. Pupils with a diagnosis of Autism
2. Pupils with severe and profound learning difficulties
3. Any child in a special class or special school
4. Children transitioning into a special class or special school from early year’s settings
5. Pupils in primary school mainstream classes who present with the following disabilities:
- Children with Down syndrome
- Children who are Deaf or most severe hard of hearing
- Children who are blind or have a most severe visual impairment
- Children who have a moderate general learning disability
- Children with severe emotional behavioural difficulties
All special schools and primary schools with special classes are invited to provide the school based summer provision for their students. This programme will run for a minimum of two weeks and can extend up to four weeks where the schools, teachers and Special Needs Assistants are willing to participate.
Home-based provision will be available where a child’s local school is not providing a programme or does not have the capacity to accommodate a child in a planned programme this year. In this situation my Department will provide grant funding towards the engagement by Parents of a registered teacher/SNA to provide home based support for 10 hours a week for 4 weeks.
The programme will be reliant on schools, teachers and Special Needs Assistants (SNAs) choosing to participate on a voluntary basis.
A dedicated online registration system for families of children with special needs to access Summer Provision is now available on Gov.ie/summerprovision. Detailed guidance on the programme including FAQs have also been published and these are updated as required.
All special schools and mainstream primary schools with special classes have been invited to register for the summer school based programme.
Guidance on Covid planning and preparing for summer provision issued to schools on the 23rd of June 2020. The Special Education section in my Department is liaising with schools on and ongoing basis and schools may direct their queries to the dedicated email address Schoolsummerprogramme@education.gov.ie.
223. Deputy Cian O'Callaghan asked the Minister for Education and Skills the funding or supports in place to support environmental awareness initiatives in schools; his views on the expansion of pilot projects (details supplied); and if he will make a statement on the matter. [12333/20]
View answerI can advise the Deputy that it is currently the policy of the Department of Education and Skills not to endorse any particular product, publication or programme.
The only requirement from the Department, on any resource used in a school, is that it covers the curriculum. Ultimately, the decision on which programme or resource, if any, most appropriately covers the curriculum, rests within the school itself.
Picker pals is an environmental action programme for primary school children, their families, schools, and communities. It is run by Voice. VOICE is funded through a variety of sources, including the Department of Communications, Climate Action and the Environment, the Environmental Protection Agency (EPA), the Irish Environmental Network (IEN), Membership fees, Local Authorities through Local Authority 21 (LA21) grants, and donations. My Department has no involvement with VOICE or Picker Pals.
The UN’s 17 Sustainable Development Goals (SDGs) are the blueprint to achieve a better and more sustainable future for all. They address the global challenges we face, including those related to poverty, inequality, climate, environmental degradation, prosperity, and peace and justice. Under SDG 4 – Quality Education, the target (4.7) aims to ensure that by 2030 “all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development”.
The SDGs post-date the National Strategy on Education for Sustainable Development (ESD) 2014-2020. The aims of the ESD Strategy developed by my Department aligns closely with SDG target 4.7. My Department is committed to playing its part in delivering on the SDGs and are represented on the D/Communications Climate Action and Environment led Inter-Departmental Working Group which is overseeing delivery of the Sustainable Development Goals National Implementation Plan 2018-2020.
The ESD Strategy aims to ensure that education contributes to sustainable development by equipping learners with the relevant knowledge (the ‘what’), the key dispositions and skills (the ‘how’) and the values (the ‘why’) that will motivate and empower them throughout their lives to become informed active citizens who take action for a more sustainable future. It covers three key policy areas: environmental, socio-economic (including Gender Equity) and political. Key measures for my Department include:
- Integration of ESD principles where relevant into the curriculum at all levels from Early Childhood to Senior Cycle.
- Integration of ESD principles into Initial Teacher Education and Continuing Professional Development programmes for teachers
- Integration of ESD principles into the assessment and inspection processes
- Integration of ESD principles into the school building programme
- Collaboration with stakeholders in relation to delivery of ESD and related programmes (Development Education, Global Citizenship Education and the SDGs)
Implementation of the ESD Strategy is overseen by an ESD Advisory Group, chaired by my Department and comprising a cross section of stakeholders including other Government Departments, Agencies and NGOs.
An interim review of the implementation of the ESD strategy was carried out in 2018 and a report on the review was launched in November 2018 at the 4th National ESD forum, hosted my Department.
The report ( https://www.education.ie/en/Schools-Colleges/Information/Education-for-Sustainable-Development/Education-for-Sustainable-Development.html ) sets out significant progress to date.
The Department has now commenced work on a follow on ESD strategy to 2030 and expects to undertake a public consultation process in this regard over the coming months.
224. Deputy Chris Andrews asked the Minister for Education and Skills if a child (details supplied) will be granted special needs assistant support. [12337/20]
View answerThe National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision including SNA support for children nationwide. My Department does not have a role in making individual school determinations.
Schools have been notified of the arrangements for the allocation of SNA support in respect of students in mainstream classes for 2020/21. The arrangements include the following provisions:
- 2019/20 mainstream class SNA allocations will be frozen, from the date of issue of Circular 0030/2020, and will automatically rollover into the 2020/21 school year. This means that no school will receive an allocation less than that which they have on the date of issue of this Circular and existing SNAs currently in standard SNA posts can continue in these posts for the next school year in the normal way.
- Schools may apply to the NCSE for additionality where they can demonstrate that the current allocation does not meet additional care needs within the mainstream classes in the school. Applications for additionality arising from significant new or emerging additional care needs, which cannot be catered within existing allocations, will be dealt with by way of an exceptional review process.
- A diagnosis of a disability, or a psychological or other professional report, will not be necessary for this process.
- The role of the SNA to support the care needs of students in mainstream classes, as set out in Circular 0030/2014, remains unchanged.
It is expected that schools will review and reprioritise the deployment of SNAs within mainstream settings and allocate resources to ensure those with the greatest level of need receive the greatest level of support. Providing access to SNA support continues to be based on primary care needs as outlined in DES Circular 0030/2014.
Detailed information on the NCSE exceptional review process is published on the NCSE website www.ncse.ie.
The exceptional review process for mainstream allocations will be available to schools throughout the 2020/21 school year.
225. Deputy Thomas Pringle asked the Minister for Education and Skills if meetings relating to children with special needs who will be transitioning to secondary school from primary school between parents, SENOs and the schools that would normally take place in March but have not taken place in 2020 due to Covid-19 will make sure that supports are in place for those children in September 2020, given that it is vitally important for their well-being that the transition takes place smoothly and they do not regress due to a lack of supports available; and if he will make a statement on the matter. [12349/20]
View answerTransitions between educational settings can be a difficult time for pupils with SEN and their families. The guidance note Guidance on Continuity of Schooling For Primary Schools (28th May) offers advice on how the transition from primary school to post primary school can be managed and supported by schools.
The guidance note is available at https://www.education.ie/en/Schools-Colleges/Information/National-Emergencies-Public-Health-Issues/guidance-on-continuity-of-schooling-primary.pdf
In this guidance note, the Department acknowledges that school level transition planning for these pupils will have been well advanced prior to the school closures. Schools are requested to contact pupils, parents and other relevant agencies to prioritise finalising this transition planning for pupils with SEN.
Liaising with the new post primary schools of the students who are leaving the school for the next stage of their education is important. The guidance note also refers to the transition supports developed by the NCCA, NEPS, and NCSE and directs schools to a number of useful resources:
NCSE at https://ncse.ie/wp-content/uploads/2016/01/3-NCSE-2016-Changing-Schools-final-web-27.01.16.pdf,
NEPS at https://www.gov.ie/en/collection/84e52e-national-educational-psychological-service-neps-guidelines-tips-and-/#transfer-from-primary-to-post-primary
NCCA at https://ncca.ie/en/primary/reporting-and-transfer/education-passport
SENOs are continuing to engage with schools and parents where there are other difficulties or where placement issues are relevant. All schools have been allowed to retain 2019/2020 SNA resourcing levels in order to allow them to re-deploy SNAs to work with new students. Where this is not possible schools are able to apply for an exceptional review of their SNA allocation. In the context of an exceptional reviews, SENOs are engaging with school principals and parents, usually by telephone. Schools also have allocations of Special Education Teachers which will also remain in place for September 2020.
Engagement currently is underway with stakeholders in the education sector to develop contingency plans for the re-opening and operation of schools.
On 12th June, 2020, my Department published a plan for reopening schools in line with the Roadmap for reopening society and business.
The Roadmap for Reopening Society and Business describes how the COVID-19 restrictions will be lifted. Phase 4 of the Roadmap sets out that educational institutions can open on a phased basis at the beginning of the academic year 2020/21 with a limited reopening provided for from Phase 2 on 8th June 2020. This report sets out the risks and impacts on children and society where access to education is significantly reduced. The Department considers that fully reopening schools for children is a clear objective for the end August/September.
This report is available at: https://www.education.ie/en/covid-19/planning-for-reopening-schools.pdf
The report provides details of the considerations which are being given to the experience of other countries and notes that the Minister and the Department of Education and Skills are continuing to engage with other counties, including at an EU level, to learn from their experience. It notes that Ireland remains in close contact with other EU Member States and is being updated regularly on practices in other countries.
In the interim, my Department has provided a range of support and guidance for schools on how to provide for the continuing education for pupils over the current school closure period.
Supports are provided to schools and teachers engaged in distance learning and these are available at https://www.education.ie/en/covid-19/#14
In additional to the general guidance that has been provided for schools, additional support material has also been provided specifically on how schools should provide for the continuity of education for children with special educational needs. This guidance is available at:
https://www.education.ie/en/Schools-Colleges/Information/National-Emergencies-Public-Health-Issues/guidance-continuity-of-schooling-supporting-pupils-with-sen-primary.pdf
https://www.education.ie/en/Schools-Colleges/Information/National-Emergencies-Public-Health-Issues/guidance-continuity-of-schooling-supporting-students-with-sen-post-primary.pdf
The guidance notes that there is a particular need for pupils with special educational needs (SEN) to have regular, ongoing schooling. While all pupils need to be supported to maintain their engagement in learning, those with SEN are among those who need most support at this time. Examples of strategies and measures to ensure that the needs of pupils with SEN are catered for, are provided in the guidance documents and a range of resources are also identified for parents.
It sets out the role of schools and teachers in engaging with pupils with SEN and the role of teachers and school leaders to support such pupils. It advises schools as to how best to keep in touch with parents and guardians and how to keep pupils with SEN safe and engaged in the distance learning environment.
The guidance sets out the role of the special education teacher to support children with special educational needs at this time. It notes that the special education teacher’s knowledge of their pupils’ priority learning needs and agreed targets, as outlined in the pupil support file, will enable them to work with parents and guardians to choose appropriate supports in a remote learning environment.
Special Education Teachers (SETs) are asked to carefully examine how progress on the existing learning targets in student support plans can be reasonably extended by home learning. They are asked to use this knowledge to communicate with the pupils and their parents and guardians and to establish what methods will work best to achieve continuity of learning for the pupils.
The National Council for Special Education (NCSE) is also providing a range of online resources for parents and teachers to support home learning for children with special educational needs during the Covid 19 restrictions.
In addition to the normal supports, the NCSE is providing online resources for children with Special Educational Needs who are at home as a result of the schools’ closure.
Supports provided include those relating to general learning and difficulties for pupils with SEN, Curriculum support, speech language and communication, occupational therapy support, guidance around behaviour, and learning and resources on ‘Visiting Teachers Support’ for a teacher who teaches children with sensory impairment
Details of the full range of supports that the NCSE provides for teachers and parents is available at:
https://ncse.ie/online-resources
The Department of Education and Skills’ NEPS psychologists have also developed advice and resources for young people to manage and stay well when schools are closed. The NEPS advice & resources for keeping children and young people well during Covid-19 are available at https://www.education.ie/covid19/wellbeing/
Guidelines for continued provision of Guidance Counselling and resources available to support practice is available at https://www.education.ie/en/Schools-Colleges/Information/Post-Primary-School-Policies/Policies/Guidance-Plan.html
Guidance for parents of primary school pupils, which sets out what they should expect in relation to engagement in distance learning from schools, and how they can support their child in a home schooling environment is also available at:
https://www.education.ie/en/Schools-Colleges/Information/continuity-of-schooling/continuity-of-schooling.html
I also recently announced that a special €10 million fund is being made available to support the purchase of technology and devices for disadvantaged students, including students with special educational needs.
This is additional to the latest round of funding for ICT under the Digital Strategy for Schools whereby €40m grant funding will be distributed in the coming weeks to eligible. €10m additional funding is also now issuing to schools to support children and young people who are at risk of educational disadvantage during the period of school closures.
While recognising the difficulty that school closure has had for parents and pupils, particularly in relation to pupils with special educational needs, my Department will continue to support and encourage schools to provide as much continuity of education as possible for such pupils, while continuing to engage with public health officials and stakeholders in relation to when schools may re-open and operate in a safe manner that is consistent with public health advice.
Pending the wider re opening of schools, my Department also published on 12th June, 2020, details of a summer programme for children with special educational needs enrolled in special schools, special classes and mainstream classes. The programme incorporates some aspects of the July Provision of previous years.
Summer Provision 2020 – Reconnecting with Education, is a significantly expanded programme for children with complex special educational needs which aims to re-establish the child’s relationships and connection with school and their peers as a basis for learning and participation and to help the child to re-engage in learning and social activities and help them adapt to new routines and changes. The programme aims to ensure, in so far as possible, that the child can reintegrate/transition into their planned education setting for the next school year with their peers. In-school or home-based supports by teachers and SNAs will help to prevent regression among children with special needs.
The eligibility criteria has been widened to include the following categories of children:
Pupils with a diagnosis of Autism
Pupils with severe and profound learning difficulties
Any child in a special class or special school
Children transitioning into a special class from early year’s settings
Pupils in primary school mainstream classes who present with the following disabilities:
Children with Down syndrome
Children who are Deaf or most severe hard of hearing
Children who are blind or have a most severe visual impairment
Children who have a moderate general learning disability
Children with severe emotional behavioural difficulties
All special schools and primary schools with special classes are invited to provide the school based summer provision for their students. This programme will run for a minimum of two weeks and can extend up to four weeks where the schools, teachers and Special Needs Assistants are willing to participate.
Home-based provision will be available where a child’s local school is not providing a programme or does not have the capacity to accommodate a child in a planned programme this year. In this situation my Department will provide grant funding towards the engagement by Parents of a registered teacher / SNA to provide home based support for 10 hours a week for 4 weeks.
The programme will be reliant on schools, teachers and Special Needs Assistants (SNAs) choosing to participate on a voluntary basis.
A dedicated online registration system for families of children with special needs to access Summer Provision is now available on Gov.ie/summerprovision.
Parents are asked to register their participation online, providing some outline information of the extent of their participation in the programme e.g. number of weeks.
Once registered, the parent is then free to plan and organise the programme for their child by consulting with the child’s school and securing the services of a teacher or SNA.
Full information on the scheme and its various strands, including guidance information for parents, is available at Gov.ie/summerprovision.
227. Deputy James Browne asked the Minister for Education and Skills if the issue of insurance companies not covering school caretakers over 70 years of age who have cocooned will be reviewed; when school caretakers over 70 years of age can return to work in their schools; and if he will make a statement on the matter. [12362/20]
View answerThe Boards of Management of schools are responsible for the employment of ancillary staff. Funding to cater for these services is made available from my Department through the Ancillary Services and Capitation Grants.
It is a matter for the Board of Management of the school to determine whether the individual concerned may return to work in their school having regard to the terms of their employment contract and any employment legislation that is in place.
Responsibility for procurement of insurance and payment of same rests with Boards of Management of schools operated by them. If an individual school has a query in relation to the terms of insurance they should raise this directly with their insurance provider.
228. Deputy Fergus O'Dowd asked the Minister for Education and Skills the expected timeline for his Department to sign off on documents in order that a school (details supplied) can progress a vital project; and if he will make a statement on the matter. [12374/20]
View answerThe Pre-qualification Report for the school to which the deputy refers was received in my Department on 10th June and is under review and the Department will revert to the school regarding timelines when that review is complete.
229. Deputy Pauline Tully asked the Minister for Education and Skills if his Department will be advising third level colleges to reduce their fees for courses that will be delivered online in the next semester for students that due to the Covid-19 restrictions will not be in a position to access the college library and other important supports that are usually available on campus, thus placing them at a disadvantage; and if he will make a statement on the matter. [12385/20]
View answerUnder my Department’s free fees schemes, the Exchequer provides funding toward the tuition fee costs of eligible undergraduate students with students paying the student contribution which stands at €3,000 since 2014/2015. It is important to recognise that the exchequer pays this contribution (or part of it) on behalf of almost 50% of eligible undergraduate students as part of the student support grant.
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.
My Department is undertaking a comprehensive economic review currently which is progressing under the European Commission DG Reform’s Structural Reform Support Programme. This review is focussed on Increasing the Future Sustainability of Higher and Further Education Provision in Ireland. The review encompasses an assessment of the funding options for higher education included in the 2016 (Cassells) Report of the Expert Group on Future Funding of Higher Education which includes the student contribution charge. The study is scheduled to be substantially complete in Q4 2020.
Where students do not meet the eligibility criteria of the Free Fees Initiative, for example full-time undergraduate students who do not qualify for the free tuition fees; fees for part-time undergraduates or; any post-graduate students, it is a matter for the higher education institution as an autonomous body to determine which fee rate is applicable for students.
I understand that this is a time of uncertainty for students in terms of the availability of supports normally offered on-campus. The tertiary sector has responded quickly and comprehensively in the face of unprecedented challenge as a result of the current health crisis, implementing a number of swift and positive actions in order to ensure the continuity of provision of education and to ensure that adequate supports are in place for their student and staff bodies.
The need to maintain physical distancing in line with the current recommendations will result in capacity restrictions and therefore, the tertiary education sector is planning for a blended delivery of teaching and learning – combining both online and on-site provision – which will be a feature of the coming academic year.
Planning for models of blended learning is taking place against a backdrop of an evolving public health environment. The balance between face-to-face and online will vary across programmes and will depend on factors such as the disciplinary teaching and learning needs of, and the numbers of students registered on individual programmes as well as the practical/theoretical balance of learning outcomes in the programme. This will be continually monitored in line with Public Health advice.
Third level institutions are autonomous entities responsible for their own day-to-day operations, management and administration. Any determination as to the level of fees to be charged is a matter for them in light of their own particular conditions and circumstances, and there are no current plans for the Department to provide advice in such matters.
230. Deputy Róisín Shortall asked the Minister for Education and Skills the reason his Department withdrew approval for temporary accommodation in a DEIS band 1 school (details supplied); and if he will review this decision in view of the school’s need for additional accommodation and the further difficulties which could arise from Covid-19. [12400/20]
View answerI can confirm to the Deputy, that my Department received an application, from the school in question, for capital funding and was given approval in principle to submit costs for interim accommodation.
Upon assessment by my officials, it was found that the school will have sufficient permanent accommodation on site to cater for their enrolments and the approval in principle for interim accommodation was withdrawn as the school is losing a teaching post with effect from September 2020. This decision was conveyed to the school authorities.
I wish to advise that my Department's Capital Programme provides for devolved funding for additional classrooms, if required, for schools where an immediate enrolment need has been identified or where an additional teacher has been appointed. In this regard, it is open to the school in question to apply for funding under my Department's Additional School Accommodation Scheme, if their enrolments increase and they are unable to manage within their existing accommodation in the future.
231. Deputy Matt Carthy asked the Minister for Education and Skills if arrangements will be made to cater for the specific needs of students scheduled to sit the leaving certificate exams in 2021; if a consultation will be conducted with students affected and their teachers; and if he will make a statement on the matter. [12409/20]
View answerFollowing the school closure in March 2020, my Department published a range of guidance to assist schools and teachers in ensuring continuity of teaching and learning for students as well as supporting their wellbeing during the COVID-19 pandemic.
This guidance aimed, inter alia, to ensure regular engagement of students in lessons, tasks and learning experiences across the range of curriculum subjects, provision of regular assignments and regular, practical, supportive and customised feedback on work submitted.
Schools adopted various ways to engage with their students in accordance with the technology and broadband resources available in school and at home, including by post, e-mails, communication apps, the school website, use of other digital communicative platforms, including live meetings. Schools were asked to be conscious of pupils who may not have access to online facilities and to adapt approaches so that these pupils continued to have the opportunity to participate in learning.
The aim of these distance learning approaches, the guidance which issued to all schools and the regular engagement with students, was to ensure that students stayed connected with and progressed their learning. These actions will, therefore, have helped to minimise the impact of school closure.
In the context of planning for a return to school which is underway, the Department recently published a report to Government on Planning for reopening schools in line with the Roadmap for reopening. This report is available on my Department’s website.
The Department, in consultation with relevant agencies, including the National Council for Curriculum and Assessment (NCCA), identified the following key priorities in supporting students in re-engaging with the curriculum in the new school year:
1. The wellbeing and socialisation of students
2. Assessing where students are in terms of their learning
3. Identifying the additional supports that particular learners may require
4. Exploring options for remote provision that will compliment in-school provision and address curriculum gaps experienced during school closure
It is recognised that schools continue to be best placed to make decisions about how to support and educate all their learners during this period. The Department will be working in collaboration with the NCCA to develop guidance to schools to assist them in their planning so as to ensure that curricular priorities are delivered and that teaching and learning is optimal in these circumstances, guided at all times by public health advice.
Those going into sixth year in post primary schools are a group that will receive a particular focus in the context of preparations for the Leaving Certificate examinations in 2021.
My Department is acutely aware of the challenges faced by students at this difficult time, and how the current circumstances will continue to present challenges into the future. The welfare of students is, and will continue to be, front and centre in all decision making and the issues and concerns raised by them will help to inform these decisions.
232. Deputy Matt Carthy asked the Minister for Education and Skills the number of applications for emergency works that were refused in each of the years 2017 to 2019 and quarter 1 of 2020; and if he will make a statement on the matter. [12410/20]
View answerI would like to inform the Deputy that our records show that 154 Emergency Works Scheme applications were refused in 2017, 153 in 2018 and 128 in 2019. I can also inform the Deputy that 48 applications have been refused to date in 2020. The reasons for refusal ranged from incorrectly completed application forms to the works not being within the scope of the scheme.
233. Deputy Marian Harkin asked the Minister for Education and Skills when a person (details supplied) will receive information and clarification regarding grading relating to the leaving certificate 2020; and if he will make a statement on the matter. [12437/20]
View answerMy Department has made contact with those students entered for the Leaving Certificate examinations who were studying independently, regarded as ‘out of school’ learners, and will be contacting them again in the coming days with details of the application process that such learners should follow to be considered for calculated grades.
The student referred to by the Deputy should refer to the information provided to her to identify which option is most suited to their individual circumstances. Where students had registered for subjects so as to satisfy the minimum matriculation requirements of a course of further studies the students concerned may wish to contact the Institutions concerned to establish that such requirements continue to apply.
Every effort will be made to provide calculated grades to as many students as possible, provided that there is credible, satisfactory evidence from an appropriate source, on which an estimated percentage mark can be based. However, in the absence of any such evidence from an appropriate source, it will not be possible to provide a calculated grade. In these cases students will have the opportunity to sit the 2020 Leaving Certificate examination at a later date, when it is safe to do so.
234. Deputy Pauline Tully asked the Minister for Education and Skills the number of Irish-born enrollees on the 2017-18 undergraduate full-time honours degree doctor training courses by institution; the number of other EU and non-EU enrollees, respectively, on the same course by institution; if there is a reserved number of places for non-Irish enrollees on the courses in each of the third level education campuses involved; and if he will make a statement on the matter. [12439/20]
View answerThe Higher Education Authority collects data on student enrolment in higher education institutions (HEIs). Data on medical education enrolment for the academic year 2017/18 is attached.
A quota applies to the intake of EU students to medical education. Thereafter, the number of places allocated to non-EU students is a matter for the individual HEI concerned with the availability of clinical placements being an important factor in this regard.
2017/18
|
HEI/Course/Domicile of Origin* |
yr1 |
yr2 |
yr3 |
yr4 |
yr5 |
yr6 |
Total |
|
National University of Ireland, Galway |
288 |
199 |
207 |
195 |
185 |
1,074 |
|
|
Bachelor of Medicine (MB) of Surgery (BCh) and of Obstetrics (BAO) |
288 |
199 |
207 |
195 |
179 |
1,068 |
|
|
(Other) EU |
5 |
2 |
1 |
8 |
|||
|
Great Britain |
4 |
5 |
2 |
2 |
4 |
17 |
|
|
Ireland |
157 |
119 |
112 |
111 |
118 |
617 |
|
|
Non-EU |
120 |
73 |
92 |
82 |
56 |
423 |
|
|
Northern Ireland |
2 |
1 |
3 |
||||
|
Bachelor of Medicine (MB) of Surgery (BCh) and of Obstetrics (BAO) - (ACMS)** |
6 |
6 |
|||||
|
Non-EU |
6 |
6 |
|||||
|
Royal College of Surgeons |
251 |
414 |
403 |
362 |
260 |
239 |
1,929 |
|
Medicine (Graduate Entry) |
80 |
71 |
71 |
59 |
281 |
||
|
(Other) EU |
4 |
1 |
5 |
||||
|
Great Britain |
3 |
7 |
4 |
5 |
19 |
||
|
Ireland |
26 |
13 |
20 |
20 |
79 |
||
|
Non-EU |
51 |
44 |
43 |
34 |
172 |
||
|
Northern Ireland |
2 |
3 |
5 |
||||
|
Unknown |
1 |
1 |
|||||
|
Medicine |
171 |
343 |
332 |
303 |
260 |
239 |
1,648 |
|
(Other) EU |
3 |
1 |
2 |
6 |
|||
|
Great Britain |
6 |
10 |
17 |
5 |
13 |
51 |
|
|
Ireland |
9 |
64 |
55 |
63 |
69 |
80 |
340 |
|
Non-EU |
161 |
267 |
264 |
223 |
183 |
146 |
1,244 |
|
Northern Ireland |
1 |
1 |
|||||
|
Unknown |
1 |
3 |
1 |
1 |
6 |
||
|
Trinity College Dublin |
172 |
178 |
180 |
158 |
190 |
878 |
|
|
Medicine |
172 |
178 |
180 |
158 |
190 |
878 |
|
|
(Other) EU |
3 |
3 |
1 |
3 |
2 |
12 |
|
|
Great Britain |
2 |
1 |
5 |
3 |
8 |
19 |
|
|
Ireland |
107 |
112 |
107 |
96 |
119 |
541 |
|
|
Non-EU |
54 |
57 |
57 |
51 |
55 |
274 |
|
|
Northern Ireland |
6 |
5 |
10 |
5 |
6 |
32 |
|
|
University College Cork |
212 |
189 |
206 |
198 |
130 |
935 |
|
|
Medicine |
127 |
119 |
140 |
123 |
121 |
630 |
|
|
(Other) EU |
2 |
1 |
3 |
||||
|
Great Britain |
1 |
1 |
1 |
2 |
5 |
||
|
Ireland |
90 |
86 |
94 |
76 |
88 |
434 |
|
|
Non-EU |
34 |
32 |
42 |
45 |
31 |
184 |
|
|
Northern Ireland |
1 |
2 |
1 |
4 |
|||
|
Medicine (ACMS)** |
9 |
9 |
|||||
|
Non-EU |
9 |
9 |
|||||
|
Medicine (Graduate Entry) |
85 |
70 |
66 |
75 |
296 |
||
|
(Other) EU |
1 |
1 |
|||||
|
Great Britain |
9 |
1 |
8 |
3 |
21 |
||
|
Ireland |
31 |
33 |
25 |
32 |
121 |
||
|
Non-EU |
44 |
36 |
31 |
38 |
149 |
||
|
Northern Ireland |
2 |
2 |
4 |
||||
|
University College Dublin |
227 |
291 |
297 |
291 |
127 |
131 |
1,364 |
|
Medicine |
122 |
127 |
130 |
132 |
127 |
131 |
769 |
|
(Other) EU |
2 |
1 |
1 |
1 |
5 |
||
|
Ireland |
90 |
94 |
97 |
95 |
78 |
92 |
546 |
|
Non-EU |
32 |
28 |
30 |
37 |
44 |
36 |
207 |
|
Northern Ireland |
3 |
2 |
4 |
2 |
11 |
||
|
Medicine (Graduate Entry) |
102 |
102 |
102 |
104 |
410 |
||
|
(Other) EU |
1 |
2 |
1 |
2 |
6 |
||
|
Great Britain |
5 |
2 |
11 |
7 |
25 |
||
|
Ireland |
66 |
71 |
61 |
66 |
264 |
||
|
Non-EU |
29 |
26 |
27 |
29 |
111 |
||
|
Northern Ireland |
1 |
1 |
2 |
4 |
|||
|
Medicine (UCD Penang) |
3 |
62 |
65 |
55 |
185 |
||
|
Great Britain |
1 |
1 |
|||||
|
Ireland |
1 |
1 |
5 |
2 |
9 |
||
|
Non-EU |
2 |
61 |
60 |
51 |
174 |
||
|
Northern Ireland |
1 |
1 |
|||||
|
University of Limerick |
148 |
139 |
146 |
154 |
587 |
||
|
Bachelor of Medicine and Bachelor of Surgery |
148 |
139 |
146 |
154 |
587 |
||
|
(Other) EU |
2 |
2 |
1 |
1 |
6 |
||
|
Great Britain |
6 |
14 |
17 |
11 |
48 |
||
|
Ireland |
88 |
72 |
77 |
82 |
319 |
||
|
Non-EU |
52 |
50 |
48 |
56 |
206 |
||
|
Northern Ireland |
1 |
3 |
4 |
8 |
|||
|
Overall Total |
1,298 |
1,410 |
1,439 |
1,358 |
892 |
370 |
6,767 |
*Where the student was resident for 3 of the 5 years prior to initial enrolment
|
** Allianze College of Medical Science Malaysia (ACMS) |
235. Deputy Catherine Murphy asked the Minister for Education and Skills if he and-or SOLAS restored funding to an association (details supplied) in 2020 in respect of the programmes supported in previous years; if so, the amount granted; the purpose it will be used for; and if he will make a statement on the matter. [12442/20]
View answerThe training courses that the Deputy refers to are run under the Local Training Initiative programme (LTI). This programme is a project-based training and work experience programme carried out in the local community run by local community groups and associations. Staff delivering courses are typically employed by the relevant community group or association. The programme is designed for people who are unemployed, primarily those aged 18 – 35 years who are experiencing difficulty in gaining entry to the labour market due to personal, social or geographic disadvantage.
SOLAS allocates funding to the 16 Education Training Boards in respect of the Local Training Initiative programme. This includes funding for the association referred to by the Deputy. The information sought in relation to the 2020 funding has been requested from SOLAS and the individual ETBs. This will be compiled and forwarded to the directly to the Deputy by SOLAS when completed.
236. Deputy Darren O'Rourke asked the Minister for Education and Skills the measures he will take to ensure third level fees are affordable for students who are unable to find summer work due to the Covid-19 pandemic and have had no other source of income for an extended period; his plans to provide additional financial support or to encourage third level institutions to reduce fees; and if he will make a statement on the matter. [12445/20]
View answerUnder my Department’s free fees schemes, the Exchequer provides funding toward the tuition fee costs of eligible undergraduate students with students paying the student contribution which stands at €3,000 since 2014/2015. It is important to recognise that the exchequer pays this contribution (or part of it) on behalf of almost 50% of eligible undergraduate students as part of the student support grant.
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.
My Department is undertaking a comprehensive economic review currently which is progressing under the European Commission DG Reform’s Structural Reform Support Programme. This review is focussed on Increasing the Future Sustainability of Higher and Further Education Provision in Ireland. The review encompasses an assessment of the funding options for higher education included in the 2016 (Cassells) Report of the Expert Group on Future Funding of Higher Education which includes the student contribution charge. The study is scheduled to be substantially complete in Q4 2020.
Where students do not meet the eligibility criteria of the Free Fees Initiative, for example full-time undergraduate students who do not qualify for the free tuition fees; fees for part-time undergraduates or; any post-graduate students, it is a matter for the higher education institution as an autonomous body to determine which fee rate is applicable for students.
I am conscious of the difficulties being experienced by students and their families as a result of the COVID-19 pandemic, and 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:
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).
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. This fund is administered on a confidential, discretionary basis. Details of this fund are available from the Access Office in the third level institution attended. Institutions have the autonomy to maximise the flexibility in the Student Assistance Fund to enable HEIs to support students during the COVID-19 situation.
In addition, 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
238. Deputy Darren O'Rourke asked the Minister for Education and Skills the number of graduates from professional master’s in education qualifying to teach Irish in each of the past five years; the way in which it compares to the number graduating with mathematics and English in the same period in tabular form; and if he will make a statement on the matter. [12461/20]
View answerGraduate numbers from the post-primary Professional Master of Education (PME) in Irish, English and mathematics for 2014 to 2018 are attached for the information of the Deputy.
It should be noted that students may graduate from the PME with qualifications in more than one subject area. Accordingly, depending on their subject combinations, some graduates may be double counted in the figures.
It should be noted also that the lower numbers of graduates in 2015 was a result of the extension of the PME to 2 years from 2014.
PME graduate numbers 2014 to 2018 (Irish, English and mathematics)*
|
Year |
Irish |
English |
Mathematics |
|
2014 |
113 |
320 |
170 |
|
2015** |
16 |
27 |
14 |
|
2016 |
85 |
193 |
82 |
|
2017 |
92 |
228 |
66 |
|
2018 |
109 |
223 |
64 |
* Students may graduate from the PME with qualifications in more than one subject area. Accordingly, depending on their subject combinations, some graduates may be double counted in the figures.
** The lower numbers of graduates in 2015 was the result of the extension of the PME to 2 years from 2014.
239. Deputy Thomas Pringle asked the Minister for Education and Skills the reason there is no ASD unit in Ballymun, Dublin 11; his plans to set one up in view of the large number of children on the spectrum that are left without school places; and if he will make a statement on the matter. [12465/20]
View answerEnsuring 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.
A list of special classes for the current school year, including special classes for children with autism, 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 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. This experience shows that real and practical challenges can be addressed by working together to provide additional special class and special school places.
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 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
240. Deputy Roderic O'Gorman asked the Minister for Education and Skills if children with moderate learning difficulties in non-DEIS post-primary schools will be able to access the July provision scheme for 2020; and if he will make a statement on the matter. [12473/20]
View answerMy Department has published details of a summer programme for children with special educational needs enrolled in special schools, special classes and mainstream classes. The programme incorporates some aspects of the July Provision of previous years.
Summer Provision 2020 – Reconnecting with Education, is a significantly expanded programme for children with complex special educational needs which aims to re-establish the child’s relationships and connection with school and their peers as a basis for learning and participation and to help the child to re-engage in learning and social activities and help them adapt to new routines and changes. The programme aims to ensure, in so far as possible, that the child can reintegrate/transition into their planned education setting for the next school year with their peers. In-school or home-based supports by teachers and SNAs will help to prevent regression among children with special needs.
The eligibility criteria has been widened to include the following categories of children:
1. Pupils with a diagnosis of Autism
2. Pupils with severe and profound learning difficulties
3. Any child in a special class or special school
4. Children transitioning into a special class or special school from early year’s settings
5. Pupils in primary school mainstream classes who present with the following disabilities:
- Children with Down syndrome
- Children who are Deaf or most severe hard of hearing
- Children who are blind or have a most severe visual impairment
- Children who have a moderate general learning disability
- Children with severe emotional behavioural difficulties
It is a matter for the school principal to determine a student's eligibility for the scheme having regard to the published criteria.
All special schools and primary schools with special classes are invited to provide the school based summer provision for their students. This programme will run for a minimum of two weeks and can extend up to four weeks where the schools, teachers and Special Needs Assistants are willing to participate.
Home-based provision will be available where a child’s local school is not providing a programme or does not have the capacity to accommodate a child in a planned programme this year. In this situation my Department will provide grant funding towards the engagement by Parents of a registered teacher / SNA to provide home based support for 10 hours a week for 4 weeks.
The programme will be reliant on schools, teachers and Special Needs Assistants (SNAs) choosing to participate on a voluntary basis.
A dedicated online registration system for families of children with special needs to access Summer Provision is now available on Gov.ie/summerprovision.
Parents are asked to register their participation online, providing some outline information of the extent of their participation in the programme e.g. number of weeks.
Once registered, the parent is then free to plan and organise the programme for their child by consulting with the child’s school and securing the services of a teacher or SNA.
I also announced a programme for DEIS schools for this Summer.
Full information on summer provision and its various strands, including guidance information for parents, is available at Gov.ie/summerprovision.
