Written Answers Nos. 445-463
445. Deputy Seán Haughey asked the Minister for Education and Skills if Bus Éireann will continue to provide school transport for children with special needs; the arrangements she is making to provide these services for the period 2020 to 2025; and if she will make a statement on the matter. [14291/20]
View answerSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education and Skills.
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 2019/20 school year over 120,000 children, including over 14,200 children with special educational needs, were 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.
With regard to the re-opening of schools for the 2020/21 academic year, my Department is currently engaging intensively with Bus Éireann, the Department of Transport, Tourism and Sport and the National Transport Authority on the logistical considerations that arise from public health advice in planning for the reopening of schools. The operation of school transport services, including Special Educational Needs transport services, in September 2020 will be informed by the outcome of this planning for re-opening schools.
In October 2019 my Department announced a review of the school transport scheme with a view to ensuring funds are being spent in the most effective way to meet the objectives of the scheme. Terms of reference and the scope of the review have been drafted and a Steering Group has been established. The review will encompass the Special Educational Needs Transport Scheme.
446. Deputy Neasa Hourigan asked the Minister for Education and Skills her plans to reopen and extend the April 2020 deadline for school transport applications in view of the announcement from Dublin Bus in June 2020 to cancel all of its school bus contracts; and if she will make a statement on the matter. [14310/20]
View answerSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department.
In the 2019/20 school year over 120,000 children, including over 14,200 children with special educational needs, were 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.
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 my 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.
While schools have been closed since 12th March 2020 in an effort to contain the spread Covid 19, the online facility to apply for school transport for the upcoming school year has remained open to families, with the closing date for applications having been the 24th April. The option to make payment for transport for the new school year is now open with a closing date for payment on the 31st July 2020. There are no plans to extend these closing dates.
While the application deadline has passed it remains open to families wishing to avail of school transport services to apply on-line on Bus Éireann website at www.buseireann.ie. Late applications may be facilitated where spare seats exist after eligible children who completed the application and payment process on time have been accommodated.
If there are specific queries regarding eligibility or availability of services, families are advised to contact their local Bus Éireann office or School Transport Section of my Department.
447. Deputy Duncan Smith asked the Minister for Education and Skills the timeline for the refurbishment and new buildings for a school (details supplied); when these works will be completed; the level of priority these works are assigned; and if she will make a statement on the matter. [14317/20]
View answerThe Deputy may be aware that the project to which he refers has been devolved to Dublin & Dún Laoghaire Education and Training Board (DDLETB) for delivery.
My Department is fully aware of the need to urgently progress this project. However, it is of the utmost importance that the final outcome will be the correct one for both the school authority and the pupils. In that regard, I would like to inform the Deputy that, arising from its due diligence in respect of the preparation of the revised pre-qualification process for this project, DDLETB has carried out a review of the project which puts forward an alternative option for progressing it. A report has been received from DDLETB in that respect. This report is being reviewed by my Department and due consideration given to the proposals set out therein.
448. Deputy Duncan Smith asked the Minister for Education and Skills her views on whether it is appropriate for a school (details supplied) to continually accommodate other second level schools on its grounds in temporary accommodation when it is in need of refurbishment and extension and the work is delayed due to the school continually accommodating other schools; and if she will make a statement on the matter. [14318/20]
View answerAs the Deputy may be aware that the project to which he refers has been devolved to Dublin & Dún Laoghaire Education and Training Board (DDLETB) for delivery.
DDLETB have submitted revised proposals in respect of the approved building project at the school in question. These proposals are currently being considered by my Department and my officials will be in contact with DDLETB as quickly as possible to advance the project. Housing other schools in this school is having no impact on the delivery of the proposed project.
449. Deputy Patricia Ryan asked the Minister for Education and Skills if the SUSI grant application of a person (details supplied) will be examined; and if she will make a statement on the matter. [14333/20]
View answerMy officials contacted the awarding authority regarding the student grant assessment for the student in question.
The awarding authority has advised that the student in question submitted an application for a student grant on 29 April 2020.
It was advised within the application that the student's father had inherited a house in 2019 thus resulting in the student's application being refused due to the reckonable income being over the maximum threshold for the award of grant assistance.
The student appealed this decision to the SUSI Appeals Officer on 17 June 2020. This appeal was refused under Article 24 (6) of the Student Grant Scheme 2020 which confirms that the inheritance received by the applicant’s father in the reference period (2019) is reckonable in the assessment for student grant funding for the 2020/2021 academic year.
The student was also advised of her further right to appeal this decision to the Student Grants Appeals Board. To date, no appeal has been received for the Board.
450. Deputy Patricia Ryan asked the Minister for Education and Skills if she will instruct SUSI to disregard an inheritance if it is the family home at the time of application; and if she will make a statement on the matter. [14334/20]
View answerUnder the Student Grant Scheme, grant assistance is available to eligible students attending an approved course in an approved institution who meet the terms and conditions of funding, including those relating to residency, means, nationality and previous academic attainment.
The decision on eligibility for student grant applications is a matter for the centralised grant awarding authority, SUSI (Student Universal Support Ireland).
All applications are assessed nationally with reference to the terms and conditions of the relevant student grant scheme. The terms and conditions of funding are applied impartially to all applicants.
In calculating reckonable income under the Student Grant Scheme, the awarding authority considers income from all sources earned inside and outside the State within a specified reference period, including income from gifts and inheritance.
Article 24(6) of the Student Grant Scheme 2020 provides that gifts or inheritances received in the reference period will be included as reckonable income. This will be taken into account for one year only. Grant assistance may not be awarded in any case where the reckonable income exceeds the prescribed income limits for the award of a grant.If any of the persons whose income is under consideration received a gift or an inheritance in the reference period, these are included in reckonable income, unless in the case of an independent student, the gift or inheritance was between the applicant and his or her spouse, civil partner or cohabitant; or in the case of a dependent student, the gift or inheritance was between parents or to the applicant from his or her parent(s).
If an individual applicant considers that she/he has been unjustly refused a student grant, or that the rate of grant awarded is not the correct one, she/he may appeal, in the first instance, to SUSI.
Where an individual applicant has had an appeal turned down in writing by an appeals officer in SUSI and remains of the view that the scheme has not been interpreted correctly in his/her case, an appeal may be submitted to the independent Student Grants Appeals Board within the required timeframe (i.e. not later than 30 days after the notification of the determination of the appeals officer to the applicant). Such appeals can be made by the appellant on line via www.studentgrantappeals.ie.
451. Deputy Patricia Ryan asked the Minister for Education and Skills if she will extend the July provision to all children entering primary and post-primary education rather than limiting it only to students who are already in school; and if she will make a statement on the matter. [14336/20]
View answerMy Department published details of Summer Provision 2020 – Reconnecting with Education including a programme for children with complex special educational needs.
The programme is a significant expansion on the July Provision programme of previous years with the eligibility criteria widened to include approximately 9,000 additional primary aged children with complex needs.
The programme aims to ensure, in so far as possible, that these children 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 complex special educational needs.
The eligibility criteria includes the following categories of children:
1. Pupils with a diagnosis of Autism
2. Pupils with severe and profound learning difficulties
3. Any child in special school or a special class in a Primary 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
Following a decision from Cabinet this week the home based summer programme is also open to children with down syndrome who are attending post primary school.
A child must meet at least one of the eligibility criteria.
If a Parent is in doubt about their child’s eligibility, they should consult their child’s school or contact my Department. Contact details are available on my Departments website
https://www.education.ie/en/Parents/Services/summerprovision/summer-education-programme-2020.html
Full information on summer provision and its various strands, including guidance information for parents, is available at Gov.ie/summerprovision
In relation to support for preschool children the Department of Children and Youth Affairs launched a dedicated campaign and website to support transition called “Lets Get Ready” which has received a positive response so far.
This resource has been prepared jointly with my Department. It is universal in scope, and is aimed at children returning to preschool as well as children returning to or transitioning to school.
Information on the site is at a level for all to understand and include a section called ‘Ready for Everyone’ to specifically support transitions for children with special / additional needs.
The website, which is being updated and reviewed by the DCYA based on the feedback from various sources, is available at https://www.gov.ie/en/publication/74b0d-ready-for-everyone
452. Deputy Martin Browne asked the Minister for Education and Skills the actions she will take to address the concerns being expressed by fifth year students concerning the next year of their education in view of the setbacks they have suffered to date in 2020; the steps she will take to address the concerns of sixth year students regarding progressing on to post-secondary school education; and if she will make a statement on the matter. [14342/20]
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 well-being 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. The reopening of schools at the normal start of the academic year remains a top priority for my department.
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.
My 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 well-being 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. My Department will continue to collaborate with the NCCA to develop guidance to schools to assist them in their planning for the next school year 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.
Students going into sixth year in post primary schools are a group that will receive a particular focus in the context of their preparations for the Leaving Certificate examinations in 2021. The State Examinations Commission (SEC) has statutory responsibility for the operation of the state examinations. My Department will engage with the SEC in their development of fair and robust assessment arrangements in relation to both the Junior Cycle and Leaving Certificate examinations for 2021.
Additionally, the third level institutions, as part of the Transitions Reform Group, have been working in partnership with my Department to improve the transition from second level to third level. My Department has been meeting regularly with representatives from the tertiary sector in order to ensure that the third level entry process this year can progress as smoothly and equitably as possible. These meetings have involved stakeholders from my Department, the Irish Universities Association (IUA), the Technological Higher Education Association (THEA), the Higher Education Authority (HEA), the Central Applications Office (CAO), the State Examinations Commission (SEC), Education and Training Boards Ireland (ETBI) and SOLAS. All bodies involved are committed to ensuring that students seeking to access tertiary education in this unprecedented time are supported in doing so.
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.
453. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills her views on the issues facing the language school sector in view of the fact that 70% of its revenue is generated during their peak season from March to September but the schools have remained closed during this time; the supports which will be put in place to assist English language teaching organisations with these issues; and when these schools can reopen in view of the fact that they have not been included in the Roadmap for Reopening Society and Business. [14345/20]
View answerI am aware of the challenges that are being encountered in the English language education sector and the substantial impact that the Covid-19 outbreak has had on its students, teachers and providers.
As part of the response to the pandemic, my Department established a specific Working Group for this sector. This group is comprised of representatives of relevant Government Departments and representatives of both students and English language education providers.
As part of this process, the representative bodies for English language education providers have engaged with the Working Group surrounding the loss of revenue experienced by their members and their proposals for supports to aid the recovery of this sector. In this forum, the providers have been advised of the measures introduced by Government, as part of the wider Covid-19 response, to support businesses at this time. These measures include the temporary wages subsidy scheme to facilitate employers to keep employees on the payroll throughout the Covid-19 pandemic in order to retain this link for when business increases after the crisis. This scheme is administered by the Revenue Commissioners and is available to providers in the English language education sector. Additionally for those staff in this sector who have lost their jobs because of the pandemic, they are eligible to apply for the Government’s Covid-19 Pandemic Unemployment Payment.
Further to the above, the provider representatives have been advised of the eligibility of businesses in this sector to apply, where appropriate, for further business supports made available by the Department of Business, Enterprise and Innovation via Enterprise Ireland and through its network of Local Enterprise Offices. A full list of these supports and related information is available for providers here: https://dbei.gov.ie/en/What-We-Do/Supports-for-SMEs/COVID-19-supports/.
The timeline and arrangements for the safe re-opening of English language education providers is guided by public health advice and by the Government's Roadmap for the gradual lifting of Covid-19 restrictions. Following its re-phasing, the re-opening of all adult education facilities is now part of Phase 3 of the Roadmap, which has allowed these facilities to re-open from June 29.
While guidelines specifically for the re-opening of the English language education sector will not be issued, guidance to assist the tertiary education sector more generally in planning for reopening is being prepared at present and will be available shortly. Further engagement will be undertaken with the provider representative bodies within the English language education sector in relation to their detailed plans for the wider re-opening of their premises and as they seek to provide greater clarity for their member providers. It is to be expected that ensuring the health and safety of staff and students will be central to the provider's plans and that necessary consultations are undertaken as part of their development and implementation. It is anticipated that the "Return to Work Safely Protocol" recently published jointly by the Department of Health and the Department of Enterprise, Business & Innovation, and designed to support measures being put in place that will prevent the spread of COVID-19 in the workplace will inform these plans, supplemented by any guidance issued for the tertiary education sector when available. This protocol envisions close engagement between staff and their employers during the planning, development and implementation of these new workplace measures. The experience of the re-opening of educational facilities in other areas and jurisdictions will also be shared as part of this process.
454. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills her views on the difficulties many students at third-level who have limited broadband capacity at home will face while attempting to partake in online lectures and study; and the provisions that can be put in place to support these students and ensure that their access to third-level education is not restricted due to poor Internet connection in their areas. [14346/20]
View answerThe national co-ordination group for tertiary education, which includes representatives from the Department, institutions, and providers, is meeting regularly to discuss key issues. A working group has been established to examine connectivity issues impacting on tertiary education. The group’s key aims are to identify connectivity challenges in relation to broadband, data, networks and devices, to develop solutions for challenges and work through their resolution with third parties and to provide advice and guidance to other groups in relation to technology and connectivity. The group has facilitated the distribution of devices to learners in need, and the provision of student-friendly data packages for those with connectivity issues. It is also exploring with third parties, longer term provision of devices, and student-friendly mobile packages.
455. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills her views on the situation in a school (details supplied) which is experiencing demand on special educational resources that far exceed supply of SNAs; and if she will support the application for an additional SNA allocation at the school. [14347/20]
View answerSchools 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 roll over 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.
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.
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.
My Department has no role in making determinations in relation to SNA allocations either in the case of individual children or schools.
456. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills her views regarding the situation of those children with additional learning needs who attend a school (details supplied) but due to lack of proper facilities and the ongoing delays in the completion of the new school project are accommodated almost 20km away. [14353/20]
View answer457. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills the status of an ongoing delay at a school (details supplied); and if she will intervene to ensure this is resolved for the opening in September 2020. [14354/20]
View answerI propose to take Questions Nos. 456 and 457 together.
The new school building for the project to which the Deputies refer is over 95% complete. There continues to be a very close engagement between Westmeath County Council (to whom the project has been devolved for delivery) and its design team, the Department of Education and Skills and the contractor in relation to getting the remaining elements of work completed during the summer to enable the school reopen for the coming school year. That being the case, the alternative accommodation kindly provided by the school authorities and patron of the other school in question in the last school year should no longer be required for that purpose.
The school authority is being kept up-to-date on progress in this respect.
458. Deputy Róisín Shortall asked the Minister for Education and Skills further to Parliamentary Question No. 230 of 23 June 2020, the basis for withdrawing approval of two temporary accommodation units in response to a school losing one teaching post at a school (details supplied); and if this decision will be reviewed. [14419/20]
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 authority.
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.
459. Deputy Martin Heydon asked the Minister for Education and Skills if the summer education programme will be extended to children with special education needs who are due to commence education in September 2020; and if she will make a statement on the matter. [14423/20]
View answerMy Department published details of Summer Provision 2020 – Reconnecting with Education including a programme for children with complex special educational needs.
The programme is a significant expansion on the July Provision programme of previous years with the eligibility criteria widened to include approximately 9,000 additional primary aged children with complex needs.
The programme aims to ensure, in so far as possible, that these children 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 complex special educational needs.
The eligibility criteria includes the following categories of children:
1. Pupils with a diagnosis of Autism
2. Pupils with severe and profound learning difficulties
3. Any child in special school or a special class in a Primary 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
A child must meet at least one of the eligibility criteria.
If a Parent is in doubt about their child’s eligibility, they should consult their child’s school or contact my Department. Contact details are available on my Departments website https://www.education.ie/en/Parents/Services/summerprovision/summer-education-programme-2020.html
Full information on summer provision and its various strands, including guidance information for parents, is available at Gov.ie/summerprovision
In relation to support for preschool children the Department of Children and Youth Affairs launched a dedicated campaign and website to support transition called “Lets Get Ready” which has received a positive response so far.
This resource has been prepared jointly with my Department. It is universal in scope, and is aimed at children returning to preschool as well as children returning to or transitioning to school.
Information on the site is at a level for all to understand and include a section called ‘Ready for Everyone’ to specifically support transitions for children with special / additional needs.
The website, which is being updated and reviewed by the DCYA based on the feedback from various sources, is available at https://www.gov.ie/en/publication/74b0d-ready-for-everyone
460. Deputy Emer Higgins asked the Minister for Education and Skills if African history will be introduced into the junior cycle to raise awareness of the slave trade and colonialism; and if she will make a statement on the matter. [14457/20]
View answerHistory at Junior Cycle aims to enable students to develop the necessary conceptual understanding, disciplinary skills and subject knowledge to investigate the actions of people in the past and to come to a deeper understanding of the human condition. Students also come to see the world, and their place in it, from an historical perspective; and understand how the people and events of the past have shaped the contemporary world.
Learners have the option of exploring many different topics of personal interest whilst undertaking Junior Cycle history. Under Strand Three of the Junior Cycle history specification (The History of Europe and the Wider World), with specific reference to Learning Outcome 3.2, students should be able to evaluate the impact of conquest and colonisation on people with particular reference to Portuguese and Spanish exploration.
There are other opportunities to explore different aspects of history, such as the impact of colonialism, whilst undertaking Classroom Based Assessments (CBA’s).
CBA 1 - The Past in my Place, allows students to present their findings on a study of an aspect of their home place that they consider of interest. Students have opted to study topics such as the French colonisation in North Africa for CBA 1 for instance.
CBA 2 - A Life in Time, students present their findings on a person of historical interest to them. The project is designed to allow students to follow their personal interest in a person from the past. This person may be a well-known figure or someone from the student’s home place or family, but whose story can be shown to be of historical significance or interest.
461. Deputy Jennifer Whitmore asked the Minister for Education and Skills if outstanding fire remediation works have been carried out on a school (details supplied); and if she will make a statement on the matter. [14467/20]
View answerI wish to advise the Deputy that the Department are currently carrying out periodic checks in a number of schools, including the school referred to by the Deputy, on the fire safety systems to ensure that the required ongoing maintenance of these systems is being kept up to date.
The Department continues to liaise with the School Principal in order to keep the school updated if further works required in the school.
462. Deputy Jennifer Whitmore asked the Minister for Education and Skills the impact Covid-19 has had in delaying the school building programme; the number of schools in each county in which the programme has been delayed due to Covid-19; the number of those that are in progress; and if she will make a statement on the matter. [14468/20]
View answerThere were circa 200 projects on site in early 2020. In line with National Public Health announcements by Government, all construction sites in relation to the education sector ceased in March 2020.
The construction sector has been re-opening on a gradual and phased basis since Monday 18 May. It will take time to remobilise and see the impact the of new working arrangements. It is too early to quantify exactly the impacts on projects due to the pandemic and as a result of these new working arrangements. A clearer picture will emerge over the next few months as projects become fully re-mobilised and we gain an increased understanding of the operational impacts of implementing Public Health guidelines in particular the social distancing rules. We will keep this under regular review. My Department is working closely with school authorities and patron bodies to ensure that contingency arrangements are in place where necessary if a school building projects is not completed in time for the start of the new school year as a result of delays caused by Covid. This work is on-going and it is envisaged that all issues will be addressed prior to the start of the new year.
By way of information, my Department’s website shows the status position on all school projects on the Capital Programme. These are listed on a county basis. The information is available at www.education.gov.ie and is updated regularly.
463. Deputy Cormac Devlin asked the Minister for Education and Skills if the eligibility requirements for Springboard courses will be reviewed to allow persons enrol in more than one minor course simultaneously; and if she will make a statement on the matter. [14476/20]
View answerAs Springboard courses are designed to be part time, and to enable participants, depending on their circumstances, to look for employment, or continue to work while engaging in the courses, it is not permitted to undertake a second Springboard+ course in same academic year of Springboard+. It is not anticipated that there will be a review of this policy.
