Written Answers Nos. 157-172
157. Deputy Michael Ring asked the Minister for Education if she will further reduce the cost of the 2021 Gaeltacht placement for student teachers in view of the fact that the placement will be undertaken virtually in 2021 (details supplied); and if she will make a statement on the matter. [10629/21]
View answerThe current requirements for Gaeltacht Learning Periods (GLPs) for primary Initial Teacher Education (ITE) programmes takes the form of 2 x 2 week placements, which are outlined in the Teaching Council’s Céim: Standards for Initial Teacher Education.
A number of GLPs due to take place in 2020 were postponed due to public health restrictions. Also, due to the uncertainties of how GLPs would happen, any scheduled placements were put on hold for the 2020/2021 academic year.
My Department has been working for some time with stakeholders, including the Teaching Council, the Higher Education Institutes, the Department of Tourism, Culture, Arts, Gaeltacht, Sport and Media and CONCOS (umbrella body for Gaeltacht Colleges), to develop contingency arrangements to allow for the completion of GLPs in the current academic year. An agreement has now been reached to proceed with the delivery of an online version of the course in 2021.
These contingency plans allow for all placements scheduled to take place this year, related to the 2020/21 academic year, along with those postponed from 2020. It will also ensure that any final year students have the opportunity to graduate as scheduled in summer 2021.
Budget 2020 provided for the re-instatement of the grant to cover the full cost of the Gaeltacht Learning Periods (GLPs) for undergraduate and post-graduate students in State-funded primary ITE programmes, with effect from the 2020/2021 academic year. The grant was previously funded by my Department up to the 2012/2013 academic year, when it was ceased due to financial constraints. The rate of the re-introduced student grant for 2021 has been set at an average of €650. This will cover the cost of the undertaking the fortnightly online course in 2021. The re-introduced grant will be made available for undergraduate and post-graduate students in State-funded primary ITE programmes. This is in line with normal practice for other grant payments per students qualifying requirements.
In recent years, it is understood that students had paid an average of €750 for undertaking a fortnightly GLP in the Gaeltacht. This average cost has been in place for many years and included a contribution to cover accommodation costs associated with attending the course in the Gaeltacht. While the accommodation costs do not arise this year, it is acknowledged that Gaeltacht College providers do face a number of additional costs associated with the preparation, design and delivery of a new online programme. It should be noted that in normal circumstances, Gaeltacht householders who provide accommodation to trainee teachers attending recognised courses in Gaeltacht regions also qualify for a daily grant of €10 per night under the terms of Scéim na bhFoghlaimeoirí Gaeilge which is administered by the Department of Tourism, Culture, Arts, Gaeltacht, Sport and Media.
It is the shared aim of all of the stakeholders involved that students experience a quality online programme. HEIs are currently working directly with their Gaeltacht College providers on implementing the practical and administrative arrangements for delivery of the GLP.
An allowance has been made for 2nd year Professional Masters in Education (PME) students. Those 2nd year PME students who have not completed any GLP will now complete a 3 week online programme (had previously been required to complete 4 weeks). 2nd year PME students who have completed some of their required GLP will now be required to complete the remaining balance (up to a total requirement of 3 weeks) online. This particular allowance, approved by the Teaching Council’s Education Committee, recognised the significant timetabling issues facing 2nd year PME students in respect of school placement, the GLP and normal course work.
The re-instated student grant will cover the full cost of the Gaeltacht Learning Periods (GLPs) for undergraduate and post-graduate students in State-funded primary ITE programmes.
In relation to the cost of the online programme for students of an independent private College, my Department has recently responded to a proposal from that College confirming that both my Department and the Teaching Council has no issue with that College, working in collaboration with a Gaeltacht College(s) to provide an online programme based on the agreed syllabus for their own students and to negotiate and set the cost for undertaking that programme for their own students.
158. Deputy Michael Ring asked the Minister for Education if she will consider approving the Gaeltacht grant to private students (details supplied) for 2021 in view of the financial hardship which families have experienced as a direct result of the Covid-19 pandemic. [10630/21]
View answerThe current requirements for Gaeltacht Learning Periods (GLPs) for primary Initial Teacher Education (ITE) programmes takes the form of 2 x 2 week placements, which are outlined in the Teaching Council’s Céim: Standards for Initial Teacher Education.
A number of GLPs due to take place in 2020 were postponed due to public health restrictions. Also, due to the uncertainties of how GLPs would happen, any scheduled placements were put on hold for the 2020/2021 academic year.
My Department has been working for some time with stakeholders, including the Teaching Council, the Higher Education Institutes (including the College referred to by the Deputy), the Department of Tourism, Culture, Arts, Gaeltacht, Sport and Media and CONCOS (umbrella body for Gaeltacht Colleges), to develop contingency arrangements to allow for the completion of GLPs in the current academic year. An agreement has now been reached to proceed with the delivery of an online version of the course in 2021.
These contingency plans allow for all placements scheduled to take place this year, related to the 2020/21 academic year, along with those postponed from 2020. It will also ensure that any final year students have the opportunity to graduate as scheduled in summer 2021.
Budget 2020 provided for the re-instatement of the grant to cover the full cost of the Gaeltacht Learning Periods (GLPs) for undergraduate and post-graduate students in State-funded primary ITE programmes, with effect from the 2020/2021 academic year. The grant was previously funded by my Department up to the 2012/2013 academic year, when it was ceased due to financial constraints. The rate of the re-introduced student grant for 2021 has been set at an average of €650. This will cover the cost of the undertaking the fortnightly online course in 2021. The re-introduced grant will be made available for undergraduate and post-graduate students in State-funded primary ITE programmes. This is in line with normal practice for other grant payments per students qualifying requirements.
In recent years, it is understood that students had paid an average of €750 for undertaking a fortnightly GLP in the Gaeltacht. This average cost has been in place for many years and included a contribution to cover accommodation costs associated with attending the course in the Gaeltacht. While the accommodation costs do not arise this year, it is acknowledged that Gaeltacht College providers do face a number of additional costs associated with the preparation, design and delivery of a new online programme. It should be noted that in normal circumstances, Gaeltacht householders who provide accommodation to trainee teachers attending recognised courses in Gaeltacht regions also qualify for a daily grant of €10 per night under the terms of Scéim na bhFoghlaimeoirí Gaeilge which is administered by the Department of Tourism, Culture, Arts, Gaeltacht, Sport and Media.
It is the shared aim of all of the stakeholders involved that students experience a quality online programme. HEIs are currently working directly with their Gaeltacht College providers on implementing the practical and administrative arrangements for delivery of the GLP.
An allowance has been made for 2nd year Professional Masters in Education (PME) students (including students in the College referred to by the Deputy). Those 2nd year PME students who have not completed any GLP will now complete a 3 week online programme (had previously been required to complete 4 weeks). 2nd year PME students who have completed some of their required GLP will now be required to complete the remaining balance (up to a total requirement of 3 weeks) online. This particular allowance, approved by the Teaching Council’s Education Committee, recognised the significant timetabling issues facing 2nd year PME students in respect of school placement, the GLP and normal course work.
The College referred to by the Deputy is an independent private provider of ITE programmes. In relation to the cost of the online programme for students in the College referred to by the Deputy, my Department has recently responded to a proposal from that College confirming that both my Department and the Teaching Council has no issue with that College, working in collaboration with a Gaeltacht College(s) to provide an online programme based on the agreed syllabus for their own students and to negotiate and set the cost for undertaking that programme for their own students.
159. Deputy Jennifer Whitmore asked the Minister for Education if her Department has engaged with a school (details supplied); and if she will make a statement on the matter. [10631/21]
View answerSection 29 of the Education Act, 1998 allows a parent, or student where the student has reached the age of 18 years to appeal a decision of a Board of Management to permanently exclude a student from school.
An independent appeals committee is appointed to hear each appeal and determine whether or not the sanction of expulsion is warranted.
Where the committee deems that the expulsion was not warranted it directs the school to readmit the student. Following the issue of a section 29 determination it is open to either party to the section 29 appeal to challenge the decision of the appeals committee through the courts by way of a Judicial Review.
The case referred to by the Deputy is currently before the courts, therefore it is not appropriate for me to comment on it at this time. However I can confirm that sanction for the provision of home tuition has been granted by my Department to this student.
The purpose of the Home Tuition Grant Scheme is to provide funding towards the provision of a compensatory educational service for children who, for a number of specific reasons, are unable to attend school. The Home Tuition Grant Scheme is an interim measure to provide for education until an educational placement becomes available.
160. Deputy Jennifer Whitmore asked the Minister for Education the advice she has for parents of children with additional educational needs who cannot find a special needs assistant to engage in the allocation of five hours per week of home-based teaching or care supports; and if she will make a statement on the matter. [10633/21]
View answerThe supplementary programme is intended to supplement the teaching and learning provided by the student’s school and alleviate the impact of this period of school closure through the provision of 5 hours per week in-person teaching or care support to be delivered in homes.
The programme must be delivered outside of the normal school day (i.e. evenings and weekends), so that the student can continue to engage as fully as possible with the teaching and learning provided by their school.
The Department’s approach is intended to be flexible so as to maximise the number of students participating.
Any unused hours can be delivered to families at any time before 30 April 2021, including during the Easter holidays.
Schools have been requested to assist Parents in sourcing a Teacher/SNA on school staff or other teachers and SNAs known to the school.
In addition, the NCSE provides information on how to source a Teacher or SNA where parents cannot source one through their schools at the following link https://ncse.ie/wp-content/uploads/2021/02/Supplementary-Programme-2021.pdf.
Support can also be accessed through Irish Primary Principals Network (IPPN) at the link: www.educationposts.ie/notice/supprog.
161. Deputy Sean Sherlock asked the Minister for Education if she will address a matter regarding the reopening of schools (details supplied). [10651/21]
View answerMy Department has developed a plan with the relevant education stakeholders for the phased return to in-school learning for children in primary, post-primary and special schools. From the 1 March the first four classes at primary level – junior and senior infants, first and second class – and final year Leaving Certificate students will return to school. This phase will also see a return to full attendance for children in special schools. This is in addition to the reopening of special schools on 11 February on a 50% attendance basis and all special classes reopened fully from 22 February.
The full re-opening of our schools for all students in line with public health advice remains a top priority for Government and my Department is focussing on the safe return of all remaining cohorts of pupils, including those children in 6th class, to school at the earliest opportunity in March, with the last group of post primary students set to return to school after the Easter Break.
162. Deputy Steven Matthews asked the Minister for Education the number of places available for the new ASD unit in a school (details supplied) due to open in September 2021; and her views on the need for more ASD units in the wider Greystones area of County Wicklow. [10653/21]
View answerEnabling children with special educational needs to receive an education appropriate to their needs is a priority for this Government. The Department of Education will spend approximately €2 Billion or over 20% of its total educational budget in 2021 on making additional provision for children with special educational needs this year.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide. It has well established structures in place for engaging with schools and parents. NCSE seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special education placements.
NCSE is planning a further expansion of special class and special school places nationally, to meet identified need. 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.
Notwithstanding the extent of this investment, there are some parts of the country where increases in population and other issues have led to concerns regarding a shortage of school places.
Through better planning at both national and local level, it is my objective that specialist education places should come on stream to meet emerging demand on a timely basis. However, the active collaboration of school communities is essential in this regard.
There are currently 3 special classes providing placements for students in the wider Greystones area at Post Primary level. The school referred to by the Deputy has received sanction for 2 special classes over the next two school years, with 6 students in each class. I can assure the Deputy that where schools notify NCSE of vacancies within their specialist provision, SENOs work locally to ensure parents are made aware of these special class places.
Through ongoing consultation at local level, the NCSE is aware of those parents whose children will be seeking placement for the 2021/22 academic year, including mainstream placement with appropriate support, special class placement, Early Intervention and special school placement. The NCSE continues to work to identify any and all relevant suitable placements.
NCSE has advised that they are aware of an identified need for additional special classes in the Bray/Greystones area. I also understand NCSE is in ongoing consultation with post primary schools in the area with a view to establishing additional special classes in this and in the North Wicklow area generally to meet the identified need.
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. Information on the list of schools with special classes is available at www.ncse.ie.
163. Deputy Richard Bruton asked the Minister for Education if the phased reopening of schools will give priority to children with special needs in mainstream classes who have been particularly impacted by the move to online alternatives. [10693/21]
View answerMy Department is conscious of the fact that closing schools has hugely adverse consequences at individual, family and societal level and that the effect on children with special educational needs can be even greater.
Building on the return to school in recent weeks of children in special schools and in special classes at primary and post-primary level, the Government has decided on a phased return of students to in-school education.
These further phases have been developed in close collaboration with education stakeholders and follow ongoing engagement with the Department of Health and Public Health, HSE.
The Department of Health and the HSE have reaffirmed that schools in themselves are low risk environments and that a gradual phased reopening can occur at this time. Public health has reviewed the measures put in place to ensure safe operation of schools and is satisfied that these infection prevention and control measures, if rigorously adhered to, will keep the school community safe during this period. They emphasise that all measures must be followed carefully by students, staff and parents.
There will be a period of time between each phase to assess the impact of reopening on aspects of community transmission.
The phased return of students to in-school education and the associated target dates are as follows
- Monday 1 March - the first four class groups at primary level – junior and senior infants, first and second class – and final year Leaving Certificate students will return to in-school provision. This phase will also see a return to full attendance for children in special schools, as well as children in early start pre-school classes and early intervention special classes for children with autism or hearing impairment.
- Monday 15 March - the return to in-school provision of the rest of primary school children – third to sixth class, and fifth year Leaving Certificate students. This date will be reviewed during the period following 1 March.
- Monday 12 April - the return to in-school education of the rest of post-primary students following the Easter – i.e. first to fourth year students.
My Department is anxious to further support those pupils/students with SEN who are unable to return to in-school teaching and learning under these phases.
At Primary level in recognition that not all primary pupils with special education needs will be back in school in this phase
- Schools have been asked to prioritise deployment of their SET resources to facilitate the engagement of those pupils with SEN who are in 3rd to 6th class. This will necessitate further collaboration between the SETs and class teachers to establish current priority learning needs among those pupils.
- The supplementary programme for eligible pupils who are in 3rd to 6th class will be extended by a further two weeks
At Post Primary level in recognition that not all students with special education needs will be back in school in this phase
- The supplementary programme for eligible students who have not yet returned to school will be extended by a further two weeks
My Department acknowledges that a phased re-opening is particularly challenging for many children with special educational needs who have not yet returned to school and their families.
The purpose of managing this cautious phased return is to continue to limit the mobility of the population and curb the spread of the virus.
The safe return and sustained safe re-opening of our schools is a key priority for Government.
164. Deputy David Cullinane asked the Minister for Education her plans to develop or advance a post-primary Educate Together school in Waterford; and if she will make a statement on the matter. [10696/21]
View answerAs the Deputy may be aware, in order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, utilising data from a range of sources including information on planned and current residential development, to identify where the pressure for school places across the country will arise.
Major new residential developments in a school planning area have the potential to alter demand in that area. In that regard, as part of the demographic exercises, my Department engages with each local authority to obtain the up-to-date data on significant new residential development in each area. My Department then makes an assessment of the existing capacity within the particular area and its ability to meet increased demand.
Where data indicates that additional provision is required at primary or post primary level, the delivery of such additional provision is dependent on the particular circumstances of each case and may be provided through either one, or a combination of, the following:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
The requirement for additional school places is kept under on-going review and work on an updated exercise to assess needs for the coming years, including those which may arise in the Waterford school planning areas, is at an advanced stage.
A separate patronage process is run after it has been decided, based on demographic analysis, that a new school is required. The patronage process is open to all patron bodies, including Educate Together, and prospective patrons. An Online Patronage Process System (OPPS) has been in operation under my Department since 2018 and provides objective information to parents in the relevant school planning areas to assist them in making an informed choice about their preferred model of patronage and language of instruction for the new school. Parental preferences from parents of children who reside in the school planning areas concerned, together with the extent of diversity currently available in these areas, are key to decisions in relation to the outcome of the process.
165. Deputy Michael Lowry asked the Minister for Education her views on introducing a module on mental health awareness and positive mental health into the primary and secondary school curriculum; her further views on whether schools and centres for education should be playing a vital role in the promotion of positive mental health; and if she will make a statement on the matter. [10711/21]
View answerMy Department has an important role to play in supporting the well-being and mental health of our young people. My Department’s Well-being Policy and Framework for practice has given recognition to the importance of promoting well-being in education. It outlines a comprehensive, whole-school approach to the promotion of well-being and positive mental health. It focuses on the whole school community, as well as groups and individual young people with identified needs.
The National Educational Psychological Service (NEPS) of my Department provides a comprehensive, school-based psychological service to all primary and post primary schools through the application of psychological theory and practice to support the well-being, academic, social and emotional development of all learners. NEPS also provides training to schools in programmes to reduce anxiety and promote coping and resilience in children and young people.
The curriculum also plays an important role in teaching students about managing their well-being. All students commencing Junior Cycle from September 2017 onwards undertake the area of learning called Well-being. Well-being crosses the three years of Junior Cycle and builds on substantial work already taking place in schools in support of students’ well-being. When planning a Well-being Programme schools should consider the NCCA developed short courses in PE, SPHE, and CSPE. In particular the SPHE short course Strand 4: My Mental Health focuses on building positive mental health, examining young people’s experience of mental ill health and learning how to support themselves and others in challenging times. These are the result of widespread consultation with education partners to ensure that the courses address important, relevant and meaningful learning for young people in these subjects. Well-being is one of the principles that underpins Junior Cycle education and is reflected in a number of the statements of learning that are central to planning for the student’s experience of and the evaluation of the schools Junior Cycle programme.
Well-being is mandatory in all primary schools as part of the SPHE curriculum. At primary level the SPHE curriculum is designed to foster children’s well-being, self-confidence and sense of belonging develops children’s sense of personal responsibility for their own behaviour and actions. It promotes children’s self-awareness and understanding by helping them to manage their own feelings, to recognise and appreciate individual abilities, and to cope with change of various kinds as well as supporting children to become active and responsible citizens.
166. Deputy Patrick Costello asked the Minister for Education her Department's policy on distributing homework to primary school students; if studies have been conducted on the matter; the appropriate levels; and if she will look at re-evaluating homework in view of the onset of remote learning. [10737/21]
View answerThe position is that the Department does not issue any guidelines relating to homework being given in schools. It is a matter for each school, at local level to arrive at its own homework policy. In keeping with good practice, the process of drafting a homework policy, should involve consultation with teachers, parents and students
Although schools are not obliged to have a published policy on homework the Department does acknowledge that homework can play an important part in helping pupils prepare for forthcoming class work and in reinforcing work already covered during class time.
During this period of teaching and learning remotely, teachers should ensure that pupils are given opportunities to make real progress in developing their knowledge, skills and understanding across the curriculum. Guidance from the Department states that it is important that all teachers provide specific teaching input to their pupils to support them as they continue their learning engagement from home, this will vary between the work that the teacher will ask pupils to do independently and direct teaching by the teacher.
Where there is less frequent engagement throughout the week, perhaps due to broadband issues, a clear daily and manageable allocation of work should be provided for pupils. In all cases, engagement with pupils should ensure that direct instruction is provided using a variety of approaches including video, audio, presentation software and written instructions. There should be a balance of guided and independent learning tasks assigned across the curriculum and teachers should ensure that the learning tasks chosen give pupils an opportunity to demonstrate their learning in a clear and concise manner.
In relation to research on homework, the National Council for Curriculum and Assessment (NCCA), in consultation with the National Parents Council, commissioned some research in 2018 on Parental Involvement, Engagement and Partnership in their Children’s Education during the Primary School Years and Homework was a significant theme in this work. This research was published in 2019 and is available on the NCCA website www.mie.ie/en/research/parental_involvement_engagement_and_partnership_in_their_children%E2%80%99s_education_during_the_primary_school_years/.
In relation to homework the research asked how is homework designed to promote a partnership between school, child and parents? In this regard, it found that parental and teacher views on the role of homework in a child’s education differ greatly; homework is found to be a source of stress for parents, regardless of their child’s academic ability; many parents are concerned about the amount of homework that is received ; while a key purpose of homework is understood as supporting parental involvement in learning, the fact that it is described as a stressful experience does not support positive involvement in children’s learning; and that choice’ emerged as particularly important for children, in choosing what homework, when and how to undertake it.
In terms of recommendations related to homework, the following are detailed:
- Additional opportunities could be provided for parents and teachers to discuss how to support children’s language development in the home. This could begin with a conversation about homework
- Although there is evidence of good homework practice in schools, there is a need for national guidance on homework in relation to time, content and method that suits children best, according to research in the field
- Schools need to review homework policies and to ensure a whole-school approach is applied in relation to homework
- Entertaining and interactive oral language games and activities should be incorporated into children’s homework
- In planning homework, schools might take into consideration the demands on children's time to do planned activities outside of school and the importance of outdoor free play opportunities for young children
- Schools might consider removing homework from junior infant classes with the exception of story-time/reading to/with children.
167. Deputy Seán Haughey asked the Minister for Education if she will take into account schools which have multi-grade classes, for example in which second and third-class are taught together, when she is making decisions on the reopening of primary schools; if her attention has been drawn to the fact that a phased return of schools could create difficulties for a teacher who would be required to engage in online teaching and face-to-face teaching in such circumstances; and if she will make a statement on the matter. [10739/21]
View answerMy Department has developed a plan with the relevant education stakeholders for the phased return to in-school learning for children in primary, post-primary and special schools. From the 1 March the first four classes at primary level – junior and senior infants, first and second class – and final year Leaving Certificate students will return to school. This phase will also see a return to full attendance for children in special schools. This is in addition to the reopening of special schools on 11 February on a 50% attendance basis and all special classes reopened fully from 22 February. Guidance has been provided to schools for instances where mixed grade classes include some pupils from senior classes that those children should also return to school. This approach avoids the difficultly raised by the Deputy.
The full re-opening of our schools for all students in line with public health advice remains a top priority for Government and my Department is focussing on the safe return of all remaining cohorts of pupils, including those children in 6th class, and students to school at the earliest opportunity in March, with the last group of post primary students set to return to school after the Easter Break.
168. Deputy Donnchadh Ó Laoghaire asked the Minister for Education if the deadline can be extended for applications from external candidates to sit the leaving certificate in 2021 in view of the extraordinary circumstances of Covid-19 and the recent decision on the leaving certificate. [10752/21]
View answerThe State Examinations Commission (SEC) has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
169. Deputy Colm Burke asked the Minister for Education the number of new schools built in Cork city and county from 2011 to 2021; and if she will make a statement on the matter. [10766/21]
View answerA list of all capital projects completed under the Large Scale and Additional Accommodation Scheme, in county order, from 2010 to date may be viewed my Department’s website at www.education.ie.
|
County |
Roll No |
School |
Year |
Type |
|
Cork |
76090G |
Bantry Community College - PPP Project |
2011 |
Post Primary |
|
Cork |
20001N |
Gaelscoil Bheanntrai - PPP Project |
2011 |
Primary |
|
Cork |
20105C |
Star of the Sea Primary School, Passage West |
2011 |
Primary |
|
Cork |
13450F |
Rushbrooke NS, Cobh |
2012 |
Primary |
|
Cork |
16746S |
Ballygarvan NS |
2012 |
Primary |
|
Cork |
17667E |
SN Pádraig Naofa, Whitechurch |
2012 |
Primary |
|
Cork |
19839R |
Gaelscoil Uí Riordán, Ballincollig |
2012 |
Primary |
|
Cork |
81008W |
Ashton Comprehensive School, Blackrock Road |
2013 |
Post Primary |
|
Cork |
17609N |
Rathcormac NS, Rathcormac |
2013 |
Primary |
|
Cork |
20006A |
Gaelscoil Chloich na Coillte, Clonakilty |
2013 |
Primary |
|
Cork |
20310D |
Carrigaline ETNS, Co. Cork. |
2013 |
Primary |
|
Cork |
20354A |
Cara Jnr (Special) School, Mayfield |
2014 |
Primary |
|
Cork |
20435A |
St Joseph's NS & St John's NS, Kinsale, Co. Cork. |
2014 |
Primary |
|
Cork |
76067L |
Coláiste Mhuire, Buttevant, Co Cork |
2015 |
Post Primary |
|
Cork |
17848I |
SN Mhuire, Glenville |
2015 |
Primary |
|
Cork |
91516B |
Skibbereen Community School |
2016 |
Post Primary |
|
Cork |
20107G |
Gaelscoil Mhainistir na Corann, Midleton |
2016 |
Primary |
|
Cork |
68264R |
Edmund Rice College, Carrigaline |
2017 |
Post Primary |
|
Cork |
19851H |
Gaelscoil de hIde, Fermoy |
2017 |
Primary |
|
Cork |
20336V |
Midleton ETNS |
2017 |
Primary |
|
Cork |
20440Q |
Mallow Community NS |
2017 |
Primary |
|
Cork |
19410A |
St Killian's Special School, Bishopstown |
2018 |
Primary |
|
CORK |
13828F |
St. COLUMBA'S BOYS NS |
2019 |
Primary |
|
CORK |
14839P |
CLONDROHID N S GURRANE |
2019 |
Primary |
|
Cork |
13828F |
Douglas BNS |
2020 |
Primary |
In addition, the current status of all projects is also listed on a county by county basis on the website. This is updated on a monthly basis to reflect their progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
Twenty five new schools have been built in Cork city and county between 2011 and 2020. This does not include large scale extensions or projects delivered under the Additional Accommodation Scheme.
170. Deputy Róisín Shortall asked the Minister for Education if she will urgently investigate a matter regarding a school (details supplied) in Dublin 9; and if she will make a statement on the matter. [10777/21]
View answerSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 113,100 children, including over 14,500 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €224.7m in 2020.
The purpose of the School Transport Scheme for Children with Special Educational Needs, is, having regard to available resources, to support the transport to and from school of children with special educational needs arising from a diagnosed disability.
My Department has been engaging intensively with Bus Éireann in regard to the logistics for the safe operation of School Transport Scheme services for the 2020/2021 school year on all school transport scheme services and continues to make every effort to prevent the spread of Covid-19 and to provide a transport service for children and school transport staff that is safe and aligned to public health guidelines.
Additional measures as advised by the HPSC unit in the HSE have been put in place on all school transport services. Measures include all bus drivers and bus escorts receiving PPE where necessary, as well as funding to support additional cleaning and hygiene measures, including the provision of sanitiser on all buses. Seating plans with pre-assigned seating are also in place on all routes, with children sitting next to their siblings or classmates where possible which reduces interaction on school transport services.
Given the scale of services and the geographic location of the children travelling to schools throughout the country it is not logistically possible to provide separate services for each school. As schools return on a phased basis, transport services are fully operational with continued additional hygiene and other measures that were introduced on school transport services at the start of the school year. All services for children attending special schools and special classes are now fully operational with these additional measures in place.
Public health guidelines are being implemented on the SEN transport scheme, however where parents would prefer not to use the service during this interim period, the Department will make temporary grants available for transport until schools reopen fully.
171. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais cén fáth a bhfuil táille €650 ar chúrsa coicíse Gaeilge do mhic léinn atá ag déanamh an chúrsa ar a dtugtar an Mháistreacht Ghairmiúil san Oideachas (Bunscoil) (PMEP) nuair nach raibh ach €750 ar an gcúrsa céanna nuair is cúrsa conaitheach Gaeltachta a bhí ann; an bhfuil i gceist athbhreithniú a dhéanamh air seo; agus an ndéanfaidh sí ráiteas ina thaobh. [10806/21]
View answerComhlíontar na ceanglais reatha le haghaidh Tréimhsí Foghlama sa Ghaeltacht faoi chláir Oideachais Tosaigh Múinteoirí bunscoile i bhfoirm dhá cheann de shocrúcháin dhá sheachtain, mar atá leagtha amach sa doiciméad Céim: Caighdeáin maidir le hOideachas Tosaigh Múinteoirí ón gComhairle Mhúinteoireachta.
De bharr srianta sláinte poiblí, cuireadh ar atráth roinnt Tréimhsí Foghlama sa Ghaeltacht a bhí le cur i gcrích sa bhliain 2020. Ina theannta sin, de bharr éiginnteachta maidir leis an dóigh a seolfaí Tréimhsí Foghlama sa Ghaeltacht, cuireadh aon socrúcháin a bhí sceidealaithe ar an méar fhada don bhliain acadúil 2020/2021.
Le tamall anuas, tá mo Roinn ag obair le geallsealbhóirí – an Chomhairle Mhúinteoireachta, na hInstitiúidí Ardoideachais, an Roinn Turasóireachta, Cultúir, Ealaíon, Gaeltachta, Spóirt agus Meán, agus CONCOS (an bratchomhlacht le haghaidh Coláistí Gaeltachta) ina measc – chun socruithe teagmhasacha a fhorbairt ionas go bhféadfaí Tréimhsí Foghlama sa Ghaeltacht a chur i gcrích sa bhliain acadúil reatha. Táthar tar éis teacht ar chomhaontú chun leagan ar líne den chúrsa a sholáthar sa bhliain 2021.
A bhuí leis na pleananna teagmhasacha sin, beifear in ann gach socrúchán a dhéanamh i mbliana, idir iad sin a bhaineann leis an mbliain acadúil 2020/21 agus iad sin a cuireadh ar atráth sa bhliain 2020. Cinnteoidh sé sin freisin go mbeidh deis ag mic léinn sa bhliain dheireanach céim a bhaint amach i samhradh na bliana 2021, faoi mar atá sceidealaithe.
Rinneadh soláthar i mBuiséad 2020 do dheontas a thabhairt ar ais, le héifeacht ón mbliain acadúil 2020/2021, chun an costas iomlán ar Thréimhsí Foghlama sa Ghaeltacht a chumhdach do mhic léinn fochéime agus iarchéime atá ag gabháil do chláir Oideachais Tosaigh Múinteoirí bunscoile atá á gcistiú ag an Stát. Chistigh mo Roinn an deontas roimhe seo suas go dtí an bhliain acadúil 2012/2013, tráth a scoireadh den deontas a íoc de bharr srianta airgeadais. Is é €650 an meánráta a socraíodh don deontas mac léinn sin don bhliain 2021. Cumhdóidh sé sin an costas ar an gcúrsa dhá sheachtain ar líne a dhéanamh sa bhliain 2021. Cuirfear an deontas ar fáil do mhic léinn fochéime agus iarchéime atá ag gabháil do chláir Oideachais Tosaigh Múinteoirí bunscoile atá á gcistiú ag an Stát.
Tuigtear gur tharla sé, le blianta beaga anuas, gur íoc mic léinn meánchostas €750 as Tréimhse Foghlama sa Ghaeltacht a chur isteach ar feadh tréimhse dhá sheachtain. Ba é sin an meánchostas a bhí i bhfeidhm le blianta fada agus áiríodh leis ranníocaíocht chun cumhdach a dhéanamh ar na costais chóiríochta a bhain le freastal ar an gcúrsa sa Ghaeltacht. Cé nach dtagann aon chostais chóiríochta chun cinn i mbliana, glactar leis go bhfuil roinnt costas breise le híoc ag soláthraithe Coláistí Gaeltachta maidir le clár nua ar líne a ullmhú, a dhearadh agus a sholáthar. Ba cheart a thabhairt faoi deara gurb amhlaidh, maidir le húinéirí tí sa Ghaeltacht a sholáthraíonn cóiríocht do mhúinteoirí faoi oiliúint atá ag freastal ar chúrsaí aitheanta i réigiúin Ghaeltachta, go gcáilíonn siad i ngnáth-imthosca freisin do dheontas laethúil €10 in aghaidh na hoíche faoi théarmaí Scéim na bhFoghlaimeoirí Gaeilge, rud a riarann an Roinn Turasóireachta, Cultúir, Ealaíon, Gaeltachta, Spóirt agus Meán.
Tá sé mar aidhm chomhroinnte ag na geallsealbhóirí uile lena mbaineann go bhfaigheadh mic léinn clár ardchaighdeáin ar líne. Tá na hInstitiúidí Ardoideachais ag obair go díreach lena soláthraithe Coláistí Gaeltachta faoi láthair chun cur chun feidhme a dhéanamh ar na socruithe praiticiúla agus riaracháin le haghaidh an Tréimhse Foghlama sa Ghaeltacht a sholáthar.
Rinneadh lamháltas do mhic léinn atá sa dara bliain den Mháistreacht Ghairmiúil san Oideachas. Maidir leis na mic léinn dara bliain sin nach bhfuil aon Tréimhse Foghlama sa Ghaeltacht curtha isteach acu go fóill, cuirfidh siad clár 3 seachtaine ar líne i gcrích anois (ceanglaíodh orthu roimhe seo clár 4 seachtaine a chur i gcrích). Maidir leis na mic léinn dara bliain sin a bhfuil cuid den Tréimhse Foghlama sa Ghaeltacht curtha isteach acu, ceanglófar orthu anois an tréimhse ama atá fágtha (suas le 3 seachtaine san iomlán) a chur i gcrích ar líne. Agus an lamháltas ar leith sin, atá ceadaithe ag Coiste Oideachais na Comhairle Múinteoireachta, á dhéanamh, aithníodh na saincheisteanna móra sceidealaithe atá roimh na mic léinn lena mbaineann i leith socrúcháin scoile, an Tréimhse Foghlama sa Ghaeltacht agus gnáthobair chúrsa a chur i gcrích.
172. Deputy Denis Naughten asked the Minister for Education the number of formal and informal Council of the European Union meetings that have been held since 27 June 2020 under the remit of her Department; and the number of formal and informal meetings, respectively held virtually. [10812/21]
View answerEducation policy issues are dealt with at EU level as part of the Education, Youth, Culture and Sport (EYCS) Council.
Four such meetings took place since 27 June 2020:
- Informal Education Ministers Council, Osnabruck, Germany. 16/17 September 2020. (hybrid format)
- EU Education Ministers Council, 30 November 2020. (videoconference)
- Informal Education Ministers Council, 22 January 2021. (videoconference)
- EU Education Ministers Council, 19 February 2021. (videoconference)
