Written Answers Nos. 808-832
810. Deputy John Lahart asked the Minister for Defence the way in which he plans to bridge the gap of ten years between forced early retirement on age grounds in the Defence Forces and access to the State pension. [15960/21]
View answer811. Deputy John Lahart asked the Minister for Defence his plans to extend the supplementary pension provision to post-2013 new entrants to give them the option of a lengthy career in the Defence Forces. [15961/21]
View answerI propose to take Questions Nos. 810 and 811 together.
I take it that the Deputy is referring to the absence of the concept of “supplementary pensions” from the provisions of the Single Public Service Pension Scheme.
The occupational pension scheme terms of post-1 January 2013 new entrants to the public service, including the Permanent Defence Force (PDF), are governed by the Public Service Pensions (Single Scheme and Other Provisions) Act 2012. All first-time new entrants to pensionable public service employment on or after that date are members of the Single Scheme.
The Single Scheme is a key structural fiscal reform introduced to help significantly reduce the cost of public service pensions in the long term, while at the same time continuing to provide valuable pension benefits for employees. In the general context of that policy objective, the terms and rules of the Single Scheme – which are fundamentally different to previous superannuation public service arrangements – make no provision for the concept or award of supplementary pensions for any new entrants joining any public service group from 1 January 2013 onwards.
Notwithstanding the distinguishing features of the Single Scheme, members of the PDF in that Scheme retain the minimum pension age of 50 to reflect operational needs, as already applies to new entrant military personnel recruited since April 2004. Importantly, the Single Scheme also retains ‘fast accrual’ pension terms for groups such as the Defence Forces.
Under the 2012 Act, overall statutory responsibility for the Single Scheme pension terms and rules rests with my colleague, the Minister for Public Expenditure and Reform. In that regard, the absence from the Single Scheme of provision for the concept of supplementary pensions for any new entrants joining any public service group – including the PDF – on or after 1st January 2013, has previously been confirmed by the Official Side, which includes the Department of Public Expenditure and Reform, to the Defence Forces Representative Associations.
Access to the State Pension is a matter for my colleague the Minister for Social Protection. As the Deputy will be aware, the Government have established a Commission on Pensions under a Programme for Government commitment. The Commission’s remit is to examine sustainability and eligibility issues with the State Pension and the Social Insurance Fund and also consider the issue of retirement ages in employment contracts and consider how the pension system can further accommodate carers.
In accordance with its terms of reference, the Commission will submit a report on its work, findings, options and recommendations to the Minister for Social Protection by 30 June 2021.
I am also advised that the Public Service Pay Commission considered certain aspects of military superannuation provisions, which were submitted as an influencing factor on military recruitment and/or retention outcomes. The Commission’s report on recruitment and retention in the Permanent Defence Force which was accepted in full by Government in July 2019 considered the concerns expressed by the military Representative Associations in relation to various aspects of pension scheme provisions for the Defence Forces. The Commission made no recommendations advocating any improvements to the pension scheme terms of the PDF.
However, the PSPC report did recommend a range of measures relating to pay and non-pay aspects that would result in immediate and future benefits for members of the PDF. The High Level Plan- "Strengthening Our Defence Forces" provides for actions or projects to be undertaken to deliver on the PSCP recommendations. A project to consider options to tackle barriers to extended participation in the PDF (including the possibility of extending retirement ages for members of the PDF) is underway. This project is divided into two phases. The first phase, focusing on reviewing mandatory retirement ages for officers and the second phase to review contracts of service for enlisted personnel. As this review is currently underway, it would be inappropriate to pre-empt any recommendations that may arise regarding mandatory retirement ages in the PDF.
812. Deputy John Lahart asked the Minister for Defence the status of the implementation of the strengthening of the Defence Forces high-level implementation plan. [15962/21]
View answerThe Government’s high level plan “Strengthening Our Defence Forces – Phase 1” sets out a range of actions to be undertaken in the short, medium and longer term. The plan is complemented by a range of other HR actions which were already underway.
The immediate pay measures set out in the plan i.e. an increase in Military Service Allowance, the reversal of 10% cuts to allowances and the restoration of weekend premium rates for overtime were implemented immediately upon their acceptance by the PDF Representative Associations. A service commitment scheme for pilots was also re-introduced, with very positive uptake.
The remaining projects in the plan contain both pay and non-pay measures. The pay related projects include a review of pay structures, consideration of incentivised long service arrangements and a review of technical pay (grade 2-6) arrangements, and are part of wider Public Sector Pay considerations.
The table below summarises the current status for each of the 15 projects included in the plan:
|
Project |
Title |
Status |
|
V1 |
Review of Pay Structures |
This project is being considered in light of the current Public Sector Pay Agreement. |
|
V2 |
Increase MSA |
Project completed – Payments made in Oct/Nov 2019. |
|
V3 |
Restore Allowances cut under Haddington Road Agreement |
Project completed – Payments made in Oct/Nov 2019. |
|
V4 |
Restore weekend premium rates |
Project completed – Payments made in Oct/Nov 2019. |
|
R1 |
Restore Pilot Service Commitment Scheme |
Project completed – Scheme Promulgated November 2019. |
|
R2 |
Tech 2 - 6 arrangements |
2 Reports completed in October 2019 and January 2020. These Reports are being considered in light of the current Public Sector Pay Agreement. |
|
R3 |
Incentivised long service arrangements - NCO and Officer ranks |
Report completed - October 2019. This project is being considered in light of the current Public Sector Pay agreement. |
|
R4 |
Barriers to extended participation in the PDF |
Project divided into 2 Phases. Phase 1 – Review of Mandatory Retirement Ages for Officers - Draft Report completed and a number of issues under discussion with DPER. Phase 2 – Review of Contracts of Service for Enlisted Personnel is progressing. |
|
R5 |
Bespoke Management training for leaders and managers |
Project completed - July 2020. |
|
R6 |
Professional Military Education [PME] Strategy |
Project completed - March 2021. |
|
R7 |
Mental Health and Wellbeing Strategy |
Project completed - December 2020. |
|
R8 |
Non-Pay Retention Measures in the PDF |
Project completed - October 2020. |
|
R9 |
Additional specialist posts for high turnover/long lead in appointments. |
This Report is near completion. |
|
A1 |
Review of Recruitment methods for PDF |
This Report is near completion. |
|
A2 |
Workforce Planning |
This project is being progressed through the Strategic Human Resources Group as embedding and monitoring workforce planning in the Defence Forces will be an ongoing task. |
813. Deputy John Lahart asked the Minister for Defence the status of the implementation of the EU Working Time Directive in relation to the Defence Forces. [15963/21]
View answerThe EU Working Time Directive has been transposed into national legislation by way of the Organisation of Working Time Act, 1997. The Defence Forces are currently excluded from the provisions of the Organisation of Working Time Act 1997. The Government, however, has committed to amending this Act and bringing both the Defence Forces and An Garda Síochána within the scope of its provisions, where appropriate.
Responsibility for preparing an appropriate legislative framework in this regard transferred to the Department of Enterprise, Trade and Employment (DETE) in October 2020. My Department is working closely with DETE to progress the regulatory amendment required to remove the blanket exclusion and bring the Defence Forces within the parameters of the Act whilst having regard to the unique nature of some of their activities which may require exemption or derogation from the provisions of the Act.
The Working Time Directive recognises the unique nature of certain military activities and allows for derogations and exemptions of such activities. A significant amount of work has been undertaken by civil and military management in determining the military activities that fall within the scope of the Directive. I have been advised that a high percentage of the normal everyday work of the Defence Forces is already in compliance with the Working Time Directive and that a range of activities also qualify for exemption. Deliberations on these matters are continuing between civilian and military management and will feed into amendments to the legislative framework.
A subcommittee of the Defence Conciliation and Arbitration Council (comprising of the Representative Associations, military and civil management) has been established to discuss matters relating to implementation of the Working Time Directive, where appropriate. Arising from those discussions, amended practices regarding compensatory rest have been introduced. This builds upon existing work practices relating to compensatory rest which comply with the Directive. Further discussions with the Defence Forces Representative Associations will be undertaken, through this forum, as the current work evolves.
My Department and the Defence Forces remain fully committed to ensuring that the provisions of the Working Directive are applied throughout the Defence Forces and I can assure the Deputy that the health and safety of personnel in the Defence Forces remains a priority for myself and the Chief of Staff.
814. Deputy John Lahart asked the Minister for Defence his plans for additional defence investment in strategic airlift, air intercept and airspace monitoring primary radar capability and cyber defence and intelligence. [15964/21]
View answerMy priority as Minister for Defence is to ensure that the operational capability of the Army, Air Corps and Naval Service is maintained to the greatest extent possible. This is primarily to enable the Defence Forces to carry out their roles as assigned by Government as set out in the White Paper on Defence. Equipment priorities for the Army, Air Corps and Naval Service are being considered in the context of the lifetime of the White Paper on Defence as part of the capability development and Equipment Development Planning (EDP) process.
In this context, the principal aim over the period of the White Paper is to replace and upgrade, as required, existing capabilities in order to retain a flexible response for a wide range of operational requirements at home and overseas. Budget 2021 provides a Capital allocation of €131m for investment in Defence equipment and barracks infrastructure and will enable continued investment in major equipment platforms. The increased capital funding for 2021 builds on increased levels of capital expenditure totalling €392m over the years 2018 – 2020.
In relation to air-based capability, my immediate priorities have been the acquisition of three Pilatus PC-12 aircraft in the Intelligence, Surveillance, Target Acquisition and Reconnaissance (ISTAR) role and for two Airbus C295 maritime patrol aircraft. An additional PC-12 was also acquired in response to the Covid 19 situation. No decisions have been made for the acquisition of additional aircraft in other roles. Some €276 million, including VAT, has been committed to the acquisition of these enhanced capabilities.
While the option of acquiring a wider military lift capability has been mentioned, it is not identified as an action in the present EDP. Much of this longer range lift capability is provided by way of chartering aircraft through a competitive procurement process on an as-required basis. To date, this has been considered to be the most cost effective approach taking account of the acquisition, running and maintenance costs of larger aircraft in the context of their expected usage and contingency requirements. The overall priorities in the EDP will remain under review as it is progressively implemented and taking account of funding availability.
It remains Government policy, as per the 2015 White Paper on Defence, that should additional funding, beyond that provided for in existing plans becomes available, the development of a more capable air combat/intercept capability and/or a radar surveillance capability will be considered.
In terms of cyber security, at national level, the Minister for the Environment, Climate and Communications has the lead role with inputs in the security domain from An Garda Síochána and the Defence Forces. The National Cyber Security Centre, which is part of the Department of Environment, Climate and Communications, is the primary authority responsible for cyber security in the State, including incident response, cyber resilience and information provision. While the primary role of the Defence Forces with regard to Cyber Security relates to the defence and security of its own networks and systems, the Department of Defence and the Defence Forces are committed to participating, under the leadership of the Department of Environment, Climate and Communications, in the delivery of measures to improve the Cyber Security of the State. This is being done in line with the Programme for Government commitment to implement the National Cyber Security Strategy, recognising the potential and important role of the Defence Forces.
I am satisfied that the Defence Forces have the necessary resources available to them, including a modern and effective range of equipment which is line with best international standards in order to fulfil all roles assigned to them by Government.
815. Deputy David Cullinane asked the Minister for Defence the total Covid-19-related spend in 2020 by his Department, agency and budget line item; and if he will make a statement on the matter. [16278/21]
View answerThe response by my Department to the Covid-19 pandemic involved Permanent Defence Force personnel, Civil Servants, Civilian Employees, members of the Reserve Defence Force and Civil Defence Volunteers and amounted to some €15.4 million in 2020.
Expenditure was incurred across a range of areas and included €5.3 million towards the acquisition of a new Pilatus PC-12 aircraft which was used to provide additional fixed-wing capacity response and support to the HSE, as required; some €5 million in respect of additional Medical, Engineering, Building, Personnel Protective Equipment, Audio-Visual, Information Technology, Communication and Transport costs across the Army, Air Corps and Naval Service; some €4.2 million in respect of additional Allowance payments and some €0.3 million in respect of additional Civil Defence costs. In addition, Information Technology investment of some €0.6 million facilitated remote working across the Department, which ensured ongoing business continuity throughout a very challenging period.
All Covid-19 related expenditure was met from within the overall Defence Vote (Vote 36) allocation for 2020 and reflected the positive contribution made by the Defence Organisation in reacting to this crisis.
816. Deputy Emer Higgins asked the Minister for Defence the payment options available for persons to pay fines, charges or bills by his Department; and if there are plans to provide further online payment facilities. [16298/21]
View answerMy Department does not receive payments in respect of fines, charges or bills from members of the public. I can confirm that my Department has the facility in place to receive online payments.
817. Deputy Claire Kerrane asked the Minister for Education her views on survivors of institutional abuse not being able to access medical help, including counselling through Caranua, as was promised to them as part of the redress they received from the State. [13782/21]
View answerWhen the revelations of institutional child abuse came to the fore in the 1990s, the State sought to respond by putting in place a number of measures including a National Counselling Service.
The National Counselling Service (NCS) has been in existence since 2000. It is a professional, confidential counselling and psychotherapy service available free of charge in all regions of the Health Services Executive. Priority is given to adults who have experienced trauma and abuse in childhood with priority given to adult survivors of institutional abuse in Ireland.
Self-referrals are accepted. Written referrals are also accepted from health care and other professionals such as GPs, social Workers and mental health practitioners.
Accessing the National Counselling Service is not dependent on Caranua. Similarly, accessing the public health system is not dependent on Caranua.
818. Deputy Thomas Pringle asked the Minister for Education the reason children with special needs including those with Down syndrome cannot go into school for even three hours a day with their SNAs (details supplied); and if she will make a statement on the matter. [13877/21]
View answer861. Deputy Seán Canney asked the Minister for Education the reason a child (details supplied) with Down syndrome cannot go to school for even three hours a day with their SNA; and if she will make a statement on the matter. [14506/21]
View answerI propose to take Questions Nos. 818 and 861 together.
I am 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.
Education has been deemed an essential service which means that the general public heath advice for people to stay at home does not apply to school staff providing an essential service like teachers and SNAs.
This has facilitated a phased re-opening of our schools which has been necessary to continue to limit the mobility of the population and curb the spread of the virus.
The phased re-opening have been developed in close collaboration with education stakeholders and follow ongoing engagement with the Department of Health and Public Health, HSE.
There is a period of time between each phase to assess the impact of reopening on aspects of community transmission. It is not possible for other children to return to in-school provision during this period.
The next phased return of students to in-school education and the associated target dates is
- Monday 12 April - the return to in-school education of the rest of post-primary students following the Easter break – i.e. first to fourth year students.
I know that this has been particularly challenging for many children with special educational needs who have not yet returned to school and their families.
My Department is anxious to support those pupils/students with SEN who are unable to return to in-school teaching and learning under these phases.
At Post Primary level in recognition that not all students with complex special education needs will be back in school in this phase, the supplementary programme for eligible students who have not yet returned to in person learning will be extended by a further two weeks (an additional 10 hours, for a total allocation of 30 hours).
Any unused hours can be delivered to families at any time before 30th April 2021, including during the Easter holidays.
My Department has been contacted by schools and families who wish to access the supplementary programme in school settings. The Department has engaged with the education stakeholders, particularly the school management bodies on the logistical issues which may need to be considered in the running of this programme in school premises, particularly as this programme is intended to happen outside of school hours such as evenings, weekends and over the Easter break.
My Department has confirmed to the management bodies that the running of the supplementary programme in schools is an authorised activity. It is open to any Board of Management, if they so wish, to make their school premises available to facilitate the running of the supplementary programme.
819. Deputy David Cullinane asked the Minister for Education if the commitments given to survivors of institutional abuse will be delivered on; and if payment for a procedure will issue (details supplied). [13890/21]
View answerThe Residential Institutions Statutory Fund Board (Caranua) was established in 2013 in accordance with the Residential Institutions Statutory Fund Act 2012 (the 2012 Act). Caranua’s purpose was to disburse the contributions of €110m (€111.38m including interest) provided by the religious congregations following the publication of the Ryan Report in 2009, by funding approved services to support the needs of former residents who as children suffered abuse in relevant institutions.
As the Statutory Fund is finite in nature, Caranua announced in May 2018 that it would cease to accept applications from 1 August 2018. It has, since that date, mainly focused on processing applications on hand.
There was , in effect, a 19 month wind-down period before payments, in the main, ceased in December 2020. I understand that Caranua was in touch regularly with survivors to ensure that there were timelines for all outstanding applications.
Caranua's work is effectively finished. My Department will not be taking over the functions of Caranua in relation to services for survivors. While a particular avenue of treatment may no longer be open because it cannot be funded privately, there are public health alternatives available. The Government is committed to a single tier health system and funding private treatment for an individual is, in any event, contrary to that policy.
820. Deputy Neale Richmond asked the Minister for Education if she has engaged with the NCCA on the Irish curriculum at leaving certificate level; her views on whether the focus on literature and written Irish over a focus on speaking and conversing in Irish is the best course of action; and if she will make a statement on the matter. [13932/21]
View answerThe syllabuses for Leaving Certificate Irish introduced in the 1990s were updated in 2010. Since then there have been significant developments in Irish language curricular provision at primary and junior cycle levels. The National Council for Curriculum and Assessment (NCCA) recently opened a public consultation process on draft L1 and L2 specifications for Leaving Certificate Irish. This model of curricular provision for Leaving Certificate Irish whereby separate specifications are provided for students in Irish-medium (L1) and in English-medium schools (L2) builds on the specifications introduced for Junior Cycle Irish in 2017. The NCCA has set out a comprehensive programme of consultation activities including an online survey, focus group, bi-lateral meetings and written submissions to garner the views of all stakeholders on the published draft specifications. It is worth noting that, in the current circumstances, a much longer period than would typically be the case has been allocated to this consultation process.
As is the case with the current syllabuses for Leaving Certificate Irish, the draft L1 and L2 specifications for Leaving Certificate Irish published by the NCCA for consultation are based on the principles of a communicative approach to language teaching. This is reflected in the centrality of ‘Communication’ as the main strand of the specifications. The communicative approach emphasises the development of all of the main language skills – listening, speaking, spoken interaction, reading and writing. The interdependent nature of language skills development requires an integrated approach and the role of literary and non-literary texts is central to the development of students’ communicative competences across the language skills. In this way, student engagement with texts from a variety of genres supports their development, in accordance with their ability, as effective communicators across a range of language skills including their oral competence in spoken production and interaction as well as reading and writing. Students’ engagement with texts also has an important role in creating awareness among students of the range of opportunities for Irish language usage available to them and equipping them to exploit those opportunities along with the development of their cultural awareness.
Feedback from the consultation process will inform any review of the current draft L1 and L2 specifications for Leaving Certificate Irish.
The draft L1 and L2 specifications for Leaving Certificate Irish and further information about the consultation process can be accessed at https://ncca.ie/en/senior-cycle/curriculum-developments/gaeilge/.
821. Deputy Emer Higgins asked the Minister for Education the future plans for her Department's land in Newcastle, County Dublin which may be large enough to accommodate a post-primary school adjacent to the existing national school. [13935/21]
View answerThe land to which the Deputy refers is in my ownership as Minister for Education. It is planned to retain this land to accommodate any future requirements for education provision in this area.
822. Deputy Seán Canney asked the Minister for Education if the design team has been appointed for the new amalgamated national school for a school (details supplied); and if she will make a statement on the matter. [13937/21]
View answerI wish to advise the Deputy that following the site visit carried out at the school, my Department is currently formulating the accommodation brief for the proposed building project to cater for the recently amalgamated primary schools in Tuam.
This will then facilitate the commencement of the architectural planning process, which will include the appointment of a design team, to deliver the project.
Officials from my Department are in regular contact with the school authorities with regard to the project and my Department will be in further contact with the patron when the brief formulation process has been completed.
823. Deputy Seán Canney asked the Minister for Education the status of a new school (details supplied); and if she will make a statement on the matter. [13938/21]
View answerI am pleased to inform the Deputy that the building project for the school to which he refers has been devolved for delivery to Galway & Roscommon Education and Training Board (GRETB).
The Service Level Agreement (SLA) has been issued to GRETB. The next step is for the ETB to procure a Design Team for the project to design the buildings, obtain the necessary statutory planning permissions, and move the project onward to tender and construction in due course.
As the project is at an early stage in the delivery process, it is not possible at this time to give a date for its completion. Please be assured that the ETB will be engaging directly with the school authority to keep it informed of progress.
824. Deputy Ciarán Cannon asked the Minister for Education when she plans to approve the provision of a school transport service on an additional route for a school (details supplied). [13965/21]
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 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 Department's Post-Primary School Transport Scheme children are eligible for school transport where they reside not less than 4.8 kilometres from and are attending their nearest school/education centre as determined by my Department/Bus Éireann, having regard to ethos and language.
All children who are eligible for school transport and who completed the application and payment process on time have been accommodated on school transport services for the 2020/21 school year where such services are in operation. The closing date for payment for the 2020/2021 school year was Tuesday 4th August 2020.
Children who are not eligible for school transport may apply for transport on a concessionary basis only and will be facilitated where spare seats are available after eligible children have been accommodated.
Bus Éireann has confirmed that all services operating to the post-primary centre referred to by the Deputy are currently operating at capacity.
825. Deputy John Paul Phelan asked the Minister for Education if a child who is deemed to be a high risk of contracting Covid-19 and is being home-schooled will be marked absent from school; if the authorities will be contacted to investigate the reason for absences in cases in which there are too many absences in the school year. [13967/21]
View answerThe Health Protection Surveillance Centre and HSE has published guidance in relation to the return to school for at risk groups. The advice confirms that for the vast majority of children, can return to school and it is important for the overall health and wellbeing for children to attend school. This is consistent with public health advice internationally. The guidance is available at the following link. www.hpsc.ie/a-z/respiratory/coronavirus/novelcoronavirus/guidance/educationguidance/HSE%20advice%20on%20return%20to%20school.pdf.
My Department has also published guidance to support schools in making adapted education provision for those children who cannot return to school because they are medically certified as being at ‘very high risk’ to COVID-19. The guidance is available on gov.ie. The purpose of this adapted education provision is to ensure that students who are medically certified as being at very high risk to COVID-19 can maintain a meaningful connection with their class group and school in order to successfully continue their learning from home. Students in this category who engage with learning from home should be marked present on attendance records.
Tusla Education Support Service (TESS) has a statutory responsibility to intervene when a parent/guardian is failing or neglecting his/her child’s attendance at school. TESS views all school attendance referrals from a child welfare perspective with the intention of finding solutions that will enable and support students to attend, participate and be retained in education. I can assure the Deputy that TESS will continue to look at all school attendance cases with a compassionate and child welfare centred approach for the duration of the Covid-19 pandemic. The role of TESS is to ensure that all students have access to education. TESS is available to work with any student or family in need of support.
826. Deputy John Paul Phelan asked the Minister for Education if she will address a matter (details supplied) regarding protections for parents deemed high risk; and if she will make a statement on the matter. [13968/21]
View answerThe Government has always been guided by public health advice in relation to what is safe in schools. The CMO has made it very clear in his advices to Government which are published on gov.ie, that schools are safe environments, with very little evidence of transmission within schools, and that the majority of infections of children and adolescents occurs outside the school setting. The decision to delay the reopening of schools was in recognition of the need to reduce societal activity and movement to curb the spread of the virus at a time where there was unprecedented levels of disease transmission in the community. This was not based on a changed assessment of the risks in relation to transmission levels in schools.
Schools have put significant infection prevention control measures in place to reduce the risk of coronavirus being transmitted to/within the school and funding of almost €650 million has been put in place by my Department to fund Covid-19 related measures, including funding for PPE, sanitation and additional cleaning etc.
The HSE Health Protection Surveillance Centre (HPSC) has issued specific advice about children attending school in the context of covid-19. This advice covers both children with underlying medical conditions and children living with family members with underlying conditions. For all children, care should continue to be taken to reduce transmission through the infection control measures promoted by HPSC.
The HPSC advice advises that children with immediate family members, including parents, in both the ‘high risk’ and ‘very high risk’ categories can return to school and it is important for the child’s overall well-being. This is consistent with public health advice internationally in relation to at-risk family members. The priority is that the household continues to follow all current advice on how to minimise the risk of coronavirus, through regular hand washing, etc.
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 students who are set to return to school after the Easter Break.
827. Deputy Pauline Tully asked the Minister for Education the length of time that teachers who are pregnant will be exempted from returning to the classroom setting in view of a number of recent stillbirths which may have been related to Covid-19; and if she will make a statement on the matter. [14016/21]
View answerThe general principles to apply to the management of COVID-19 includes the safety and welfare of teachers and other school staff and the minimisation of the impact of COVID-19 on teaching and learning. The current COVID-19 arrangements in place for teachers are outlined in my Department’s Circular Letter 0049/2020.
The HSE has recently published guidance for the education sector in respect of pregnant employees and my Department is currently seeking clarifications from the HSE on this guidance.
When my Department has considered the HSE clarifications, any changes to the current working arrangements for pregnant teachers will be communicated to employers.
In the meantime, a pregnant teacher should temporarily continue to work remotely i.e. working from home.
The current temporary arrangements for pregnant teachers employed in post primary schools during the partial re-opening period are outlined in my Department’s Information Note TC 0007/2021. The current temporary arrangements for pregnant teachers employed in recognised primary schools are outlined in my Department’s Information Note TC 0010/2021.
828. Deputy Catherine Murphy asked the Minister for Education if she will further consider the rejection of a section 29 appeal by a person (details supplied); if the appeal will be reviewed; and if she will make a statement on the matter. [14023/21]
View answerSection 7 of the Education (Admissions to Schools) Act 2018 has provided for the replacement of the existing Section 29 of the Education Act 1998 with a series of new sections numbered 29 to 29F. These new appeal provisions in sections 29 to 29F are designed to work alongside the wider admissions framework in the 2018 Act and came into operation from 12 November 2020 onwards. In accordance with section 29B of the Education Act, 1998 the Minister has also determined procedures for appeals which applied to all appeals made under section 29 of the Education Act, 1998.
As part of the new arrangements for appeals under section 29 of the Education Act, 1998 appeals are heard and examined by an independent appeals committee. Following every oral hearing the appeals committee must issue a preliminary decision with reasons for that decision. Parties to the appeal have an opportunity to submit any observations on that decision to the committee. Any observations received are considered by the appeals committee who must issue their final decision with reasons for that decision and include a direction to the board of management in cases where the appeal has been allowed.
An appeals committee’s final decision is binding on the parties and can only be challenged by either party to the appeal, by way of Judicial Review through the Courts.
This Department cannot comment on individual cases, however, I suggest that the parent/applicant contact the Section 29 Administration Unit within the Department at section29@education.gov.ie to seek an update on the status of the appeal in this case.
It may also be of some assistance to know that Tusla Education Support Services (TESS) the Educational Welfare Service is the legal body which can assist parents who are experiencing difficulty in securing a school placement for their child. Contact details for TESS are available at the following link www.tusla.ie/tess/get-in-touch/ or by email at tessinfo@tusla.ie.
829. Deputy Róisín Shortall asked the Minister for Education if clarity will be provided on whether a special needs assistant (details supplied) is permitted to continue working until 70 years of age; the options available to the special needs assistant in the event that they are not permitted to work until the age of 70; and if she will make a statement on the matter. [14031/21]
View answerI wish to inform the Deputy that the upper retirement age for standard accrual members of the Single Pension Scheme is 70 years of age. Therefore any standard accrual member may continue in pensionable employment until 70 years of age. Such members are not obliged to retire at the normal retirement age (66 in this case). Information on the Single Pension Scheme is available on the Department of Education website. Queries about the scheme or its benefits can directed to the Pension Unit in my Department at the following email address pensions@education.gov.ie.
830. Deputy Michael Fitzmaurice asked the Minister for Education if a student who is studying agricultural science outside of the school setting under the supervision of a grinds teacher can use the predictive grading system; and if she will make a statement on the matter. [14064/21]
View answerOn 22 March, my Department published a Guide to Accredited Grades for Leaving Certificate 2021 for Out-of-School Subjects, and Out-of-School Learners. The guide is available to download on www.gov.ie/leavingcertificate.
There are two broad categories of out-of-school candidates for whom some special arrangements are being provided:
- students who are enrolled in, and studying in, a school on a full time basis but are also studying an extra subject, or subjects, entirely outside of school.
- students who are entered for the examinations as external candidates and who are not attending for fulltime tuition at any school, or private college, recognised by the State Examinations Commission. This category includes students who are being home schooled.
The purpose of the published guide is to set out the processes for those in either of the above categories to apply to be considered for Accredited Grades in a way which is fair to them and to all students and which does not undermine the integrity of the overall approach of Accredited Grades.
831. Deputy Robert Troy asked the Minister for Education when works on the pitch in a school (details supplied) will commence. [14105/21]
View answerThe school to which the Deputy refers opened in September of 2020.
The contract for the major building project at this school includes works in relation to the clearing and seeding of a green area to the east of the school building. These works will be undertaken in spring 2021 if circumstances, including the weather, permit.
However, no provision has been made for the inclusion of a pitch on the site. This project is no different to any typical major primary school building project in that respect.
832. Deputy Marian Harkin asked the Minister for Education when a reply will issue on a matter raised by a school (details supplied) in April 2020. [14128/21]
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 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 Department's Post-Primary School Transport Scheme children are eligible for school transport where they reside not less than 4.8 kilometres from and are attending their nearest school/education centre as determined by my Department/Bus Éireann, having regard to ethos and language.
Applications for school transport should be made on-line on Bus Éireann’s website at www.buseireann.ie. Bus Éireann, who operates the school transport scheme on behalf of the Department, will contact all applicants regarding their eligibility for school transport.
Children who are eligible and who apply and pay on time are accommodated on transport services where such services are in operation. A service may be established where a sufficient number of eligible pupils, within an area apply for transport.
Children who apply for transport but who are not eligible are considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
While it is the prerogative of parents to send their children to the school of their choice, eligibility for school transport is to the nearest school, having regard for ethos and language.
In certain areas, families who choose to send their children to schools other than their nearest school sometimes diminish the chance of a service being established to their nearest school. Officials from School Transport of my Department have contacted the school referred to by the Deputy with regard to the issues they have raised in their correspondence.
