Wednesday, 21 Apr 2021

Written Answers Nos. 989-1007

Covid-19 Pandemic

Questions (989)

Claire Kerrane

Question:

989. Deputy Claire Kerrane asked the Minister for Education the measures in place to prevent and address outbreaks of Covid-19 in special education schools and particularly those in urban areas such as Dublin in consideration of the recent decision not to vaccinate teachers and special needs assistants as a priority group; if there is understanding that this will increase the likelihood of outbreaks of the virus within these school settings which is beyond school staff control; and if she will make a statement on the matter. [18990/21]

Written answers

Minister of State at the Department of Education

In line with the current public health advice regarding living with Covid-19, all students have now to school.

The Department of Health and the HSE have reaffirmed that schools in themselves are low risk environments.

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, when rigorously implemented correctly and adhered to, will keep the school community safe.

Significant funding of almost €630 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 Department of Education, the Department of Health and the HSE will continue to monitor and review the operation of schools on an ongoing basis. Weekly reports on the testing of close contact within the education system are published and available on the HPSC website.

In October 2020, 55 Department of Education inspectors were assigned to work for half their time with the HSE on their dedicated School Teams, in six of the regions of the HSE.

The purpose of their work is to assist schools/settings where a positive case of Covid-19 is identified. Inspectors conduct Public Health Risk Assessments in such schools and settings following a notification of a COVID-19 case by the school/setting to the HSE.

Following the reopening of schools on a phased basis, the Inspectorate also committed to increasing the percentage assignment of these inspectors to the HSE if and when required. As a result, 24 inspectors had their assignment increased to 100% to the HSE on a temporary basis from the end of March.

Additional staff from Department funded agencies and organisations have since been identified to work for 50% of their time with the HSE. The Department’s Inspectorate is coordinating closely with the HSE Public Health Team on an ongoing basis to manage the support needed by the HSE and to keep the level of staffing for the support lines under review.

The dedicated principals’ help line will also remain available as a key resource.

My Department will continue to fund and support infection prevention and control measures in schools to ensure the safety of the school community.

School Accommodation

Questions (990)

Éamon Ó Cuív

Question:

990. Deputy Éamon Ó Cuív asked the Minister for Education the progress to date in providing permanent accommodation to a school (details supplied); and if she will make a statement on the matter. [19005/21]

Written answers

Minister for Education

Officials from my Department continue to work closely with Galway City Council and Galway County Council under the Memorandum of Understanding for the acquisition of school sites in order to identify and procure a suitable site for the school in question.

A number of potential site options have been identified and discussions with these landowners are ongoing.

Once the site acquisition process is complete the project to provide permanent accommodation for the school can be progressed into architectural planning.

While a site acquisition process is underway and given the commercial sensitivities associated with land acquisitions generally I am not in a position to comment further at this time.

Question No. 991 answered with Question No. 985.

School Funding

Questions (992)

Neasa Hourigan

Question:

992. Deputy Neasa Hourigan asked the Minister for Education the average per capita spending on technology for a visually impaired child in primary and post-primary school respectively in a given year. [19014/21]

Written answers

Minister of State at the Department of Education

I wish to advise the Deputy that the National Council for Special Education (NCSE) through its network of local Special Educational Needs Organisers (SENOs) is responsible for processing applications from schools for special educational needs supports. SENOs also make recommendations to my Department where assistive technology is required. The NCSE operates within my Department's criteria in making recommendations for support, which is set out in my Department's Circular 0010/2013.

Schools make application directly to the SENO, providing details of the student's special educational needs or disability, including details of the approach taken by the school in making relevant interventions.

It is the role of the SENOs to establish whether the criteria of the scheme have been met. They will then make a recommendation to my Department as to whether or not assistive technology is required: and based on this recommendation, my Department's officials will decide on the level of grant, if any, to be provided.

Information on the nature of the pupil’s disability is not passed on from the NCSE to my officials and therefore my Department does not hold information on the per capita spending on technology on specific disabilities.

Covid-19 Pandemic

Questions (993)

Seán Sherlock

Question:

993. Deputy Sean Sherlock asked the Minister for Education if high risk staff are to return to second-level schools especially those with underlying conditions or are pregnant. [19018/21]

Written answers

Minister for Education

The general principles to apply to the management of COVID-19 includes the safety and welfare of school staff and the minimisation of the impact of COVID-19 on teaching and learning. The current COVID-19 arrangements in place for teachers and Special Needs Assistants (SNAs) are outlined in my Department’s Circular Letter 0021/2021.

My Department has an enhanced Occupational Health Service (OHS) in place, to provide employers with occupational health advice in relation to a teacher/SNAs’ fitness for work. The current OHS provider has a process in place for school staff with health concerns about their risk of serious illness from contracting COVID-19, through workplace attendance.

A detailed on-line questionnaire is submitted by the teacher/SNA to the OHS, along with detailed medical evidence to provide clarity with respect to the medical complaint(s) in question. All of this information is reviewed by the OHS specialist occupational health physician, including the combined and cumulative risk that can arise when a teacher/SNA suffers from more than one health condition. The risk categorisation is comprehensive and follows the same process that is being applied across other sectors. A teacher/SNA is categorised by the OHS into one of three COVID-19 risk categories. These are ‘Normal Risk’, High Risk’, and ‘Very High Risk’. The outcome of the risk categorisation is governed by the HSE guidance. My Department is following the same guidance that is in use across the public sector.

Based on HSE advice, a teacher/SNA categorised by the OHS as ‘Very High Risk’ must not attend the workplace. However he/she remains available for work and the employer should prioritise alternative working arrangements to the maximum extent possible e.g. working from home.

Upon the full re-opening of post primary schools from 15th March 2021, a teacher/SNA in the ‘high risk’ group who is medically fit for work must attend the workplace. Employers are required to have a COVID-19 Response Plan in place. The Plan outlines the arrangements in place to ensure a safe workplace for all employees. The employee in the ‘high risk’ group should take extra care to practice social distancing and hand hygiene. Face coverings and personal protective equipment should also be used where maintaining social distancing is difficult. The Health Protection Surveillance Centre (HPSC) issued specific advice in respect of SNAs, which sets out clearly how a safe working environment can be maintained for SNAs in schools. See link to HPSC advice at: - ‘Guidance for Schools regarding Special Needs Assistants (SNAs) supporting children and young people with additional care needs in the context of COVID-19' .

The HSE has published guidance for the education sector in respect of pregnant teachers and SNAs. 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 and SNAs will be communicated to employers.

In the meantime, a pregnant teacher or SNA should temporarily continue to work remotely i.e. working from home.

School Transport

Questions (994)

Seán Sherlock

Question:

994. Deputy Sean Sherlock asked the Minister for Education the status of a school transport grant for a child (details supplied). [19065/21]

Written answers

Minister for Education

School Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 114,100 children, including over 14,700 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 Department's 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.

In general, children with special educational needs are eligible for school transport if they are attending the nearest school that is resourced to meet their special educational needs. Eligibility is determined following consultation with the National Council for Special Education through its network of Special Education Needs Organisers (SENO).

The child referred to by the Deputy is eligible for school transport under the terms of the above scheme. The pupil was sanctioned to a bus service in April 2014. An additional pupil was sanctioned to the same service for the 2020/21 School year. A larger vehicle to accommodate both pupils and a Bus Escort was sanctioned by School Transport Section in November 2020. This larger vehicle commenced operation on 1st March 2021.

A Statement of Attendance claiming the Special Transport Grant for this pupil was returned to the school in February 2021, explaining the pupil is sanctioned to a Bus Service and does not avail of the Special Transport Grant. However as the larger service was not in operation until 1st March 2021, School Transport Section will now liaise with the parent directly with regard to the claim for the Special Transport Grant for that period.

School Admissions

Questions (995)

Seán Sherlock

Question:

995. Deputy Sean Sherlock asked the Minister for Education if she has had meetings with the forward planning unit in her Department regarding the provision of second level places in east County Cork. [19084/21]

Written answers

Minister for Education

I can confirm to the Deputy that I had a recent meeting with officials in the Planning and Building Unit regarding second level places in east County Cork.

School Transport

Questions (996)

Seán Sherlock

Question:

996. Deputy Sean Sherlock asked the Minister for Education the changes that will be implemented in the school transport system this coming academic year. [19085/21]

Written answers

Minister for Education

School Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 114,100 children, including over 14,700 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 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/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 complete the application and payment process on time will be accommodated on school transport services for the 2021/2022 school year where such services are in operation. 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.

In October 2019, my predecessor announced a review of the school transport scheme with a view to taking a fresh look at the service and its broader effectiveness and sustainability. Given the evolving situation with Covid-19 the work of the Steering Group had been delayed. However, an initial meeting of the Steering Group was held on the 11th of February in order to recommence the process, which will continue over the coming period. The review is being conducted to ensure that the school transport is fit for purpose and that it serves students and their families adequately.

It is planned that the Steering Group will report to me on an interim basis as the review progresses, with a view to presenting a final report later this year with recommendations on the future operation of the Department’s School Transport Scheme.

Departmental Reviews

Questions (997)

Joe McHugh

Question:

997. Deputy Joe McHugh asked the Minister for Education the timeframe for completion of the review of DEIS; and if she will make a statement on the matter. [19114/21]

Written answers

Minister for Education

A detailed analysis of school enrolment data and the latest data available from Census 2016, using the HP Deprivation Index, has been carried out by members of the DEIS Technical Group. This group contains representatives of the Department’s Statistics and Social Inclusion Units, the Inspectorate and the Educational Research Centre. My Department has commenced a consultation process with education stakeholder representatives on the technical aspects and implementation of the model, and work is ongoing on final elements of the model. It is envisaged that this will then provide the basis for development of a DEIS resource allocation system to match resources to identified need. Until this work is complete, it is not intended to extend the DEIS programme to any further schools.

Special Educational Needs Staff

Questions (998)

Paul Murphy

Question:

998. Deputy Paul Murphy asked the Minister for Education the reason the decision was taken not to conduct a re-profiling exercise of special education teacher allocation in 2021, in view of the previous commitment to do so. [19137/21]

Written answers

Minister of State at the Department of Education

A new model for allocating Special Education Teachers to mainstream schools was introduced from September 2017, based on the profiled needs of schools.

There are now over 13,600 special education teachers allocated to mainstream primary and post-primary schools.

This represents an increase of 40% in the total number of special education teachers allocated to schools since 2011, at which time 9,740 teachers were allocated.

The allocations are based on the profiled needs of schools, and are designed to be updated, based on new school profile data, every two to three years.

For the coming school year, in order to minimise disruption and upheaval for schools as much as possible in light of Covid-19, and to provide for continuity of allocations, the existing special education teacher allocations for schools will be maintained for the 2021/22 school year, with re-profiled allocations now due to be made from September 2022.

This means that schools will not have to engage in an extensive redeployment of posts, or re-clustering, this year.

It also means that schools will have greater levels of certainty as to the staff that they will have in place for September.

It is important to note that no school will see a cut, or reduction, to their special education teaching support next year.

Where schools have growing enrolments year on year, they will receive an increased allocation, pending the next re-profiling. Schools that qualify for additional mainstream developing school posts also qualify for additional special education teaching allocations to take account of this developing status.

Additional allocations will continue to be made for new schools, schools which achieve developing status, and for exceptional circumstances. If a school considers that exceptional circumstances have arisen in their school, which means that they cannot provide for the special educational teaching needs of pupils due to very significant changes to the school profile occurring, a school may seek a review of their allocations by the National council for Special Education (NCSE).

Special Educational Needs Staff

Questions (999)

Paul Murphy

Question:

999. Deputy Paul Murphy asked the Minister for Education the reason schools which were recognised as being under-resourced in terms of special education teacher allocation in 2019 had a cap of 20% on any upward adjustment applied, meaning that they continued to be under-resourced, even as determined by her Department’s own re-profiling exercise. [19138/21]

Written answers

Minister of State at the Department of Education

A new model for allocating Special Education Teachers to mainstream schools was introduced from September 2017, based on the profiled needs of schools.

The allocation model, which was recommended by the National Council for Special Education (NCSE), is designed to distribute the total available level of special educational needs teachers across the school system, based on the relative need of each school, as evidenced by a number of key indicators. This includes:

- a baseline allocation for each school, based on school enrolments

- the number of pupils with complex needs enrolled to the school (number of pupils accessing HSE disability services)

- the extent of learning needs a school has, as evidenced by standardised test data,

- an allocation to take account of the social context of the school, including disadvantage and gender.

The allocations were updated for schools with effect from September 2019, with limited readjustments being applied for at that time.

The allocations have remained in place for the 2019/20 and 2020/21 school years, with some adjustments made over the course of the model for schools which achieved developing status, or successfully appealed on the grounds of exceptional circumstances arising in their schools

Allocations are also provided for new schools which open each year.

As the model is designed to distribute the total available resources across the school system based on profiled need, some schools are intended to gain under this distribution, with these gains counterbalanced by equivalent reductions in schools where the model indicates less need at each review stage.

When the model was updated with effect from September 2019, a graduated adjustment was applied which meant that a portion of the total adjustments which the re-profiled model would have provided for, was applied to schools. Gains and losses which would have occurred were capped.

For schools which would have gained or lost over 10 special education teaching hours, these gains and losses were capped at 20% of the adjustment which would otherwise have occurred.

There are now over 13,600 Special Education Teachers allocated to mainstream primary and post primary schools.

This represents an increase of 40% in the total number of special education teachers allocated to schools since 2011, at which time 9740 teachers were allocated.

The allocations are based on the profiled needs of schools, and are designed to be updated, based on new school profile data, every 2-3 years.

For the coming school year, in order to minimise disruption and upheaval for schools as much as possible in light of Covid-19, and to provide for continuity of allocations, the existing Special Education Teacher Allocations for schools will be maintained for the 2021/22 school year, with re-profiled allocations now due to be made from September 2022.

This means that schools will not have to engage in an extensive redeployment of posts, or re-clustering, this year.

It also means that schools will have greater levels of certainty as to the staff that they will have in place for September.

It is therefore important to note that no school will see a cut, or reduction, to their special education teaching support next year.

Where schools have growing enrolments year on year, they will receive an increased allocation, pending the next re-profiling.

No school will receive a reduction to their current allocation.

Importantly, additional allocations will also continue to be made for new schools, schools which achieve developing status, and for exceptional circumstances. Schools that qualify for additional mainstream developing school posts also qualify for additional special education teaching allocations to take account of this developing status.If a school considers that exceptional circumstances have arisen in their school, which means that they cannot provide for the special educational teaching needs of pupils due to very significant changes to the school profile occurring, a school may seek a review of their allocations by the NCSE. Details of this review process are available at https://ncse.ie/review-of-special-education-teacher-supports-where-there-are-exceptional-circumstances-or-needs-arising-in-a-school-2

Special Educational Needs

Questions (1000)

Paul Murphy

Question:

1000. Deputy Paul Murphy asked the Minister for Education if a school (details supplied) will be allocated the additional special education teacher hours more than 50 that her Department previously recognised as required in 2019, in view of the fact that the number of pupils attending the school has increased since then. [19139/21]

Written answers

Minister of State at the Department of Education

A new model for allocating Special Education Teachers to mainstream schools was introduced from September 2017, based on the profiled needs of schools.

The allocation model, which was recommended by the National Council for Special Education (NCSE), is designed to distribute the total available level of special educational needs teachers across the school system, based on the relative need of each school, as evidenced by a number of key indicators. This includes:

a baseline allocation for each school, based on school enrolments

the number of pupils with complex needs enrolled to the school (number of pupils accessing HSE disability services)

the extent of learning needs a school has, as evidenced by standardised test data,

an allocation to take account of the social context of the school, including disadvantage and gender.

The allocations were updated for schools with effect from September 2019, with limited readjustments being applied for at that time.

The allocations have remained in place for the 2019/20 and 2020/21 school years, with some adjustments made over the course of the model for schools which achieved developing status, or successfully appealed on the grounds of exceptional circumstances arising in their schools

Allocations are also provided for new schools which open each year.

As the model is designed to distribute the total available resources across the school system based on profiled need, some schools are intended to gain under this distribution, with these gains counterbalanced by equivalent reductions in schools where the model indicates less need at each review stage.

When the model was updated with effect from September 2019, a graduated adjustment was applied which meant that a portion of the total adjustments which the re-profiled model would have provided for, was applied to schools. Gains and losses which would have occurred were capped.

For schools which would have gained or lost over 10 special education teaching hours, these gains and losses were capped at 20% of the adjustment which would otherwise have occurred.

The allocation for the school referred to by the Deputy was made on this basis, with additional allocation being made in accordance with the reallocation criteria which was applicable at that time. The school has therefore received its correct allocation, based on this criteria.

There are now over 13,600 Special Education Teachers allocated to mainstream primary and post primary schools.

This represents an increase of 40% in the total number of special education teachers allocated to schools since 2011, at which time 9740 teachers were allocated.

The allocations are based on the profiled needs of schools, and are designed to be updated, based on new school profile data, every 2-3 years.

For the coming school year, in order to minimise disruption and upheaval for schools as much as possible in light of Covid-19, and to provide for continuity of allocations, the existing Special Education Teacher Allocations for schools will be maintained for the 2021/22 school year, with re-profiled allocations now due to be made from September 2022.

This means that schools will not have to engage in an extensive redeployment of posts, or re-clustering, this year.

It also means that schools will have greater levels of certainty as to the staff that they will have in place for September.

It is therefore important to note that no school will see a cut, or reduction, to their special education teaching support next year.

Where schools have growing enrolments year on year, they will receive an increased allocation, pending the next re-profiling.

No school will receive a reduction to their current allocation.

Importantly, additional allocations will also continue to be made for new schools, schools which achieve developing status, and for exceptional circumstances. Schools that qualify for additional mainstream developing school posts also qualify for additional special education teaching allocations to take account of this developing status.If a school considers that exceptional circumstances have arisen in their school, which means that they cannot provide for the special educational teaching needs of pupils due to very significant changes to the school profile occurring, a school may seek a review of their allocations by the NCSE. Details of this review process are available at https://ncse.ie/review-of-special-education-teacher-supports-where-there-are-exceptional-circumstances-or-needs-arising-in-a-school-2

School Curriculum

Questions (1001)

Alan Dillon

Question:

1001. Deputy Alan Dillon asked the Minister for Education the way she plans to support primary and secondary schools in the delivery of financial literacy and well-being for students; the measures that are currently in place; and if she will make a statement on the matter. [19154/21]

Written answers

Minister for Education

Deputy, Financial literacy and well-being for students is explored through a number of curricular subjects and areas across primary and post-primary sectors which I have outlined below.

Primary Level:

At primary level, a new mathematics curriculum is in development. The money strand of this specification aims to establish foundational knowledge and skills in financial literacy and management. The specification will serve to develop children’s understanding that money holds and determines the value of goods and services. Children will be encouraged to think about making good choices and decisions with their money through processes of negotiation and by calculating the unit value of items. They will also be introduced to concepts such as budgeting, saving, spending and taxation.

Junior Cycle.

In the Level 1 Learning Programme, the Priority Learning Unit (PLU) on ‘Numeracy’ is seen as fundamental to daily living. A key aspect of learning in this area is in supporting students to participate in real-life situations where the use of mathematics is relevant. Specific to money students are asked in this PLU to:

- Participate in a shopping experience or in an activity where real money is used functionally

- Financial literacy and well-being can also be found in the PLU on ‘Personal Care and Well-being’ where they are asked to: Plan, shop for and prepare personalised healthy food

In the Level 2 Learning Programme, the PLU concerned with ‘Numeracy’ is described as a daily living skill, with significant applications to home and community life, as well as in the area of academic progress and achievement. This unit draws on a broad range of real-life experiences, helping students develop knowledge and understanding in a range of topics such as number, shapes, space, money, time, and measurement. The Element ‘Managing Money’ asks students to:

- Recognise frequently used Euro notes and coins

- Pay for an item correctly and count the change in a mock-up or real-life shopping transaction

- Explain a shopping receipt, in relation to what was bought and correct change given

- Understand a common household bill in relation to the service provided, how much being charged and how it can be paid for

- Recognise the difference between using money to buy essential items and luxury items

- Plan a personal budget for a week

- Save a small amount of money each week to buy an item

Financial literacy and well-being can also be found in the PLU ‘Living in the Community’, in the element ‘Making consumer choices’, where the students are asked to:

- List two organisations that work on behalf of consumers

- Describe situations when an item needs to be brought back to a shop

- Describe what a guarantee is

Financial literacy and well-being is an important component of Junior Cycle Mathematics. Recent changes to the mathematics specification at Junior Cycle empower teachers to provide opportunities for students to link mathematics to financial awareness and well-being. Both the Mathematical Investigation (MI) that students engage with in 2nd year and the Statistical investigation (SI) from 3rd year provide opportunities to research a question they have about some financial phenomena of interest from the world around them or that they have come across in the course of their mathematical studies or their studies in other subjects. The Investigations comprises of four areas of activity: defining the problem statement, finding a strategy and translating it to mathematics (if necessary), engaging with the problem and solving it if possible, and interpreting the solution in the context of the original problem.

In Junior Cycle Business Studies, there are three strands of study: Personal Finance, Enterprise and Our Economy.

- Personal finance focuses on students developing a set of skills, knowledge and values that allows them to make informed decisions to effectively and responsibly manage their financial resources.

- Enterprise encourages students to identify opportunities and turn them into practical and targeted activities within business and wider society through the development and application of their understanding, skills and values. It develops students’ basic understanding of the financial, marketing and operational functions of an organisation.

- Our economy enables students to understand the dynamic relationship between the local, national and international economic situation. It develops students’ ability to identify and understand basic economic concepts as they relate to personal finance, enterprise and the Irish economy.

In Junior Cycle Home Economics, students are enabled to:

- apply consumer decision-making skills in the management of personal, family and household resources for everyday living

- debate consumers’ rights and responsibilities

- examine how consumers are protected in Ireland by legislation, statutory and non-statutory agencies

- apply financial literacy skills in the preparation and evaluation of a budget for independent living

Leaving Certificate:

Leaving Certificate Mathematics aims to develop mathematical knowledge, skills and understanding needed for continuing education, life and work. By teaching mathematics in contexts that allow learners to see connections within mathematics, between mathematics and other subjects, and between mathematics and its applications to real life, it is envisaged that learners will develop a flexible, disciplined way of thinking and the enthusiasm to search for creative solutions. Whilst there are a number of explicit references to financial mathematics in the syllabuses that see students engage with problems involving interest, depreciation and loan repayments the use of financial contexts offer ideal opportunity for students to develop financial literacy whilst making sense of finite and infinite geometric series.

Leaving Certificate Accounting is concerned with the preparation, recording, extraction, presentation and analysis of financial information for the purpose of making economic decisions. The subject has a dual role in education in that it has both a practical and theoretical aspect. Accounting equips students with a specific language and techniques relevant to many areas of everyday financial, business and social life.

A new Leaving Certificate Economics specification was developed and implemented in September 2019. It includes learning outcomes relating to the demand and supply of money, creation of credit, interest rates and regulation in the financial markets.

Leaving Certificate Business contains several units that are relevant to financial literacy and well-being. Unit 4 ‘Household and business manager’ has learning outcomes related to aspects of finance that include: basic cash flow, main sources of finance, cost of finance, current account, and applying for a loan. Unit 5 ‘Business development’ learning outcomes include an understanding of main sources of finance available for business start-up. Unit 6 ‘Using skills for business’ has learning outcomes exploring the explanation of the relevance of economic indicators such as inflation, employment rates, and interest rates, economic growth, national income and national debt for individuals and the economy.

The revised module descriptor for the Leaving Certificate Applied Mathematical Applications includes units on budgeting, planning and personal finance. Mathematical Applications for the Leaving Certificate Applied is intended to prepare students for life, work, further education and a world where skills and knowledge require constant updating. The course seeks to consolidate and improve students’ mathematical knowledge, skills and concepts through practical, analytical, problem-solving applications and through integration with other modules. This includes undertaking personal budgeting plans, understanding the implications of a financial commitment and examining relevant tax requirements.

The Leaving Certificate Vocational Preparation and Guidance is centred on preparation for the world of work. The students experience work placements throughout the two years of the course. In addition they undertake an enterprise activity. In the course of this activity they must develop a business idea, work as a group to bring the idea to fruition, develop a business plan, conduct market research, work out budgets, raise finance through shares, sponsors or loans, organise the finances through bank accounts, negotiate wages and commissions, and after the enterprise has been completed liquidate the company through closing accounts, paying debts, producing profit and loss accounts and paying shares and dividends.

The enterprise link module of the Leaving Certificate Vocational Programme (LCVP) requires students to plan for an enterprise activity, undertake market research, develop an enterprise project utilising the resources available to them, carry out the enterprise activity and evaluate the experience in a final report.

In Leaving Certificate Applied Mathematics, mathematical modelling is the process through which applied mathematicians use mathematics to represent, analyse, make predictions and provide insight into real-world phenomena. Mathematical models are ubiquitous, providing a quantitative framework for understanding, predicting and making decisions in nearly every aspect of our lives..

The new specification being taught in schools from September 2021 will see students ‘Mathematically Modelling a Changing World’. In this strand, students learn about difference and differential equations and how useful these are for modelling, simulating and understanding phenomena in the real world that involve change. Examples of changing phenomena that students encounter in this strand include applications related to finance and economics such as interest that is compounded monthly/annually/continuously and supply and demand.

Many important aspects of life in society are being transformed through mathematical modelling and applications of mathematical models. Therefore, the development of an expert as well as a layperson competence in the general population to critique mathematical models and the ways in which they are used in decision-making, is becoming imperative for developing and maintaining societies based on equality and democracy.

Departmental Funding

Questions (1002)

Bríd Smith

Question:

1002. Deputy Bríd Smith asked the Minister for Education if a monetary allowance is provided for music teachers that facilitate and have various duties of the day of leaving certificate music practical exams; if not, if her attention has been drawn to the functions and duties of such teachers and their requirement to be present on the day; and the reason no payment is provided for music teachers in these circumstances. [19155/21]

Written answers

Minister for Education

The 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.

Schools Building Projects

Questions (1003, 1004, 1005)

Michael Fitzmaurice

Question:

1003. Deputy Michael Fitzmaurice asked the Minister for Education the status of the proposed new building for a school (details supplied) in County Galway; and if she will make a statement on the matter. [19163/21]

Michael Fitzmaurice

Question:

1004. Deputy Michael Fitzmaurice asked the Minister for Education the current stage of the construction process for a proposed new school (details supplied); and if she will make a statement on the matter. [19164/21]

Michael Fitzmaurice

Question:

1005. Deputy Michael Fitzmaurice asked the Minister for Education if there is a proposed start-up date for a school (details supplied) in County Galway; if funding is in place for the construction; and if she will make a statement on the matter. [19165/21]

Written answers

Minister for Education

I propose to take Questions Nos. 1003 to 1005, inclusive, together.

The major building project for the school referred to by the Deputy is included in my Department’s Construction Programme which is being delivered under the National Development Plan.

This project is currently at an advanced stage of architectural planning - Stage 2(b) which includes the application for statutory approvals and the preparation of tender documents. Planning permission was secured for this project in 2011. In October 2016 an extension to planning was secured which expires in November, 2021. While planning permission is in place, there have been a number of delays associated with this project and it is now agreed between the relevant stakeholders that a new planning application will be necessary which will include a new public road layout and a new access to the school site.

A meeting between my Department, the school, and key stakeholders, including the schools Patron and Galway County Council, took place on 15th April, 2021 at the school's request, to discuss the progression of this project. Next steps have been agreed and the Design Team Leader will provide the school with an updated programme which will include a projected timeframe for the new planning application process.

A revised Stage 2(b) Report and a Stage 2(b) Addendum Report have been submitted to my Department for review. Upon review my officials will revert to the school and its Design Team with comments which should assist in the preparation of the new planning application.

My Department is committed to assisting the school to progress this project.

National Council for Special Education

Questions (1006)

Mary Lou McDonald

Question:

1006. Deputy Mary Lou McDonald asked the Minister for Education when she expects the National Council for Special Education to complete and submit its policy advice on education provision in special classes and special schools first commissioned in September 2018. [19168/21]

Written answers

Minister for Education

In September 2018, the National Council for Special Education (NCSE) was requested to develop Policy Advice on Education Provision in Special Classes and Special Schools to examine whether placement in specialist settings brings about improved educational outcomes and experiences, relative to their ability, for students with special educational needs.

This Policy Advice is expected to be completed in the coming weeks.

I would like to reassure the Deputy of my commitment to progressing my Action Priorities for Special Education which includes improved long-term planning for the provision and development of special school and special class places in future years to ensure that no one is excluded; supporting both special schools and pupils with special educational needs in mainstream education by working to ensure that schools have the appropriate accommodation and facilities.

School Staff

Questions (1007)

Claire Kerrane

Question:

1007. Deputy Claire Kerrane asked the Minister for Education further to Parliamentary Question No. 514 of 24 February 2021, if her Department will consider allowing the affected teachers to progress to point four before the commencement of academic year 2021-2022; and if she will make a statement on the matter. [19190/21]

Written answers

Minister for Education

As set out in the response to question 514, during the Covid-19 pandemic, substitute teachers with a contract (written or verbal) covering an approved absence receive payment for the duration of that contract. The period of service that the teachers is paid for is reckonable towards incremental progression on the pay scale.

There is no provision for my Department to progress individuals on the pay scales where teaching service has not been first provided.