Written Answers Nos. 64-83
64. Deputy David Stanton asked the Minister for Education the progress made to date with respect to the proposed development of a school (details supplied); and if she will make a statement on the matter. [22403/21]
View answerThe Deputy will be aware that a building project for the school in question is included in my Department's school building programme.
The next step includes completing the accommodation brief for the project with a view to progressing the project to the next stage of the planning process. My Department will be in direct contact with the school authorities at that point.
65. Deputy Ruairí Ó Murchú asked the Minister for Education the details of the current engagements with stakeholders regarding the new draft specifications for Irish at leaving certificate level published by an organisation (details supplied) given the issues that have been raised; and if she will make a statement on the matter. [22456/21]
View answerThe National Council for Curriculum and Assessment (NCCA) opened the consultation on draft specifications for Leaving Certificate Irish on 23 February 2021. In planning and in designing the consultation process, the NCCA was mindful to take account of the very challenging circumstances facing teachers, students, school leaders, and their communities due to Covid-19. In order to allow as many opportunities for all those interested to engage with the process, this consultation is scheduled to remain open for a six-month period. Typically, consultations on draft subject specifications take place over a six to eight-week period.
The NCCA is using a range of consultation techniques including an online survey, focus group and bilateral meetings, and written submissions to gather and record the experiences and perspectives of participants on all aspects of the draft specifications including the types of learning, teaching and assessment experiences set out for students.
To raise awareness further of this opportunity to contribute to these curriculum developments and to enable as wide an engagement as possible, the NCCA is also working closely with stakeholders in several organisations within the Irish-medium education sector. The NCCA, for example, in collaboration with Gaeloideachas hosted an information session followed by consultative focus groups for teachers in L1/T1 settings in early March. Further focus group meetings with teachers in L1 and L2 contexts are planned in conjunction with COGG (An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta).
I am aware that concerns have been raised by a number of Irish language organisations regarding the timeframe for completion of the consultation process underway. I understand that the NCCA met with a number of these organisations recently to discuss those issues.
The NCCA is very cognisant of the importance and value of robust stakeholder feedback on draft curriculum specifications to inform the finalisation of such documents. Given the current pandemic, the NCCA is keeping the ongoing consultation process and the potential need for an extension under review.
66. Deputy Ruairí Ó Murchú asked the Minister for Education her plans to commence the process of creating a comprehensive policy for Irish in the education system in line with the aim to have 20% of civil service recruits proficient in Irish by 2030 as is outlined in the Official Languages Bill 2019; and if she will make a statement on the matter. [22457/21]
View answerMy Department is working on an ongoing basis on the initial planning work required for the development of an Irish-medium policy as part of the overall framework of the 20-year Strategy for the Irish language 2010-2030. The development of the policy will be informed by a consultation process and I look forward to working with relevant stakeholders in progressing this important work and building on the positive outcomes achieved already in the implementation of the Policy on Gaeltacht Education to strengthen Irish-medium education provision.
67. Deputy Darren O'Rourke asked the Minister for Education if there are plans to refund school bus transport users for periods of Covid-19 enforced school closure during the 2020-2021 term; and if she will make a statement on the matter. [22463/21]
View answerSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 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 is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
The decision taken by the Government not to re-open schools on the 6th January 2021, followed by the subsequent phased re-opening, was taken in the interest of protecting our pupils, their families, teachers and those members of the wider community and is one of the many measures taken to support efforts to contain the spread of Covid-19.
The matter of refunds on the cost of school transport tickets for the period of school closures in the 2020/2021 school year will be considered at the end of the current school year.
68. Deputy Darren O'Rourke asked the Minister for Education the process of oversight for national school financial accounts; if individual school accounts are published; if they are available to trade unions during workplace relations disputes; and if she will make a statement on the matter. [22464/21]
View answerAll schools are, in accordance with section 18 of the Education Act 1998, required to keep all proper and usual accounts and records of all monies received by it or expenditure of such monies incurred by it and must ensure that in each year all such accounts are properly audited or certified in accordance with best accounting practice.
The Act further requires that such accounts shall be made available by the school for inspection by the Minister and by parents of students in the school, in so far as those accounts relate to monies provided in accordance with Section 12 of the Act. There is no requirement for accounts to be made available for workplace relations disputes.
The Financial Support Services Unit (FSSU) supports financial governance in primary schools (other than schools established or maintained by ETB’s) by providing an advice and support service for schools to enable them comply with the provisions of the Education Act, 1998 in terms of accountability, transparency and financial responsibility for State funds. The FSSU provides advice and support to primary schools in financial governance and all aspects of financial management and control including standardising arrangements for compliance with accounting requirements under Section 18 of the Education Act 1998. All boards management of such schools indicated above are required to prepare and file accounts with the Financial Support Services Unit annually. The financial arrangements for primary schools are set out in the ‘Governance Manual for Primary Schools 2019-2013’ link here.
The financial governance of primary schools established or maintained by ETB’s shall at all times be managed and comply with the financial policy of the relevant ETB in accordance with the requirements of the Code of Practice for the Governance of Education and Training Boards, statutory provision, relevant Department circulars, and best practice guidelines set out by my Department and the ETB.
69. Deputy Éamon Ó Cuív asked the Minister for Education her plans to approve an extra home school community liaison post to a school (details supplied) in view of the large number of pupils served by the present post; and if she will make a statement on the matter. [22480/21]
View answerThe Home School Community Liaison (HSCL) scheme is a key support of the DEIS Programme. The posts are funded by my Department. The HSCL Scheme is available to a total of 532 schools catering for over 160,000 pupils.
In the 2020/21 school year, the scheme is delivered by 415 full-time HSCL Coordinators who are teachers in these schools at a total estimated cost of €28m.
These schools are among approximately 200 which have a shared HSCL coordinator post. Where a post is shared between 2 or more schools, it is a matter for the relevant school principals to ensure, collaboratively and in line with their DEIS action plans, that resources available to the schools are allocated in accordance with the needs identified within the schools. There are no current plans to change the HSCL coordinator allocation to DEIS schools.
70. Deputy Neale Richmond asked the Minister for Education if she has considered introducing the teaching of Irish sign language into the curriculum of secondary schools given it is Ireland’s third official language; and if she will make a statement on the matter. [22501/21]
View answer74. Deputy Róisín Shortall asked the Minister for Education if she plans to recognise Irish sign language as a curricular subject given its status as a native language of the State; and if she will make a statement on the matter. [22557/21]
View answerI propose to take Questions Nos. 70 and 74 together.
The Irish Sign Language Act 2017 provides inter alia that the Minister will establish a scheme for the provision of Irish Sign Language (ISL) classes for the family of deaf children and education and support for children whose primary language is ISL attending recognised schools; and training for teachers of children who are deaf or hard of hearing. Many pupils who are Deaf or hard of hearing are integrated into mainstream classes at primary and post-primary level, while other children may attend special schools or classes.
I wish to advise that, in line with the Act, my Department provides for an extensive range of supports to assist pupils and young persons with special educational needs, including children who are Deaf or hard of hearing, to ensure that children can have access to an education appropriate to their needs.
The NCSE’s Visiting Teacher Service for children who are Hearing Impaired, work in partnership with parents to advise and offer guidance in matters pertaining to the child’s education and overall development. The NCSE also provides funding for individual teachers and whole school staff in mainstream schools, special schools, and special classes to undertake courses in Irish Sign Language. The Department provides funding to schools for assistive technology, special transport arrangements and enhanced levels of capitation in special schools and in special classes. The Department also provides funding for a weekly home tuition service to provide training in ISL for deaf and hard of hearing children, their siblings and parents.
As regards the curriculum, the National Council for Curriculum and Assessment (the NCCA) is currently reviewing and redeveloping the Primary Curriculum Framework NCCA have had continued engagement with member’s of the deaf community in recent years and will continue this work in the context of the review and redevelopment of the Primary School Curriculum.’ Inclusive education and diversity is one of the eight principles of teaching and learning proposed. One of the competencies proposed is 'Communicating and using language' which means being able? to understand, interpret and use different forms of? communication including gesture, expression, spoken? language (English, Irish and other languages), printed? text, broadcast media, and digital media. Phase one of the consultation on the draft Primary Curriculum Framework is complete. Phase two will take place in Q4 2021 during which the NCCA will be working with children, teachers, school leaders and parents, so there will opportunity for the NCCA to have continued engagement with children and teachers who use ISL in schools and to learn from their experiences. It is expected that the finalised Framework will be published by end Q2 2022 and the specifications for individual curricula will be developed in the following years.
At post primary school level, The Post-Primary Languages Ireland (PPLI) has developed a specification for a short course in Irish Sign Language (ISL) which is available as part of the new Junior Cycle. The emphasis is on developing communication skills in ISL at level A1 (Common European Framework of Reference for Languages). This course develops students' ability to understand ISL in live, and in recorded situations, to produce the language and to interact with other signers in a simple way and on familiar topics. A link to the course is available at: http://languagesinitiative.ie/images/ISL/MFL_Gen_Spec_ISL_28_May__Short_Course.pdf .
Currently, there are four modules on Sign Language available as part of the Leaving Certificate Applied Programme. This course introduces students to Irish Sign Language and aims to develop their expressive and receptive communication skills. The course also develops awareness and appreciation of the Irish deaf community and its culture. There are four modules in this course. Deaf students may take all four modules instead of the Gaeilge and Modern Language courses. The first two modules of this course may be taken as elective modules by all students.
There is also an opportunity for students to learn sign language in the course of Transition Year. Each school designs its own Transition Year programme, within set guidelines, to suit the needs and interests of its students. In establishing its own distinctive programme content, the school takes into account the possibilities offered by local community interests.
71. Deputy Seán Canney asked the Minister for Education her views on the trend for gender neutral toilet facilities in the design of schools as in the case of a school (details supplied); and if she will make a statement on the matter. [22521/21]
View answerThe operation of sanitary facilities is a matter for each school authority. As such, early discussion in the design process between the Design Team and the School Authority in relation to the arrangement and layout of sanitary facilities is required.
The Department of Education School Design Guide,SDG-02-06-Sanitary Facilities in Schools, allows schools to designate schools to designate sanitary facilites as single sex or gender neutral and this is a matter for each school. In general, the design guidelines are intended to ensure that sanitary facilities are successfully designed to facilitate all users regardless of ability or disability, to minimise the risk of bullying and too minimise the consumption of water, energy and other consumables.
72. Deputy Gary Gannon asked the Minister for Education if the Education Act 1998 will be amended or reviewed in order for ethos to no longer be used as a barrier to the effective, objective and factual teaching of the relationships and sexuality education curriculum to which each student is entitled which was recommended in the Report on Relationships and Sexuality Education by the Oireachtas Committee on Education and Skills of the 32nd Dáil; and if she will make a statement on the matter. [22553/21]
View answerAccess to sexual and health education is an important right for students. Social, Personal and Health Education (SPHE) is a mandatory curriculum subject in all primary schools and in post-primary Junior Cycle. Relationships and Sexuality Education (or RSE) is required at all levels, from primary through to Senior Cycle. My Department has set out the content for each of these programmes in SPHE syllabuses and guidelines.
All schools are required to have an RSE policy that is developed in consultation with the school community, including school management, parents, teachers and students as appropriate. The school’s programme for Relationship and Sexuality Education is developed and taught in the context of the school’s RSE policy. Schools are required to teach all aspects of the RSE programme, including family planning, sexually transmitted infections and sexual orientation. It is important to note that the ethos of the school should never preclude learners from acquiring the knowledge about the issues, but ethos may influence how that content is treated.
The Programme for Government states that ‘this Government will develop inclusive and age appropriate curricula for Relationships and Sexuality Education (RSE) and Social, Personal and Health Education (SPHE) across primary and post-primary schools, including an inclusive programme on LGBTI+ relationships’.
In April 2018, then Minister for Education and Skills Mr. Richard Bruton asked the National Council for Curriculum and Assessment (NCCA) to undertake a major review of Relationships and Sexuality Education (RSE) in schools across all stages of education to ensure that it is fit for purpose and meets the needs of young people today in modern Ireland. The NCCA advises the Department and Minister in relation to the curriculum to be taught in schools.
The Report on the Review of Relationships and Sexuality Education (RSE) in primary and post-primary schools was published by the NCCA in December, 2019.
The NCCA was asked to look at a number of specific issues in respect of RSE and the curriculum. These included but were not limited to consent; developments in relation to contraception; healthy positive, sexual expression and relationships; safe use of the Internet and social media and its effects on relationships and self-esteem; and LGBTQ+ matters.
The NCCA has established two development groups, one for primary and one for post-primary, to oversee the work in this area and support the development of guidance material for schools. Both the primary and post primary SPHE/RSE Development Groups have been meeting virtually on a monthly basis since the groups were convened in October 2020.
The immediate focus of the work is on creating support materials for teachers for publication online as part of the Interim Guidance Toolkit. The toolkit's purpose is to support effective teaching and learning of SPHE/RSE linked to the current curriculum. This work is progressing well and the first section of the toolkit (a portal repository of teaching and learning resources linked to the Primary SPHE Curriculum, the SPHE Junior Cycyle Short Course and Senior Cycyle SPHE Framework) is now published and a second section is due to be published at the end of April.
Further sections of the toolkit will be added over the coming weeks/months. To visit the recently updated primary toolkit go to this link https://www.curriculumonline.ie/Primary/Curriculum-Areas/Social,-Personal-and-Health-Education/Junior-and-Senior-Infants/?lang=en-ie
To visit the Junior Cycle toolkit go to this link https://www.curriculumonline.ie/Junior-cycle/Short-Courses/SPHE/SPHE-RSE-toolkit/?lang=en-ie/
To visit the Senior Cycle toolkit go to this link https://www.curriculumonline.ie/Senior-cycle/SPHE-(1)/SPHE-Toolkit/?lang=en-ie
In tandem with the development of the online Toolkit, preparation for the broader redeveloping and updating of the SPHE curriculum as recommended in the NCCA Report has begun, with an initial focus on Junior Cycle. The review of the current Junior Cycle SPHE course has been completed and will be considered by the NCCA Council in June. This review contains a brief which will inform the work of the subject development groups in formulating an updated Junior Cycle SPHE specification, which will begin in September. A draft of the updated Junior Cycle SPHE specification will be available for public consultation in Q1 of 2022.
73. Deputy Gary Gannon asked the Minister for Education if her attention has been drawn to a programme (details supplied); if the programme been has accessed for inclusivity of LGBTQI+ relationships and experiences; her views on whether it is appropriate that religion is used as a vehicle for relationships and sexuality education in schools; and if she will make a statement on the matter. [22554/21]
View answerAccess to sexual and health education is an important right for students. Social, Personal and Health Education (SPHE) is a mandatory curriculum subject in all primary schools and in post-primary Junior Cycle. Relationships and Sexuality Education (or RSE) is required at all levels, from primary through to Senior Cycle. My Department has set out the content for each of these programmes in SPHE syllabuses and guidelines.
All schools are required to have an RSE policy that is developed in consultation with the school community, including school management, parents, teachers and students as appropriate. The school’s programme for Relationship and Sexuality Education is developed and taught in the context of the school’s RSE policy. Schools are required to teach all aspects of the RSE programme, including family planning, sexually transmitted infections and sexual orientation. It is important to note that the ethos of the school should never preclude learners from acquiring the knowledge about the issues, but ethos may influence how that content is treated.
The Programme for Government states that ‘this Government will develop inclusive and age appropriate curricula for Relationships and Sexuality Education (RSE) and Social, Personal and Health Education (SPHE) across primary and post-primary schools, including an inclusive programme on LGBTI+ relationships’.
In April 2018, then Minister for Education and Skills Mr. Richard Bruton asked the National Council for Curriculum and Assessment (NCCA) to undertake a major review of Relationships and Sexuality Education (RSE) in schools across all stages of education to ensure that it is fit for purpose and meets the needs of young people today in modern Ireland. The NCCA advises the Department and Minister in relation to the curriculum to be taught in schools.
The Report on the Review of Relationships and Sexuality Education (RSE) in primary and post-primary schools was published by the NCCA in December, 2019.
The NCCA was asked to look at a number of specific issues in respect of RSE and the curriculum. These included but were not limited to consent; developments in relation to contraception; healthy positive, sexual expression and relationships; safe use of the Internet and social media and its effects on relationships and self-esteem; and LGBTQ+ matters.
The NCCA has established two development groups, one for primary and one for post-primary, to oversee the work in this area and support the development of guidance material for schools. Both the primary and post primary SPHE/RSE Development Groups have been meeting virtually on a monthly basis since the groups were convened in October 2020.
The immediate focus of the work is on creating support materials for teachers for publication online as part of the Interim Guidance Toolkit. The toolkit's purpose is to support effective teaching and learning of SPHE/RSE linked to the current curriculum. This work is progressing well and the first section of the toolkit (a portal repository of teaching and learning resources linked to the Primary SPHE Curriculum, the SPHE Junior Cycyle Short Course and Senior Cycyle SPHE Framework) is now published and a second section is due to be published at the end of April.
Further sections of the toolkit will be added over the coming weeks/months. To visit the recently updated primary toolkit go to this link https://www.curriculumonline.ie/Primary/Curriculum-Areas/Social,-Personal-and-Health-Education/Junior-and-Senior-Infants/?lang=en-ie
To visit the Junior Cycle toolkit go to this link https://www.curriculumonline.ie/Junior-cycle/Short-Courses/SPHE/SPHE-RSE-toolkit/?lang=en-ie/
To visit the Senior Cycle toolkit go to this link https://www.curriculumonline.ie/Senior-cycle/SPHE-(1)/SPHE-Toolkit/?lang=en-ie
In tandem with the development of the online Toolkit, preparation for the broader redeveloping and updating of the SPHE curriculum as recommended in the NCCA Report has begun, with an initial focus on Junior Cycle. The review of the current Junior Cycle SPHE course has been completed and will be considered by the NCCA Council in June. This review contains a brief which will inform the work of the subject development groups in formulating an updated Junior Cycle SPHE specification, which will begin in September. A draft of the updated Junior Cycle SPHE specification will be available for public consultation in Q1 of 2022.
75. Deputy Joan Collins asked the Minister for Social Protection if she will consider the hot meals programme in the case of a school (details supplied); and if she will review this anomaly. [22468/21]
View answerThe school meals programme provides funding towards the provision of food to some 1,557 schools and organisations benefitting 227,000 children. The objective of the programme is to provide regular, nutritious food to children who are unable, due to lack of good quality food, to take full advantage of the education provided to them. The programme is an important component of policies to encourage school attendance and extra educational achievement.
As part of Budget 2019, funding was provided for a pilot scheme from September 2019, providing hot school meals in primary schools at a cost of €1m for 2019 and €2.5m in 2020. The pilot involved 37 schools benefitting 6,744 students for the 2019/2020 academic year and was aimed primarily at schools with no onsite cooking facilities.
In Budget 2021, I announced that an additional €5.5m would be provided to extend the provision of hot school meals to an additional 35,000 primary school children, currently receiving the cold lunch option. My Department issued invitations for expressions of interest to 705 (612 DEIS and 95 non-DEIS) primary schools in November 2020. A total of 281 (256 DEIS and 25 non-DEIS) expressions of interest were received in respect of 52,148 children.
The 35,000 places were allocated to each local authority area based on the number of children applied by local authority as a percentage of the total number. A minimum of one school for each Local Authority area was selected. Thereafter, a process of random selection was used for each area.
As a result of this process, 189 of the 281 schools that submitted an expression of interest were selected. Of the 189 schools selected, 171 (90.5%) are DEIS and 18 (9.5%) are non-DEIS.
Both schools referred to by the Deputy submitted an Expression of Interest for the Hot Meals Scheme. They have separate roll numbers and are two separate entities despite the fact they are located on the same site. Unfortunately one of the schools was not selected and I appreciate that this is disappointing for the school.
We have contacted all schools selected for the Hot Meals Scheme and are in the process of considering responses. Further consideration will be given to the use of any excess capacity once we have confirmed the position with the selected schools.
Any further extension of the provision of hot meals will need to be considered in a budgetary context.
I trust this clarifies the matter for the Deputy.
76. Deputy Cathal Crowe asked the Minister for Social Protection if she will address the apparent imbalance whereby self-employed persons who are on the pandemic unemployment payment can engage in a limited level of self-employment (details supplied); and if this will be extended to allow them to take up employment which comes under the remit of the PAYE system with the same financial limits as set out to supplement their income. [22362/21]
View answerThe Pandemic Unemployment Payment (PUP) is a statutory support provided for employees and the self- employed who have lost employment due to Covid-19.
The PUP is a statutory scheme which provides that a person cannot be engaged in insurable employment and continue to avail of the support. A special arrangement was introduced to allow the self-employed to engage in limited levels of self-employment. It is acknowledged that it may be necessary to undertake some limited levels of self-employment in order to continue to maintain a business. The rationale for this arrangement is not to provide a supplement over and above the rate of PUP.
Self- employed persons may retain PUP and engage in limited self-employment where their trading income does not exceed €960 gross over an 8 week period. For persons who engage in self -employment for a maximum of 24 hours per week and whose income exceeds this threshold they may receive a partial payment under the COVID-19 Part-Time Job Incentive Scheme for the Self-Employed.
A self- employed person who closes their PUP to take up some limited PAYE employment also has the option of applying for the means tested Jobseekers Allowance scheme where their days of insurable employment do not exceed 3 days in 7 consecutive days.
I trust that this clarifies the position for the Deputy.
77. Deputy Neasa Hourigan asked the Minister for Social Protection her plans to score tenders in the procurement process for expanding local employment services; if a tender will be chosen based on the lowest cost provider; and if she will make a statement on the matter. [22418/21]
View answerAs part of the July jobs stimulus, the Government committed to increase the capacity of all elements of the Public Employment Service. The Department has allocated additional Intreo resources to enhance its own capacity and is now moving to expand external capacity. My Department shortly intends to issue a Request for Tender (RFT) to expand local employment type services into four geographical areas where a Local Employment Service does not currently exist.
The forthcoming RFT will place due emphasis on the quality of services to be provided, while expanding the capacity of the Public Employment Service (PES). Tenders will be assessed based primarily on the quality of their respective proposals. The specific allocation of marks will be detailed in the Request for Tender award criteria when it is published.
Organisations with experience in the delivery of similar services at a community and local level will be in a strong position to respond to the RFTs when they issue.
I trust this clarifies matters for the Deputy.
78. Deputy Michael Creed asked the Minister for Social Protection if a person (details supplied) in County Cork is entitled to arrears of a contributory pension. [22419/21]
View answer
The person concerned reached pension age on 12 October 2020. An application for State pension (contributory) was received on 23 April 2021.
The pension entitlement of the person concerned will be examined by a Deciding Officer and they will be notified of the outcome. Determination of pension eligibility depends on the individual nature of an applicant’s circumstances.
Current social welfare legislation on late claims stipulates that claims may only be backdated for a maximum of 6 months. If eligibility is determined, this aspect will then be considered by the Deciding officer.
I hope this clarifies the position for the Deputy.
79. Deputy Éamon Ó Cuív asked the Minister for Social Protection the status of an occupational injury scheme application submitted by a person (details supplied); the reason for the delay in making a decision on the application; and if she will make a statement on the matter. [22421/21]
View answerAn Occupational Injury Benefit claim from the person concerned was received on the 26th February 2021. The application form from the person concerned did not include sufficient information to make a decision on the claim. As a result, a letter issued on the 12th March 2021 asking for further details required to process their claim. The letter was returned to the department and the formal decision was made to disallow their claim on the 1st April 2021.
The customer's claim was disallowed because they have not established that they are incapable of work as a result of a personal injury caused by an accident arising out of and in the course of their insurable (occupational injuries) employment. A letter issued to them on the 1st April 2021 giving them the full details of this decision and details of how to appeal or request a review of the decision if they disagree with it.
I hope this clarifies the position for the deputy.
80. Deputy Claire Kerrane asked the Minister for Social Protection if those completing community employment are being referred to JobPath later; if so, when this commenced; and the number of persons that have completed community employment have been moved to JobPath. [22475/21]
View answerJobseekers currently engaged on a Community Employment (CE) scheme are not eligible for selection for the JobPath service.
When a person completes a period of Community Employment they can avail of my Department's Intreo service for advice and assistance in gaining employment. Should they make a claim for a Jobseeker's payment after completing CE, they will become eligible for referral to external employment services including JobPath. This has been the case since the inception of the JobPath service in 2015
If referred to JobPath the customer will receive one-to-one, intensive and regular engagement with a personal adviser who will assess their skills, experience, challenges and work goals and assist them in finding full-time sustainable employment. This process will also help identify potential employment opportunities and offer support to the individual in overcoming any barriers to employment.
My Department does not currently collect and collate data in relation to persons who commence on the JobPath service and who may at some point have also taken part in a Community Employment scheme.
I trust this clarifies the matter for the Deputy.
81. Deputy Claire Kerrane asked the Minister for Social Protection if JobPath providers are making contact with persons on the pandemic unemployment payment seeking to engage them on JobPath. [22476/21]
View answerThe JobPath service provides employment assistance and advice to customers referred to the service by my Department for a 52 week period. Should a customer secure employment during this engagement period the JobPath service also provides in-work support to these customers. However, should the customer subsequently lose their employment within their original 52 week engagement period they will continue to be supported by the JobPath employment service for the remainder of this period.
My Department only refers customers in receipt of a Jobseeker's payment to JobPath. Among those currently availing of the supports provided by the JobPath service are some individuals who at the time of their referral were in receipt of a jobseeker's payment and are now in receipt of the Pandemic Unemployment Payment (PUP). This arises when a JobPath customer, who was in receipt of a Jobseeker's payment when originally referred, gains employment and while within their 52 engagement period moves from employment to the PUP payment due to the impact of the pandemic. These individuals continue to be supported with access to employment services for the balance of their original 52 week engagement.
I trust this clarifies the matter for the Deputy.
82. Deputy Claire Kerrane asked the Minister for Social Protection if persons on the pandemic unemployment payment have been contacted to engage with job activation schemes; and if she will make a statement on the matter. [22477/21]
View answerAt the onset of the pandemic, as part of the Department’s response to the Covid-19 pandemic and public health restrictions, activation appointments were largely suspended from March 2020. Limited services were provided during the course of 2020 and early 2021, subject to the public health restrictions in place at any time. Employment services staff were redeployed initially to assist with Pandemic Unemployment Payment (PUP) applications and also to income support helplines. Since February this year, employment services staff are returning to their roles in activation, leading to an increase in the numbers of systematic engagements with jobseekers. Under current Level 5 public health restrictions, these engagements continue to be carried out by phone.
This week, my Department has issued weekly payments valued at €119.9 million to 403,095 people in receipt of the Pandemic Unemployment Payment (PUP). This is in addition to the 183,096 people who were on the Live Register at the end of March.
The jobs of many persons currently on PUP will return once restrictions ease, and sectors of the economy gradually re-open, as they did during previous easing of restrictions during 2020. However, others will require assistance and support to return to employment, reskill and to find new jobs My Department is currently developing a service delivery model for systematic engagement with PUP recipients with a view to providing this service to those PUP recipients at most risk of not returning to previous employment, in the near future.
Under the July Jobs Stimulus, my Department, along with the Department of Further and Higher Education, Research, Innovation and Science is supporting initiatives to assist people, whose employment has been affected by the pandemic, get back to work.
These include:
- Expanding the caseload capacity of Intreo Centres, with the assignment of 100 job coaches to provide enhanced employment services and supports. Recruitment for these posts is almost complete, with an additional 85 job coaches now in place in these new roles.
- Increasing the benefit of the JobsPlus recruitment subsidy to employers who hire young people. Under this scheme an employer receives the JobsPlus subsidy of €7,500 once they employ a young person (under 30 years of age) who has been unemployed for just 4 months. A higher subsidy of €10,000 is paid for recruitment of a person who was long-term unemployed (over 12 months).
- Providing access to additional full-time and part-time education, including targeted short-term courses, with over 35,000 new education and training places for those currently unemployed.
- Providing incentives to employers to take on more apprentices, with the provision of a grant of €3,000 to employers for each new apprentice recruited.
- Facilitating access to the Back to Education Allowance and Back to Work Enterprise Allowance to those displaced by the pandemic and in receipt of PUP, by waiving the usual qualifying period of 3-9 months.
Persons in receipt of PUP who wish to pursue short term or part-time study, can continue to receive a PUP payment, while undertaking these courses. There are many options and supports available to those wishing to pursue short-term or part-time training or education, without a qualification period and without affecting their existing PUP entitlements.
Anyone of working age, including PUP recipients may contact their local Intreo Centre to avail of employment services, discuss eligibility for schemes and further education and training opportunities. Employment Services staff can help those who have lost their jobs find a new one, retrain, or develop new skills, in particular for emerging growth sectors.
My Department is at an advanced stage in developing a new Work Placement Experience Programme for those out of work for at least six months, including time spent on PUP, regardless of age. This programme will seek to encourage businesses to provide jobseekers with the necessary workplace skills to compete in the labour market and to help break the vicious circle of “no job without experience, no experience without a job”. I expect to launch the Programme in the near future, as soon as public health restrictions allow.
Work is nearing completion on the Government's National Economic Plan and my Department’s Pathways to Work Strategy. These strategies will set out how an expanded Public Employment service will utilise its increased capacity to deliver effective public employment services in a post COVID labour market with increased demands for such services amongst those who have permanently lost jobs arising from the pandemic. In addition, Pathways to Work will also set out strategies to respond to pre-COVID labour market challenges, namely underemployment and under participation in the labour market amongst certain groups.
I trust this clarifies matters for the Deputy.
83. Deputy Kieran O'Donnell asked the Minister for Social Protection if she will address the case of a person (details supplied); and if she will make a statement on the matter. [22478/21]
View answerQualification for the Treatment Benefit Scheme is based on satisfying certain PRSI conditions. In order to qualify a person needs to have at least 260 PRSI contributions paid at either Class A, E, H, P or S, since first starting work, and also have 39 contributions paid or credited in the relevant contribution year on which the claim is based.
The person concerned does not currently qualify for treatment benefit. Although she has the 260 required total paid contributions, she does not have the 39 paid or credited contributions in the relevant tax years.
She does not qualify as a dependent spouse as her weekly income exceeds €100 and she is in receipt of a contributory state pension in her own right.
I hope this clarifies matters for the deputy.
