Written Answers Nos. 490-510
490. Deputy Robert Troy asked the Minister for Education if she will consider facilitating teachers with weekly Covid-19 tests at their discretion in order for them to feel safe in the workplace; and if regular testing will be considered if they are unable to vaccinate persons working with the public. [26046/21]
View answerThe evidence to date from a public health perspective is that transmission rates of Covid-19 in schools are low. This is a result of the effectiveness of the public health infection prevention and control guidelines for schools and the successful implementation and adherence of all in the school community to the guidelines. Funding of almost €650 million has been put in place by my Department to support the implementation of these COVID-19 related measures, including funding for PPE, sanitation and additional cleaning.
The Department of Education is part of a working group with the HSE which is examining approaches to HSE led pilot studies of the use of antigen testing in education settings, including school early years and college institutions. A number of logistical issues are being worked through by the HSE and Department of Health at the moment.
Given the advanced stage of the current school year it is likely that a pilot will take place in the early years sector initially. It is considered important that data is collected from any pilot of antigen testing within the education sector to ensure that decisions on the more widespread deployment of such tests within the education sector is based on clear evidence from the pilots of the potential to scale to the sector. This is particularly important given the dispersed nature of schools and their locations.
The HSE will continue to use the more accurate PCR tests for testing all index cases and close contacts within the school community and will prioritise the mass swift queue PCR testing for schools which has proven highly effective to date.
491. Deputy Peadar Tóibín asked the Minister for Education the number of data breaches suffered by her Department in each of the past five years and to date in 2021. [26095/21]
View answerPlease see below in tabular form the number of data breaches that occurred in my Department in each of the past five years and to date in 2021, and the numbers which were reported to the Data Protection Commission (the remainder were deemed to be of no risk due to their nature and therefore were not required to be reported to the DPC).
|
- |
2016 |
2017 |
2018* |
2019 |
2020 |
2021 – to date |
|
No. of Breaches |
8 |
8 |
27 |
23 |
45 |
20 |
|
No. of breaches reported to the DPC |
1 |
1 |
5 |
16 |
34 |
14 |
|
Cases still open |
0 |
0 |
0 |
0 |
2 |
1 |
* GDPR and Data Protection Act came into force on 25th May 2018
By way of background to the above figures, it should be noted that the GDPR and Data Protection Act came into effect on 25th May 2018. The breaches in 2016, 2017 and up to 25th May 2018, were processed under the Data Protection Acts 1988 and 2003, as well as the 1995 European Union Directive.
492. Deputy Cian O'Callaghan asked the Minister for Education further to Parliamentary Question No. 363 of 5 May 2021, the reason Irish Sign Language has not yet been included as a curricular subject; and if she will make a statement on the matter. [26130/21]
View answerAs the Deputy is aware, in line with The Irish Sign Language Act 2017 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. 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.
As previously outlined, the primary language curriculum has an outcome that provides schools with the scope to explore linguistic diversity. Teachers can encourage children to reflect on the experience of speaking or being exposed to languages that are different to the school languages, English and Irish, for example. This could equally apply to ISL.
Currently at post primary school level, 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
In addition, there are four modules on Sign Language available as part of the Leaving Certificate Applied Programme. There is also an opportunity for students to learn sign language in the course of Transition Year.
493. Deputy Niamh Smyth asked the Minister for Education if she will address the concerns raised in relation to the shortage of school places in three of the local post-primary schools in both Midleton and Carrigtwohill (details supplied). [26156/21]
View answerI wish to advise the Deputy that my Department is aware of increasing pressures and demand for additional post-primary school places in a number of school planning areas including Midleton and Carrigtwohill.
Where capacity issues arise it may not be as a result of lack of accommodation but may be driven by the following factors:
- Duplication of applications – pupils have applied for a place to a number of schools in the area
- School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area
- Some towns/areas have single sex schools and while places are available in the school they are not available to all pupils
- External draw – pupils coming from outside the local area
Until these issues are discussed with the relevant school authorities the true extent of any capacity issue will only become known.
Similar to the process adopted in advance of the current academic year, my Department is engaging with patron bodies, including in the area in question, to identify particular capacity requirements for the forthcoming year(s) which may necessitate action. My Department is engaging with all school authorities in East Cork in relation to post-primary school places for September 2021 and all available options are being considered.
To assist in the process of providing additional second level places in Midleton and Carrigtwohill for 2021 the following measures have been taken to date:
- Additional temporary accommodation has been approved for Carrigtwohill Community College for 2021/22 pending provision of their new permanent school.
- Approved an extension to St. Aloysius College, Carrigtwohill to expand the school to cater for 1,000 pupils.
Officials from my Department have also recently been in direct contact with the schools in the Midleton/Carrigtwohill area and can confirm that there are schools places available for 2021/22.
494. Deputy Thomas Pringle asked the Minister for Education if there are plans in place for the development of a school (details supplied) in County Donegal; and if she will make a statement on the matter. [26158/21]
View answerAs the Deputy is aware, the acquisition of a suitable site to provide new school accommodation has proved to be extremely challenging to date. My Department is working with Donegal County Council under the Memorandum of Understanding for the acquisition of school sites. A preferred site has been identified.
Donegal County Council commenced CPO proceedings to acquire a 10 acre site in Buncrana, on behalf of the Minister of Education, on 2nd December 2020.
Two objections to the CPO were received before the deadline of 19th January 2021. The objections were lodged by the owners of the subject land as confirmed by An Bord Pleanala on 3rd February 2021. An oral hearing was held virtually on 14th April to address the objections. We currently await An Bord Pleanála’s decision.
The priority for both my Department and Donegal County Council is to secure a suitable site for the school at the earliest possible date so that the project can progress to design and securing planning permission.
495. Deputy Brian Leddin asked the Minister for Education the proportion of the 349 large scale projects being delivered under the school building programme that will have fossil fuel heating systems, whole school ventilation, sufficient outdoor multi-use games areas and safe active travel infrastructure; and if she will make a statement on the matter. [26186/21]
View answerMy Department is at the forefront of design with respect to sustainable energy in school buildings and this performance has been recognised at both National and International level with sustainable energy awards for excellence in Design and Specification.
New renewable technologies and approaches are tested to ensure compatibility with school design and operational requirements under the research programme. Successful and repeatable results are then incorporated into all new school designs and refurbishments through my Department’s Technical Guidance Documents, which set the benchmark for sustainable design in school buildings with a clear focus on energy efficiency. The Department’s policy is supported by a strong research programme with fifty three research projects at various stages including the energy website www.energyineducation.ie. which is a joint partnership with the Sustainable Energy Authority of Ireland (SEAI).
Schools that are designed and built in accordance with the Department’s schools technical guidance documents have been achieving A3 Building Energy Ratings since 2009 with current schools typically achieving up to 20% higher performance than required by the current Building Regulations, along with 10% of primary energy provided via photovoltaics and infrastructure provision for electric vehicle charging.
New school designs built in accordance with the Department’s Guidance have:
- A3 BER standard since 2009
- 20% higher performance than required by the current Building Regulations
- 10% of primary energy provided via photovoltaics
- Infrastructure provision for electric vehicle charging
- A3 BER is achieved using a hybrid approach of:
- Maximising nature through passive solar design, quality daylighting and quality ventilation.
- Enhanced technologies including LED lighting and controls with daylight and absence detection, digital individual room heating controls, maximum water efficiency and rain water harvesting systems, high quality air tightness and photovoltaic panels to produce an electrical renewable energy.
- Schools also have a system that automatically shuts down power to nonessential electrical power outlets when a school is closed (eliminating energy use out of hours).
- In the interest of sustainability, the potential of renewables is maximised in school design, whilst ensuring that renewable applications are properly suited to needs and reflective of school opening hours and school holiday periods. It is also critical that an energy reduction plan is part of any investment in renewable energy applications.
- The Department’s approach is based on future proofing to ensure school buildings are renewable compatible and are able to take advantage of developing technologies as they become viable, thus enabling a just transition for school management, teachers, pupils and parents to include:
- Direct modulating high efficiency gas boiler systems that can support the integration of heat pump systems, in series at a base level, with controls.
- Optimum envelope fabric that will not require additional enhancement for compatibility with decarbonised heating systems, (note further enhancement of the external building fabric will result in overheating in Spring and Autumn, requiring air conditioning).
- Low water content radiators and operating temperatures for compatibility with decarbonised heating systems.
- Provision of space in new primary school classroom layouts for mechanical ventilation heat recovery units.
- Provision to enable Energy Supply Companies (ESCO's) to sell renewable heat to schools using biomass boilers, while allowing provision for the ESCO to provide, operate and maintain the boiler plant system.
The Department have been using test schools to evaluate the suitability of renewable energy options for schools over the past twenty plus years. Nearly 60 % of the research programme features renewable aspects. These renewables include wind generation, solar hot water heating, photovoltaics, rain water recovery, geothermal heat pumps, air source heat pumps and biomass heating systems. Results have varied with respect to their applicability in a school environment. Research continues in many areas.
My Department and the Department of Environment, Climate and Communications established a jointly funded pathfinder programme with the SEAI, testing and demonstrating energy efficiency and decarbonisation retrofit approaches. This pathfinder is a great example of collaboration ensuring the deployment of new design approaches and technologies are introduced to the educational environment on an evidence based approach.
This Pathfinder programme is paving the way for, and informing, a much larger national schools’ programme for the energy retrofit of schools built prior to 2008 from 2023 onwards, as included in the National Development Plan. It is facilitating research on a range of typical retrofit options, which will have been tried and tested. It is providing valuable development information for a solution driven delivery strategy which will be founded on a solid evidence base that has proven the robustness and scalability of renewable solutions within the schools’ sector.
Now in its fifth year, the pilot programme has retrofitted 39 schools across Ireland to date. This year will see six schools undergoing deep retrofit to a Building Energy Rating (BER) of B with renewable heating systems. Each school underwent a comprehensive assessment to ensure that the measures were suitable for that school and would deliver value to both the school and learnings for the national retrofit programme. The schools for the 2021 programme are:
- Coláiste Iósaef Community College, Kilmallock, Co. Limerick
- Cornafulla National School, Athlone, Co. Roscommon
- St. Laserian’s Special School, Carlow, Co. Carlow
- St. Mary’s Boys National School, Monaghan, Co. Monaghan
- St. Columba’s Comprehensive School, Glenties, Co. Donegal
- Maryfield College, Grace Park, Dublin 9
Design teams have been appointed to each school, with deep energy efficiency works to commence in summer 2021. The upgrades target a Building Energy Rating of B, 50% energy efficiency improvement and 50% emissions reduction. The works will involve upgrades to doors and windows, insulation, lighting and heating upgrades as well as renewable technologies.
The Government’s Climate Action Plan will outline how energy efficiency and greenhouse gas emissions targets are to be achieved. This is due to be published in mid-2021
As part of our continued research my Department is undertaking a further review of current school design principles based on the new focus of moving from energy demand reduction to energy related greenhouse gas emission reduction for the public sector bodies.
The Department recognises that transition to full decarbonisation raises the bar even higher in terms of requirements with feedback from our pathfinder projects as noted above indicating a greater depth of challenges at a significantly enhanced cost for primary and post primary schools.
This review includes decarbonisation options for new schools, the standard of required design criteria and specification to achieve a net zero energy school building, review of energy gap between the predicted design energy operational performance and actual operational performance and establishing trajectory for the integration of suitable solutions on a phased basis in a risk controlled manner providing a credible cost effective transition to zero carbon school buildings.
This work will inform the Department’s overall approach to achieve climate action targets.
My Department’s Design Guidelines for all new schools provides for the provision of outdoor multi use games areas (hard play areas) and the level of play space provided varies with the size and location of the school site. The logic underpinning the inclusion of outdoor hard play areas within the Department’s design guidance is to provide a play/sport facility for ongoing and intensive use by schools on a continual year round basis.
Safe and active travel to school is being strongly supported by my Department. On the 18th March 2021 my Department in conjunction with the Minister for Transport Eamon Ryan TD launched a new initiative called Safe Routes to School. This will support active travel infrastructure for selected schools around the country. The programme, which is the next phase in the Government’s investment in active travel, will see funding provided from the €1.8 billion committed under the Programme for Government, to support walking/scooting and cycling to primary and post-primary schools.
The Safe Routes to School programme aims to create safer walking and cycling routes within communities, alleviate congestion at the school gates and increase the number of students who walk or cycle to school by providing walking and cycling facilities. The improvements to the school commute could range from an upgraded footpath or new cycle lane to a complete reworking of a school’s entrance.
496. Deputy Niall Collins asked the Minister for Education if students that paid for school transport for the term from Christmas to Easter 2021 will receive a refund given the service was never provided; and if she will make a statement on the matter. [26187/21]
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 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.
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.
Given that the school transport services have not been available for part of the current school year, it has been decided that at the end of the current school year a refund for that period of closure will be issued to parents/guardians. The Department is currently engaging with Bus Éireann in considering how best to facilitate these refunds.
497. Deputy Cathal Crowe asked the Minister for Education the status of talks between her Department and a union (details supplied) relating to pay and conditions for school secretaries and caretakers; and if she will make a statement on the matter. [26201/21]
View answerI am keenly aware of the vital contribution of secretaries and caretakers within school communities and I recognise the very important work done by these staff, and the other support staff in the running of our schools.
In recognition of their role, I have put special arrangements in place for this school year whereby schools will be funded to employ a replacement secretary or caretaker in the event that staff who are at very high risk of contracting serious illness from COVID-19 cannot work on the school premises. I have also extended the Employee Assistance Service to all school staff including secretaries and caretakers.
The majority of primary and voluntary secondary schools receive assistance to provide for secretarial, caretaking and cleaning services under grant schemes. Where a school employs a staff member to support those functions those staff are employees of individual schools and responsibility for terms of employment rests with the school.
On foot of a Chairman’s Note to the Lansdowne Road Agreement, my Department implemented the 2015 recommendations of an independent arbitrator. The Arbitrator recommended a cumulative pay increase of 10% between 2016 and 2019 and that a minimum hourly pay rate of €13 be phased in over that period. This arbitration agreement covered the period up to 31 December 2019 and has been fully implemented and increased funding was provided by my Department.
The arbitration agreement was designed to be of greatest benefit to lower-paid secretaries and caretakers. For example, a secretary or caretaker who was paid the then minimum wage of €8.65 per hour in 2015 prior to the arbitration has from 1 January 2019 been paid €13 per hour which is a 50% increase in that individual’s hourly pay.
Fórsa trade union has tabled a follow-on claim from the 2015 agreement. Officials from my Department, the Department of Public Expenditure and Reform and School Management Bodies have been engaging with Fórsa on the claim. On the 27th of October 2020, under the auspices of the Workplace Relations Commission (WRC), an understanding was agreed on a pathway to progress the issues. Several key strands have been identified, and a phased approach is being taken to the development of proposals. The parties continue to engage under the auspices of the WRC and I support meaningful engagement on this issue by all parties.
498. Deputy Paul McAuliffe asked the Minister for Education her plans to change the process for the implementation of section 37A of the Education Act 1998 as inserted by section 8 of the Education (Admission to Schools) Act 2018; the factors that are taken into account in the decision making process; and if she will make a statement on the matter. [26202/21]
View answerAs Minister, I have powers under Section 37A of the Education Act to direct a school to provide additional places but this power is only used as a last resort and where all reasonable efforts have failed.
This legal power to compel schools to provide additional places is only used where the following criteria apply:
- there is established need for additional places in an area
- it is considered that the schools involved in the Section 37 process have capacity to provide additional places and
- all reasonable efforts have been made to support these schools in making the required provision.
The legislation has been used twice to date. Firstly, in respect of the Dublin 15 area in 2019. Significant progress has been made in that area on foot of action taken under Section 37. A new special school was established and six schools agreed to open special classes thereby meeting the need for additional places in the area.
The legislation has been used for a second time in the South Dublin area in 2020. This legal process is still underway and it would not be appropriate for me to comment further at this stage.
However, I would like to reassure the Deputy that progress is being made and my Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.
I can also reassure the Deputy that the local Special Education Needs Organisers (SENOs) continue to be available to assist and advise parents of children with special educational needs.
499. Deputy Paul McAuliffe asked the Minister for Education the number of ASD units in Dublin 9 and 11, both primary and secondary; the location and number of pupils in each school; the number of applications each has received for 2021; and if she will make a statement on the matter. [26203/21]
View answer500. Deputy Paul McAuliffe asked the Minister for Education if any school at primary or secondary level in Dublin 9 or 11 has applied to open an ASD unit for the next academic year; and if she will make a statement on the matter. [26204/21]
View answerI propose to take Questions Nos. 499 and 500 together.
Enabling children with special educational needs to receive an education appropriate to their needs is a priority for this Government. The Department of Education will spend approximately €2 Billion or over 20% of its total educational budget in 2021 on making additional provision for children with special educational needs this year.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide. It has well established structures in place for engaging with schools and parents. NCSE seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special education placements.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school.
Notwithstanding the extent of this investment, there are some parts of the country where increases in population and other issues have led to concerns regarding a shortage of school places.
Through better planning at both national and local level, it is my objective that specialist education places should come on stream to meet emerging demand on a timely basis. However, the active collaboration of school communities is essential in this regard.
There are currently sixteen special classes for students with autism attached to mainstream primary and post-primary schools in Dublin 9 and Dublin 11, including 1 Early Intervention class.
The NCSE is aware of an identified need for additional special classes at primary and post primary levels in the Dublin 9 and 11 areas and in the Fingal area as a whole. The NCSE is working with a number of schools in this area to encourage and support the opening of new special classes at all levels and has specific plans in place to increase the number of places available.
Through ongoing consultation at local level, the NCSE is also aware of those parents whose children will be seeking placement for the 2021/22 academic year, including mainstream placement with appropriate support, special class placement, Early Intervention and special school placement. The NCSE continues to work to identify any and all relevant suitable placements.
I should also clarify that the NCSE does not maintain waiting lists for schools. Boards of management of individual schools are responsible for such enrolment matters.
I can reassure the Deputy that the local Special Education Needs Organisers (SENOs) continue to be available to assist and advise both schools and the parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: https://ncse.ie/regional-services-contact-list .
Information on the list of schools with special classes is available at www.ncse.ie
501. Deputy Paul McAuliffe asked the Minister for Education the funding and supports available for a school that has an interest in opening an ASD unit; and if she will make a statement on the matter. [26205/21]
View answerThe National Council for Special Education (NCSE) has a statutory function to plan and co-ordinate the provision of education and support services to children with special educational needs, in consultation with the relevant education partners and the Health Service Executive (HSE). This includes the establishment of special class and special school placements in various geographical areas where there is an identified need.
When the NCSE sanction a special class in a school (primary or post-primary), school authorities can apply to my Department for capital funding to re-configure an existing spaces within the school building to accommodate the class and/or to construct additional accommodation under my Department’s Additional School Accommodation Scheme (ASA). ASA application forms are available on my Department’s website www.education.ie. Similarly, where special schools are requested to expand provision or wish to refurbish existing facilities, they may also apply to my Department for capital funding to carry out these works.
As the Deputy is aware a Minor Works Grant is payable to all primary schools. This grant provides good flexibility at local school level to make improvements to the physical infrastructure of school buildings, including enhancement of facilities for special needs pupils. The grant payment structure reflects the priority of supporting special needs provision with a grant rate for special needs students in special classes and special schools of 4 times the standard rate for mainstream students.
Other furniture and equipment grants available to schools who are setting up an ASD class include:
- Start up grant €6,500
- ICT grant €5,000
- Furniture grant €2,500
- Multi sensory room grant €7,000. (It can be awarded to a school who already has an ASD class but no multi-sensory room).
502. Deputy Patricia Ryan asked the Minister for Education the number of ASD preschool places in County Kildare; and if she will make a statement on the matter. [26304/21]
View answerEnabling children with special educational needs to receive an education appropriate to their needs is a priority for this Government. The Department of Education will spend approximately €2 Billion or over 20% of its total educational budget in 2021 on making additional provision for children with special educational needs this year.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide. It has well established structures in place for engaging with schools and parents. NCSE seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special education placements.
NCSE is planning a further expansion of special class and special school places nationally, to meet identified need. This process is ongoing.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school.
Notwithstanding the extent of this investment, there are some parts of the country where increases in population and other issues have led to concerns regarding a shortage of school places.
Through better planning at both national and local level, it is my objective that specialist education places should come on stream to meet emerging demand on a timely basis. However, the active collaboration of school communities is essential in this regard.
Through ongoing consultation at local level the NCSE is aware of those parents whose children are seeking placement for the 2021/22 academic year, including mainstream placement with appropriate support, special class placement, Early Intervention and special school placement. The NCSE continues to work at local level to identify any and all relevant suitable placements.
I can reassure the Deputy that the local SENOs continue to be available to assist and advise parents of children with special educational needs.
Information on the number of schools with special classes in County Kildare together with SENO contact details is available on the NCSE website at www.ncse.ie
503. Deputy Eoin Ó Broin asked the Minister for Education if consideration is being given to adding climate change as a subject to the curriculum for primary and secondary school students. [26324/21]
View answerI can advise the Deputy that under the National Strategy on Education for Sustainable Development (ESD) 2014 – 2020, significant work has been done integrating sustainable development themes and principles across the curriculum, into the inspection and assessment processes and into Initial Teacher Education and CPD for Teachers.
ESD aims to ensure that “education contributes to sustainable development by equipping learners with the relevant knowledge (the ‘what’), the key dispositions and skills (the ‘how’) and the values (the ‘why’) that will motivate and empower them throughout their lives to become informed active citizens who take action for a more sustainable future”. This is in alignment with the target set out by the United Nations Sustainable Development Goals (SDG) 4.7.
ESD is both a target in itself but also a key enabler for delivery of all 17 SDGs. The Department of Education is committed to contributing to the national effort to implement the SDGs and in particular to SDG 4 – Quality Education “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” as outlined in the SDG National Implementation Plan. The Department is represented on the SDG National Implementation Plan Senior Officials Group and Interdepartmental Working Group.
An Audit of the curriculum for opportunities and linkages with ESD, published by the National Council for Curriculum and Assessment in 2018 shows climate change (SDG 13) integrated across a range of subjects including: Primary History, Geography, Science and SPHE, Junior Cycle Business Studies, Home Economics, Science, History and CSPE and Senior Cycle Agricultural Science, Geography and Politics & Society. Further opportunities exist across most curricular subjects for engagement with issues of sustainable development and climate change (e.g. Languages – essay on topic)
A wide range of ESD resources and programmes are available to schools and these are available through a central portal hosted on Scoilnet. Some examples of these resources include the Green Schools programme which engages with 94% of schools, ECO UNESCO and the Irish Aid programme – WorldWise Global Schools.
As part of it’s awareness raising campaign, the Department has recently launched a quarterly ESD Newsletter which is circulated to all schools and interested parties and includes information, ideas and suggestions aimed at promoting ESD in teaching and learning.
On Earth Day (22nd April), the Minister for Further and Higher Education, Research, Innovation and Science Simon Harris and I launched a public consultation for a new joint National Strategy on ESD to 2030. ESD to 2030 will build on the work already done in this area. ESD to 2030 will be aligned to UNESCOs Framework for ESD for 2030 which sets out the five priority areas as
- Advancing Policy and Policy Coherence,
- Education and Training: Transforming Learning Environments,
- Capacity Building for Educators and Trainers,
- Empowering and mobilising Youth and
- Accelerating sustainable solutions at local level and engaging with the wider community.
The public consultation will remain open until the 30th June and both Departments will continue to engage with key stakeholders including the school community into the early autumn with a view to publishing a new strategy for ESD to 2030 in early 2022.
504. Deputy Sean Sherlock asked the Minister for Education if she will have regard to correspondence (details supplied); and if she will make a statement on the matter. [26346/21]
View answerIn line with The Irish Sign Language Act 2017 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. 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.
The primary language curriculum has an outcome that provides schools with the scope to explore linguistic diversity. Teachers can encourage children to reflect on the experience of speaking or being exposed to languages that are different to the school languages, English and Irish, for example. This could equally apply to ISL.
Currently at post primary school level, a short course in Irish Sign Language (ISL) is available as part of the new Junior Cycle. In addition, there are four modules on Sign Language available as part of the Leaving Certificate Applied Programme. There is also an opportunity for students to learn sign language in the course of Transition Year.
505. Deputy Catherine Murphy asked the Minister for Education further to Parliamentary Question No. 586 of 28 April 2021, if she will ensure that behaviour analysts within special schools for children with autism and complex needs are retained in the entirety of the sector in view of the situation (details supplied) in County Kildare; if her attention has been drawn to the fact that there are seven weeks left in this school year and planning for September 2021 onwards is not possible without confirmation as to the status of behaviour analysts going forward; if an extension has been confirmed; and if so, the date on which schools will be notified. [26350/21]
View answerMy Department previously funded 13 centres through an ABA pilot scheme for the period 1999-2011. All of these centres applied for and were granted recognition as Special Schools for children with Autism and now form part of the network of special schools. A transitional agreement was put in place between the Department and Patrons of these schools to manage this process.
As part of the transitional agreement my Department provides grant funding to these schools to engage behaviour practitioners. This arrangement has been extended for the forthcoming school year
The post holders in question are privately employed/engaged and retained under contract by the Special Schools concerned and do not have a contractual relationship with my Department. For this reason my Department was not party to the Labour Court proceedings referenced by the Deputy.
506. Deputy Cormac Devlin asked the Minister for Education if the patron body for a school (details supplied) has accepted or rejected the offer of temporary accommodation arrangements made on 28 April 2021; the date of the same; and if she will make a statement on the matter. [26351/21]
View answerIn relation to the school to which the Deputy refers, my Department made the arrangements for the schools accommodation in 2019 and those arrangements were for 2 years only. The school were advised of these arrangements at the start.
507. Deputy Cormac Devlin asked the Minister for Education the number of primary and post-primary schools are under the patronage of an organisation (details supplied); the number of school building projects that have been completed with the body in each of the years 2016 to 2020; and if she will make a statement on the matter. [26352/21]
View answerSeventy-five schools are in operation at present under the patronage of the body concerned (seventy are primary schools and five are post-primary schools).
In regard to details of school building projects, my Department publishes this information on the website. Details of school building projects completed since 2010 are available at https://www.education.ie/en/Schools-Colleges/Services/Building-Works/Major-Projects/large-scale-projects-completed-2010-to-date.pdf. A monthly update is posted in regard to the current major school building projects . This update is available at https://www.education.ie/en/Schools-Colleges/Services/Building-Works/Major-Projects/current-status-of-large-scale-projects.pdf
508. Deputy Dara Calleary asked the Minister for Education her Department’s policy in respect of Covid-19 vaccination appointments; if teachers attending appointments during term-time will be forced to take a day’s sick leave; her views on whether such a policy could act as a deterrent for some; and if she will make a statement on the matter. [26367/21]
View answerMy Department’s Information Note TC 0013/2021 caters for the arrangements that apply where a teacher is called to receive their COVID-19 vaccination during school hours. Attendance at a COVID-19 vaccination appointment is treated similarly to other such medical appointments eg. attendance for flu vaccine. Paragraph 5 of the Information Note states:
‘5.1 Where a teacher or SNA has a COVID-19 vaccination appointment during school hours, the absence will be treated in the same manner as other medical appointments.
5.2 In this regard, paragraph 1.3 of the Sick Leave Scheme as contained in Circular 0054/2019 for teachers and Circular 0060/2019 for SNAs refers.
‘‘Sick Leave may be granted to a teacher or SNA who is unable to perform his/her duties
- because of illness, injury or
- when absent for the purpose of obtaining medical related services (e.g. Doctor/Dentist) provided such appointments could not have been arranged outside of regular working hours or working days.”
5.3 Similar to the Sick Leave Scheme, the teacher or SNA should provide confirmation of the vaccination appointment.
5.4 Where a teacher or SNA has side effects following the COVID-19 vaccination, resulting in absence from duty, the terms and conditions of the Sick Leave Scheme will apply.’
509. Deputy Sean Sherlock asked the Minister for Education if there is a construction start date for a project (details supplied). [26377/21]
View answerThe school building project referred to by the Deputy is being delivered under my Department’s Design and Build Programme. My Department, through its Project Managers and their Design Team, continues to work closely with the developer and the Local Authority in relation to the necessary planning compliance documentation for both the schools and the roads. Following agreement with the local authority on compliance matters, the developer has commenced construction of the roads.
My Department is currently nearing the completion of a tender process for the establishment of a new framework of contractors for the delivery of a bundle of Design and Build projects. In Quarter 2 of 2021, the school building project referred to by the Deputy will be included in a bundle of projects to be tendered to the new framework. It is anticipated that the project will commence construction in Quarter 4 2021.
510. Deputy Sean Sherlock asked the Minister for Education if there is a construction start date for a project (details supplied). [26378/21]
View answerThe building project for the school referred to by the Deputy is being delivered under my Department’s Design and Build Programme.
My Department is currently nearing the completion of a tender process for the establishment of a new framework of contractors for the delivery of a bundle of design and build projects. In quarter 2 of 2021, the school building project referred to by the Deputy will be included in a bundle of projects to be tendered to the new framework. It is anticipated that the project will commence construction in quarter 4 2021.
