Written Answers Nos. 315-334
315. Deputy Denis Naughten asked the Minister for Education the options open to students wishing to pursue third-level studies overseas in view of the fact that leaving certificate results will not be available until 3 September 2021; and if she will make a statement on the matter. [32522/21]
View answerOn 17 February, I confirmed that Leaving Certificate 2021 examinations would proceed, guided by public health advice, and that students will also have the alternative option of applying for grades accredited by the State Examinations Commission (SEC), to be known as SEC-Accredited Grades. This decision was taken by government to ensure for every candidate in 2021, a method to assess their learning and attainment at the end of their post-primary education, and to progress to higher and further education, and the world of work.
Leaving Certificate results for 2021 are expected to issue directly to candidates through the Candidate Self Service Portal on Friday 3 September.
The written examinations began on 9 June and will run until 17 June in the case of Leaving Certificate Applied and 29 June in the case of Leaving Certificate (established).
Candidates have been provided with the choice of sitting the examinations, opting to receive Accredited Grades or both on a subject by subject basis. This dual process, believed to be unique in the world, was put in place following consultation with stakeholders in response to the disrupted learning experienced by the class of 2021 during the periods of school closures in 2020 and 2021.
In any subject where a candidate sits the examination and opts to receive an Accredited Grade, they will be credited with the better of the two results.
Putting in place both the examinations and a corresponding measure of SEC-Accredited Grades recognises the extraordinary circumstances of the pandemic and the loss of learning that has occurred for this group of students due to the interruption of in-person teaching and learning during the periods of school closures.
Notwithstanding the huge effort and collaboration by teachers, school leaders and of course students, in relation to the examinations and Accredited Grades process over the last number of months, the timeframes for finalisation of results are particularly challenging this year. This is in part due to the fact that the SEC has to manage both the examinations and Accredited Grades processes in parallel.
The results issue date this year, 3 September, must take account of both the examinations marking process and the Accredited Grades process operating in parallel and being brought together at the end to issue to candidates. To ensure the accuracy and the integrity of the results being provided to candidates, sufficient time must be allowed not only in the parallel operation of both of these complex processes but also in the integration of the results to ensure that candidates are provided with a set of examinations results that comprises, based on their individual options on a subject by subject basis, examination results, Accredited Grades or the better of the two.
A range of checking and robust quality assurance procedures apply to the resulting and grading processes for the examination results and Accredited Grades focussed on maintaining data integrity and on identifying and reconciling candidate information. Given the robust quality assurance checks associated with the resulting process and in the integration of both the Accredited Grades and written examinations, It is of vital importance that the processes are given sufficient time to execute to the highest standards.
Candidates’ results will be transferred to the CAO at the earliest opportunity to facilitate the generation of offers to CAO applicants. The CAO have announced that Round 1 offers will be made on 7 September.
For those Leaving Certificate candidates who have applied to pursue their higher education in UK Universities, the UCAS deadline for acceptance of conditional offers is 8 September 2021.
In 2020, along with the UK, countries such as the Netherlands, Denmark, Poland and Hungary showed flexibility in working with the Department to accommodate Irish students, when results issued on 7 September 2020.
The Department of Further and Higher Education, Research, Innovation and Science has already been engaged with these countries, as has my own Department, and both Departments will continue their work to ensure that the same flexibility will be extended to the 2021 Leaving Certificate candidates.
It is important that candidates who have applied for places in universities and colleges outside of Ireland should engage with the institutions to which they have applied as early as possible to notify them of the results date and to confirm their position.
316. Deputy Emer Higgins asked the Minister for Education if her attention has been drawn to a planning application (details supplied) adjacent to existing school and proposed school campus; if her Department has considered making an offer to purchase this site; and if she will make a statement on the matter. [32532/21]
View answerThe site referred to by the Deputy is not currently for sale and owner is seeking planning permission to develop the site for residential development. My Department did previously make contact with the owner expressing an interest in acquiring the property. However, it did not prove possible to acquire the property.
317. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the estimated cost of ensuring there is a defibrillator in every primary school, secondary school and special school. [32534/21]
View answer318. Deputy Donnchadh Ó Laoghaire asked the Minister for Education her plans to ensure that there is a defibrillator in every school; and if she will make a statement on the matter. [32538/21]
View answer319. Deputy Donnchadh Ó Laoghaire asked the Minister for Education if there funding is currently available for schools to apply to purchase a defibrillator. [32539/21]
View answerI propose to take Questions Nos. 317, 318 and 319 together.
Under the provisions of the Education Act 1998, the Board of Management is the body charged with the direct governance of a school.
The decision to install a defibrillator is made at local school level and is a matter for the board of management of each individual school.
The wider question of the need for defibrillators to be made available in public places is primarily a public health matter and would therefore be a matter for the Department of Health.
320. Deputy Emer Higgins asked the Minister for Education her plans to accommodate leaving certificate students who experience a medical emergency such as a seizure immediately before or during their exam, are unable to complete their exam and wish to re-sit that exam within the same exam cycle or before such a time that CAO offers are issued. [32546/21]
View answerThe State Examinations Commission 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.
321. Deputy Neale Richmond asked the Minister for Education if planning permission is not required to erect pre-fabs in a school (details supplied); the regulation under which it is considered exempt; if her Department has sought a section 5 declaration from Dún Laoghaire-Rathdown County Council to confirm the exemption if this is the case; and if she will make a statement on the matter. [32558/21]
View answerThe instillation of interim accommodation on the school site to which the Deputy refers is considered exempt under Planning Exemption Class 20D (S.I. No. 114/2021 - Planning and Development Act 2000 (Exempted Development) Regulations 2021).
A Section 5 Declaration is not a requirement of utilising the above exemption.
322. Deputy Neasa Hourigan asked the Minister for Education if primary schools will continue to receive grant funding to cover the additional financial burden of cleaning and sanitary work during the Covid-19 pandemic in the 2021-2022 school year; and if she will make a statement on the matter. [32565/21]
View answerThe Government published the Roadmap for the Full Return to School, along with details of a financial package of over €375 million to support the implementation of the measures in the roadmap, following approval by Government.
The range of supports being made available to all schools in the free education scheme include additional financial supports to provide for Cleaning, PPE and hand hygiene costs under the COVID-19 response plans.
To date €121.9m of capitation supports have been made available to schools which includes €73.1m to fund PPE/Hand Sanitiser requirements and €48.8m for additional cleaning requirements.
The Department will continue to review the position over the coming months and it is intended that details of any grant payments for the 2021/22 school year, will be made available as soon as possible.
323. Deputy Niall Collins asked the Minister for Education her plans to address the issue described in correspondence (details supplied); and if she will make a statement on the matter. [32585/21]
View answerIn accordance with Department Circular 0031/2011 teachers must be qualified and registered to teach in the sector to be eligible for the qualified rate of pay.
The teacher referred to is registered under Route 3 with the Teaching Council which allows her to work in a further education setting. If she was teaching in a mainstream post primary school she would receive the unqualified rate of pay and would have her contract terminated on the recruitment of a qualified post primary teacher or the 31st of August which ever happens first as she is not qualified and registered Route 2 post primary for the sector. The Teaching Council under Teaching Council (Registration) Regulations 2016 Revised define further education as follow:
“further education” means qualified to teach students in recognised schools who are normally 16 years of age and older and who are attending education and training settings outside the post-primary schooling but which are not part of the third-level system;”
Circular 0003/2018 which was published in January 2018 did not change the existing rules in relation to eligibility criteria for posts of responsibility in voluntary post primary schools which were previously set out in Circulars/ppt05_02, Circulars/ppt06_02 and Circulars/ppt07_02.
All circulars are agreed under the auspices of the Teachers’ Conciliation Council, a body established in accordance with the terms of the Conciliation and Arbitration Scheme for Teachers. The Council is composed of representatives of the teacher representative bodies, school management, the Department of Education and Department of Public Expenditure and Reform, chaired by an official of the Workplace Relations Commission.
324. Deputy Bernard J. Durkan asked the Minister for Education further to Parliamentary Question No. 295 of 3 June 2021, the length of time it will take to secure a school placement for a student (details supplied) for September 2021 with particular reference to the fact that many of the schools which could accommodate the student and their needs are already oversubscribed; and if she will make a statement on the matter. [32589/21]
View answerIn relation to the particular case raised by the Deputy, I understand that the relevant support services and agencies, including NEPS and the National Council for Special Education (NCSE) are aware of the case and are working towards ensuring that the student can be reintegrated into a school placement.
The Deputy will also be aware that the NCSE has responsibility for coordinating and advising on the education provision for children nationwide. NCSE continues to be available to provide support to this family.
325. Deputy Alan Kelly asked the Minister for Education the amount her Department and associated agencies have spent on social media advertising since the beginning of January 2021 until 12 June 2021; and if she will make a statement on the matter. [32610/21]
View answerThe Department engaged in social media advertising in respect of the 2021 Leaving Certificate Accredited Grades and Examinations process and also to highlight the public health advice for all students in schools to students and their parents for the period outlined. The total cost of this was €24,367.93.
The information in respect of state bodies, within the scope of the Deputy’s question, is not held by my Department. Contact details for these bodies are set out in the document below should the Deputy wish to contact them directly with this query.
326. Deputy Alan Kelly asked the Minister for Education the amount her Department has spent on social media content production since the beginning of January 2021 until 12 June 2021; and if she will make a statement on the matter. [32627/21]
View answerThe Department regularly produces information videos. These videos contain public health advice for the school community, addresses by the Minister on Department initiatives and information and guidance on Department initiatives. These may be published on its social media channels, provided directly to schools for their use, or both.
The Department engages the services of an external Irish Sign Language provider to provide interpreting services on relevant social media videos. This service is important for all those in the education sector who are deaf or hard of hearing.
For the period in question, the Department has incurred €5,129.40 in expenditure on the production of content that has been disseminated in several ways, including on social media.
327. Deputy Alan Kelly asked the Minister for Education the amount her Department and all associated agencies have spent on public relations consultancy costs since January 2021; and if she will make a statement on the matter. [32644/21]
View answerThe Department has not incurred any costs in relation to public relations consultancy for the period outlined.
The information in respect of state bodies, within the scope of the Deputy’s question, is not held by my Department. Contact details for these bodies are set out in the document below should the Deputy wish to contact them directly with this query.
328. Deputy Bríd Smith asked the Minister for Education if her attention has been drawn to the report on the compulsory use of electronic devices at a school (details supplied); if the findings of the report will inform her policy on the use of electronic devises at secondary level; and if she will make a statement on the matter. [32662/21]
View answerThe Digital Strategy for Schools 2015–2020 Enhancing Teaching Learning and Assessment articulates the Department’s current policy on the embedding of digital technologies in teaching, learning and assessment in schools. Its clear vision is focussed on realising the potential of digital technologies to enable our young people to become engaged thinkers, active learners, knowledge constructors and global citizens to participate fully in society and the economy. In developing this Strategy, the Department adopted an evidence-based approach including extensive research and consultation with education stakeholders including young people. A key support of the strategy is the Digital Learning Framework for teachers and school leaders, which was trialled in 50 schools during the 2017/2018 school year before being evaluated and improved and rolled out to all schools in September 2019. The Department has engaged the Educational Research Centre to undertake a three-year longitudinal study of the impact and efficacy of the Digital Learning Framework, and this study is expected to be completed in 2022. All schools are supported to develop a Digital Learning Plan, and have flexibility to determine how best to embed the use of digital technologies in teaching and learning in their school to enhance teaching and learning, taking into account their individual circumstances and contexts. The Professional Development Service for Teachers Technology in Education (PDST-TIE), a Department funded support service, offers advice and supports to schools on digital learning. Advice sheets are available on digital technology in education, including on the adoption of laptops and tablets in schools. Digital learning in schools is also assessed by my Department’s Inspectorate.
My Department is aware of the report referred to by the Deputy. However, decisions regarding the use and deployment of digital technology in schools are a matter for the Board of Management of each school. Schools are advised to consult with members of the school community including parents when planning for the introduction of digital technologies, including devices. The cost and other implications must be fully considered by the Boards of Managements before a decision is made. It is important for schools, in conjunction with parents, to retain local autonomy for decisions on the use of digital technology, including tablet devices, laptops, and learning platforms, and how best to manage their integration into classroom practice reflective of their own context and requirements.
While this spirit of partnership is in place in schools the Education (Student and Parent Charter) Bill will provide a mechanism for enhanced consultation on such matters in schools. This legislation provides a clear framework that schools will have to apply in their engagement with students and parents. One of the key concepts of the Bill is the need for a school to consult with students and their parents on individual school plans, policies and activities. The Bill completed all stages of the Seanad in late 2019. The Department of Education is currently awaiting an order for Second Stage in the Dáil.
As the current Digital Strategy for Schools expires at the end of the current school year (2020/2021), development of a new Digital Strategy is underway. An extensive consultation process has commenced with details available at https://www.gov.ie/en/consultation/7d09a-digital-strategy-for-schools/. All relevant research and reports will be reviewed as part of the process to develop the new strategy.
329. Deputy Bríd Smith asked the Minister for Education the full budget allocated by her Department in each year since 2010, to secondary schools for the purchase and use of devices by students such as a device (details supplied) and tablets, laptops and so on or other forms of devices in tabular form. [32663/21]
View answerAs part of the €210m investment programme underpinning the implementation of the Digital Strategy for Schools, my Department provided €100m in grant funding to recognised primary, special and post-primary schools to address their ICT needs during 2020. This included €50m in respect of the 2020-2021 school year brought forward and issued in December 2020. Schools were advised that they can use this funding to support the continuity of teaching and learning should a period of partial or full school closure occur arising from Public Health advice owing to Covid-19 restrictions. The funding is intended to enable schools to implement their Digital Learning Plan through provision of appropriate infrastructure, and issues directly to schools as they are best placed to determine requirements for their own context and circumstances. This includes Desktop PCs, laptops, tablets or hybrid devices, projectors/flat screens, cloud-based tools and software applications, and learning platforms.
ICT annual grant funding
|
Date |
Total |
|
2009/2010 & 2010/2011 |
€92million |
|
2016/17 |
€30million |
|
2017/18 |
€30million |
|
2018/19 |
€50million |
|
2019/2020 & 2020-2021** |
€100million |
** Funding for the 2020-2021 school year was brought forward to issue in 2020 to support schools to deal with the impact of the pandemic.
Further information on criteria and the funding allocation applying can be found in the ICT Grant Circular 0077/2020, available on the Department's website.
The Professional Development Service for Teachers Technology in Education (PDST-TIE) offers advice and supports to schools on digital learning. Advice sheets are available on digital technology in education, including on the adoption of laptops and tablets in schools.
Primary schools can use the Minor Works Grant for the provision of ICT infrastructure, and general capitation that issues to schools can also be used for that purpose. New schools and school extension projects also receive funding for ICT infrastructure as part of their furniture and equipment funding.
Development of a new Digital Strategy is underway and an extensive consultation process has commenced with an open call for submissions, and questionnaires for practitioners, parents and learners. Further strands of the consultation will include engagement through focus groups. A Consultative Advisory Group has been established comprising key stakeholders representing parents, teachers, students and industry. Future funding measures to support schools in embedding the use of digital technologies in teaching, learning and assessment will be considered as part of that process.
330. Deputy Bríd Smith asked the Minister for Education if her Department has a policy or plans to adopt any proposal on the usage of electronic devices in secondary schools; her views on the issue of which device should be preferred for junior certificate students; if a uniform approach will be implemented across all schools; and if a uniform platform such as the use of applications (details supplied) will be adopted by her Department; if not, if such choices will be left to individual schools; and if she will make a statement on the matter. [32664/21]
View answerThe Digital Strategy for Schools 2015–2020 Enhancing Teaching Learning and Assessment articulates the Department’s current policy on the embedding of digital technologies in teaching, learning and assessment in schools. Its clear vision is focussed on realising the potential of digital technologies to enable our young people to become engaged thinkers, active learners, knowledge constructors and global citizens to participate fully in society and the economy. In developing this Strategy, the Department adopted an evidence-based approach including extensive research and consultation with education stakeholders including young people. A key support of the strategy is the Digital Learning Framework for teachers and school leaders, which was trialled in 50 schools during the 2017/2018 school year before being evaluated and improved and rolled out to all schools in September 2019. The Department has engaged the Educational Research Centre to undertake a three-year longitudinal study of impact and efficacy of the Digital Learning Framework, and this study, is expected to be completed in 2022. All schools are supported to develop a Digital Learning Plan, and have flexibility to determine how best to embed the use of digital technologies in teaching and learning in their school to enhance teaching and learning, taking into account their individual circumstances and contexts. The Professional Development Service for Teachers Technology in Education (PDST-TIE), a Department funded support service, offers advice and supports to schools on digital learning. Advice sheets are available on digital technology in education, including on the adoption of laptops and tablets in schools. Digital learning in schools is also assessed by my Department’s Inspectorate.
Decisions regarding the use and deployment of digital technology in schools are a matter for the Board of Management of each school. Schools are advised to consult with members of the school community including parents when planning for the introduction of digital technologies including devices. The cost and other implications must be fully considered by the Boards of Managements before a decision is made. It is important for schools, in conjunction with parents, to retain local autonomy for decisions on the use of digital technology, including tablet devices, laptops, and learning platforms, and how best to manage their integration into classroom practice reflective of their own context and requirements.
While this spirit of partnership is in place in schools the Education (Student and Parent Charter) Bill will provide a mechanism for enhanced consultation on such matters in schools. This legislation provides a clear framework that schools will have to apply in their engagement with students and parents. One of the key concepts of the Bill is the need for a school to consult with students and their parents on individual school plans, policies and activities. The Bill completed all stages of the Seanad in late 2019. The Department of Education is currently awaiting an order for Second Stage in the Dáil.
There is a range of educational software, apps and tools including devices available and schools have discretion in determining which to use depending on their own circumstances and requirements. Extensive support and guidance on the use of many of the most commonly used is provided by PDST-TiE. The provision of a uniform or centralised approach would require an extensive feasibility, scoping and procurement exercise to be undertaken, with ongoing support and maintenance required to enable implementation. Many schools will have determined which software, apps and tools including devices best meet their own needs in accordance with their circumstances and digital learning plan, and will have invested accordingly.
As the current Digital Strategy for Schools expires at the end of the current school year (2020/2021), development of a new Digital Strategy is underway. An extensive consultation process has commenced with details available at https://www.gov.ie/en/consultation/7d09a-digital-strategy-for-schools/ . All relevant research and reports will be reviewed as part of the process to develop the new strategy.
331. Deputy Bríd Smith asked the Minister for Education if she will introduce a grant aid scheme for parents in schools that enforce a compulsory use of device policy (details supplied) especially in schools in deprived areas and with low income households; and if she will make a statement on the matter. [32665/21]
View answerMy Department provided €100m in grant funding to recognised primary, special and post-primary schools to address their ICT needs during 2020, the final issue of funding under the €210m investment programme underpinning the implementation of the Digital Strategy for Schools. This included €50m in respect of the 2020-2021 school year brought forward and issued in December 2020. Schools were advised that they can use this funding to support the continuity of teaching and learning should a period of partial or full school closure occur arising from Public Health advice owing to Covid-19 restrictions. The funding is intended to enable schools to implement their Digital Learning Plan through provision of appropriate infrastructure. This includes Desktop PCs, laptops, tablets or hybrid devices, projectors/flat screens, cloud-based tools and software applications, and learning platforms.
Decisions regarding the use and deployment of digital technology in schools is a matter for the Board of Management of each school, as schools are best placed to determine the most appropriate solution to adopt in terms of supporting the learning needs of their students based on school's own context and circumstances, and in accordance with their Digital Learning Plan.
Schools are advised to consult with members of the school community including parents when planning for the introduction of digital technologies including devices. The cost and other implications must be fully considered by the Boards of Managements before a decision is made. It is important for schools, in conjunction with parents, to retain local autonomy for decisions on the use of digital technology, including tablet devices, laptops, and learning platforms, and how best to manage their integration into classroom practice reflective of their own context and requirements.
The Professional Development Service for Teachers Technology in Education (PDST-TIE) offers advice and supports to schools on digital learning. Advice sheets are available on digital technology in education, including on the adoption of laptops and tablets in schools.
The Department spends just over €150 million annually to provide a suite of supports to schools in the DEIS programme, of which €16.2 million, in the form of a DEIS grant was allocated to schools ahead of schedule for the 2020/21 school year. This is an annual grant to support learning in the context of DEIS for the academic year. In recognition of the difficulties faced by some students to engage with remote learning, at the time the grant issued last year all DEIS schools were informed by letter that they could consider using some of their DEIS funding to support pupils’ learning, for example to arrange access to additional materials of supports for students during the move to remote teaching and learning caused by Covid-19. It is a matter for each individual school to determine how best to use this funding, but it is intended to support the objectives of the DEIS programme.
Schools are asked to be conscious of students who may not have access to online facilities or technology and to adapt approaches to ensure that these pupils’ ability to participate in learning is not compromised. Many schools have already introduced a range of strategies and measures to ensure that the needs of these pupils are catered for, including pupils who have limited access to technology or whose parents are not in a position to support their learning. The guidance sets out approaches that schools can take and my Department will be asking schools to ensure that there is a specific focus on ensuring that these pupils are supported. Schools in the DEIS programme are asked to use all available supports, both in-school and community-based, to promote a positive solution-oriented approach that will support all pupils to achieve, to learn and to progress in their education and to help minimise any further educational inequality among those at risk of educational disadvantage.
The development of a new Digital Strategy is underway and an extensive consultation process has commenced with an open call for submissions. Further strands of the consultation will include questionnaires to key stakeholder and engagement through focus groups. A Consultative Advisory Group has been established comprising key stakeholders representing parents, teachers, students and industry. Future funding measures to support schools in embedding the use of digital technologies in teaching, learning and assessment will be considered as part of that process.
332. Deputy Bríd Smith asked the Minister for Education if she has examined a study (details supplied); if the study and other studies will inform her policy on the advance use of electronic devices in schools especially given concerns regarding their use in aiding and hindering study and life skills; and if she will make a statement on the matter. [32666/21]
View answerThe Digital Strategy for Schools 2015–2020 Enhancing Teaching Learning and Assessment articulates the Department’s current policy on the embedding of digital technologies in teaching, learning and assessment in schools. Its clear vision is focussed on realising the potential of digital technologies to enable our young people to become engaged thinkers, active learners, knowledge constructors and global citizens to participate fully in society and the economy. In developing this Strategy, the Department adopted an evidence-based approach including extensive research and consultation with education stakeholders including young people.
As the current Digital Strategy for Schools expires at the end of the current school year (2020/2021), development of a new Digital Strategy is underway. An extensive consultation process has commenced with details available at https://www.gov.ie/en/consultation/7d09a-digital-strategy-for-schools/ . All relevant research and reports will be reviewed as part of the process to develop the new strategy.
333. Deputy John Lahart asked the Minister for Education if she is considering making the provision of basic first-aid techniques mandatory across schools nationwide in view of recent events; and if she will make a statement on the matter. [32668/21]
View answerThere are no plans at present to introduce First Aid into the curriculum. The curriculum in second level schools must meet an extensive range of needs in catering for the cognitive, emotional, imaginative, aesthetic, social, physical and moral development of students, and in preparing them for the demands of citizenship, lifelong learning and social and economic participation. Key messages arising from evaluations of the curriculum relate to overload, and the need to make more time and space for active learning and the acquisition of core skills.
The Social Personal and Health Education (SPHE) curriculum, which is currently mandatory for Junior Cycle students, is focused on promoting the health and well-being of children. Teachers can include CPR/first-aid in their SPHE programme, however, it is not a mandatory component. Personal safety is currently addressed in a variety of ways in the primary and post primary curricula. For example, SPHE aims to develop student’s skills for keeping safe and to make students aware of appropriate responses to various threats to personal safety. This provides schools with opportunities to prioritise first aid if they consider this to meet the needs of their students.
At Junior Cycle, the curriculum is made up of a combination of full subjects and short courses. Short courses are designed for 100 hours of engagement over the three years of Junior Cycle. Some short courses will be designed centrally by the National Council for Curriculum and Assessment (NCCA) and others by schools themselves or other bodies, using the template provided by the NCCA. It is therefore open to a school or other body to develop a short course in first aid training, for use in schools.
There are also opportunities within Transition Year in which a flexible menu of learning modules can be provided by schools within the context of a framework for the programme set out by the Department. As part of this, it is open to schools to provide first aid training if they wish to do so.
Schools are encouraged to engage with community groups and a wide range of stakeholders to provide for extra-curricular learning opportunities such as first-aid training or to give talks to students. It is the policy of this Department not to endorse any products or programmes produced by external parties for use in schools, irrespective of whether these are for commercial purposes or are freely available to schools. It is the responsibility of each individual school to select the materials and resources that it will use to support its implementation of the curriculum.
334. Deputy Sean Sherlock asked the Minister for Education if it is planned to include CPR training on the curriculum at second level; if it is planned to take measures to increase the knowledge of CPR training; and if she will make a statement on the matter. [32669/21]
View answerThere are no plans at present to introduce First Aid into the curriculum. The curriculum in second level schools must meet an extensive range of needs in catering for the cognitive, emotional, imaginative, aesthetic, social, physical and moral development of students, and in preparing them for the demands of citizenship, lifelong learning and social and economic participation. Key messages arising from evaluations of the curriculum relate to overload, and the need to make more time and space for active learning and the acquisition of core skills.
The Social Personal and Health Education (SPHE) curriculum, which is currently mandatory for Junior Cycle students, is focused on promoting the health and well-being of children. Teachers can include CPR/first-aid in their SPHE programme, however, it is not a mandatory component. Personal safety is currently addressed in a variety of ways in the primary and post primary curricula. For example, SPHE aims to develop student’s skills for keeping safe and to make students aware of appropriate responses to various threats to personal safety. This provides schools with opportunities to prioritise first aid if they consider this to meet the needs of their students.
At Junior Cycle, the curriculum is made up of a combination of full subjects and short courses. Short courses are designed for 100 hours of engagement over the three years of Junior Cycle. Some short courses will be designed centrally by the National Council for Curriculum and Assessment (NCCA) and others by schools themselves or other bodies, using the template provided by the NCCA. It is therefore open to a school or other body to develop a short course in first aid training, for use in schools.
There are also opportunities within Transition Year in which a flexible menu of learning modules can be provided by schools within the context of a framework for the programme set out by the Department. As part of this, it is open to schools to provide first aid training if they wish to do so.
Schools are encouraged to engage with community groups and a wide range of stakeholders to provide for extra-curricular learning opportunities such as first-aid training or to give talks to students. It is the policy of this Department not to endorse any products or programmes produced by external parties for use in schools, irrespective of whether these are for commercial purposes or are freely available to schools. It is the responsibility of each individual school to select the materials and resources that it will use to support its implementation of the curriculum.
