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Tuesday, 29 Jun 2021

Written Answers Nos. 332-351

Schools Refurbishment

Questions (332)

Mary Lou McDonald

Question:

332. Deputy Mary Lou McDonald asked the Minister for Education when a school (details supplied) will be informed of a decision by her Department on two emergency works applications relating to electrical work and a fire alarm. [34455/21]

View answer

Written answers

I would like to inform the Deputy that the Emergency Works team have been in contact with the school in regards to these applications and have sought further information, a decision will issue directly to the school on receipt of this information.

School Staff

Questions (333)

Cathal Crowe

Question:

333. Deputy Cathal Crowe asked the Minister for Education the reason a school (details supplied) has had its application for a developing post appointment for the 2021-2022 academic year refused when all qualifying criteria have been met; if she will urgently review the application; and if she will make a statement on the matter. [34456/21]

View answer

Written answers

The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30th September.

The staffing arrangements also include a provision whereby schools experiencing rapid increases in enrolment can apply for additional permanent mainstream posts on developing grounds, using projected enrolment.

The school referred to by the Deputy has been allocated such a post on a provisional basis, pending confirmation of enrolments on 30th September 2021. The school has been informed of this decision.

School Curriculum

Questions (334)

Paul Murphy

Question:

334. Deputy Paul Murphy asked the Minister for Education if she will consider implementing education on basic first-aid skills which could be introduced to children in upper primary school and continued in secondary school given it would provide most of the young population of this country with the basic skills necessary to react in an emergency situation (details supplied). [34533/21]

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Written answers

There 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 primary and 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 appropriate 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.

Residential Institutions

Questions (335)

Mairéad Farrell

Question:

335. Deputy Mairéad Farrell asked the Minister for Education the cost to date of the institutional child abuse redress scheme; and the contributions to the scheme disaggregated by religious order and amounts still owing, in tabular form. [34539/21]

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Written answers

The 18 religious congregations involved in the management of most of the residential institutions in which child abuse took place have made contributions towards the costs incurred by the State in responding to that abuse under two rounds: the legally binding 2002 Indemnity Agreement and the voluntary offers made in 2009 in the aftermath of the publication of the report of the Commission to Inquire into Child Abuse (the “Ryan Report”).

While the total cost of the State’s response will be in the region of €1.5 billion, the amounts offered by congregations total €480.6 million.

Some €125 million of the €128 million provided for under the 2002 Indemnity Agreement has been contributed, with the transfer of two properties remaining to be fully completed. The cash and counselling contributions received under the Agreement, amounting to some €65 million, were made on a collective basis and accordingly it is not possible to identify the amounts paid by individual congregations. The agreed value of the properties transferred, or to be transferred, under the 2002 Agreement, disaggregated by congregation, is set out in the following table.

2002 Indemnity Agreement Properties - Total per Congregation

Properties Fully Transferred

Congregation

Number of Properties

Total Valuation

Sisters of Mercy

31

21,262,675

Presentation Sisters

4

5,254,000

Sisters of Charity

3

11,830,000

Hospitaller Order

2

595,000

Daughters of Charity

2

6,090,000

Christian Brothers

5

3,870,000

Rosminians

10

6,968,000

Brothers of Charity

1

4,000,000

TOTAL

58

59,869,675

Outstanding Property Transfers

Congregation

Number of Properties

Total Valuation

Sisters of Mercy

1

2,667,000

Sisters of Charity

1

190,500

TOTAL

2

2,857,500

OVERALL TOTAL

60

62,727,175

The offers made in the aftermath of the publication of the Ryan Report in 2009 included cash, properties, and contributions in kind, and were valued by the congregations at €352.6 million. However, when account is taken of offers not accepted, changes in the valuation of the properties offered and the value of properties offered but not being reckoned as a contribution, the total value of the voluntary offers achievable will be lower than the amount of €352.6 million offered.

To date, cash contributions of approximately €111.53m have been received from the congregations, and are set out in the following table.

2009 Voluntary Offers Cash Contributions Received 28.06.21

Congregation

Cash Contributions Received (€)

Brothers of Charity

1,500,000

Christian Brothers

30,000,000

Daughters of Charity of St Vincent de Paul

10,000,000

Daughters of the Heart of Mary

1,500,000

De La Salle Brothers

1,000,000

Dominican Order

6,500,000

Oblates of Mary Immaculate

20,000,000

Hospitaller Order of St John of God

1,000,000

Presentation Brothers

4,600,000

Presentation Sisters

4,000,000

Sisters of Charity

5,000,000

Sisters of Our Lady of Charity

1,500,000

Sisters of St Clare

1,000,000

Sisters of St. Louis

1,000,000

Sisters of Mercy

25,928,659

Total

111,528,659

The following should be noted –

- the contribution of €10m from the Daughters of Charity of St Vincent de Paul is comprised of cash of €9.95m, plus a site valued at €0.05m which was transferred to the Department of Education for use in a school building project.

- the contribution of €5m from the Sisters of Charity is comprised of cash of €2m, plus €3m in waived legal costs from the Commission to Inquire into Child Abuse (CICA),

- the contribution of €4.6m from the Presentation Brothers is comprised of €4m in cash, plus refunded CICA legal costs of €0.6m.

Only one cash contribution is outstanding under the 2009 offers, and will arise from the disposal of a site by the Sisters of Mercy. The site is currently in use to provide access to an ongoing school building project in Cahir, Co. Tipperary, and will be disposed of once this project is completed.

With regard to properties offered under the 2009 offers, 15 properties offered by the Sisters of Mercy were not accepted by the State and were instead transferred to the community and voluntary sector. Only one of these properties, valued at €0.2m, was reckoned as a contribution by the State.

In addition, a further 17 properties offered by the Sisters of Mercy were to be disposed of, and the proceeds to be provided as a cash contribution. These contributions are reflected in the above table.

A further 18 properties were accepted by the State for transfer, and 16 of these transfers are now complete. Two transfers under the 2009 offers remain outstanding.

2009 Voluntary Offers Properties - Total per Congregation

Properties Fully Transferred

Congregation

Number of Properties

Total Valuation (€)

Sisters of Mercy

14

4,515,000

Presentation Sisters

1

n/a

Sisters of St Clare

1

n/a

TOTAL

16

4,515,000

Outstanding Property Transfers

Congregation

Number of Properties

Total Valuation (€)

Sisters of Mercy

1

n/a

Congregation of Our Lady of Charity of the Good Shepherd

1

n/a

TOTAL

2

n/a

OVERALL TOTAL

18

4,515,000

The following should be noted in relation to these properties –

- the valuations ascribed to the transferred properties are the open market valuations of each property at time of transfer.

- the total valuation of €4.515m ascribed to the transferred Sisters of Mercy properties reflects the combined value of 13 properties, as one valuation remains in progress.

- valuations remain in progress for the properties transferred by the Presentation Sisters and the Sisters of St Clare.

- valuations of the two properties which have not yet fully transferred will be undertaken once the transfer are complete.

Therefore, the total contribution received to date from the congregations under the 2009 voluntary offers is approximately €116.24m, as set out in the following table.

Element

Amount (€)

Cash contributions

111,528,659

Property transferred to C&V sector

200,000

Properties transferred to State

4,515,000

Total

116,243,659

In addition to the above, the Christian Brothers is in the process of transferring its portfolio of playing fields, which it values at €127m, to the Edmund Rice Schools Trust under an arrangement whereby the State will receive 50% of the proceeds arising from the future disposal of any of those properties. The congregation has recently informed the Department that a number of transfers have now been completed, and the Congregation has engaged legal and technical consultants to progress the remaining transfers as a priority.

School Transport

Questions (336)

Marian Harkin

Question:

336. Deputy Marian Harkin asked the Minister for Education if siblings of children with special needs that avail of school transport can also travel on the same bus to the same school provided that there is space available; and if she will make a statement on the matter. [34565/21]

View answer

Written answers

School Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 114,100 children, including over 14,700 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €224.7m in 2020.

The purpose of the School Transport Scheme for Children with Special Educational Needs (SEN) is, having regard to available resources, to support the transport to and from school of children with special educational needs arising from a diagnosed disability.

In certain circumstances siblings of children with special needs are allowed to travel on SEN services - in cases where the child availing of the SEN service is the only child on the service. Such cases are reviewed on an annual basis and should more children who are eligible for SEN transport apply to avail of the service, siblings of the child with special needs would no longer be allowed to travel on the service.

Special Educational Needs

Questions (337)

Seán Sherlock

Question:

337. Deputy Sean Sherlock asked the Minister for Education if her Department will formally accredit the national training programme for special needs assistants in University College Dublin; and if she will make a statement on the matter. [34570/21]

View answer

Written answers

Special Needs Assistants (SNAs) play a huge role in helping to ensure the inclusion of pupils with significant care needs in education and in school life. This was acknowledged in the Comprehensive Review of the Special Needs Assistant Scheme (SNAs) published by the National Council for Special Education (NCSE) in 2018.

The Review made a number of recommendations regarding SNAs and the need for a more broadly based set of supports including therapeutic supports for pupils with complex needs. The Review also referenced the training needs of SNAs. In this regard, the NCSE recommended that a new national training programme at Level 5 of the National Qualification Framework be developed for existing SNAs who do not have the requisite level of training and for new SNAs on appointment. The NCSE also recommended that training tailored to the specific complex needs of some students being cared for by SNAs would also be provided.

The policy advice has been considered by the Department. It was decided that priority should be given to the development of a training programme for SNAs who may not have had a recent opportunity to access a training programme tailored to their role.

A public procurement competition was held for the development and delivery of a new national training programme for SNAs. A detailed specification of need and learning outcomes was developed and published for the competition. Formal accreditation to the National Qualifications Framework was not a requirement for the programme. Following evaluation of the tenders received, the contract was awarded to University College Dublin (UCD) School of Education, in conjunction with UCD School of Nursing, Midwifery and Health Systems.

UCD has a strong reputation in the world of education and training. It brings with it a wealth of experience and research knowledge in the training and has very strong quality assurance arrangements for its programmes. Feedback from programme participants is a key feature of this quality assurance process.

This new programme aims to enhance the knowledge, skills and expertise of SNAs whose work is central to the inclusion of students with additional care and complex needs in school life.

The programme consists of five modules, delivered online over a 10-month period. Flexibility is a key part of the approach to the delivery of the programme and participation is voluntary.

The programme is fully funded by the Department and delivered at no cost to the SNA.

Completion of the programme may serve as a stepping stone to further education opportunities in the area.

Each participant who completes the programme successfully will receive a certificate from UCD School of Education which may be of assistance in pursuing further education.

€2.45m will be allocated to this programme over the next 4 year period based on a full uptake of 3,500 SNAs. The first cohort of 500 SNAs enrolled in January and this phase was oversubscribed.

This is the first national training programme for SNAs employed in our schools and is tailored to their needs. The programme will be evaluated and the outcome will inform the approach to the training of SNAs in the future. There is no cost to serving SNAs working in schools. This course is fully funded by the Department of Education.

The Department recognises that a more strategic approach is required for the training of SNAs. This would deal with a number of matters including the identification of need and the provision of appropriate training programmes. The issue of programme accreditation will be considered further in this context.

Schools Building Projects

Questions (338)

Joe O'Brien

Question:

338. Deputy Joe O'Brien asked the Minister for Education the status of a school building project for a school (details supplied); and if she will make a statement on the matter. [34573/21]

View answer

Written answers

I am pleased to inform the Deputy of the recent Design Team appointment for the building project to which he refers.

The project has been devolved for delivery to CEIST. The brief for this project is to provide a 1,000 pupil Post-Primary School with 4-class SEN Base and a 16-classroom Primary School with 1 SEN Base on a greenfield site.

The Service Level Agreement (SLA) between CEIST and the Department has been executed. Procurement of a design team for the project has been finalised and I can confirm that the design team has recently been appointed.

Special Educational Needs

Questions (339)

Kathleen Funchion

Question:

339. Deputy Kathleen Funchion asked the Minister for Education the reason the July provision has been withdrawn from a school (details supplied); and if she will make a statement on the matter. [34581/21]

View answer

Written answers

The Government has approved the provision of significantly expanded summer education programmes for pupils with complex special educational needs and those at greatest risk of educational disadvantage, as a COVID-19 pandemic response measure for summer 2021.

This is an important Government decision, which ensures that for first time all primary and post primary schools have the opportunity to provide summer programmes for students with complex needs and those at risk of educational disadvantage.

The total funding available to provide the programme is up to €40 million, a one hundred per cent increase on the allocation for summer provision in 2020.

The programmes for mainstream students in primary and post-primary schools are new programmes for 2021, building upon previous summer programmes for pupils with complex special educational needs and those in provided in DEIS schools last year.

The following categories of students are considered as students with complex needs for the 2021 Summer programme

- All students in special schools and special classes in primary and post primary schools, including early intervention classes.

- Students in mainstream classes in primary and post primary schools who are accessing the highest level of the continuum of support (Student Support Plus/for a few). This includes students with Autism, Down syndrome, sensory impairments, and other disabilities who were identified for the supplementary programme earlier this year.

Children in the above categories entering primary school in September 2021 are also eligible for the programme.

My Department recognises that not all schools will be in a position to provide a school-based programme.

The programme is reliant on schools, teachers and Special Needs Assistants (SNAs) choosing to participate on a voluntary basis.

It is a matter for the Board of Management of the school having regard to the resources available whether or not it will participate in the programme.

This Department has no record of this school registering for the school based summer scheme.

A home-based summer programme is available for children with complex needs where their schools are not providing a school-based programme.

Under the home-based programme grant funding is made available so that parents/legal guardians can engage the services of a Teacher or an SNA to provide tuition or care support as appropriate in the child’s home. Parents are advised to contact the school for an application form if required.

The Department will approve a group arrangement between parents/legal guardians and private providers subject to compliance with the published terms and conditions for group arrangements and approved in advance by this Department. Such arrangements must be sourced and procured by parents/legal guardians

Further information on group terms and conditions is available at

www.gov.ie/en/publication/62b3b-home-based-summer-programme-2021-terms-and-conditions-for-group-arrangements/.

School Staff

Questions (340)

Paul McAuliffe

Question:

340. Deputy Paul McAuliffe asked the Minister for Education the status of improved pay and conditions for school caretakers and secretaries; and if she will make a statement on the matter. [34582/21]

View answer

Written answers

I 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.

Education Schemes

Questions (341)

Aengus Ó Snodaigh

Question:

341. Deputy Aengus Ó Snodaigh asked the Minister for Education the funding that has been allocated to the creative schools programme in 2019, 2020 and 2021; and the amount of this funding spent to date in 2021. [34592/21]

View answer

Written answers

The funding that has been allocated to the Creative Schools Programme in each of the years 2019, 2020 and 2021 is set out in the following table.

Year

Allocation

2019

€1,038,000

2020

€1,038,000

2021

€1,080,000

€54,090.83 has been spent to date in 2021.

My Department allocates €660,000 annually to the Arts Council to support their work in respect of Creative Schools. This is expected to be drawn down shortly. In addition to this allocation to the Arts Council my Department also pays the salaries and allowances of Teachers on secondment as a result of their work related to Creative Schools. These costs are paid through the year as they arise.

School Curriculum

Questions (342)

Aengus Ó Snodaigh

Question:

342. Deputy Aengus Ó Snodaigh asked the Minister for Education the funding provided to ensure children have access to music education in schools; the work her Department has undertaken in response to recommendations 10 to 13 of the Report entitled Na hEalaíona – Ní Cuma Leo issued by the Oireachtas Joint Committee on Culture, Heritage and the Gaeltacht in May 2019; and if she will make a statement on the matter. [34593/21]

View answer

Written answers

My Department takes the recommendations 10-13 in respect of Music Education of the report entitled Na hEalaíona – Ní Cuma Leo issued by the Oireachtas Joint Committee on Culture, Heritage and the Gaeltacht in May 2019 very seriously.

Music Generation is a National Music Education Programme that aims to transform the lives of children and young people through access to high-quality, subsidised performance music education. Music Generation focuses on the provision of performance music education – that is, the breadth of vocal and instrumental learning in all genres and styles of music. This includes all pedagogical approaches and practices appropriate to particular musical cultures and traditions, and is delivered by professional musician teachers.

The Department has a total of €6.485m funding allocated for Music Generation in 2021. A breakdown of the funding is contained in the following table.

Area of Expenditure

National Development Office

€685,000

Local Music Education Partnerships

€5,200,000

Quality Support and Development

€600,00

Total

€6,485,000

My Department has also established the new non-mainstream Music Education Bursary Scheme. In 2021 the scheme is worth €100,000. The purpose of the scheme is to provide support by way of a cash grant to established, smaller-scale, non-mainstream music education/community music initiatives with limited or no access to other forms of public funding.

Co-operation hours are provided to five Education and Training Boards. These include Cork ETB, Limerick Clare ETB, City of Dublin ETB and Galway Roscommon. In many instances these initiatives provide access to non-mainstream music education. In addition in Cork, Limerick, Clare and City of Dublin funding is provided under co-operation hours for Schools of Music programmes for further development of talented young musicians whilst undergoing second level education.

Schools Refurbishment

Questions (343)

Robert Troy

Question:

343. Deputy Robert Troy asked the Minister for Education the safety enhancement works which were granted for schools (details supplied). [34716/21]

View answer

Written answers

The Department has no record of a project of this nature for the school referred to by the deputy. If the deputy could provide further details in respect of the project, Department officials will re-examine accordingly.

Special Educational Needs

Questions (344)

Paul Murphy

Question:

344. Deputy Paul Murphy asked the Minister for Education if she has plans to give accreditation to the 500 special needs assistants currently undertaking the National Training Programme for the SNA certificate in inclusive school support (details supplied). [34723/21]

View answer

Written answers

Special Needs Assistants (SNAs) play a huge role in helping to ensure the inclusion of pupils with significant care needs in education and in school life. This was acknowledged in the Comprehensive Review of the Special Needs Assistant Scheme (SNAs) published by the National Council for Special Education (NCSE) in 2018.

The Review made a number of recommendations regarding SNAs and the need for a more broadly based set of supports including therapeutic supports for pupils with complex needs. The Review also referenced the training needs of SNAs. In this regard, the NCSE recommended that a new national training programme at Level 5 of the National Qualification Framework be developed for existing SNAs who do not have the requisite level of training and for new SNAs on appointment. The NCSE also recommended that training tailored to the specific complex needs of some students being cared for by SNAs would also be provided.

The policy advice has been considered by the Department. It was decided that priority should be given to the development of a training programme for SNAs who may not have had a recent opportunity to access a training programme tailored to their role.

A public procurement competition was held for the development and delivery of a new national training programme for SNAs. A detailed specification of need and learning outcomes was developed and published for the competition. Formal accreditation to the National Qualifications Framework was not a requirement for the programme. Following evaluation of the tenders received, the contract was awarded to University College Dublin (UCD) School of Education, in conjunction with UCD School of Nursing, Midwifery and Health Systems.

UCD has a strong reputation in the world of education and training. It brings with it a wealth of experience and research knowledge in the training and has very strong quality assurance arrangements for its programmes. Feedback from programme participants is a key feature of this quality assurance process.

This new programme aims to enhance the knowledge, skills and expertise of SNAs whose work is central to the inclusion of students with additional care and complex needs in school life.

The programme consists of five modules, delivered online over a 10-month period. Flexibility is a key part of the approach to the delivery of the programme and participation is voluntary.

The programme is fully funded by the Department and delivered at no cost to the SNA.

Completion of the programme may serve as a stepping stone to further education opportunities in the area.

Each participant who completes the programme successfully will receive a certificate from UCD School of Education which may be of assistance in pursuing further education.

€2.45m will be allocated to this programme over the next 4 year period based on a full uptake of 3,500 SNAs. The first cohort of 500 SNAs enrolled in January and this phase was oversubscribed.

This is the first national training programme for SNAs employed in our schools and is tailored to their needs. The programme will be evaluated and the outcome will inform the approach to the training of SNAs in the future. There is no cost to serving SNAs working in schools. This course is fully funded by the Department of Education.

The Department recognises that a more strategic approach is required for the training of SNAs. This would deal with a number of matters including the identification of need and the provision of appropriate training programmes. The issue of programme accreditation will be considered further in this context.

School Transport

Questions (345)

Michael McNamara

Question:

345. Deputy Michael McNamara asked the Minister for Education if refunds have been issued to those who purchased school bus tickets for the second half of the 2020-2021 school term in view of the closure of schools; and if she will make a statement on the matter. [34741/21]

View answer

Written answers

School Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 114,100 children, including over 14,700 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €224.7m in 2020.

The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.

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 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.

I can confirm that Bus Éireann will shortly commence issuing refunds to families who are due to receive a refund for the unused portion of their ticket for the period of school closures arising from public health measures/Covid-19 restrictions in the 2020/2021 school year. Full information is available at www.buseireann.ie/SchoolRefunds.

Schools Building Projects

Questions (346)

Alan Dillon

Question:

346. Deputy Alan Dillon asked the Minister for Education when a tender for additional accommodation at a school (details supplied) will be advertised; the typical period between approval by her Department and advertising on etenders; and if she will make a statement on the matter. [34763/21]

View answer

Written answers

I am pleased to inform the deputy that the project to which he refers has already progressed through tender stage.

This project was approved to go to construction on 16th June 2021, following a review of the Tender Report in the Department.

Citizens' Assembly

Questions (347)

Aodhán Ó Ríordáin

Question:

347. Deputy Aodhán Ó Ríordáin asked the Minister for Education the progress on the proposed citizens' assembly for education; and if she will make a statement on the matter. [34791/21]

View answer

Written answers

I am very pleased to see the inclusion of a Citizens’ Assembly on the future of education in the Programme for Government. Experience internationally and here at home of citizen’s assemblies as exercises in deliberative democracy have been extremely positive.

Ireland is considered a leader in the use of deliberative democracy processes, having convened three in recent years: the Convention on the Constitution (2012-14), the Citizens’ Assembly (2016-18) and the Citizen’s Assembly on Gender Equality (2019-2021).

Typically, Citizens' Assemblies have been established by individual Oireachtas Resolutions, which have set out their terms of reference. I understand that initial proposals to hold a citizens' assembly on education have been informed by proposals from the Burren College of Art, which called for the Assembly to examine issues such as how to properly position post-primary education for the 21st century and how to encourage greater creativity, student agency and resilience.

My recently published Statement of Strategy 2021-2023 incorporates priority actions for the Department from the Programme for Government, including exploring the scope for a Citizen’s Assembly on the Future of Education. Officials in my Department are working on developing a consultation proposal and will work with colleagues in the Department of Further and Higher Education, Research, Innovation and Skills to advance this, before working with the Department of An Taoiseach on the matter in 2022.

Departmental Policies

Questions (348)

Holly Cairns

Question:

348. Deputy Holly Cairns asked the Minister for Education the way her Department and public bodies and agencies under her remit fulfil their obligations under section 42 of the Irish Human Rights and Equality Commission Act 2014; and if she will make a statement on the matter. [34851/21]

View answer

Written answers

The Department of Education is conscious of its key role in promoting, protecting and vindicating the achievement of the key human right to education. The Department’s recently-published Statement of Strategy 2021-2023 articulates a strong focus on equality and human rights which is at the core of the high level goal to ‘ensure equity of opportunity in education and that all students are supported to fulfil their potential’.

The Department has set a number of commitments to prioritise the achievement of this goal that will enable it to meet the obligations it has under the Public Sector Duty to promote equality, prevent discrimination and protect the human rights of those it serves and those of its staff. These commitments include:

- Exploring innovative approaches to ensuring inclusive education for all students

- Tackling educational inequality through the Delivering Equality of Opportunity in Schools (DEIS) programme

- Narrowing the digital divide through increasing access to broadband and digital technology for schools

- Progressing the implementation of a school inclusion model for learners with additional needs

- Ensuring that teachers and school leaders are provided with appropriate continuing professional development supports to assist them in developing relevant pedagogical skills and delivering inclusive teaching and learning in a variety of school contexts

- Continuing to increase the diversity of school type in order to offer parents more choice, including the transfer of schools to alternative patronage such as Community National Schools

- Exploring the scope for a Citizens Assembly on Education as set out in the Programme for Government

- Engaging in a review of the current school transport scheme to provide a better service for all students

The information sought by the Deputy in regard to aegis bodies is not routinely compiled by my Department. My officials will engage with the aegis bodies to ask them to respond directly to the Deputy in regard to the question posed.

Disabilities Assessments

Questions (349)

Holly Cairns

Question:

349. Deputy Holly Cairns asked the Minister for Education the way her Department and public bodies and agencies under her remit undertake disability impact assessments; the process by which these assessments are monitored; and if she will make a statement on the matter. [34868/21]

View answer

Written answers

All substantive Memoranda for Government are required to identify, under a disability impact assessment, any difficulties or barriers that may exist or arise within a service delivery, policy or process that prevents someone with a disability from availing of that service, policy or process.

The disability impact assessment is undertaken in line with the guidelines, "How to Conduct a Disability Impact Assessment: Guidelines for Government Departments", issued by the Department of Justice in 2012.

My Department is gathering the relevant information in relation to bodies under the aegis of my Department and I will arrange to have the information forward it to the Deputy when available.

Schools Building Projects

Questions (350)

Fergus O'Dowd

Question:

350. Deputy Fergus O'Dowd asked the Minister for Education the status of a building project for a school (details supplied); the timescale for the commencement of same; and if she will make a statement on the matter. [34932/21]

View answer

Written answers

The school referred to by the deputy has been devolved for delivery to Louth County Council.

I am pleased to advise that the project has very recently been approved by the Department to go to tender in that respect. Louth County Council is working closely with the design team for the project to ensure that the project can be tendered to a pre-qualified list of tenderers as soon as possible.

Once the tender process has been completed, and a contractor appointed, construction can be expected to begin on site.

School Transport

Questions (351)

Michael Ring

Question:

351. Deputy Michael Ring asked the Minister for Education if the distance eligibility for post-primary school transport is the shortest possible route by car or on foot from the applicant's home to the school such as in a case (details supplied); and if she will make a statement on the matter. [34977/21]

View answer

Written answers

School Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 114,100 children, including over 14,700 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €224.7m in 2020.

The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.

Under the terms of the scheme, children are eligible for school transport if they satisfy the distance criteria (3.2km at primary and 4.8km at post-primary) and are attending their nearest school as determined by the Department/Bus Éireann, having regard to ethos and language. Distance eligibility is determined by Bus Éireann by measuring the shortest traversable route from the child’s home to the relevant school.

Bus Eireann have confirmed that the pupil, to whom the Deputy refers, resides 4.7kms from the school that they are attending therefore they are not eligible for school transport. School Transport Section has asked Bus Éireann to carry out a calibrated measurement on the route in question and will revert to the family when further information is available.

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