Written Answers Nos. 127-141
128. Deputy Pauline Tully asked the Minister for Education the estimated additional cost of funding the recruitment of a support person with disability training in each education and training board to support students with disabilities; and if she will make a statement on the matter. [35151/21]
View answerMy Department provides each Education and Training Board (ETB) with a staffing allocation to support its schools, colleges, head office and other centres of education. In providing these supports, it is the responsibility of each ETB to recruit and manage staffing levels within this allocation and to deploy staff in roles in accordance with the priorities and needs as identified by the ETB concerned.
129. Deputy Paul Kehoe asked the Minister for Education the status of a building project (details supplied); and if she will make a statement on the matter. [35165/21]
View answerAs the Deputy is aware, this project has been devolved for delivery to Waterford and Wexford Education and Training Board (WWETB).
I am pleased to confirm that a design team to deliver this project has been appointed by the ETB. The appointed Design Team is now preparing the Stage 1 report (preliminary design).
While at this early stage it is not possible to provide a timeline for completion of the project, WWETB will be engaging directly with the school authority to keep it informed of progress.
130. Deputy Mary Lou McDonald asked the Minister for Education when her Department’s review initiated in 2019 of the 2014 European Court of Human Rights judgment in the case of a person (details supplied) will conclude. [35222/21]
View answerAs you are aware, my Department has undertaken a review of the ex gratia scheme established in the wake of the European Court of Human Rights (ECtHR) judgment. This review was in response to a determination by the Independent Assessor, Mr. Justice Iarfhlaith O’Neill that one of the criteria for eligibility to the scheme is incompatible with the ECtHR judgement.
The issues involved require very careful deliberation before proposals for any new or modified scheme can be finalised and brought to Government. For example, it is important to have a complete awareness of the number of people who could potentially be involved, the legal implications of any course of action and an accurate estimate of likely costs before introducing any modifications to the scheme.
Officials from my Department are working closely with officials from the Office of the Attorney General in order to progress these complex matters. This work has now been significantly advanced, following some unavoidable delays due to the Covid-19 pandemic. A proposal for a revised scheme is being developed and, following this, the proposal will be considered by Government.
131. Deputy John Lahart asked the Minister for Education the details of her Department’s continued commitment to the primary school site on Stocking Avenue, Rathfarnham; and if she will make a statement on the matter. [35232/21]
View answerIn order to ensure adequate school place provision, my Department engages with the statutory planning process and seeks to reserve suitably located sites for future educational requirements based on population projections of an area. In regard to the site to which the Deputy refers, it is situated in an area that has experienced significant population growth due to development in recent years and development is still ongoing. My Department seeks to maintain the educational reservation on this site so that it could be capable of meeting the future educational requirements of the area as they materialise.
132. Deputy Michael Healy-Rae asked the Minister for Education if she will address a matter regarding the cost of technology items in schools (details supplied); and if she will make a statement on the matter. [35234/21]
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 during the pandemic, 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.
My Department continues to work to help support schools and families meet school costs. with the publication of Circular 0032/2017 Measures to be adopted by schools to reduce the cost of school uniforms and other costs which issued to schools in 2017 and advises schools of measures to be adopted to reduce the cost of school uniforms and other costs. This circular also instructed schools to consult with parents and their school community on the issue of ensuring costs are reasonable for parents. This circular specified that wherever possible, generic rather than branded items should be specified (e.g. uniform, clothing, IT tablets, sports equipment etc.).
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.
133. Deputy Christopher O'Sullivan asked the Minister for Education if she will authorise the establishment of a Gaelcholáiste Iarthar Chorcaí to restore the choice of parents and pupils to continue second-level education in the Irish language, a facility that existed in west County Cork for some 14 to15 years from 2000; and if she will make a statement on the matter. [35317/21]
View answerIn order to plan for school provision and analyse the relevant demographic data, this Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
Where data indicates that additional provision is required at primary or post primary level, the delivery of such additional provision is dependent on the particular circumstances of each case and may be provided through either one, or a combination of, the following:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
New schools are established in response to demographic demand as identified through such analysis and a patronage process is then conducted, which takes into account parental preferences and an analysis of existing school provision in the area, which includes the potential flow of pupils from Irish-medium primary schools in the area.
The other mechanism to establish an Irish-medium post-primary school is for a case to be made by the relevant school patron for an existing Aonad to transition to a standalone Gaelcholáiste.
Where an Aonad does not currently exist, the patrons of post-primary schools in the area, such as those in West Cork, can engage collectively in relation to the establishment of an Aonad in an existing school in order to provide an option for post-primary Irish-medium education in the area.
134. Deputy Seán Canney asked the Minister for Education if she will introduce accredited grades on a permanent basis for the leaving certificate given that the old system is no longer fit for purpose; and if she will make a statement on the matter. [35321/21]
View answerMy Department is acutely aware of the disruption caused to all students because of school closures arising from the COVID-19 pandemic. From 11 January 2021, all students engaged in a programme of remote learning with their schools.
Students who have just completed fifth year and who are due to take Leaving Certificate examinations in 2022 have experienced a degree of disruption to their learning. In these circumstances, it was considered that some level of adjustment to the normal Leaving Certificate assessment arrangements should be made for them that would be proportionate to their experience and be educationally appropriate. Given where these students were at in their studies at the time of each school lockdown period, the impact of the loss of tuition time is less than that experienced by those students who sat the Leaving Certificate this year.
Yesterday, following a meeting of the Advisory Group on Planning for State Examinations, I announced that the level of adjustment to the assessment arrangements for the 2022 Leaving Certificate Examination cohort would be broadly the same as that applied by the Assessment Arrangements For Leaving Certificate Examinations 2021, as set in December 2020. There arrangements were announced before the second period of school closures.
I also announced yesterday that the State Examinations Commission (SEC) will run an alternative set of Leaving Certificate Examinations in 2022, shortly following the main set of examinations. The SEC will set out the eligibility conditions for these examinations, which will be limited to certain students who are unable to sit the main set of examinations due to close family bereavement, COVID-19 illness during those examinations, and certain other categories of serious illness, to be clearly and strictly delineated. The SEC will issue further details regarding these examinations, with all arrangements guided by prevailing public health advice. There will also be further engagement with stakeholders in this matter.
By way of ongoing reform across Senior Cycle, the National Council for Curriculum and Assessment (NCCA) recently submitted the Senior Cycle Review: Advisory Report to my Department and I for consideration. The Advisory Report, which will be published in the coming months, looks at priority areas, longer-term goals and a proposed timeline on the pace and scale of developments in senior cycle. It sets out a shared vision articulated as the basis, which will guide further work on specific areas for developments, such as, senior cycle programmes and pathways, curriculum specifications and assessment. This further work will be carried out on a phased basis over the next few years with further consultation as appropriate.
135. Deputy Violet-Anne Wynne asked the Minister for Education the number of children who availed of July provision in each of the years 2018 to 2020, by county in tabular form. [35325/21]
View answerThe 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.
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.
July Provision/Summer Provision Statistics 2018-2020
|
2018 |
2019 |
2020 |
|
|
Total no. of children (Home Based & School Based) |
10228 |
10563 |
13608 |
*For 2020 the scheme became Summer Provision and was extended to a wider number of categories for eligibility as a response to the pandemic. The number of children participating with ASD or a severe/profound general learning difficulty are included in the overall total of eligible children.
# Eligibility for the scheme is based on category of disability and enrolment in a recognised school.
This total will include children in special schools, special classes and those with the relevant diagnosis in mainstream education.
136. Deputy Violet-Anne Wynne asked the Minister for Education if she will consider incentivising the July provision programme for teachers more (details supplied); and if she will make a statement on the matter. [35369/21]
View answerThe 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.
There was extensive engagement with stakeholders on the barriers to schools offering the programme. In response to the issues identified, steps were taken to ease administration, provide for preparation and planning time, increased flexibility for schools on the timing of the programme and increased guidance and support. On pay, the Department has taken steps to ensure teachers and SNAs are paid earlier than in previous years.
This year more schools have expressed an interest in offering the special education programme (July Provision) than last year.
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/
137. Deputy Brendan Griffin asked the Minister for Social Protection if a decision has been made on the request for a disability allowance rate review by a person (details supplied) in County Kerry; and if she will make a statement on the matter. [35040/21]
View answerNotification of a change in their circumstances was received from the person concerned on 7 May 2021 and a review was opened on their disability allowance (DA).
The file has been referred to a Social Welfare Inspector (SWI) for a report on the person’s means and circumstances. Once the SWI has submitted his/her report to DA section, a decision will be made on the application and the person concerned will be notified directly of the outcome.
I trust this clarifies the matter for the Deputy.
138. Deputy Richard Bruton asked the Minister for Social Protection if consideration has been given to adjusting the term of short-term working support to ensure that workers in sectors which continue to be seriously reduced in activity due to continuing Covid-19 restrictions will be able to continue to receive this important supplement to their income which would otherwise expire due to limits on the duration of claims. [35053/21]
View answerThe Jobseekers Benefit and Jobseekers Allowance schemes provide income support for people who have lost work and who are unable to find full-time employment. These statutory schemes allow individuals to work up to 3 days a week and retain access to a reduced jobseekers payment.
Jobseekers Benefit is paid for up to 9 months (or 234 days) for people with 260 or more PRSI contributions paid. It is paid for up to 6 months (or 156 days) for people with fewer than 260 PRSI contributions paid.
It is a fundamental feature of a range of the Department's benefit payments, including Jobseeker's Benefit, that the payment is time-limited. Time limits apply across a range of PRSI related schemes such as maternity benefit and illness benefit.
Where a person exhausts their entitlement to Jobseeker's Benefit, they may be eligible for support under the means-tested Jobseeker's Allowance scheme. The Department contacts the Jobseeker's Benefit recipient in advance of the expiry date of their claim to advise them that their entitlement is due to expire and that they should make an application for Jobseekers Allowance on the attached application form.
Jobseeker's Allowance has unlimited duration as long as a person meets the qualifying scheme conditions including the means test.
The wide ranging nature of the assistance available to those impacted by Covid -19, including the availability of the Employment Wage Subsidy Scheme for employers, constitutes a comprehensive suite of supports. On that basis I do not intend to amend the duration of Jobseeker's Benefit at this time.
I trust that this clarifies the position for the Deputy.
139. Deputy Aodhán Ó Ríordáin asked the Minister for Social Protection if she will intervene in the case of a person (details supplied) involving an application for the over 65s benefit payment. [35082/21]
View answerThe Benefit Payment for 65 Year Olds, provided for under the Jobseekers Benefit scheme, has been introduced in line with the Programme for Government commitment, to address the position of people who are required to or choose to retire at age 65 before the pension age of 66.
This new benefit payment is designed to bridge the gap for people who retire from employment or self-employment at 65 years of age until they qualify for the State Pension at age 66 years. Recipients of the payment are not required to sign on, engage in activation measures or be available for and genuinely seeking work which is normally the case for recipients of a Jobseeker’s payment.
To be eligible for the payment a person must satisfy the qualifying conditions of the scheme including the PRSI social insurance contribution requirement.
A person must have paid 104 PRSI insurable employment contributions at class A, H or P or paid 156 class S contributions if they are self-employed. The second contribution condition requires that a person must also have 39 reckonable contributions paid or credited in the Governing Contribution Year (GCY). The GCY for 2021 is 2019. At least 13 of these contributions must be paid. Where a person does not have 13 paid contributions in the GCY they can be from 2 years before the GCY, the last complete tax year or the current tax year. Alternatively, a person could qualify if they have at least 26 reckonable contributions paid in both the GCY and the year immediately preceding the GCY.
Self-employed contributors pay PRSI on a wide variety of self-employment income. These contributions help to ensure that individuals qualify for valuable social welfare benefits, including pensions. The qualifying conditions for Jobseekers Benefit (Self-Employed) include the requirement that a person has completely ceased self-employment. For that reason, individuals who continue to pay Class S PRSI on a variety of income sources are not regarded as having ceased self-employment; they continue to pay Class S PRSI and are to be regarded as being in insurable self-employment.
The issue raised by the Deputy regarding Class S PRSI contributions arising solely from personal pensions has been raised with my Department and the matter is under consideration.
I trust that this clarifies the position for the Deputy.
140. Deputy Colm Burke asked the Minister for Social Protection if she will consider proposals for the equal entitlement to mothers of children born through surrogacy to apply for maternity leave, maternity benefits and parental leave; and if she will make a statement on the matter. [35112/21]
View answerThe Minister for Children, Equality, Disability, Integration and Youth has responsibility for family leaves such as maternity leave and parental leave. Where such leave is provided for in statute, my Department has responsibility for payment of any associated benefit. As such, these matters fall to be considered by the Minister for Children, Equality, Disability, Integration and Youth in the first instance.
I hope this clarifies the matter for the Deputy.
141. Deputy Sorca Clarke asked the Minister for Social Protection if the workers who were forced onto the pandemic unemployment and are subsequently made redundant will have the length of time on the payment counted towards eligibility for community employment schemes. [35140/21]
View answerCommunity Employment (CE) Scheme is an active labour market programme designed to provide eligible long-term unemployed people and others with an opportunity to engage in useful work within their communities on a temporary, fixed term basis.
The focus of CE is on long-term unemployed people, that is people who have been unemployed for more than twelve months.A key qualifying condition for the majority of CE candidates is that a person must first be in receipt of a qualifying social welfare payment for a minimum of 12 months.
The Pandemic Unemployment Payment is an income support introduced as a temporary measure to address the emergency needs of people who lost employment as a direct consequence of COVID-19. It is not a qualifying payment for Community Employment. However, time spent in receipt of the Pandemic Unemployment Payment counts towards the duration of unemployment required to be eligible for CE. A person in receipt of the Pandemic Unemployment Payment will need to qualify for an eligible payment, for example Jobseeker’s Allowance, before they can become eligible for CE. Once eligibility for CE has been confirmed, unemployed persons can apply for a range of CE vacancies accessible within their community which will provide opportunities to avail of the valuable training and work experience available on the CE schemes.
A significant number of recipients of the Pandemic Unemployment Payment will return to their previous employment as the COVID-19 restrictions continue to ease. Unfortunately, however, others will not. I am aware of the significant number of persons who have been on the Pandemic Unemployment Payment since March and April 2020, who could benefit from the opportunities provided by CE placements if their previous jobs do not return over the coming period.
I will continue to support and improve the CE programme for the benefit of long-term unemployed participants, including those whose are now long term unemployed arising from Covid-19.
