Written Answers Nos. 334-356
334. Deputy Denis Naughten asked the Minister for Education her plans for the inclusion of the Romanian language in the primary and secondary school syllabus in view of the increase in Romanian-speaking persons and the growing importance of the language; and if she will make a statement on the matter. [58750/21]
View answerLanguages Connect, Ireland’s Strategy for Foreign Languages in Education aims to increase and diversify the range of languages taught and learned. As set out in the accompanying Implementation Plan, four new leaving certificate curricular languages were introduced from September 2020 – Mandarin Chinese, Lithuanian, Polish and Portuguese. These new languages will be examined for the first time in summer 2022.
As also set out in the implementation plan, Action 2.E.11. states that “Following a review of newly introduced heritage language Leaving Certificate examinations in Polish, Portuguese and Lithuanian, consideration will be given to the inclusion of other existing non-curricular languages as heritage languages within the Leaving Certificate” from Quarter 4 of 2022.
In the meantime, Post Primary Languages Ireland (PPLI) are providing support classes in Dublin on Saturdays with students of Romanian heritage taking the non-curricular examination of Romanian at Leaving Certificate level. Fifty-one students are enrolled in these classes for the current academic year and efforts are being made to establish a second class in Cork. Funding has been provided for the current academic year to two schools in Dublin where there are significant numbers of students sitting the Leaving Certificate examination. PPLI are also working on the development of resources to support the teaching and learning of Romanian.
PPLI have also been funding summer camps for senior cycle students in Dublin and Cork to encourage them to think about taking Romanian for Leaving Certificate and to facilitate them in meeting peers from a similar background and appreciating the value of their heritage language and culture.
In primary and special schools, the Primary Language Curriculum (PLC), introduced in 2019, responds to the significant societal changes including greater diversity in our classrooms that have emerged in recent decades. The curriculum emphasises the importance of appreciating and nurturing children's home languages within the school environment, which includes the Romanian language for children from that linguistic background.
Languages Connect also asked the National Council for Curriculum and Assessment (NCCA) to consider the inclusion of Foreign Languages in the Primary School Curriculum. In response the draft Primary Curriculum Framework includes a proposal to introduce a foreign language for stages 3 and 4 (third to sixth class). This proposal, along with others related to the redevelopment of the Primary School Curriculum, is currently being consulted upon. In the meantime, I have introduced a language sampler module for primary schools. Approximately 500 schools right across the country have expressed an interest in participating in this six-week module selecting 10 languages including Irish Sign Language. The module is rolling out in three phases, the first 165 schools commenced the module in November and the remaining schools will roll out in phase two in February 2022 and phase three in May 2022. Post Primary Languages Ireland (PPLI) have been charged by the Department with managing this programme and they have provided Continuing Professional Development to the participating teachers and tutors and to the hosting teachers. They have also provided the schools with a range of exciting and engaging resources which are also available on-line on the Languages Connect website, languagesconnect.ie/primary/. Schools have been provided with a grant of up to €1,000 to fund implementation of the module. One school has selected to participate in the primary module using Romanian.
The learning from this sampler module will help inform the ongoing thinking in relation to the proposed inclusion of languages in the redeveloped Primary School Curriculum.
335. Deputy Richard Bruton asked the Minister for Education if her Department has identified a permanent site for a school (details supplied); and if not, if she will sanction the refit of further classrooms in its temporary accommodation in order that the school can give assurance to the 2022 intake of pupils. [58758/21]
View answerI wish to confirm that a building project for the school referred to by the Deputy is included on my Department's Capital Programme to be delivered as part of the National Development Plan (NDP).
My Department is in advanced discussions with a property-owner with respect to the permanent location for the school, with a view to progressing a new school building project on the site. The proposed location of the school will be made known to the school authority as soon as it is possible to do so.
336. Deputy Marc Ó Cathasaigh asked the Minister for Education the supports that will be in place to support leaving certificate students in 2022 who have lost in-person teaching time due to Covid-19; and if she will make a statement on the matter. [58765/21]
View answerOn 30 June 2021, I announced that adjustments would be made to the 2022 Leaving Certificate and Junior Cycle examinations. Details of these adjustments were issued to schools on 19 August 2021 to ensure that students and staff could familiarise themselves with any changes. These arrangements acknowledge the disruption faced by these students because of the COVID-19 pandemic. I consider that these arrangements are proportionate to the students’ experience and loss of learning, and are educationally appropriate. The adjustments ensure that the overall structure of exams remains intact but allows for greater choice for students. The level of adjustment will be similar to that applied by the Assessment Arrangements For Junior Cycle and Leaving Certificate Examinations 2021, as announced in December 2020
As part of the adjustments for the 2022 examinations, I also announced that an alternative set of Leaving Certificate examinations would be run in 2022, shortly after the conclusion of the main set of examinations. These examinations will be limited to certain students who are unable to sit the main set of examinations due to close family bereavement and certain categories of serious illness to be determined, with due regard for the principles of equity, fairness and integrity, which govern all aspects of the examinations system.
337. Deputy Marc Ó Cathasaigh asked the Minister for Education if leaving certificate students in 2022 are receiving more options for the format of questions on their exams; if additional time will be provided in exams for students to allow for additional reading time of the exam paper; and if she will make a statement on the matter. [58766/21]
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.
338. Deputy Joe Flaherty asked the Minister for Education the status of the approved new build autism spectrum disorder, ASD, unit to include two classrooms and ancillary services at a school (details supplied) in Longford town. [58781/21]
View answerThe school to which the Deputy refers was approved funding under my Additional Accommodation Scheme to build a two classroom SEN base. This project has been devolved to Longford and Westmeath Education and Training Board (LWETB) for delivery.
I can confirm that my Department has received a Stage 1/2A report for the project. This report is currently being reviewed by officials in my Department. A decision will be conveyed to the school authority as soon as this review has been completed.
339. Deputy Neasa Hourigan asked the Minister for Education the plans for the location in which a school (details supplied) will be located at the start of the 2022-2023 academic year given that in 2019 the school was informed they would remain at the current location for three years but have not been given further information thereafter; and if she will make a statement on the matter. [58782/21]
View answerI wish to confirm that my Department is in advanced discussions with a property-owner with respect to the permanent location for the school, with a view to progressing a new school building project on the site. The proposed arrangements for the location of the school for the 2022/23 academic year will be made known to the school authority as soon as it is possible to do so.
340. Deputy Joe McHugh asked the Minister for Education the progress of schools (details supplied) to date; and if she will make a statement on the matter. [58786/21]
View answerBoth schools referred to by the Deputy are at an advanced stage of the tender process.
With regard to Little Angels School Letterkenny, a recommended bidder has been identified and they are currently putting measures in place to comply with the requirements of the Letter of Intent. When they are received, and subject to no issues arising, works will commence on site with a completion timeframe of approximately 20 months.
With regard to Scoil Iosagain Buncrana, a recommended bidder has been identified. The Design Team will prepare a supplementary tender report, in accordance with the requirements of the letter of intent. When that report is received and subject to no issues arising, works could commence on site in Quarter 1 of 2022 with a completion timeframe of approximately 27 months.
341. Deputy Seán Haughey asked the Minister for Education if she plans to establish an advisory group on planning for State examinations in 2022 similar to the advisory group which was established for the 2021 examinations; if she will confirm that any decision to establish such an advisory group would ultimately be an issue for her and not for the State Examinations Commission; and if she will make a statement on the matter. [58818/21]
View answerPlanning for the 2022 State Examinations is assisted by engagement with a range of education stakeholders. This includes an Advisory Group on Planning for the State Examinations. The group was originally established to provide advice in relation to the 2020 State Examinations, following the announcement of school closures as a result of the Covid-19 pandemic. It is chaired jointly by my Department and the State Examinations Commission (SEC) and includes representatives of students, parents, teachers, school leadership and management bodies, the SEC, the National Council for Curriculum and Assessment, the Department of Further and Higher Education, Research, Innovation and Science and the Department of Education, including the National Educational Psychological Service.
On 30 June 2021, I announced that adjustments would be made to the 2022 Leaving Certificate and Junior Cycle examinations. Details of these adjustments were issued to schools on 19 August 2021 to ensure that students and staff could familiarise themselves with any changes. These arrangements acknowledge the disruption faced by these students because of the COVID-19 pandemic. I consider that these arrangements are proportionate to the students’ experience and loss of learning, and are educationally appropriate. The adjustments ensure that the overall structure of exams remains intact but allows for greater choice for students. The level of adjustment will be similar to that applied by the Assessment Arrangements For Junior Cycle and Leaving Certificate Examinations 2021, as announced in December 2020.
As part of the adjustments for the 2022 examinations, I also announced that an alternative set of Leaving Certificate examinations would be run in 2022, shortly after the conclusion of the main set of examinations. These examinations will be limited to certain students who are unable to sit the main set of examinations due to close family bereavement and certain categories of serious illness to be determined, with due regard for the principles of equity, fairness and integrity, which govern all aspects of the examinations system.
The State Examinations Commission will issue further details regarding the 2022 examinations, guided by prevailing public health advice. There will continue to be engagement with stakeholders, including through the Advisory Group on Planning for the State Examinations, in the context of the 2022 examinations.
342. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the number of teachers currently on secondment to other bodies. [58819/21]
View answerThere are currently approximately 430 teachers on secondment for 2021/2022.
The Secondment Scheme for teachers is set out in Circular Letter 0029/2018. It provides an arrangement for an external organisation to meet a specialised human resource requirement through the temporary assignment of a teacher where that need cannot be effectively met through the normal appointment process.
Secondments can also be an important element of a teacher’s continuing professional development (CPD). They may also benefit schools and learners when the secondee returns to the school afterwards, enriched by the experience.
These arrangements provide flexibility and ensure that the needs and priorities of the service are met while also allowing for the career development of individual teachers.
My Department arranges for the secondment of teachers from their teaching posts for the purpose of developing and providing CPD for teachers and for the appointment as Directors of Education Support Centres (ESCs).
A number of specific measures have been taken to increase the pool of available substitute teachers. Teacher Education Support Services funded by the Department have been asked to release teachers who are on secondment to make themselves available to provide substitute cover in schools. Arrangements will made for available teachers from these services to register on Subseeker.ie, www.educationposts.ie/.
343. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the number of teachers currently on secondment to the Professional Development Service for Teachers, PDST, specifically. [58820/21]
View answerThe Professional Development Service for Teachers (PDST) support service is funded by my Department and has responsibility for delivering continuous professional development (CPD) supports to teachers and school leaders in areas of curriculum and policy at Primary and Senior Cycle levels. The PDST team comprises seconded, practising teachers augmented by team leaders, local facilitators and associate trainers.
In response to the recent measures announced to increase the availability of substitute teachers, the Teacher Education support services funded by my Department have been asked to release teachers who are on secondment to make themselves available to provide substitute cover in schools. Arrangements are being made for available teachers from these support services, including PDST to register on the SubSeeker portal.
Planned CPD relating to reforms in Senior Cycle examinable subjects will continue. All other CPD at both Primary and Post Primary, where substitution is required, will be deferred until after the February 2022 mid-term break. It is intended that this deferred. CPD will be re-scheduled in the period following the February 2022 mid-term break.
The total number of teachers seconded to the PDST currently stand at 182. This figure includes 6 teachers in the National Council for Special Education (NCSE) and 1 teacher in An Chomhairle um Oideachas Gaeltachta & Gaelscolaíochta (COGG).
344. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the person or body that will identify the pod contacts in primary schools; and the person or body that will identify parents of these pod contacts. [58821/21]
View answerParents and Guardians of a primary school child, who is a confirmed case of COVID-19 following a PCR test, will be asked to inform their school’s principal. The school principal will then inform the parents of other children in the pod of a confirmed case. No personal details of the child will be shared. Where there are two cases in a class in more than one pod within a seven days period, antigen testing will be provided to every child in the class.
School principals will not be required to gather evidence of participation or of any antigen test results. Information materials for parents has been shared with schools on Thursday of last week. This information informs parents as to the arrangements for accessing antigen tests.
346. Deputy Sorca Clarke asked the Minister for Education the guidance or instruction that was issued to schools regarding the withholding of school supplies from children in cases in which school fees remain outstanding. [58851/21]
View answerThe Education (Admission to Schools) Act, 2018, prohibits the charging of fees or seeking payment or contributions for an application for admission to a school or for the enrolment or continued enrolment of a student in a school.
Voluntary contributions are permissible provided it is made absolutely clear to parents that there is no question of compulsion to pay and that, in making a contribution, they are doing so of their own volition. The manner in which such voluntary contributions are sought and collected is a matter for school management, however their collection should be such as not to create a situation where either parents or pupils could reasonably infer that the contributions take on a compulsory character.
A school may, however, seek payment to cover the cost of photocopying or other such learning materials where the amount sought by the school is consistent with the costs involved and the level of materials provided. It is also permissible for a school to seek payments in respect of extra-curricular activities provided such activities are not obligatory and individual pupils can choose whether or not to participate.
Should a parent have a difficulty in paying for learning materials, they should contact the school in the first instance to request a breakdown of the fees as to whether they are mandatory or elective fees and whether there is any element of voluntary contribution included. They may also wish to discuss whether the school will consider a reduction for families with more than one child and whether there is any other method of payment e.g. instalments in place. No pupil should be disadvantaged in their learning due to the non-payment of fees.
The Department is also continuing to progress the Education (Student and Parent Charter) Bill through the Houses of the Oireachtas. The Bill has been passed by the Seanad and last July passed second stage in the Dáil. The overall aim of the Bill is to improve the level of engagement between the school community by inviting feedback, comment and observation from students and parents and by further developing a listening culture in schools. 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.
This approach will help ensure that the various views of students and parents will be heard and responded to by schools on policies and issues including school costs.
347. Deputy Mark Ward asked the Minister for Education the details of the level of the special needs assistant certificate course being run through University College Dublin that will be achieved by the successful applicants; and if she will make a statement on the matter. [58918/21]
View answerSpecial 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. The policy advice was considered by the Department and 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 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 participating SNA.
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 a 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 schools and is tailored to their needs. As this is the first programme, it is appropriate to take the time to review outcomes which will inform the future approach to ongoing training and professional development of SNAs. Part of that consideration will include accreditation.
348. Deputy Willie O'Dea asked the Minister for Education if she has given consideration to establishing a redress scheme for victims of child sex abuse at boarding schools similar to the scheme she has established for day pupils; and if she will make a statement on the matter. [58928/21]
View answerA revised ex gratia scheme to implement the European Court of Human Rights (ECtHR) judgment in O'Keeffe v Ireland, which concerned sexual abuse in day schools, is now open for applications. The Scheme, which was developed in consultation with the Office of the Attorney General, provides for ex gratia payments to be made to those who qualify to apply for the Scheme and who satisfy the criteria as set out in the Terms of Scheme. To qualify for a payment, an applicant must demonstrate that the facts of their case come within the parameters of the ECtHR judgment and, in particular, will have to satisfy the following criteria –
- Were sexually abused while a pupil at a recognised day school and that this occurred before November 1991 in respect of a primary school or June 1992 in respect of a post-primary school.
- That had the Guidelines for Procedures for Dealing with Allegations or Suspicions of Child Abuse, Department of Education 1991/1992 been in place at the time the sexual abuse occurred there would have been a real prospect of altering the outcome or mitigating the harm suffered as a result.
Under the Terms of Scheme, a recognised school is defined as a school that is recognised under section 10 of the Education Act 1998, as amended.
Ireland is committed to fulfilling its obligations in implementing the ECtHR ruling. This means that the revised scheme is designed first and foremost to provide a remedy to those who had issued and discontinued their proceedings against the State in respect of day school sexual abuse prior to the ECtHR ruling in O'Keeffe v Ireland and who did not receive a payment under the 2015 Scheme. However, the revised scheme goes beyond that group in that all others who issued legal proceedings against the State at a later date and up to 1 July 2021 in respect of day school sexual abuse, whether these proceedings are still in being, were discontinued at any point, or who had settled with the State, may also apply for an award.
As well as broadening the scope of the Scheme, the type and nature of evidence that will be considered by the State Claims Agency in respect of individual applications (and as set out in the Terms of Scheme) broadens the means through which an applicant can demonstrate that they fall within the terms of the ECtHR judgment.
Full details in respect of the Scheme are available on www.gov.ie/en/service/90a42-revised-ex-gratia-scheme/. Contact details for my Department for those wishing to apply to the scheme and who require any further information are also provided.
349. Deputy Carol Nolan asked the Minister for Education the reason the education welfare officer formerly based at a school (details supplied) has been transferred to a new post in Portlaoise, County Laois; if she will seek to address concerns that the removal of this service is having a detrimental impact on students and young persons; and if she will make a statement on the matter. [58938/21]
View answerMy Department understands that the educational welfare officer in this area was not based solely in the school referred to by the Deputy.
The educational welfare officer was based in the Tusla local office and provided services to a number of schools in the area. The staff member has transferred to a different post within the service and recruitment of a educational welfare officer for the area is underway.
In the interim, pending the filling of this vacancy, if a school has a concern regarding any referral made to Tusla Education Support Service, they can contact the Senior Educational Welfare Officer for the area.
350. Deputy David Stanton asked the Minister for Education if she will ensure that a person (details supplied) was on the correct PRSI rate from October 2020 to November 2021; and if she will make a statement on the matter. [58972/21]
View answerA member of my payroll has been in contact with the individual referred to regarding this issue.
The individual referred to first commenced on the Department’s Non-Teaching Staff (NTS) Payroll in October 2020. They received payment for work carried out as both a Special Needs Assistant (SNA) and as a tutor under the Home Tuition Programme. As the first claim processed was related to work as a Home Tutor, they were allocated the Class S rate for Pay Related Social Insurance (PRSI) contributions. Work as an SNA is paid at the Class A PRSI rate. However, the Department’s NTS Payroll continued to apply the Class S PRSI for the SNA substitution work.
The position was rectified in September 2021 and the individual concerned is now paying Class A rate contributions. Staff in NTS Payroll have also been in direct contact with the SNA who has been furnished with a letter detailing all the PRSI contributions made from 29/10/2020 to date. This letter will need to be submitted to the Department of Social Protection (DSP) so that the contributions record can be updated.
351. Deputy Mark Ward asked the Minister for Education the status of a project for extension and refurbishment to cater for a long-term projected enrolment of 1,000 pupils at a school (details supplied); when the project will commence; when it will be completed; and if she will make a statement on the matter. [58984/21]
View answerThe major building project for the school referred to by the Deputy recently completed Stage 2(b) Detailed Design and was authorised to proceed to tender stage on 27th October. A Tender stage normally takes between 6-8 months to complete. The project is expected to commence on site in Quarter 2 of 2022.
352. Deputy Mark Ward asked the Minister for Education the status of an extension refurbishment to cater for a long-term projection of enrolment of 1,000 pupils and two special educational needs, SEN, based classrooms for a school (details supplied); when the project will commence; when it will be completed; and if she will make a statement on the matter. [58985/21]
View answerThis project is at an advanced stage of architectural planning, Stage 2(b) Detailed Design, which includes the application for statutory approvals and the preparation of tender documents. The Stage 2(b) report has been reviewed and the Design Team has carried out a final review of all tender documentation and provided my Department with Design Team Confirmations that this final review has been carried out. The pre-qualification process, to select a shortlist of candidates to whom the project will be tendered, is nearing completion. Upon completion, my Department will be in contact with the school Patron with regard to the further progression of this project to the next stage of architectural planning, Stage 3 Tender Stage. Subject to no issues arising, a tender normally takes between 6 and 8 months to complete.
353. Deputy Mark Ward asked the Minister for Education the status of an extension refurbishment to cater for a long-term projection of enrolment of 1,000 pupils and two special educational needs, SEN, based classrooms for a school (details supplied); when the project will commence; when it will be completed; and if she will make a statement on the matter. [58986/21]
View answerThe permanent building project for the school referred to by the Deputy is being delivered under my Department's Design and Build programme. This delivery programme uses a professional external Project Manager to progress the project through the relevant stages of architectural planning, tender and construction.
An application for planning permission for a 1,000 pupil post-primary school building, including a 4 classroom Special Educational Needs Unit, was submitted to the relevant Local Authority in June 2021. A Request for Further Information (RFI) was received on 27th July 2021, and my Department’s Project Manager are actively working on the response to the RFI which will issue shortly.
It is not possible to provide an indicative timeframe for the progression of the project to tender and construction stages until such time as the necessary statutory approvals have been secured.
354. Deputy Mark Ward asked the Minister for Education the status of projects to increase capacity at a school (details supplied); when the projects will commence; when it will be completed; and if she will make a statement on the matter. [58987/21]
View answerThe project referred to by the Deputy is currently at an advanced stage of architectural planning, Stage 2(b) Detailed Design, which includes the application for statutory approvals and the preparation of tender documents. All statutory approvals have been secured. The Stage 2(b) report has been reviewed and the Design Team have submitted the Design Team Confirmations. The Design Team has recently completed the pre-qualification process.
As this project has a projected cost in excess of €20 million, it is a requirement under the Public Spending Code for the NDFA to carry out a Financial Robustness Check of the shortlist of prequalified main contractors.
Upon completion of this Financial Robustness Check and subject to no issues arising my Department will be in contact with the Design Team and school with regard to the further progression of this project to the next stage of architectural planning, Stage 3 - Tender. Subject to no issues arising a tender normally takes between 6 and 8 months to complete.
355. Deputy Mark Ward asked the Minister for Education the status of projects to increase capacity at a school (details supplied); when the projects will commence; when it will be completed; and if she will make a statement on the matter. [58988/21]
View answerThe permanent school building project for the school referred to by the Deputy has been assigned to my Department’s Design & Build delivery programme. This delivery programme uses a professional external Project Manager to progress the project through the relevant stages of architectural planning, tender and construction.
The final grant of planning permission for the project was received in March 2021. My Department’s Project Manager together with their Design Team are engaged in the preparation of tender documentation for the project. Once this stage is complete, the project will then proceed to tender stage.
The school opened in interim accommodation in the Citywest Campus in 2020, with additional interim accommodation provided to cater for the 2021/22 school year. My Department will continue to address the interim accommodation requirements for the school and will continue to keep the patron body updated as the project progresses.
356. Deputy Mark Ward asked the Minister for Education the status of projects to increase capacity at a school (details supplied); when the projects will commence; when it be will completed; and if she will make a statement on the matter. [58989/21]
View answerThe school to which the Deputy refers was granted approval under my Department's Additional Accommodation Scheme for 2 general classrooms, 2 standard WC’s, 1 WC for Assisted Users, 1 SET room & replacement of prefabs for 2 General classrooms & 2 Standard WC’s.
A Stage 1/2A report was submitted in June 2020 and was reviewed by my Department's Senior Quantity Surveyor. Subsequently, in October 2020, comments arising from this review issued to the school along with approval to proceed to the planning stage.
The responsibility to progress this project currently rests with school authorities. My Department has recently reached out to the school for a project update. At this point in time, it is too early to predict when Construction Stage will start or when the new rooms will be ready for occupation.
