Dáil Éireann Debate, Tuesday - 1 February 2022
140. Deputy Michael Moynihan asked the Minister for Education her strategy to support students in an alternative education setting, including its regulation; and if she will make a statement on the matter. [4668/22]
View answerThe Education (Welfare) Act 2000 provides for the registration of children being educated, and assessment of education provision, in places other than recognised schools. The register is maintained by Tusla Alternative Education Assessment and Registration service.
With regard to alternative education in “out-of-school” services, these are generally a provision of education, for children who have become disengaged from, or are unable to complete, mainstream education. This provision is an alternative option within the education system, when all other supports, options and pathways have been tried and have not proved successful. My Department provides funding for a small number of alternative education settings which provide education for the small number of young people who do not complete mainstream education.
These settings vary in structure and design but provide an important service for a small cohort of students. Students are often referred to these settings from a range of sources including the Education Welfare Service. Under Action 88 of the DEIS Plan my Department has undertaken a review of out-of-school education provision. This review was carried out by a Working Group chaired by my Department and comprised of representatives from stakeholders including the Department of Children, Equality, Disability, Integration and Youth, Tusla, Solas, Education and Training Boards Ireland and the National Educational Psychological Service. This review has been informed through the use of questionnaires, submissions from stakeholders and a public consultation process, including consultation with students.
I expect to soon be in a position to publish the report of the review and it is envisaged that the report will inform future policy in this area.
