Written Answers Nos. 871-894
871. Deputy Denise Mitchell asked the Minister for Education if she will provide an update on reparatory works being carried out to prefabs in a school (details supplied); and if she will make a statement on the matter. [19912/22]
View answerI would like to inform the Deputy that Dublin and Dun Laoghaire Education and Training Board (DDLETB) were approved funding under my Department's Emergency Works Scheme to carry out some repair works to the prefabs of the school in question. A tender report was submitted and was approved and as this is a devolved project it is the responsibility of the DDLETB to progress the works.
872. Deputy Kathleen Funchion asked the Minister for Education if it is the responsibility of the principal or school to organise lunch and break times; and if there is a set timing for primary and secondary schools. [19919/22]
View answerUnder the provisions of the Education Act, 1998, the Board of Management is responsible for the day to day running of a school.
Circular 11/95 “Time in School” provides that for primary schools, a typical school day for Junior classes is 4 hours and 40 minutes and Senior classes 5 hours and 40 minutes with appropriate recreation breaks i.e. 30 minutes. Under the Rules for National Schools, morning and afternoon breaks of five minutes each are also provided for.
The arrangement within the recreation interval for students to eat their lunch at post primary level is a matter for each Board of Management to determine. My Department has not issued guidelines to schools in this regard.
873. Deputy Willie O'Dea asked the Minister for Education the educational options available in the case of a child (details supplied); and if she will make a statement on the matter. [19921/22]
View answer874. Deputy Willie O'Dea asked the Minister for Education the details of all additional places for special needs children that will be provided in Limerick city and environs for the upcoming academic year; and if she will make a statement on the matter. [19927/22]
View answerI propose to take Questions Nos. 873 and 874 together.
Enabling children with special educational needs to receive an education is a priority for this Government.
This year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing a wide range of schemes and supports for children with special educational needs.
This includes additional teaching and care supports.
As a result, the number of special education teachers, special needs assistants and special class and school places are at unprecedented levels.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.
Over the last two years, my Department and the NCSE have worked closely on a more streamlined and joined up planning process which has ensured a targeted approach to meet demand for special needs placements ahead of each new school-year.
I am satisfied that this more joined up approach is delivering. Through this intensive intervention, we have seen an additional 300 special classes, providing 1,800 new places, opened nationwide for the 2021/22 school-year.
I also acknowledge that notwithstanding the extent of this investment, there are some parts of the country where increases in population and other issues have led to concerns regarding a shortage of school places.
The NCSE has well established structures in place for engaging with schools and parents and seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special class placements.
Budget 2022 provided for the creation of 287 additional special classes for the 2022/2023 school year. These additional classes will provide over 1,700 new places from September next.
The NCSE is currently engaging in a process of establishing new classes for the 2022/2023 school year and beyond. Both my Department and the NCSE are always grateful to schools who express a willingness to open a special class to meet the educational needs of students in their local communities. It is of course open to any school to engage with the NCSE to establish a special class.
There are Special Educational Needs Organisers (SENOs) located across the country and they have a specific remit in helping and supporting parents in accessing the education necessary for their children, including in identifying suitable school placements.
I want to reassure the Deputy that my Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.
Information on the list of schools with special classes, the type and location of these classes is published on the NCSE website and is available at ncse.ie/special-classes
In respect of the Deputy’s query regarding the individual placement I will arrange to have it referred to the NCSE for their attention and direct reply.
875. Deputy Réada Cronin asked the Minister for Education if she will address a matter (details supplied) regarding special education; and if she will make a statement on the matter. [19932/22]
View answerI understand that the Deputy is referring in this instance to a special school.
Special schools funded by my Department are classified as primary national schools and are intended, in accordance with the provisions of Rule 64(1) of the Rules for National Schools, to cater for children and young persons with special educational needs from the age of 4 years until the end of the school year in which they reach their 18th year.
Special schools may however seek approval from my Department for an exemption from Rule 64(1) in respect of students over the age of 18 who are pursuing courses leading to accreditation on the National Qualifications Framework (e.g. Junior Certificate/LCA/FETAC 3).
A request for an exemption from Rule 64(1) can only be made by a school where:
1. The student is pursuing a course leading to accreditation on the National Qualifications Framework (e.g. Junior Certificate/Leaving Certificate Applied/FETAC 3)
2. The student requires one additional year in order to complete their course
3. Retaining the student in the school for another school year will not prevent a younger pupil being enrolled there
4. Plans are in place to transition the student to a post-school setting at the end of the 2022/2023 school year
Special schools are invited each year to make applications for exemptions from Rule 64(1) in respect of pupils who meet the above criteria. Where the criteria are met, my Department will approve the exemptions.
I will arrange for my officials to engage with the Tusla Education Support Service (TESS) and the National Council for Special Education (NCSE) regarding the particular circumstances of the case referenced by the Deputy.
876. Deputy Réada Cronin asked the Minister for Education if, in the case of damage caused to school transport by a special needs child on a single occasion, such damage arising out of their disability and medical condition, the child can be suspended from the transport and parents held liable for such damage; and if she will make a statement on the matter. [19933/22]
View answerSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 121,400 children, including over 15,500 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 €289m in 2021.
The purpose of the School Transport Scheme for children with Special Educational Needs 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. Children are eligible for transport where they have special educational needs arising from a diagnosed disability in accordance with Department criteria and are attending the nearest recognised mainstream school, special class or special school, that is or can be resourced, to meet their special educational needs.
Any incident in relation to damage caused on board a service transporting a special needs child/children is fully investigated by Bus Eireann. A key priority at all times is ensuring the safety of the children , escorts and the Driver on board the service. If damage is caused to a vehicle, it may be necessary to withdraw a vehicle for repair and this may result in a potential disruption to the service.
Bus Eireann reviews each case on an individual basis and will always work with the parents, school authorities, school bus escorts and relevant personnel to ensure continuity of services for children with Special Educational Needs, whilst always ensuring that the service can operate safely for those travelling on board.
877. Deputy Pádraig O'Sullivan asked the Minister for Education the number of teachers due to complete their final year's training in 2022 and those due to finish their qualifications in 2023; and if she will make a statement on the matter. [19943/22]
View answerMy Department has undertaken a significant level of work in developing projections for teacher demand and supply in our schools. The statistical projections on annual teacher demand and teacher supply at primary and post-primary level are set out in the Developing a Teacher Demand and Supply Model for Ireland 2021-2038 - A Technical Report: assets.gov.ie/136246/69e07296-94b9-4ebd-8e6c-4bd789161893.pdf published by my Department.
At primary level, my Department projects 1,750 registrations with the Teaching Council each year, including 2022/2023 and 2023/2024.
At post-primary level, my Department uses actual and projected enrolments in Initial Teacher Education courses to project graduates. The actual enrolments data is as recent as 2018, and the projected enrolments is as recent as 2022.
In 2022/2023, my Department projects 1,785 graduates at post-primary, leading to a projected 1,643 Teaching Council registrations.
In 2023/2024, my Department projects 1,966 graduates, leading to 1,809 Teaching Council registrations.
878. Deputy Pádraig O'Sullivan asked the Minister for Education the number of schools that availed of the summer provision, per county, in 2021 for primary and secondary; and if she will make a statement on the matter. [19944/22]
View answerIn 2021, due to the ongoing pandemic, the Government announced a further expansion to the Summer Programme. Under this expansion, students with complex special educational needs and those at greatest risk of educational disadvantage had access to an enhanced summer programme of education. The total funding available to provide the programme was €40 million, which was a 100% increase on the allocation for summer provision in 2020. The range of programmes on offer built on the success of the expanded programmes that ran in 2020 and incorporated feedback from education stakeholders. For the first time, all primary schools were given the opportunity to run a 2-3 week inclusion programme, an expansion to all post-primary schools that had been previously only been available in DEIS post-primary schools in 2020. In addition, enhanced supports provided included measures to reduce the administrative burden, provision of funding to schools towards preparation and overseeing of the programmes, earlier payment to school staff and provision to recruit newly qualified teachers to work on the programme.
As primary schools had the option of running multiple programmes the information requested by the Deputy for 2021 is broken down into the different programmes.
(a) (a) Primary Schools that ran the Primary Inclusion Programme and/or Special Class and Special School Programme
|
County |
Schools that ran Primary Inclusion Programme and Special School and Special Class Programme |
Schools that ran Primary Inclusion Programme |
Schools that ran Special Class and Special School Programme |
|
Carlow |
5 |
1 |
2 |
|
Cavan |
2 |
8 |
4 |
|
Clare |
2 |
7 |
8 |
|
Cork |
25 |
26 |
21 |
|
Donegal |
3 |
11 |
7 |
|
Dublin |
31 |
28 |
50 |
|
Galway |
7 |
23 |
19 |
|
Kerry |
8 |
16 |
7 |
|
Kildare |
9 |
11 |
11 |
|
Kilkenny |
5 |
10 |
8 |
|
Laois |
7 |
6 |
3 |
|
Leitrim |
0 |
3 |
2 |
|
Limerick |
7 |
9 |
9 |
|
Longford |
3 |
2 |
1 |
|
Louth |
4 |
7 |
1 |
|
Mayo |
3 |
8 |
6 |
|
Meath |
6 |
10 |
4 |
|
Monaghan |
1 |
6 |
4 |
|
Offaly |
9 |
5 |
7 |
|
Roscommon |
1 |
6 |
4 |
|
Sligo |
0 |
2 |
4 |
|
Tipperary |
1 |
14 |
10 |
|
Waterford |
2 |
5 |
5 |
|
Westmeath |
4 |
6 |
9 |
|
Wexford |
9 |
11 |
7 |
|
Wicklow |
2 |
7 |
8 |
|
TOTALS |
156 |
248 |
221 |
(a) (b) Number of Literacy and Numeracy Camps (English and Gaeilge) run in DEIS Primary Schools 2021
English
|
County |
Number of Schools |
|
Carlow |
5 |
|
Cavan |
2 |
|
Clare |
2 |
|
Cork |
19 |
|
Donegal |
11 |
|
Dublin |
66 |
|
Galway |
10 |
|
Kerry |
5 |
|
Kildare |
2 |
|
Kilkenny |
3 |
|
Laois |
4 |
|
Leitrim |
2 |
|
Limerick |
7 |
|
Longford |
8 |
|
Louth |
9 |
|
Mayo |
5 |
|
Meath |
1 |
|
Monaghan |
3 |
|
Offaly |
7 |
|
Roscommon |
3 |
|
Sligo |
2 |
|
Tipperary |
8 |
|
Waterford |
7 |
|
Westmeath |
2 |
|
Wexford |
6 |
|
Wicklow |
2 |
|
Totals |
201 |
Gaeilge
|
County |
Number of Schools |
|
Cavan |
1 |
|
Clare |
1 |
|
Cork |
6 |
|
Donegal |
2 |
|
Dublin |
12 |
|
Galway |
3 |
|
Kerry |
2 |
|
Laois |
0 |
|
Limerick |
0 |
|
Longford |
3 |
|
Louth |
1 |
|
Mayo |
2 |
|
Monaghan |
1 |
|
Sligo |
0 |
|
Tipperary |
0 |
|
Waterford |
2 |
|
Wexford |
1 |
|
Totals |
37 |
(b) (c) Post-Primary Schools that than ran the Post-Primary Inclusion Programme in 2021
|
County |
Number of Schools |
|
Carlow |
1 |
|
Cavan |
1 |
|
Clare |
9 |
|
Cork |
8 |
|
Donegal |
26 |
|
Dublin |
8 |
|
Galway |
6 |
|
Kerry |
2 |
|
Kildare |
2 |
|
Laois |
1 |
|
Leitrim |
2 |
|
Limerick |
3 |
|
Longford |
3 |
|
Louth |
2 |
|
Mayo |
5 |
|
Meath |
2 |
|
Monaghan |
2 |
|
Offaly |
4 |
|
Roscommon |
3 |
|
Sligo |
5 |
|
Tipperary |
4 |
|
Total |
99 |
880. Deputy Mary Lou McDonald asked the Minister for Education when the National Council for Special Education will complete and submit its policy advice on education provision in special classes and special schools first commissioned in September 2018. [19973/22]
View answerThis policy advice is expected to be completed in 2022.
881. Deputy Patrick Costello asked the Minister for Education the funding that is allocated by her Department, either directly or through the distribution of European Union funding, to groups based in Northern Ireland, by the amount received by each group in each of the past three years, in tabular form. [19992/22]
View answerMy Department is responsible for the Shared Education action under the EU funded Peace IV Programme, and has allocated the following grant funding in each of the past three years (2019-2022) to the Special EU Programmes Body (SEUPB). The funds paid to the SEUPB are used to support the delivery of Shared Education in education settings, including early years settings, North and South under the PEACE IV Programme.
|
Year |
2019 |
2020 |
2021 |
|
Amount |
€1,024,628.86 |
€562,478.38 |
€650,403.68 |
882. Deputy Michael Healy-Rae asked the Minister for Education the reason that a person has to cease driving a school bus when they turn 70 years of age but can continue to drive a group of students in a private bus if they are aged 70 years or over; and if she will make a statement on the matter. [19994/22]
View answerSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 121,400 children, including over 15,500 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 €289m in 2021.
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.
While over 90% of services are contracted locally, Bus Éireann apply stringent assessments of each individual driver on 7,000 school routes. This includes vetting and background checks.
It is Bus Éireann company policy that normal retirement age for all Bus Éireann staff is currently 66 years. However Bus Éireann part-time School Bus Drivers and drivers nominated by private operators who operate service as part of the School Transport Scheme may continue to perform in the role provided they hold the requisite licence and satisfy an annual medical examination until they retire at age 70. This policy and criteria is applied to all drivers who provide school transport services on behalf of Bus Éireann equally.
883. Deputy Holly Cairns asked the Minister for Education if her Department and public bodies and agencies that operate under her remit facilitate internships by students engaged in full-time or part-time further and higher education courses; if so, the number of interns her Department and public bodies and agencies that operate under her remit accept annually; if any or all of these interns receive remuneration of any kind; and if she will make a statement on the matter. [20003/22]
View answerMy Department is not currently offering internships to students in full or part-time education.
However, the National Educational Psychological Service (NEPS) in my department offers a 120 day placement annually to approximately 24 trainee educational psychologists in their second/third years of their doctoral courses in Educational and Child Psychology at University College Dublin (UCD) and Mary Immaculate College (MIC) in Limerick.
During this period trainees are supervised by qualified psychologists as they undertake casework and support and development work with students and with schools as part of the requirements of their doctoral programme. The students do not receive remuneration..
My Department does not hold information concerning internships that bodies under the aegis of the Department may have. Therefore, I have attached a contact list for the Deputy in order that she can engage with the bodies directly on this matter.
884. Deputy Cian O'Callaghan asked the Minister for Education if teachers will be compensated for working during the Easter break on the oral and practical examinations under the proposed changes to the leaving certificate; and if she will make a statement on the matter. [20024/22]
View answerAs the deputy is aware, on 29 March I announced an ambitious programme of work for a reimagined Senior Cycle of education where the student is at the centre of their Senior Cycle experience. The three tenets of Senior Cycle reform are to:
- Empower students to meet the challenges of the 21st century
- Enrich the student experience and build on what’s strong in our current system
- Embed wellbeing and reduce student stress levels
The reforms I announced include initiatives to spread the assessment load for students and do so in a way that enhances student wellbeing. In future years, I want to see language Oral examinations and the Music practical performance taking place during the first week of the Easter break of 6th year, in similar fashion to the Easter 2022 arrangements which I announced last December. The advice of the State Examinations Commission (SEC) on the implementation of these changes on a permanent basis, following an evaluation of the arrangements in 2022 by the SEC, will be duly considered in this regard.
The management of the State examinations including the Oral components to the language subjects is a matter for the SEC. At present, the Commission recruits the required examiners in a given subject on short term contracts under which payments are made to examiners for the work undertaken.
885. Deputy Cian O'Callaghan asked the Minister for Education the measures that will be taken to ensure objectivity when teachers will be correcting their own students' work under the proposed changes to the leaving certificate; and if she will make a statement on the matter. [20025/22]
View answerAs the deputy is aware, on 29 March I announced an ambitious programme of work for a reimagined Senior Cycle where the student is at the centre of their Senior Cycle experience. The three tenets of Senior Cycle reform are to:
- Empower students to meet the challenges of the 21st century
- Enrich the student experience and build on what’s strong in our current system
- Embed wellbeing and reduce student stress levels
I have asked the National Council for Curriculum and Assessment (NCCA) together with the State Examinations Commission (SEC) to jointly research and explore how an SEC externally-moderated, teacher-based form of assessment could be possible within the mix of approaches used to assess each subject. This assessment component will have a weighting of 40% of the total marks available.
I know that in moving to externally moderated, teacher based forms of assessment some teachers, parents and students may have concerns. The NCCA and SEC will have extensive engagement with teachers and other stakeholders as the necessary development work progresses. The “network schools” approach will be used to introduce this aspect of Senior Cycle development, which will allow each element of the revised curriculum and assessment approaches to be carefully worked through.
There is no doubt that teacher based assessment broadens the range of skills or types of learning that can be assessed. It must be ensured that the additional components are adding that value by ensuring they do test additional skills beyond those already tested by written examination. We must also ensure, in the design of teacher assessment and other additional components that there is equity for all students and that we do not create any disadvantage for any student.
886. Deputy Carol Nolan asked the Minister for Education the number of persons currently employed in her Department who have been seconded from the public sector; the number of departmental officials seconded where the moneys are recouped from the body the person is seconded to or where the Department pays for the person with no recoupment from the other organisation; and if she will make a statement on the matter. [20058/22]
View answerThere are 19 staff members on secondment to the Department of Education from both the civil and public service.
There are 15 employees seconded out from my department to other organisations. There is one employee of the Department, paid by the Department, who is seconded to Caranua (Residential Institutions Statutory Fund Board), an aegis body of the Department of Education. This officer is employed as a temporary resource to facilitate the orderly winding down of Caranua. The salary costs for the other 14 staff are covered by the receiving organisations.
Please note that for administrative purposes, Department officials on secondment to outside organisations may continue to be paid through the Department’s payroll arrangements with the National Shared Services Office (NSSO) but the salary costs are then recouped to the Department of Education.
887. Deputy Patrick Costello asked the Minister for Education when guidelines will be issued to teachers in Irish-medium and Gaeltacht schools regarding how best to include Ukrainian children in the Irish-medium schools and supports to facilitate best practice. [20099/22]
View answerInformation about schools and the Irish language, including Gaeltacht and Irish-medium schools, is available on gov.ie/Ukraine. Further guidance is due to issue in the coming days regarding the inclusion of students from Ukraine in Irish-medium and Gaeltacht schools.
888. Deputy Patrick Costello asked the Minister for Education the actions her Department is taking to provide Irish-medium education in the counties in which no such provision currently exists; and if she will make a statement on the matter. [20100/22]
View answer889. Deputy Patrick Costello asked the Minister for Education if her Department will reform the school patronage process at post-primary level to reflect the current process at primary level for the pre-designation of new schools as Irish-medium in which no school currently exists. [20101/22]
View answerI propose to take Questions Nos. 888 and 889 together.
As part of the 20 Year Strategy for the Irish Language 2010-2030, my Department has committed to creating opportunities for expanding Irish-medium education outside the Gaeltacht in the context of the announcements since April 2018 on the establishment of 47 new schools from 2019, which affords particular consideration to the establishment of Gaelscoileanna, Gaelcholáistí, and Aonaid Lán-Ghaeilge as part of the patronage process for new schools.
New schools are established by the Department on the basis of identified demographic demand in an area, and after consideration of the capacity of existing schools to absorb the expected school place demand.
In order to plan for school provision and analyse the relevant demographic data, my 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.
Major new residential developments in a school planning area have the potential to alter demand in that area. In that regard, as part of the demographic exercises, the Department engages with each of the local authorities to obtain the up-to-date information on significant new residential development in each area.
The Department additionally consults with school patron bodies in order to identify areas with pressures on enrolments.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, be provided through:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
A patronage process is run after it has been decided, based on demographic analysis, that a new school is required. The patronage process is open to all patron bodies and prospective patrons. The Online Patronage Process System (OPPS) has been developed by my Department to provide objective information to parents which will allow them to make an informed choice about their preferred model of patronage as well as language of instruction, i.e. Irish or English, of new schools. Parental preferences, as well as other considerations such as the extent of diversity of provision in an area (including Irish-medium provision), are key to the decision-making process and to whether at post-primary level a school would take the form of an Irish-medium Gaelcholáiste or whether, if English-medium, the school would include an Irish-medium unit or “Aonad”.
Most new post-primary schools must have a student enrolment capacity of 600 – 1,000 students. A lower threshold of 400 students may apply to Gaelcholáistí, having regard to the alternative of establishing an Aonad within a school.
My Department is currently developing a new policy on Irish-medium education outside of Gaeltacht areas. The aim of this policy is to provide a framework for the provision of high quality Irish-medium education outside of Gaeltacht areas. The new policy will build on the progress which has been made in the development of the Irish-medium education sector as a result of the implementation of the Policy on Gaeltacht Education. The key objectives of the policy are in accordance with the 20-Year Strategy for the Irish language 2010-2030 and the Programme for Government 2020 and include considering how opportunities for the establishment of Gaelscoileanna and Gaelcholáistí can be increased; and developing a clear policy on the establishment of Aonaid lán-Ghaeilge in existing English-medium post-primary schools to strengthen Irish-medium educational provision. An interdepartmental working group was established within my Department in 2021 to progress this important work. A steering group, comprised of relevant stakeholders, has been established to oversee the development of the new policy and to facilitate key stakeholder involvement in its development. The first meeting of the steering group took place recently. I am looking forward to working with the steering group and other relevant interested parties to progress this important work.
890. Deputy Patrick Costello asked the Minister for Education if her Department will provide extra supports and funding for schools which operate and those seeking to open Aonad units. [20102/22]
View answer891. Deputy Patrick Costello asked the Minister for Education the policy initiatives of her Department to aid schools which wish to transition from operating Aonad units to become fully Irish-medium schools. [20103/22]
View answerI propose to take Questions Nos. 890 and 891 together.
A new policy for Irish-medium Education outside of Gaeltacht areas is being developed by my Department. The aim of this policy is to provide a framework for the provision of high quality Irish-medium education outside of Gaeltacht areas. The new policy will build on the progress which has been made in the development of the Irish-medium education sector as a result of the implementation of the Policy on Gaeltacht Education. A steering group, comprised of relevant stakeholders, has been established to oversee the development of the new policy and to facilitate key stakeholder involvement in its development. The first meeting of the steering group took place recently. The group will be tasked with the oversight of a consultation process to encourage the widespread participation of interested parties in the policy development process.
Currently, in addition to the normal teacher allocation, schools with an Aonad receive an allocation of 1 WTE (whole time equivalent post) in respect of the Aonad and 0.18 WTE in respect of the Muinteoir i bhFeidhl post within the Aonad. The Department has acknowledged that the structures around the support and development of Aonaid require greater examination and clarification. This will be considered in the development of the new policy on Irish-medium education outside the Gaeltacht. I am looking forward to working with the steering group and other relevant interested parties to progress this important work.
892. Deputy Michael McNamara asked the Minister for Education the status of the national review currently being conducted into the school transport scheme; and if she will make a statement on the matter. [20104/22]
View answerSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 121,400 children, including over 15,500 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 €289m in 2021.
The purpose of the 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.
As the Deputy is aware, my Department commenced a review of the School Transport Scheme in February 2021. The review is being conducted with a view to examining the current scheme and how it currently operates, its broader effectiveness and sustainability and that it adequately supports the provision of services to students and their families.
The review encompasses the School Transport Scheme for Children with Special Educational Needs and the Primary and Post-Primary School Transport Schemes in terms of how each element of the schemes currently operate, to include eligibility criteria, trends, costs and cost drivers, and overall effectiveness in meeting the objectives of the schemes. The review will also examine the potential for integration of different strands of the scheme and a more co-ordinated approach with other Government Departments that also use transport services.
In June 2021, as part of phase 1 of the review, the Steering Group presented me with an initial interim report on eligibility with an examination of issues for mainstream pupils relating to the nearest and next nearest school. Following consideration of this report, measures were approved which allowed for the provision of transport for post-primary students who are otherwise eligible for school transport but are attending their second nearest school and had applied and paid on time. This arrangement is in place for the current school year pending completion of the full review of the School Transport Scheme
Wider considerations relating to operation of the scheme are now taking place in the next phase of the review which is currently underway. The Steering Group will continue to report to me on an interim basis as the review progresses.
893. Deputy Richard O'Donoghue asked the Minister for Education if discussions are expected to provide the free book scheme to all primary and secondary school children; and if she will make a statement on the matter. [20109/22]
View answerMy Department provides a book grant to all recognised primary and post primary schools within the Free Education Scheme in order to provide assistance for books including Book Rental Schemes. Under this scheme, my Department provided funding of €17.2 million in 2021 to all of these schools. Schools participating in my Department’s DEIS Programme receive an enhanced rate of book grant.
School book rental schemes have an important role to play in reducing the cost of school books for parents and guardians. In order to support the establishment of book rental schemes, my Department provided €15.7 million seed capital in 2014, 2015 and 2016 to all primary schools.
From the information available to my Department currently, approximately 96% of all primary schools and 69% of all post-primary schools operate a book rental scheme.
It is a matter for the Board of Management of each individual school to decide on its own policy in relation to the use of book grant funding in the school. Schools are expected to adopt a cost-conscious approach to the selection of books for use in their classes. The current arrangement relies on the local knowledge of the school in order to ensure a fair allocation of funds to those students most in need.
Additional funding of €1million was provided under Budget 2020 to provide free books in DEIS primary schools on a pilot basis. This funding was allocated to 102 DEIS primary schools for a new pilot programme for the 2020/21 school year. The aim of this pilot is to provide free school books for students in the schools involved, and to support these schools in eliminating the cost of school books for parents.
Under Circular 46/2013, DEIS primary schools receive a book grant of €21 per pupil. This pilot provided an additional €64 per pupil to increase the overall book grant rate to €85 per pupil enrolled in the school. This is in line with the costings as set out in the 2019 Barnardos report on the Real Cost of School which states that €85 is the average cost of school books at primary school.
Funding continued for the 2021/22 school year and the effectiveness and impact of the pilot will be evaluated before any decision is made as regards its possible extension or continuation. It is my intention to complete this process as soon as possible.
894. Deputy Eoin Ó Broin asked the Minister for Education the amount to be paid by each religious institution into the residential institutional redress board scheme, in tabular form; and the amount that has been paid to date by each of the religious institutions. [20117/22]
View answerThe 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”). The amounts offered by the 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 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. To date contributions amounting to approximately €117 million have been received. 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 may be lower than the amount offered.
Cash contributions of approximately €111.53 million have been received from the congregations, and are set out in the table below.
2009 Voluntary Offers Cash Contributions Received
|
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 |
2,000,000 |
|
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 |
One further cash contribution is outstanding under the 2009 offers, and will arise from the disposal of a property by the Sisters of Mercy.
