Written Answers Nos. 496-518
497. Deputy Denis Naughten asked the Minister for Education if she plans to cater to a broad cohort of students under the July Provision scheme as was the case in 2021; if she is seeking to expand the criteria for eligibility and the number of schools participating; when applications for the July provision programme will open; the details of the application process; and if she will make a statement on the matter. [22830/22]
View answerEarlier this month, the Government announced this year's Summer Programme to allow all primary and post-primary schools to offer a summer programme for students with complex special educational needs and those at greatest risk of educational disadvantage. My Department has issued an information pack to all schools on this year's programme and it is currently open for schools to apply.
The total funding available to provide summer programmes this year is up to €40 million.
The programme was developed following extensive engagement with education stakeholders, parent and disability advocacy groups.
The programme aims are to support pupils to maintain their connection with education, to build their confidence and increase their motivation, promote wellbeing and for those who are at key transition stages, helping to ensure they continue their education journey in September either in school or in further/higher education or training.
The programmes on offer this summer include:
- Inclusion Programme (Primary) for all primary schools (2-3 weeks programmes) for mainstream pupils with complex needs and those at greatest risk of educational disadvantage.
- Special Classes and Special School Programme in primary (2-5 weeks programmes)
- DEIS Numeracy and literacy Camps/Campaí Samhraidh in DEIS primary schools (one week per camp)
- Inclusion Programme (Post-Primary) for all post-primary schools (2 weeks) for students with complex needs and those at greatest risk of educational disadvantage
- Home based provision for students with complex needs where no school-based programme is available (4 weeks – 40 hours)
Similar to last year children with complex needs entering primary school next September are also eligible to participate in summer programmes.
The supports to support this range of programmes builds on the success last year and incorporates feedback from education stakeholders as to how to better support the programme for all involved in summer 2022.
The Department has addressed concerns previously raised by stakeholders by introducing measures to support schools to encourage schools to offer the programme; funding for a Programme Overseer, preparation time, faster payments of staff, ease of administrative burden on schools and greater guidance materials on programme content.
The programmes can be run at any time over the summer providing schools with autonomy to split the programme weeks to best meet the needs of pupils and staff participating in the programme.
A home-based summer programme will be available for students with complex special educational needs where schools are not providing a school-based programme. Information on the application process for the home-based programme will issue to schools this week.
Further information on the Summer Programme can be found www.gov.ie/summerprogramme.
498. Deputy Richard Bruton asked the Minister for Education if dates have been set for the publication of the leaving certificate results 2022. [22833/22]
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.
499. Deputy Thomas Pringle asked the Minister for Education if agreement has been reached with teachers' unions in relation to the moving of leaving certificate English paper one to the end of the first year of senior cycle; if not, if this is a unilateral decision; and if she will make a statement on the matter. [22853/22]
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. I set out a clear vision for Senior Cycle, building upon the National Council for Curriculum and Assessment’s (NCCA’s) Advisory Report. The NCCA’s review of senior cycle involved an extensive range of research, consultations and communications with a wide range of stakeholders, including teachers.
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.
Bearing in mind the significant assessment load at the end of sixth year, as an interim measure I have asked the SEC to immediately alter the timing of Paper One in both Irish and English so that Paper One would take place at the end of fifth year commencing for fifth years entering fifth year in September 2023.
In making this announcement, I have responded to a broad consensus for spreading the assessment load. In this regard, the NCCA Advisory Report emphasised the need to reduce the focus on the final examination period and the stress experienced by students associated with this time.
Since September last, the Joint Committee on Education, Further and Higher Education, Research, Innovation and Science has held a number of hearings on Senior Cycle reform. Throughout these hearings, a desire to spread assessment over a greater period has been a recurring theme on which there has been broad consensus.
I have also listened to the UN Committee on the Rights of the Child, which made a number of concluding observations in its 2016 periodic report on Ireland. The Committee expressed its concern about the pressure that the Leaving Certificate examination places on children and recommended that Ireland consider reforming the Leaving Certificate to reduce the stress caused to children.
Importantly, I have also listened to students themselves who have called for the spread of assessment and striking a balance between final exams and other forms of assessment.
The Deputy will be aware that the SEC is a statutory body established in 2003 under the Education Act, 1998. The SEC’s role is to provide a high-quality candidate-centred state examinations and assessment system incorporating the highest standards of openness, fairness and accountability. The written examinations provided by the SEC are marked by examiners, (generally experienced teachers in the subject), who work under the overall direction and management of the Chief Examiner for the subject. There is a particular focus on quality assurance throughout all of the SEC’s procedures including the marking of the examinations. The management of the State examinations, including the marking of examinations and the timing of the marking, are matters for the SEC.
As I have said, altering the timing of Paper One in Irish and English is an interim measure designed to spread the assessment load and thereby reduce the stress experienced by students, pending the full development of a variety of examination components in all subjects. It should also be noted that the weighting and importance of Paper One in each of the subjects has not been changed or reduced.
A Senior Cycle Programme Delivery Board will be established which will have responsibility for overseeing the redevelopment of Senior Cycle and the implementation work involved will include consultation with education partners, including teachers, students, school leaders and parents.
500. Deputy Thomas Pringle asked the Minister for Education the arrangements that are in place for the correction of leaving certificate English paper one at the end of the first year of senior cycle; if these arrangements have the agreement of the teacher's unions; and if she will make a statement on the matter. [22854/22]
View answerAs the Deputy is aware, on March 29th 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 to do so in a way that enhances student wellbeing.
In the programme of work ahead we will move to a model that uses other forms of assessment beyond terminal written examinations, over a less concentrated time period, in line with international best practice. It will enable us to maintain the high standards and quality that we need to continue to achieve in our schools to serve our students well. It is vital that the form of assessment we use both reflects excellence in standards and truly enables all students to showcase their abilities.
Bearing in mind the significant assessment load at the end of sixth year, as an interim measure I have asked the State Examinations Commission (SEC) to immediately alter the timing of Paper One in both Irish and English so that Paper One would take place at the end of fifth year commencing for fifth years entering fifth year in September 2023.
The Deputy will be aware that the SEC is a statutory body established in 2003 under the Education Act, 1998. The SEC’s role is to provide a high-quality candidate-centred state examinations and assessment system incorporating the highest standards of openness, fairness and accountability. The written examinations provided by the SEC are marked by examiners, (generally experienced teachers in the subject), who work under the overall direction and management of the Chief Examiner for the subject. There is a particular focus on quality assurance throughout all of the SEC’s procedures including the marking of the examinations. The management of the State examinations, including the marking of examinations and the timing of the marking, are matters for the SEC.
As I have said, altering the timing of Paper One in Irish and English is an interim measure designed to spread the assessment load and thereby reduce the stress experienced by students, pending the full development of a variety of examination components in all subjects. It should also be noted that the weighting and importance of Paper One in each of the subjects has not been changed or reduced.
A Senior Cycle Programme Delivery Board will be established which will have responsibility for overseeing the redevelopment of Senior Cycle and the implementation work involved will include consultation with education partners, including teachers, students, school leaders and parents.
501. Deputy Seán Canney asked the Minister for Education when special schools will be given the same supports as mainstream schools in terms of pupils who come to the school with English as a second language in terms of additional hours; and if she will make a statement on the matter. [22858/22]
View answerI can assure the Deputy that my Department will also provide supports to special schools in line with the agreed EAL allocation in circumstances where there is a recognised level of need.
Schools can access a form to apply for these resources at the following link
www.gov.ie/en/collection/2d706-staffing-arrangements-at-post-primary-level-forms/#form-u-eal-2022.
502. Deputy Seán Canney asked the Minister for Education if she will make secondary school qualified teachers available for students in special schools to undertake junior cycle subjects such as art, woodwork and home economics; if her attention has been drawn to the fact that some special schools have this allowance and others do not; and if she will make a statement on the matter. [22859/22]
View answerThe National Council for Special Education (NCSE) is responsible for determining the appropriate staffing levels in relation to the support of pupils with special educational needs in special schools, in accordance with the policies of my Department.
Since 2012, special schools are provided with teaching staff on the basis of individual pupil profiles and disability categories of those pupils, as opposed to being based principally on school designation, in accordance with my Department's Circular 0042/2011. Special school staffing allocations are reviewed and updated each year by the NCSE and schools are staffed on the basis of each year’s current school enrolments.
In addition, some special schools are in receipt of part-time specialist teaching hours which were originally allocated to provide for specialist subjects for post primary aged students. The provision has been maintained by the special schools in receipt of same, but no expansion of the provision has been provided for in recent years.
The NCSE is currently finalising policy advice on the educational provision that should be in place for students educated in special schools and special classes.
This policy advice is due to be completed later this year. There will be no change to the staffing arrangements currently in place in special schools, pending the receipt of this policy advice.
503. Deputy Peadar Tóibín asked the Minister for Education when a new secondary school (details supplied) will be fully operational for the 2023-2024 term; when construction works will start on site to accommodate students enrolled for 2023-2024, to allow for hiring additional teachers and to expand the choice of subjects to students; and if she will make a statement on the matter. [22864/22]
View answerThe permanent accommodation 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 Management team to progress the project through the stages of architectural planning, tendering and construction.
It is anticipated that the project for the school referred to by the Deputy will be included in the next bundle of projects to proceed to tender later this year. In the interim, my Department will continue to liaise with the school's patron body in relation to the school’s accommodation needs pending delivery of the permanent accommodation.
505. Deputy Pauline Tully asked the Minister for Education the number of pupils attending a special school in 2022 that participated in the school-based summer July provision scheme for 1, 2, 3 and 4 weeks, in tabular form; and if she will make a statement on the matter. [22986/22]
View answerEarlier this month, the Government announced this year's Summer Programme to allow all primary and post-primary schools to offer a summer programme for students with complex special educational needs and those at greatest risk of educational disadvantage.
The total funding available to provide summer programmes this year is up to €40 million. The programme was developed following extensive engagement with education stakeholders, parent and disability advocacy groups.
The programme aims are to support pupils to maintain their connection with education, to build their confidence and increase their motivation, promote wellbeing and for those who are at key transition stages, helping to ensure they continue their education journey in September either in school or in further/higher education or training.
The information requested by the Deputy for the 2022 programme is not available at this stage However, the following information relates to the 2021 programme. Special Schools in 2021 had the option of offering a 5 week programme in 2021, as will be the case in 2022, so this figure has also been included.
|
Number of weeks offered in Special School |
Number of pupils who attended |
|
1 |
25 |
|
2 |
1083 |
|
3 |
123 |
|
4 |
386 |
|
5 |
24 |
506. Deputy Pauline Tully asked the Minister for Education the total amount of funding spent on the summer July provision scheme 2022 which was initially allocated €40 million; and if she will make a statement on the matter. [22991/22]
View answerWhile the information requested on the 2022 programme by the Deputy is not available at this stage, the below response relates to the operation and costs of the 2021 summer programme. My Department ran an expanded summer education programme for pupils with complex special educational needs and those at greatest risk of educational disadvantage for Summer 2021, as a response to the COVID-19 pandemic.
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 one hundred per cent increase on the allocation for summer provision in 2020.
The programme’s aims were to support pupils to re-engage with education, to build their confidence and increase their motivation, promote wellbeing and for some who are at key transition stages, help to ensure they could move on to their planned educational placement for the start of the next school year along with their peers.
For the first time ever, all schools (primary and-post primary ) were encouraged to provide summer programmes and the eligibility criteria was extended to include post-primary children with complex needs and children at risk of educational disadvantage. Prior to this expansion, summer programmes were only available to special schools and pupils in special classes in primary schools and in DEIS schools. This resulted in 945 schools participating in the overall programme, a rise of 72% over 2020. 24,656 pupils participated in the 2021 school-based programme, an increase of 85% over 2020.
A home-based summer programme continued to be available for children with complex needs where their schools are not providing a school based programme. A total of 13,321 students availed of the home-based programme, an increase of 35% on 2020.
Overall, 37,977 pupils participated in the 2021 summer programme across both home and school-based elements, which represented an increase of 65% on participation in the 2020 programme.
A provisional amount of €36 million was spent on the summer programme, out of the total of €40 million allocated.
508. Deputy Holly Cairns asked the Minister for Education the percentage of social media posts made on each of her Departmental social media accounts or the social media accounts of public bodies and agencies that operate under her remit that were exclusively in Irish between 1 May 2021 and 30 April 2022, inclusive; the percentage of same that feature bilingual translations; and if she will make a statement on the matter. [23045/22]
View answerThe Department regularly makes available English and Irish versions of all circulars, press releases and announcements on its social media accounts. There were 629 posts across the Department's social channels for the period in question, of which 178 were in Irish and had a corresponding English version. This is 28% of the total posts.
The Department does not translate its retweets from other entities.
The Department does not hold the statistics for its public bodies and agencies.
509. Deputy Holly Cairns asked the Minister for Education the percentage of social media posts made on each of her Departmental social media accounts or the social media accounts of public bodies and agencies that operate under her remit that were exclusively in languages besides English or Irish between 1 May 2021 and 30 April 2022, inclusive; the percentage of same that featured languages besides English or Irish; and if she will make a statement on the matter. [23063/22]
View answerThe Department is committed to making information available for the education sector in an accessible format using appropriate language. For the period in question, there were 629 posts on the Department's social media channels and there were 12 (1.9%) posts in languages other than English or Irish. These relate to the information campaign on Covid symptoms for children in school, which supported the roll-out of this multilingual campaign. The material was provided for school communities and was provided on gov.ie, through the Department's direct channels with schools and with the education partners.
This was then supported with reference to this material on the Department's social media channels.
The Department does not hold the statistics for its public bodies and agencies.
510. Deputy Holly Cairns asked the Minister for Education the percentage of social media videos posted on each of her Departmental social media accounts or the social media accounts of public bodies and agencies that operate under her remit included closed captioning and or subtitling between 1 May 2021 and 30 April 2022, inclusive; and if she will make a statement on the matter. [23081/22]
View answerThe Department is committed to making information on its social media as widely accessible as possible. For the period outlined, the Department posted 120 videos across its various social media channels. This includes videos with graphics and text which are designed to be easy to read for everyone. 70 of the videos posted featured subtitling or closed captioning, which is 58%.
The Department also publishes an ISL Version of its English language videos where possible.
The Department does not hold the statistics for its public bodies and agencies.
511. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the factors that will be taken into account when allocating SNAs to schools under the new frontloading allocation model; and when schools will receive their allocation for the 2022-2023 school year. [23123/22]
View answerThe availability of Special Needs Assistants (SNA) is critical to the inclusion of students with significant care needs in education and in school life. The role of the SNAs is set out in various Department circulars. The allocation of SNAs is the responsibility of the National Council for Special Education (NCSE). There are well established allocation SNA: student ratios for students with particular disabilities enrolled in both special classes and special schools. There are separate arrangements for students with special educational needs (SEN) enrolled in mainstream classes. Many students with SEN enrolled in mainstream classes do not have significant care needs and are supported through the Special Education Teacher (SET) allocation in line with their need.
Working is ongoing in terms of the SNA allocation for the school year 2022/2023 and consultation with the education partners will form a key component and details will be announced in the near future.
A key consideration in the allocation of SNAs is to ensure that those students with the greatest level of care needs receive the most support. This is a key principle underlying Department policy on special education. The allocation system must be objective and fair with the capacity to take account of local and individual circumstances.
Up to 2019/20, allocations were made by the NCSE on the basis of a diagnosis as evidenced by a report provided by a professional confirming the care needs of an individual student.
A core recommendation of the National Council for Special Education’s (NCSE) Review of the Special Needs Assistant (SNA) scheme (2018) concerned a change in the way that SNAs are allocated to mainstream classes in both primary and post primary schools and called for the greater proportion of SNAs in these classes to be allocated on the basis of a profile of each school before the commencement of the school year in a similar manner to the allocation of special education teachers (SETs).
512. Deputy Sean Sherlock asked the Minister for Education the date construction will start on a project (details supplied). [23140/22]
View answerThe Letter of Intent (LOI) issued on 15th February 2022 to the preferred tenderer. This allows the preferred bidder to put in place the Bond, Insurances and confirmations of all legal arrangements required under the Contract.
Following receipt of all the necessary documentation, the Department will be in a position to issue the Letter of Acceptance (LOA), which will allow the contractor to mobilise on site.
My Department will advise the Board of Management when the Letter of Acceptance issues and advise of the start date of the construction.
513. Deputy Sean Sherlock asked the Minister for Education the date construction will start on a project (details supplied). [23141/22]
View answerThe Letter of Intent (LOI) issued on 15th February 2022 to the preferred tenderer. This allows the preferred bidder to put in place the Bond, Insurances and confirmations of all legal arrangements required under the Contract.
Following receipt of all the necessary documentation, the Department will be in a position to issue the Letter of Acceptance (LOA), which will allow the contractor to mobilise on site.
My Department will advise the Board of Management when the Letter of Acceptance issues and advise of the start date of the construction.
514. Deputy Emer Higgins asked the Minister for Education the timeline for the delivery of the new school building for a school (details supplied); and if she will make a statement on the matter. [23171/22]
View answerThe school building project referred to by the Deputy is being delivered under my Department's Design & Build Programme and planning permission for the project has been received.
My Department is currently considering the timeline for the progression to tender of a number of Design & Build projects, including the permanent accommodation for the school referred to and will advise the school's patron body further as soon as possible.
Pending delivery of the permanent building project, my Department will continue to address the interim accommodation needs of the school in conjunction with Dublin & Dún Laoghaire ETB.
515. Deputy Seán Canney asked the Minister for Education the legislation, Acts or any other constitutional document that indicate that the teaching of Irish in schools is mandatory; and if she will make a statement on the matter. [23172/22]
View answerThe Irish language is accorded special status in Ireland and is protected by various pieces of Legislation and in particular Article 8 of our Constitution which states that “The Irish Language as the national language is the first official language”. The language has particular social, historical and educational importance and is part of the unique cultural heritage of the Irish people. Irish is also an official language of the European Union. It is an aim of Government to increase on an incremental basis the use and knowledge of Irish as a community language.
In recognising the linguistic, social and cultural importance of Irish and English in Ireland, both languages are included as core subjects in the national curricula for recognised primary and secondary level schools and centres for education in Ireland. This has been the case since the foundation of the State and the importance of the teaching of Irish in this way has been re-affirmed on a number of occasions by the State, including most recently in the 20-Year Strategy for the Irish Language 2010-2030. All students in Primary and Second Level schools are required to study Irish unless they have been granted a Certificate of Exemption from the study of Irish.
The long-standing practice of the Department has been to use circulars as a means for communicating a number of matters including schemes, rules and other conditions associated with the recognition and funding of schools, and setting the terms and conditions of school staff. Much of that practice evolved in the absence of primary legislation governing the education sector. Following a national convention in the mid-1990s, a programme of educational reform was initiated. For the first time, this included the enactment of landmark pieces of primary legislation governing the school system. This included the Education Act 1998, the Education (Welfare) Act 2000 and the Education for Persons with Special Educational Needs Act 2004. While such legislation does permit of the making of regulations in a number of areas, regulations are not required in all situations. The practice of using administrative circulars which is familiar to schools, teachers and other school staff, and which allows for a necessary degree of flexibility and responsiveness has continued.
In addition, the Education Act 1998 recognises the particular responsibility of the education system with regard to supporting the Irish language. Section 6 of the Act provides that every person concerned with the implementation of the Act shall have regard to objects specified therein. These objects include contributing to the realisation of national policy and objectives in relation to the extension of bilingualism in Irish society and in particular the achievement of a greater use of the Irish language at school and in the community (Section 6(i)) and contributing to the maintenance of Irish as the primary community language in Gaeltacht areas (Section 6(j)). The responsibilities of the Department in respect of the teaching and promotion of Irish are also apparent from Sections 7(2)(d); 9(f) and (h); 13(3)(f); 31, 41(2)(g); 62(7)(h) and 62(9) thereof.
Rule 70(3) of the Rules for National Schools (1965) lists Irish as an obligatory subject for pupils in National Schools and Curricula for Irish are prescribed by the minister in accordance with Section 30 of the Education Act 1998. Rule 21(1) of the Rules and Programme for Secondary Schools 2004/2005 provides that the approved course for a post-primary school student must include not less than five of the subjects of which one must be Irish. Students are not required to sit an Irish examination nor is it a requirement to pass an Irish Examination in order to complete the Junior Cycle or the Leaving Certificate. In that context, the most recent curricular changes at primary and junior cycle level have emphasised not only the importance of learning both languages but also the wider benefits of bilingualism. The development of these new language curricula reflects my department’s reassertion of its commitment to the Irish language and to progressing the language education related actions of the 20-Year Strategy for the Irish Language 2010-2030.
516. Deputy Catherine Murphy asked the Minister for Education if she will provide an update in respect of a school (details supplied) in County Meath; her plans to ensure this school is ready to open for the 2023/2024 academic year; and if she has encountered delays in the schedule of works to date. [23179/22]
View answerThe permanent accommodation 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 Management team to progress the project through the stages of architectural planning, tendering and construction.
It is anticipated that the project for the school referred to by the Deputy will be included in the next bundle of projects to proceed to tender later this year. In the interim, my Department will continue to liaise with the school's patron body in relation to the school’s accommodation needs pending delivery of the permanent accommodation.
517. Deputy Cathal Crowe asked the Minister for Education when a person (details supplied) will have their principal’s allowance increased to reflect the fact that the teaching staff in their school has recently increased moving the school from category 2 to category 3. [23181/22]
View answerI wish to inform the Deputy that payment shall issue to the person concerned on 26th May 2022.
518. Deputy Richard Boyd Barrett asked the Minister for Education if she will provide details of contracts awarded in 2022 by her Department or bodies under her aegis outside the standard procurement process in order to assist the arrival of refugees fleeing the war in Ukraine; and if she will make a statement on the matter. [23191/22]
View answerI wish to thank the Deputy for his question.
As a result of Ireland’s significant Ukrainian Humanitarian effort, an immediate need for significant development of the Department of Education’s Geographical Information System (GIS) was deemed necessary in order to determine and monitor school capacity in terms of the potential 100,000 Ukrainian children of school going age needing places in the Irish schools system.
To facilitate this development it was necessary to strengthen the Department of Education’s GIS development team as a matter of urgency and as a result two non-competitive procurement contracts were entered into to facilitate this development work:
|
Company |
Reasons for Non-Use of Competitive Process |
Duration of Contact |
|
GIS Express |
Urgency/Expert service/recent experience withSupplier |
8 months |
|
People & Places Limited |
Urgency/Expert service |
6 months |
Translations services were also procured from Word Perfect Translations to translate English documents to Ukrainian and Russian of up to 100 pages. This contract was awarded following a quote process to ensure value for money, however, I am sure the Deputy can appreciate the urgency in which the translated material was required in order to provide materials to the intended recipients in a language which they could understand.
The information in respect of state bodies, within the scope of the Deputy’s question, is not held by my Department. Contact details for these bodies are set out in the attached document should the Deputy wish to contact them directly with this query.
Contact E-Mail Addresses for State Bodies under the Remit of the Department of Education as at 29 th March 2022
|
Name of Body |
Dedicated Email address for the Members of the Oireachtas |
Designated Official Responsible for assisting Oireachtas Members |
|
An Chomhairle um Oideachais Gaeltachta agus Gaelscolaíochta |
oireachtas@cogg.ie |
jacquelinenifhearghusa@cogg.ie |
|
Educational Research Centre |
oireachtas.queries@erc.ie |
aidan.clerkin@erc.ie |
|
National Centre for Guidance in Education |
oireachtas@ncge.ie |
Jennifer.mckenzie@ncge.ie |
|
National Council for Curriculum and Assessment Note 1 |
oireactasqueries@ncca.ie |
Aine.ArmstrongFarrell@ncca.ie |
|
State Examinations Commission |
Oireachtas@examinations.ie |
Paddy.Quinn@examinations.ie |
|
The Teaching Council |
pqrep@teachingcouncil.ie |
pfox@teachingcouncil.ie |
|
National Council for Special Education |
oireachtasqueries@ncse.ie |
patrick.martin@ncse.ie and cindyjane.oconnell@ncse.ie |
|
Residential Institutions Statutory Fund – Caranua |
Michael.Fitzpatrick@caranua.ie |
Michael.Fitzpatrick@caranua.ie |
Note 1 - The spelling of the NCCA e-mail address to which Oireachtas queries may be addressed has been verified with the NCCA as being accurate
