Peadar Tóibín
Question:1056. Deputy Peadar Tóibín asked the Minister for Education the amount spent on traditional and online advertising by her Department in each of the past ten years and to date in 2022, in tabular form. [39951/22]
View answerDepartmental Advertising
Questions (1056)
Written answers
The Department’s spending on advertising for the period in question is outlined below.
The Department has recently engaged in a number of advertising campaigns including the Teaching Transforms campaign which has been ongoing since late 2018 to promote the teaching profession and encourage post-primary and third level students to apply for programmes of initial teacher education. The various phases of the campaign have used a range of channels, including digital (online video and social media), radio (traditional and digital) and print (national papers and college press).
The Department has also engaged in public information campaigns in respect of school reopening, to ensure widespread awareness of public health advice in the context of Covid-19. It has also undertaken targeted advertising and awareness campaigns for students involved in both the 2020 Calculated Grades process and the 2021 Leaving Certificate and Accredited Grades process to ensure awareness of the changed procedures under these models, necessitated by the pandemic.
Year Amount
YTD July 2022 €264,842.68
2021 €541,369.05
2020 €626,401.73
2019 €317,357.60
2018 €387,296.00
2017 €199,599.77
2016 €398,194.29
2015 €142,655.71
2014 €139,607.29
2013 €368,508.01
2012 €47,463.63
2011 €1,077.99
Total €3,434,373.75
Departmental Contracts
Questions (1057)
Peadar Tóibín
Question:1057. Deputy Peadar Tóibín asked the Minister for Education if her Department has spent money or sought external assistance with Departmental, Ministerial public relations; and if so, the cost; and the name of the agencies, consultants and companies involved in each of the past ten years and to date in 2022, in tabular form. [39969/22]
View answerWritten answers
During the period August-October 2020, the Department of Education entered into two contracts for the provision of enhanced communications capacity for short periods. The companies engaged supported necessary communications with a wide range of stakeholders on matters relating to school reopening and the Leaving Certificate Calculated Grades projects.
The Department paid €6,000 to McQuaid Media and Communications to provide communications services to the Department to support the school reopening process and the Calculated Grades project.
The Department used the services of the Communications Clinic to provide communications services to the Department and Minister in preparing communications material for disseminating important messages to students and the general public in respect of the Calculated Grades process for 2020 Leaving Certificate and Leaving Certificate Applied students. The cost of this was €16,100.
The Department has not incurred any other costs in relation to external public relations for the period outlined.
Departmental Legal Cases
Questions (1058)
Peadar Tóibín
Question:1058. Deputy Peadar Tóibín asked the Minister for Education the number of legal cases brought against her Department in each of the past ten years and to date in 2022; and if she will make a statement on the matter. [39987/22]
View answerWritten answers
The information requested by the Deputy is not all readily available and is being collated by officials in my Department. A response will be forwarded to the Deputy as soon as it is available.
Departmental Legal Services
Questions (1059)
Peadar Tóibín
Question:1059. Deputy Peadar Tóibín asked the Minister for Education the amount spent by her Department on legal costs or legal services in each of the past ten years and to date in 2022, in tabular form. [40005/22]
View answerWritten answers
The information requested by the Deputy is not all readily available and is being collated by officials in my Department. A response will be forwarded to the Deputy as soon as it is available.
Departmental Expenditure
Questions (1060)
Peadar Tóibín
Question:1060. Deputy Peadar Tóibín asked the Minister for Education the amount spent by her Department on the procurement of office space and furniture and office IT equipment in each of the past ten years and to date in 2022. [40023/22]
View answerWritten answers
The procurement, purchase, refurbishment, renting and leasing of Government offices is the responsibility of Property Management Services in the Office of Public Works, which acts as the agent for Government departments and offices.
Information in respect of payments made from my Department’s administration expenditure for the purchase of furniture and IT equipment has been extracted from my Department’s Financial Management System (FMS). Total expenditure in the period outlined by the Deputy for the purchase of office furniture and IT equipment for my Department’s offices, including the National Educational Psychological Service (NEPS), is set out in the attached table.
|
Year |
Office Furniture amount € |
Office IT Equipment Amount € |
|
2012 |
24,584.16 |
751,393.00 |
|
2013 |
77,568.75 |
542,756.00 |
|
2014 |
36,991.29 |
193,399.00 |
|
2015 |
68,654.21 |
497,012.00 |
|
2016 |
117,534.89 |
485,649.00 |
|
2017 |
143,413.90 |
477,888.00 |
|
2018 |
187,076.71 |
1,318,077.00 |
|
2019 |
221,582.30 |
880,204.00 |
|
2020 |
267,898.86 |
1,153,410.00 |
|
2021 |
61,781.19 |
1,332,560.00 |
|
To date 2022 |
64,168.27 |
282,263.00 |
|
TOTAL |
1,271,254.53 |
7,914,611.00 |
|
Grand Total |
9,185,865.53 |
Official Travel
Questions (1061)
Peadar Tóibín
Question:1061. Deputy Peadar Tóibín asked the Minister for Education the number of times that she embarked on visits to foreign countries on behalf of the State since the formation of the Government; the geographical location of each visit; the number of days that she spent abroad on such trips; the dates upon which each trip took place; and the associated travel and accommodation costs which were incurred by her Department in relation to each trip in tabular form. [40041/22]
View answerWritten answers
I can advise the Deputy that the Minister for Education, Ms Norma Foley T.D. embarked on three visits to foreign countries on behalf of the State since the formation of the Government. Details of these trips are outlined in tabular format below.
|
Year |
Location |
Number of Day’s Travel |
Dates upon trip took place |
The associated travel and accommodation costs |
|
2021 |
Brussels, Belgium |
2 days |
28/11/2021 – 29/11/2021 |
€365.66 |
|
2021 |
Boston + Western Massachusetts, USA |
7 days |
15/03/2022 – 21/03/2022 |
€10,371.73* |
|
2022 |
Paris, France |
2 days |
07/03/2022 –08/03/2022 |
€862.65* |
* Figure includes transport costs for the delegation in general.
School Costs
Questions (1062)
Jim O'Callaghan
Question:1062. Deputy Jim O'Callaghan asked the Minister for Education if any support can be provided to help middle income families who do not qualify for the back-to-school allowance with the cost of their children going back to school; and if she will make a statement on the matter. [40073/22]
View answerWritten answers
As Minister, I am very conscious of the pressure faced by families with respect to living costs and back to school costs.
There are a range of measures in place to reduce back to school costs and also to help families with these costs. The Department published a Circular in 2017 which sets out principles of cost-effective practice to be adopted by schools to reduce the cost of returning to school. Under these measures, schools are required to select school uniform items which are generic and can be purchased from an array of retailers. Only “iron on” or “sew on” crests should be used. The Circular also sets out that schools should consult with parents on their views and suggestions on cost reduction initiatives in relation to school uniforms.
I recently announced the expansion of the DEIS programme benefitting 347 schools - 310 schools will be included in DEIS for the first time and 37 existing DEIS primary schools are being reclassified and will be eligible for increased supports. Schools in the DEIS programme are provided with additional financial support by way of a DEIS grant and an enhanced school book grant rate.
In addition to these measures, in recognition of the pressures facing families, students availing of the school transport scheme will not be charged fees for the academic year 2022/23. Furthermore all examination fees have been waived.
The Education (Student and Parent Charter) Bill, when enacted, will improve how schools engage with students and their parents by requiring each school to consult with students and their parents on individual school plans, policies and activities, including school costs. This will help ensure that the various views of students and parents will be heard and responded to by schools.
Special Educational Needs
Questions (1063)
Jim O'Callaghan
Question:1063. Deputy Jim O'Callaghan asked the Minister for Education if consideration will be given to the provision of a school summer programme in-school for children with special educational needs; and if she will make a statement on the matter. [40076/22]
View answerWritten answers
This year’s Summer Programme will 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. In line with last year, the total funding available to provide summer programmes this year is up to €40 million. Building on the 2021 programme, all schools, both primary and post-primary, are encouraged to provide this valuable programme to their students. In 2021 nearly 38,000 children availed of the summer programme, an increase of 60% from the previous year.
The Department has held consultations and listened to education partners, stakeholders and advocacy groups. Following this process, steps have been taken to encourage more schools to participate including the following:
- the provision of paid overseeing and preparation time for schools,
- a reduction in the administrative burden for schools,
- arrangements to pay staff sooner,
- greater guidance,
- an online payments portal for schools, and
- greater flexibility in the timing of the programme.
The complexities of organising a summer programme in special school environments is recognised and further enhanced funding for special schools is being provided this year including increased capitation and preparation hours to support these schools.
Concerns around the availability of staff have been further addressed with the provision to recruit final year student teachers and student teachers registered with the Teaching Council under Route 5. To support and facilitate schools and principals with organising and running the programme, principals may delegate these functions to other members of staff through the Overseer role and preparation hours. Overseers, teachers and SNAs who work on the programme will be paid for this work based on what they are normally paid during the school year in addition to their normal salary.
In 2021, 377 special schools and schools with special classes ran a programme, with in the region of 5,587 pupils attending. To provide some context, in 2011 there were 149 schools and 2,461 pupils attending the ‘July provision’ programme. The number of special schools running a programme under the ‘July provision’ scheme had fallen from 54 in 2011 to 34 in 2019. It is important to note that we have actually seen an increase in the number of special schools running a programme in both 2020 and 2021 with 39 special schools taking part in 2021.
While the number of special schools and classes taking part has risen over the last 2 years we want to continue this growth in participation further. The Department will continue to work with all stakeholders to support parents in accessing summer provision and with schools to ensure that they have the resources and supports necessary to successfully run these programmes.
Planning for the 2023 Summer Programme has commenced with a view to addressing future plans for the programme.
School Accommodation
Questions (1064)
Gerald Nash
Question:1064. Deputy Ged Nash asked the Minister for Education the total costs incurred to date on temporary buildings for a school (details supplied) including the provision of the new temporary buildings being put in place for the 2022-2023 school year; the estimated cost for the development of the planned permanent school building on the site; the timeline for completion; and if she will make a statement on the matter. [40162/22]
View answerWritten answers
The total costs spent to date for the school to which the deputy refers is just over €5 million.
The cost of the new temporary accommodation which will include purchase of the modular accommodation, site works, delivery, installation & site fit out costs for the academic year 2022-2023 is yet to be determined.
The permanent school building project for school is in early architectural planning which involves site surveys, school design stages and the preparation of statutory applications.
It is anticipated that the planning application for the permanent school will be lodged by the end of this year.
My Department must then await a decision on planning from the local authority.
As with any school building project, progressing to tender stage can only occur once planning has been secured. Until planning permission is secured it will not be possible to indicate the timeframe for tender and construction stages.
Details of the current estimated cost for construction of the school would be commercially sensitive prior to a tender exercise and award of a contract.
Schools Building Projects
Questions (1065)
Niamh Smyth
Question:1065. Deputy Niamh Smyth asked the Minister for Education the status of the new school building for a school (details supplied); and if she will make a statement on the matter. [40201/22]
View answerWritten answers
The project to which the Deputy refers has been devolved for delivery to Cavan & Monaghan Education and Training Board (CMETB).
I am pleased to inform you that the project was recently approved by the Department to proceed to Stage 2b of the architectural planning process; the next step for the Design Team will be to obtain the statutory planning approvals.
While at this early stage it is not possible to provide a timeline for completion of the project, CMETB will be engaging directly with the school authority to keep it informed of progress.
School Staff
Questions (1066)
Niamh Smyth
Question:1066. Deputy Niamh Smyth asked the Minister for Education if she will provide an update specifically in relation to caretakers following a development (details supplied); and if she will make a statement on the matter. [40207/22]
View answerWritten answers
School secretaries and caretakers are valued members of our schools and I am fully aware of the vitally important role played by them in the running of our schools. The majority of primary and post-primary schools receive assistance to provide for secretarial services under grant schemes. Where a school employs a staff member to support those functions those staff are employees of individual schools and responsibility for terms of employment rests with the school.
Fórsa trade union had tabled a claim in 2019 seeking parity of these staff with ETB public service staff. Extensive engagement has taken place since then between the Department and school management bodies with Fórsa to work towards a resolution with the support of the Department of Public Expenditure and Reform.
On the 24th February this year, following a series of engagements at the WRC, a suite of measures designed to improve the working conditions of school secretaries was proposed, which Fórsa agreed to recommend to its members. A ballot was undertaken and the result was 95% agreement in favour of the deal. I was very pleased to hear of this overwhelmingly positive result on this long running issue, the resolution of which has been a priority for me since my appointment.
It is my intention to ensure that school caretakers will be included but, as recognised in the WRC process there remains a deficit of data on the working terms and conditions of caretakers. It will be necessary to undertake a separate, similar process in respect of caretakers and this will be progressed as soon as practicable.
Schools Building Projects
Questions (1067)
Niamh Smyth
Question:1067. Deputy Niamh Smyth asked the Minister for Education the status of an application by a school (details supplied); if same will be reviewed; and if she will make a statement on the matter. [40210/22]
View answerWritten answers
I can confirm that my Department is in receipt of an application for major capital funding under the Additional School Accommodation (ASA) scheme in respect of the school referred to by the Deputy.
The purpose of the ASA scheme is to ensure that essential mainstream classroom and Special Education Needs (SEN) accommodation is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation.
While my Department has already approved funding for the provision of permanent additional accommodation at the school in question in 2020 under the ASA scheme, this did not include provision for a PE hall. The School Authority has subsequently re-applied for capital funding for a PE Hall. The main focus of resources over the last decade and for the coming period is on provision of additional capacity to cater for increasing demographics. The second half of the NDP will see an increasing focus on the upgrade and refurbishment of the existing school stock. This will include a PE Hall build and modernisation programme to ensure that students in all post-primary schools have access to appropriate facilities to support PE provision.
A decision on the school's most recent application under the ASA scheme has issued directly to the school authority in this context.
School Transport
Questions (1068)
Mattie McGrath
Question:1068. Deputy Mattie McGrath asked the Minister for Education further to Parliamentary Question No. 306 of 13 July 2022, the point at which the matter will be reviewed given that a number of bus companies providing buses for the school transport scheme are reporting difficulties recruiting drivers and are seeking to retain their drivers; the severity of shortages that will be necessary in order to reach the point at which this matter will be reviewed given that her Department states that the matter will be kept under review; when she expects the matter to be reviewed; the engagement, if any, that she has had with Bus Éireann on the matter; if she will address further concerns (details supplied); and if she will make a statement on the matter. [40216/22]
View answerWritten answers
School 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.
As previously mentioned, 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 license 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.
Bus Éireann notes the change that from the age of 75, drivers must complete a medical report form signed by a registered medical practitioner, however this change does not apply to bus and truck driving licence holders, who still require a medical report on first issue and on renewal of licences every 5 years.
There is therefore no plan to increase the age limit further from 70 to 75 at this time for School Bus Drivers, however the matter will continue to be kept under review.
School Funding
Questions (1069)
Alan Kelly
Question:1069. Deputy Alan Kelly asked the Minister for Education the amount of capital funding that her Department has provided to a school (details supplied) in each of the years 2019, 2020, 2021 and to-date in 2022, in tabular form. [40265/22]
View answerWritten answers
The Department has provided capital funding in the amount of €497,002 to the school referred to by the deputy. Below is a table showing breakdown of funding by years 2019 to 2022 to date.
|
19 |
20 |
21 |
22 |
PBU Capital Spend |
|
|
DOE Capital Funding 19-22 |
€13,894 |
€92,581 |
€284,662 |
€105,865 |
€497,002 |
Departmental Bodies
Questions (1070)
Peadar Tóibín
Question:1070. Deputy Peadar Tóibín asked the Minister for Education further to Parliamentary Question No. 468 of 14 July 2022, when a response will issue to the matters that were raised in the question. [40278/22]
View answerWritten answers
The role of the school is to provide an appropriate education for all its pupils. Schools have autonomy in choosing the resources and programmes that best support the work within their own classrooms.
The curriculum, as approved by the Minister, at both primary and post primary level, is considered to be for all learners regardless of race, religion, socioeconomic background, gender or orientation. It is the aim of the Department of Education that every child has access to equitable education and that each learner feels safe and happy in the school environment, at every stage.
Materials are developed to support the delivery of the curriculum as approved by the Minister.
The Social, Personal, and Health Education (SPHE) curriculum highlights the importance of using inclusive language and states that ‘Language is also powerful because it both creates and reflects a culture’. Support materials on the SPHE Toolkit, developed by the National Council for Curriculum and Assessment (NCCA), have been developed to support primary school teacher’s professional learning in SPHE and Relationships and Sexuality Education (RSE). An inclusive classroom is one that is grounded in a positive view of individual differences that enrich the lives and learning of all children. The support material entitled ‘An inclusive approach to SPHE/RSE – LGBTI+ identities’ aims to support teachers to create positive and inclusive experiences in SPHE/RSE to ensure that the needs and experiences of every child is recognised and met. The support material entitled ‘Using inclusive and respectful language’ aims to support teachers in considering the importance of effective and inclusive language usage in SPHE/RSE and in the whole school environment.
All support materials on the Toolkit include a further reading section. The inclusion of further reading is to enable teachers to develop their own knowledge and understanding, beyond what is made available about a given topic in the support material documents. In relation to the aforementioned support materials, further reading materials have been recommended to direct teachers to reliable information and the definition of terms pertaining to LGBTI+ identities. These resources include a glossary of terms that contain the terms referred to in the PQ’s details. It is important to state that these materials are not intended as teaching materials for the primary school classroom. These are informational materials for primary school teachers which can enable them to better understand the language pertaining to LGBTI+ identities and in doing so, support them in their further reading about the ways in which to create a welcoming environment for LGBTQ+ children and families in their school.
The support materials encourage teachers to use resources that reflect the spectrum of children’s lives and identities. Picture books are a useful resource in this regard in recognising different family types, gender identities and to support children in expanding their understanding and perceptions of gender in an age-appropriate way. Picture books can support children to explore topics from a distance or through a fictional lens, an approach to teaching which is internationally recognised and supported. Stories with diverse characters can be used to promote inclusion and celebrate diversity, develop understanding and empathy for others, and support the well-being of the children who identify with the characters or see their family members represented.
In general, the decisions on which textbooks, programmes and resources, if any, to use in primary and post-primary schools are taken at school level.
The current policy of the Department of Education is not to endorse or promote any particular programme, product or publication to support the teaching of subjects. There are limited exceptions where the department has procured textbooks or resources in order to fill a specific and urgent need, for example Leaving Certificate Japanese and Italian.
All Continuing Professional Development (CPD) programmes provided by Department-funded support services to teachers include provision for teaching and learning in the inclusive classroom through differentiated teaching methodologies.
As part of this Department’s ongoing curricular reform, issues in relation to inclusivity and diversity will be considered as part of the ongoing reviews in relation to the curriculum at both primary and post-primary level.