Written Answers Nos. 99-118
99. Deputy Paul Murphy asked the Minister for Defence the action that his Department is taking to prevent Defence Forces uniforms, insignia and intellectual property being used to promote hate speech online (details supplied). [56841/22]
View answerAs the Deputy will be aware, the Constitution and the Defence Acts enshrine the governance of the Defence sector. Under the provisions of the Defence Act, members of the Permanent Defence Force are prohibited from being members of a political organisation and members of the Reserve Defence Force are prohibited from political activities when called out on permanent service or when deployed on supplemental military service.
Sections 264 to 267 of this Act provide that it shall be an offence for any person (not being a member of the Defence Forces) to wear, without permission granted by or on behalf of the Minister for Defence, any uniform of the Defence Forces or any colourable imitation thereof. It also prohibits unauthorised persons to wear the uniform or any additional articles of the uniform, such as badges, insignias, and ribbons; or additionally to supply any uniform or article to another unauthorised person.
The Defence Act 1954, as amended, also prohibits the unlawful sale or purchase of military property, including uniforms, in Ireland.
The Act provides that a person found guilty by the Courts of an offence under these sections shall be liable on summary conviction to a fine of up to €1,270 or to a term of imprisonment, or both.
Defence Forces Regulation (DFR) A9 “Dress and Medals” governs the wearing of the uniform and provides that serving personnel shall have regard for the dignity of the uniform and avoid actions or places which might bring the uniform into disrepute. While DFR A9 governs serving members, Administrative Instruction A9 states that the wearing of any item of uniform when no longer serving, is forbidden except when specifically authorised by the Deputy Chief of Staff (Support).
The Defence Forces recognises the need to ensure that the societal changes being witnessed in Ireland are reflected in the Defence organisation. The 2016 Defence Forces current Diversity and Inclusion Strategy Statement and Action Plan outlines the Defence Forces approach to diversity and inclusion across the various strands of its activities. More recently, the report from the Commission on the Defence Forces underlined the need for the Defence Forces to continue to embrace diversity and there are a number of recommendations in the report on this matter.
The Deputy may be aware that the Defence Forces have a Social Media Policy in place and personnel in breach of this policy are subject to disciplinary action, in accordance with Military Law.
100. Deputy Richard O'Donoghue asked the Minister for Education the total financial amount on both a daily and yearly basis, of EU fines being paid by her Department in 2022; if she will provide the corresponding figures for 2020 and 2021, including the specifics of each case in her Department. [56781/22]
View answerThere have been no EU fines paid by the Department of Education for the years 2020 or 2021. No EU fines have been paid in 2022 to-date and no such payments are anticipated for the rest of the year.
101. Deputy Ged Nash asked the Minister for Education the plans that she has to increase spaces on buses available for school transport in County Louth arising from the additional funding allocated in Budget 2023; if she will provide a firm date as to when the additional provision will come on stream; the number of additional places that will be made available in County Louth; and if she will make a statement on the matter. [56763/22]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. In the last school year over 121,400 children, including over 15,500 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
In July 2022, Government announced funding for the waiving of school transport scheme fees for the coming school year as part of a wider package of cost of living measures.
Ticket registration for the 2022/23 school year closed on 29 July by which time almost 130,000 applications/registrations were received for mainstream school transport. This figure includes 44,299 new applications as well as roll-overs from the previous school year.
All children who are eligible for school transport and who have completed the application process on time are accommodated on school transport services where such services are in operation. In addition, pending completion of the outcome of the full review of the School Transport Scheme, Temporary Alleviation Measures at post-primary level have continued for the 2022/2023 school year. Under these measures, transport will provided for post-primary pupils who are eligible for transport to their nearest school and are attending their second nearest school and who applied by the 29th April and registered for a ticket by the 29th July.
As part of the budgetary process, some additional funding has been approved for the scheme which has allowed officials in the Department of Education, in consultation with Bus Éireann, to consider and evaluate where additional capacity may be available. Bus Éireann have been prioritising areas where there were “on time concessionary pupils” who had tickets previously.
It is important to stress that this is subject to capacity considerations. Constraints in sourcing vehicles and drivers in certain areas of the country may also mean that it may take a number of weeks to explore solutions for additional capacity.
102. Deputy Matt Carthy asked the Minister for Education if she will ensure that an application from Cavan Monaghan ETB in respect of urgently needed additional accommodation for a college (details supplied) is processed speedily to allow for the new modular buildings to be available at the beginning of the 2023-2024 academic year; and if she will make a statement on the matter. [56772/22]
View answerI can confirm that my Department recently received an application for capital funding, under the Additional School Accommodation (ASA) scheme, from the school authority 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.
On completion of the assessment process, the school authority will be contacted directly with a decision.
103. Deputy Joe Flaherty asked the Minister for Education if there are plans to take into consideration the timing of Leaving Certificate exam result rechecks to happen prior to college course offers. [56806/22]
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.
104. Deputy Mattie McGrath asked the Minister for Education when individual transport to and from a school (details supplied) will be arranged for a child with special needs in County Tipperary who is currently unable to attend school due to having no school transport; and if she will make a statement on the matter. [56819/22]
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, were 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.
The National Council for Special Education through its network of Special Education Needs Organisers (SENOs) acts in an advisory role to my Department on the suitability of placements for children with special educational needs.
Eligibility is determined following consultation with the National Council for Special Education through its network of Special Education Needs Organisers (SENO).
The request for an individual service on behalf of the child referred to by the Deputy has been received by the School Transport Section of my Department for consideration. School Transport Section are currently reviewing this request and will liaise with the family directly with regard to this matter.
105. Deputy Fergus O'Dowd asked the Minister for Education if any consideration has been given with respect to students with a diagnosis of dyscalculia being considered for mitigating allowances when they sit their State examinations, similar to other diagnosed disabilities; and if she will make a statement on the matter. [56851/22]
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.
106. Deputy Neale Richmond asked the Minister for Education her views on whether the Irish curriculum and Junior and Leaving Certificate level is fit for purpose; and if she will make a statement on the matter. [56858/22]
View answer108. Deputy Neale Richmond asked the Minister for Education if the Irish curriculum will be updated to allow students to have a better level of Irish speech when leaving school including oral and written levels; and if she will make a statement on the matter. [56860/22]
View answerI propose to take Questions Nos. 106 and 108 together.
There have been significant developments over the past decade in Irish language curriculum provision for learners in post-primary schools.
As with all curriculum development work undertaken by the National Council for Curriculum and Assessment (NCCA), the development of subject specifications is carried out by representative development groups. The Subject Development Group (Meitheal Forbartha) for Junior Cycle Irish and for Leaving Certificate Irish both comprised a range of key stakeholders with expertise and experience in the learning, teaching and assessment of Irish, including practising teachers of Irish.
In relation to Junior Cycle, following extensive consultation, L1 (Language 1) and L2 (Language 2) Irish specifications were introduced in schools in 2017 as part of Phase 3 of the roll out of the Framework for Junior Cycle (2015). This was the first time discrete Irish language curricular provision was made, in response to stakeholder feedback, for student learning Irish in Irish-medium and in English-medium post-primary schools. All students who started Junior Cycle from Autumn 2017 onwards are learning Irish as laid out in these new specifications.
Responding to requests received from stakeholders through the recent consultation on draft L1 and L2 specifications for Leaving Certificate Irish, the NCCA Council decided to undertake a review of the early enactment of Irish, L1 and L2, in Junior Cycle. Accordingly, I understand that a report on the early enactment of Irish, L1 and L2, in Junior Cycle is currently being finalised by the NCCA.
The current Leaving Certificate Irish curriculum was introduced to schools in 1995. The NCCA commenced work to develop Leaving Certificate Irish Specifications for L1 and L2 in December 2018. A consultation on draft specifications was opened in February 2021. In response to stakeholder feedback and requests, the closing date for this consultation was extended to the end of November 2021. I am advised that a draft report on those consultations was presented to the NCCA Board for Senior Cycle at its meeting on 1 June and to NCCA Council on 16/17 June and I expect to receive the finalised report in December.
The development of students’ skills in Irish language spoken production and interaction is central to the curricular specifications for Irish at all levels. The specifications espouse an integrated approach to the development of all language skills. It is worth noting that the specifications for Irish at Junior Cycle ensures all students have opportunity to engage in the assessment of their competence in spoken Irish, as well as the other language skills.
107. Deputy Neale Richmond asked the Minister for Education her views on whether there should be a full Irish oral examination for Junior Certificate students; and if she will make a statement on the matter. [56859/22]
View answerFollowing extensive consultation, L1 (Language 1) and L2 (Language 2) Irish specifications for Junior Cycle were introduced in schools in 2017 as part of Phase 3 of the roll out of the Framework for Junior Cycle (2015). This was the first time discrete Irish language curricular provision was made, in response to stakeholder feedback, for student learning Irish in Irish-medium and in English-medium post-primary schools. All students who started Junior Cycle from Autumn 2017 onwards are learning Irish as laid out in these new specifications.
The assessment of skills in spoken Irish forms an integral component of the overall language learning experience and occurs in a number of ways. As well as the completion of tasks where students use and demonstrate their oral language skills to achieve specific learning outcomes, their oral language skills are also formally assessed through Classroom-Based Assessments (CBAs), the second of which is entirely based on students’ oral language competence. The CBA is linked to ongoing classroom exchanges and represents a more authentic reflection of students’ interests and competence levels in Irish. Importantly, the oral skills of all students are now assessed in CBAs and formally reported upon in each students’ Junior Cycle Profile of Achievement. Unlike the previous reporting format in which candidates receive one overall grade based on their achievement in Irish in the Junior Certificate, whether they undertake the optional oral or not, the Junior Cycle Profile of Achievement allows students’ achievement in the CBAs to be recorded independently of the result in the state-certified examination.
Additionally, it is worth noting the previous oral examination in the Junior Certificate was optional and was taken by approximately 40% of students, and was generally assessed by their teachers. The new assessment arrangements on the other hand require all students to engage in an assessment of their oral skills through the CBA.
Responding to requests received from stakeholders through the recent consultation on draft L1 and L2 specifications for Leaving Certificate Irish, the NCCA Council decided to undertake a review of the early enactment of Irish, L1 and L2, in Junior Cycle. Accordingly, I understand that a report on the early enactment of Irish, L1 and L2, in Junior Cycle is currently being finalised by the NCCA.
109. Deputy Thomas Pringle asked the Minister for Education the strategies that her Department is implementing to tackle the issue of the prevalence of sexual violence against women and girls; and if she will make a statement on the matter. [56862/22]
View answerThe education sector has a vital role to play in addressing gender-based violence, including through the updating and redevelopment of Social, Personal and Health Education (SPHE) and Relationships and Sexuality Education (RSE). Currently, Social, Personal and Health Education (SPHE) is a mandatory curriculum subject in all primary schools and in post-primary junior cycle. Relationships and Sexuality Education (or RSE) is required at all levels, from primary through to senior cycle. As set out in the Programme for Government, this Government is committed to developing inclusive and age appropriate curricula for Relationships and Sexuality Education (RSE) and Social, Personal and Health Education (SPHE) across primary and post-primary schools.
The National Council for Curriculum and Assessment has established two development groups, one for primary and one for post-primary, to oversee the development of updated curricula in this area, and to support the development of guidance material for schools.
An immediate focus of the work of the NCCA was on creating support materials for teachers for publication online as part of an Interim Guidance Toolkit, to support effective teaching and learning of SPHE/RSE linked to the current curriculum and to provide guidance on how SPHE/RSE may be approached in a more holistic way. The NCCA online SPHE toolkits are being expanded during 2022 to include age and stage appropriate guidance for teachers on how to address issues of consent, gender and sexual discrimination and violence, and related topics within the SPHE classroom.
In tandem with this work, preparation for the broader redeveloping and updating of the SPHE curriculum is underway. Updated curricula will be developed for Primary, Junior Cycle and Senior Cycle.
In relation to Junior Cycle a draft specification was published and a consultation process was run from 18 July 2022 to 18 October 2022. The data gathered through this consultation is now being analysed and a report on the feedback received will be published on the NCCA website in due course. This report will contain the lists of groups who have contributed to the consultation or made written submissions. It is expected that the specification will be finalised by the end of this year with the aim of having it implemented in schools in September 2023.
In regard to Senior Cycle, a background paper that will inform the updating of Senior Cycle SPHE/RSE was published for public consultation on 3 October. Feedback from this consultation will inform the work of the SPHE Development Group and it is intended that a draft updated curriculum for Senior Cycle SPHE will be ready for public consultation by next summer and finalised in early 2024, for implementation in schools in September 2024. In regard to Primary Schools, following publication of the Primary Curriculum Framework, expected in early 2023, the NCCA will establish a development group for the curricular area of Wellbeing in primary schools. This group will progress the development of an SPHE specification for primary schools, to include RSE, with the aim of rolling it out in schools in September 2025.
Pending the introduction of these updated curricula, at primary level the Stay Safe Programme is a mandatory part of the SPHE programme while at post primary level, two programmes are in place which come under the heading of Personal Safety. One of these programmes is for Junior Cycle which addresses personal safety in relationships and explores topics such as healthy and unhealthy relationships, consent and domestic gender-based and sexual violence. The other programme, which is for Senior Cycle, addresses topics such as domestic violence, sexual harassment, dating violence and rape. Both of these programmes were designed by the Professional Development Support Service (PDST) and are intended to be taught as part of the wider SPHE/RSE curriculum. Professional development support is available to teachers, directly linked to these resources.
The work underway in my Department is reflected in a number of key actions within Zero Tolerance , the third National Strategy on Domestic, Sexual and Gender-Based Violence (DSGBV), which was published in June. These actions reflect the vital role of the education sector in the development and implementation of this Strategy, through the updating of the SPHE/RSE curricula; the provision of training aimed at improving teacher confidence and competence in the areas of SPHE and RSE; and the promotion of environments free from gender-based violence within our schools, and ensuring that issues such as sexual harassment and identity bullying are considered as part of the Department’s Action Plan on Bullying and Anti-Bullying Procedures for Primary and Post Primary Schools. My Department’s actions within the Strategy reflect its role in realising the aim of eradicating domestic, sexual and gender-based violence from society.
110. Deputy Jackie Cahill asked the Minister for Education further to Parliamentary Question No. 80 of 9 November 2022, if she will provide a breakdown by county of the 370 special classes set to open in 2023, in tabular form, specifically with regard to units in County Tipperary; the school locations in which these classes will be opening; and if she will make a statement on the matter. [56871/22]
View answerI would like to thank the Deputy for the question and would like to advise the following:
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 to three years, my Department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.
These initiatives are bearing fruit with over 600 new special classes sanctioned at primary level, almost 300 new special classes sanctioned at post-primary level and five new special schools established over the last three years. Over the last three years, the NCSE have sanctioned 21 new special classes at primary and 11 new special classes at post-primary in County Tipperary.
My Department is engaging intensely with the NCSE in relation to the forward planning of new special classes for the next school year 2023/2024. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
At local level, the NCSE is continuing to engage with schools regarding the establishment of additional special classes for the next school year 2023/2024. Every support will be made available to schools to progress the opening of special classes in the shortest possible timeframe.
The NCSE have sanctioned a total of 2,545 special classes nationwide, with 1,803 at primary and 742 at post-primary. As the demand for new special classes at post-primary level is expected to increase significantly over the next few years, my Department and the NCSE are engaging with post-primary stakeholders in relation to the provision of special classes. My Department has also recently written to all post-primary schools to advise them of the need to begin planning to provide additional special classes.
It is of course open to any school to engage with the NCSE to establish a special class.
My Department is committed, in conjunction with the NCSE, to continue to work with parents, schools, patrons and all stakeholders to ensure that there are sufficient appropriate places for students with additional needs and to support all students to achieve their potential.
I want to reassure you also 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 types and locations of these classes is published on the NCSE website and is available at www.ncse.ie
111. Deputy Ged Nash asked the Minister for Education when a school transport appeal case will be determined for a student (details supplied); and if she will make a statement on the matter. [56889/22]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department. In the last school year over 121,400 children, including over 15,500 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
In July 2022, Government announced funding for the waiving of school transport scheme fees for the coming school year as part of a wider package of cost of living measures.
Ticket registration for the 2022/23 school year closed on 29 July by which time almost 130,000 applications/registrations were received for mainstream school transport. This figure includes 44,299 new applications as well as roll-overs from the previous school year.
Decisions made by, or on behalf of, the Department of Education regarding the provision of school transport services and/or grant-aid under the terms of the School Transport Schemes may be appealed to the School Transport Appeals Board.
The School Transport Appeals Board is independent in the performance of its functions and the Board liaises directly with appellants when their appeal is due for consideration. The role of the Board is to ensure that the terms of the School Transport Scheme are applied correctly.
On 29th August 2022, an appeal in respect of this application was lodged with the School Transport Appeals Board. The Board will liaise directly with the appellant when the appeal is due for consideration.
112. Deputy Jackie Cahill asked the Minister for Education the number of schools in County Tipperary that have been allocated funding for construction projects but are still awaiting permission for construction to commence in tabular form; the date that these schools were approved for funding; and if she will make a statement on the matter. [57006/22]
View answerUnder Project Ireland 2040, the education sector will receive a total of approximately €4.4 billion capital investment over the period 2021-2025. This provides a platform for strong rollout of school building projects and delivering on the ambitions set out in the NDP in respect of catering for demographics, provision for special education needs etc. This investment will also facilitate an increased focus on the modernisation of existing school stock and help transition the school system for an era of net zero carbon by 2050.
My Department has a large pipeline of projects for delivery under the school building programme. There are currently in excess of 300 school building projects at construction with other projects in design and at or near the tendering stage.
At this time 85 school building projects are at various stages of architectural planning progressing in County Tipperary.
17 of these projects are on site and 5 projects are working through Stage 3 “Tender Stage” with a view to moving to site as soon as possible.
The current status of all projects are listed on a county by county basis at www.gov.ie. and is updated on a regular basis to reflect their progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
113. Deputy Holly Cairns asked the Minister for Education if she will ensure a student (details supplied) who requires a laptop as assistive technology is provided with this essential equipment. [57012/22]
View answerMy Department operates a scheme of grant-aid to primary and post-primary schools towards the cost of purchasing essential assistive technology equipment, which has been recommended by the National Council for Special Education (NCSE) as being essential for students with physical and/or sensory or communicative disabilities in accordance with the criteria set out in Circular 0010/2013 which is published on my Department’s website at www.education.ie/en/Circulars-and-Forms/Active-Circulars/cl0010_2013.pdf
The NCSE, through its network of local Special Educational Needs Organisers (SENOs), are responsible for processing applications from schools for special educational needs supports. SENOs will review the application, and professional reports provided in support of same, in order to establish whether the criteria of the scheme has been met. They will then make a recommendation to my Department as to whether or not assistive technology is required; and based on this recommendation, my Department will decide on the level of grant, if any, to be provided.
The NCSE operates within my Department's criteria in making recommendations for support. Schools make applications directly to the appropriate SENO, providing details of the student’s special educational needs or disability, including details of the approach taken by the school in making relevant interventions.
In order to qualify for equipment under the assistive technology scheme, a child must have been diagnosed with a physical or communicative disability and must also have a recommendation in a professional assessment that the equipment is essential in order to allow the child to access the curriculum. It must also be clear that the existing I.T. equipment in the school is insufficient to meet the child's needs, and where necessary, schools may also purchase new or additional equipment or software for students from normal school resources or funds.
The SENO with responsibility for assessment of the application in respect of the student referred to by the Deputy, has advised the school of the information required in order to establish whether the criteria of the scheme have been met. Following receipt of this information they will reasses the application and make a recommendation to my Department as to whether or not assistive technology is required; and based on this recommendation, my Department will decide on the level of grant, if any, to be provided and the school will be informed of the decision.
114. Deputy Violet-Anne Wynne asked the Minister for Education the number of times that she has visited County Clare since the Government took office; and the locations that she visited in tabular form; and if she will make a statement on the matter. [57027/22]
View answerMinister Foley visited Clare on the 8th of June 2021.
Please see attached in tabular form the locations Minister Foley visited while in Co.Clare.
|
School |
Location |
|
Gaelscoil Mhíchíl Cíosóg Inis |
Gort Rd. Ennis, Co. Clare, V95 DW35 |
|
Clonmoney NS |
Clonmoney, Newmarket on Fergus, Co. Clare V95AH94 |
115. Deputy Danny Healy-Rae asked the Minister for Social Protection if she will provide the details of the weekly allowance that is being paid to Ukrainian refugees in Ireland; and if she will make a statement on the matter. [56791/22]
View answerMy Department is committed to providing people fleeing the war in Ukraine, who have been granted Temporary Protection status, the supports and services they need. Under the Temporary Protection Directive, people displaced from Ukraine are entitled to the full range of welfare supports on the same basis as any Irish citizen.
This means they can apply for and if eligible receive a relevant social welfare payment including, jobseeker's payments, pensions, child benefit, and rent supplement.
A fast-track approach in processing these supports is in place which includes quick processing of Personal Public Service Numbers, and a simplified income support decision-making process.
The priority for my Department is to pay the most appropriate social welfare payment as quickly as possible. The appropriate scheme and rate of payment for each person depends on their individual circumstances.
116. Deputy Richard O'Donoghue asked the Minister for Social Protection the total financial amount on both a daily and yearly basis, of EU fines being paid by her Department in 2022; if she will provide the corresponding figures for 2020 and 2021, including the specifics of each case in her Department. [56781/22]
View answerThere are no EU related fines being paid by my Department in 2022. Furthermore, no EU fines were paid by the Department of Social Protection during 2021 or 2020. I trust this clarifies the matter for the Deputy.
117. Deputy Claire Kerrane asked the Minister for Social Protection when she expects the gratuity payment to former community employment scheme supervisors to be paid in full, given that her Department confirmed that some payments have been received but many former CE scheme supervisors are still waiting for their payment; and if she will make a statement on the matter. [56766/22]
View answerAs the Deputy is aware, Community Employment (CE) supervisors and CE assistant supervisors sought for several years through their union representatives, SIPTU and Forsa, the allocation of Exchequer funding to implement a 2008 Labour Court recommendation relating to the provision of a pension scheme for CE supervisors and CE assistant supervisors who are employed by CE scheme sponsoring organisations.
Following an agreement between the Minister for Public Expenditure and Reform and the Minister for Social Protection, a final settlement was reached with unions representing CE supervisors and assistant supervisors at the end of 2021. This settlement resolves this long-standing issue through the payment of a once off ex-gratia payment to eligible CE supervisors and assistant supervisors. This settlement which will benefit approximately 2,500 people employed by CE schemes going back to 2008. It is estimated to have a total cost of over €24 million.
Generally, under the terms of this settlement, on reaching retirement age, eligible CE supervisors and assistant supervisors will receive a once off ex-gratia payment in respect of time employed by CE schemes since 2008. People who retired since 2008 and who have reached retirement age are now able to apply for this payment.
Over the past number of months, an administrative and ICT system to accept applications and process payments was put in place within the Department of Social Protection. The first group of ex-gratia applications have been received and are being processed - these relate to persons who retired since 2008. Following Government approval earlier this month, legislative provisions to provide for these payments are being included in the Social Welfare Budget Bill, which will also, once enacted, facilitate the early payment of processed applications.
A notification will issue to recipients as soon as payments are processed and are ready to issue.
I trust this clarifies the matter for the Deputy.
118. Deputy Niamh Smyth asked the Minister for Social Protection if she will provide an update on an appeal by a person (details supplied); and if she will make a statement on the matter. [56771/22]
View answerThe Social Welfare Appeals Office functions independently of the Minister for Social Protection and of the Department and is responsible for determining appeals against decisions in relation to social welfare entitlements.
The Social Welfare Appeals Office has advised me that an appeal by the person concerned was registered in that office on 28 July 2022. It is a statutory requirement of the appeals process that the relevant Departmental papers and comments by the Deciding Officer on the grounds of appeal be sought. These papers were returned to the Appeals Office on 17 October 2022 and referred on 19 October 2022 to an Appeals Officer who will make a summary decision on the appeal based on the documentary evidence presented or, if necessary, hold an oral hearing.
I trust this clarifies the matter for the Deputy.
