Thursday, 2 Feb 2023

Education Policy

Questions (141)

Paul Murphy

Question:

141. Deputy Paul Murphy asked the Minister for Education her views on providing a Dublin allowance for teachers given the high costs-of-living and accommodation in particular. [5211/23]

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Written answers

The quality and commitment of Irish teachers is at the bedrock of our education system and has been key to unlocking Ireland’s potential as a knowledge economy. A range of measures are in place to ensure that teaching remains an attractive profession and that schools are supported in recruiting the staff they need.

Pay and workplace reform measures for public servants have been governed by a framework of public service pay agreements for a number of years with the current agreement “Building Momentum” now extended until the end of 2023. The value of public pay deals to the Government and the taxpayer is ensuring that pay costs are managed in a sustainable and orderly way and in a climate of industrial peace. By and large public pay agreements have delivered on these objectives over the last 12 years. The public service agreements have allowed a programme of pay restoration for public servants to start and new entrant pay has been gradually restored over the years.

The extension to Building Momentum provides for further increases of 6.5% to October 2023 (for a total of 8.5% to 9.5% over the entire agreement) for over 100,000 staff in the school sector as well as retired staff. In terms of teacher pay specifically, by next October, a teacher on point 1 of the scale would earn a minimum of €41,390, an increase of more than €10,000 per annum since 2012. A teacher on point 14 of the scale would earn at least €62,430 and those on the top point at least €77,000.

The Government is committed to the delivery of quality public services and will continue to approach public service pay in a balanced way that is reasonable and fair to both public servants and to the taxpayer. However, the Government acknowledges that the housing issue and the current price pressures in society present particular challenges and are a source of concern for all public service workers, including staff in the education sector.

Housing remains a priority matter for Government, led by my colleague the Minister for Housing, Local Government and Heritage. The Housing for All strategy delivers on the Programme for Government commitment to step up housing supply and put affordability at the heart of the housing system.

However, these current pressures are not unique to any one sector, and therefore a measure such as that referred to by the Deputy could not fairly be explored for any one group of workers. Any review of changes to pay, or other pay mechanisms such as an allowance like that proposed, can occur only under central processes and any specific proposals would need to be considered in detail by my Department, the Department of Public Expenditure and Reform, and the relevant unions.

Education Policy

Questions (142)

Christopher O'Sullivan

Question:

142. Deputy Christopher O'Sullivan asked the Minister for Education the status of the development of a new literacy, numeracy and digital strategy; the revised timeframe for same; and if she will make a statement on the matter. [4943/23]

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Written answers

Minister for Education

I would like to thank the Deputy for his question on my Department’s development of a new literacy, numeracy and digital strategy. I welcome this opportunity to provide an update on this crucial element of my work as Minister for Education.

As the Deputy is aware, under the Programme for Government, my Department is tasked with the development of a successor Literacy, Numeracy and Digital Literacy Strategy to the 2011 Literacy and Numeracy Strategy. The 2011 strategy achieved a significant amount and I am eager that we continue the progress that has been made and also learn from the considerable knowledge gained along the way.

This new strategy will be for all learners in early childhood and care, primary and post-primary schools and will run for ten years.

I and my officials are committed to this strategy being developed against robust research, to include consideration of national and international practice. To this end my Department commissioned a review of literature which, alongside an extensive consultation process, will feed into the development of the strategy.

A public consultation is ongoing and will close on 3rd February. I am delighted to report that we have received a significant number of responses from the public so far on this very important topic.

Focus group consultations and bilateral meetings will commence in the coming weeks and a stakeholder consultation event will also be held in the coming months. These will all feed into the development of the new strategy which will be published in the coming months.

I hope this information is of assistance to the Deputy.

Departmental Data

Questions (143)

Frankie Feighan

Question:

143. Deputy Frankie Feighan asked the Minister for Education the status of a former school building (details supplied); and if she will make a statement on the matter. [5192/23]

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Written answers

Minister for Education

The property referred to by the Deputy is not in my ownership. However, in common with other buildings of its kind, where significant grant aid is provided by my Department for the development of school premises, investment is secured by way of a long-term legal agreement known as a Charging Lease. There is currently a Charging Lease in place on the property referred to by the Deputy.

In circumstances where a property has ceased to be used as a school, and a request is received by my Department to release the State's interest secured under the Charging Lease, such requests are considered in the context of the specific circumstances which pertain to the individual property.

In this particular case, I can confirm that my Department has not received a request from the property owners to release my interest in the property in question. Therefore the status of the subject property is still a matter for the property owners.

School Transport

Questions (144)

Aodhán Ó Ríordáin

Question:

144. Deputy Aodhán Ó Ríordáin asked the Minister for Education if she will consider extending the free school transport scheme announced as a one-year measure; and if she will ensure that the capacity issues will be addressed well in advance of September 2023. [4716/23]

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Written answers

Minister for Education

The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 147,900 children, including over 18,000 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country.

In addition, school transport scheme services are being provided in the current school year for over 3,800 children who have arrived to Ireland from Ukraine.

The total cost of the scheme in 2022 was €332.2m.

A review of the School Transport Scheme commenced in February 2021. The review is being conducted with a view to examining the current scheme, its broader effectiveness and sustainability, and to ensure that it serves students and their families adequately.

Phase 1 of the review, an examination of issues a report on eligibility with an examination of issues for mainstream pupils relating to the nearest and next nearest school was completed in June 2021.

Following commencement of the review the Steering Group presented me with an initial interim report in June 2021, with regard to eligibility and with an examination of issues for mainstream pupils relating to the nearest and next nearest school.

Following consideration of this report, for the 2021/2022 school year, the extension of temporary alleviation measures were approved for transport for post-primary students who are otherwise eligible for school transport but are attending their second nearest school and have applied and paid on time. These measures will be continued for the current school year, pending completion of the review and means transport will be 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.

While work on the review was impacted somewhat by the current conflict in Ukraine, and by the increased demand for the scheme in summer 2022 due to fees being waived, my officials are working to complete phase 3 of the review within the coming weeks with recommendations on the future operation of the Department’s School Transport Scheme. Once approved by Government it is planned that the review will be published.

Planning for the operation of the school transport scheme for the 2023/24 is expected to be completed shortly. Bus Éireann will advertise the details of the 2023/2024 school year process through their website and social media platforms. Details will also be published on the Department’s website and, in line with normal practice, will also be communicated to Oireachtas Members.

Pleananna Oideachais

Questions (145)

Catherine Connolly

Question:

145. D'fhiafraigh Deputy Catherine Connolly den Aire Oideachais maidir le Ceist Pharlaiminte Uimh. 77 den 11 Deireadh Fómhair 2022, an ndéanfaidh sí soiléiriú a thabhairt ar an dul chun cinn atá déanta maidir leis an bplean chun beartas cuimsitheach don Ghaeilge sa chóras oideachais, ó leibhéal an oideachais réamhscoile go leibhéal an oideachais do mhúinteoirí, a fhorbairt agus a fhoilsiú; an ndéanfaidh sí sonraí a thabhairt faoin gcoiste stiúrtha; cé mhéad uair a bhuail an coiste le chéile go dtí seo; an mbreactar miontuairiscí le linn cruinnithe den choiste; agus an ndéanfaidh sí ráiteas ina thaobh. [4836/23]

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Written answers

Minister for Education

Tá obair ar siúl faoi láthair i mo Roinnse chun polasaí nua don oideachas lán-Ghaeilge lasmuigh den Ghaeltacht a fhorbairt. Tógfaidh an polasaí seo ar an méid atá bainte amach ag an bPolasaí don Oideachas Gaeltachta, agus beidh sé mar chéim thábhachtach eile i dtreo ghealltanas Chlár an Rialtais maidir le forbairt an pholasaí chuimsithigh don Ghaeilge sa chóras oideachais a chomhlíonadh. Déanfar an polasaí don oideachas lán-Ghaeilge a fhorbairt i gcomhthéacs na Straitéise 20 Bliain don Ghaeilge 2010-2030.

Bunaíodh coiste stiúrtha le hionadaithe ó na Ranna Rialtais agus ó na Gníomhaireachtaí Rialtais ábhartha chun maoirseacht a dhéanamh ar fhorbairt an pholasaí. Bhuail an coiste le chéile dhá uair go dáta agus breacadh miontuairiscí le linn na gcruinnithe.

Tá athbhreithniú ar litríocht náisiúnta agus idirnáisiúnta coimisiúnaithe trí phróiseas soláthair phoiblí le bheith mar bhonn eolais d’fhorbairt an pholasaí.

Cuireadh próiseas comhairliúcháin phoiblí ar bun ar 27 Deireadh Fómhair 2022 chun tuairimí páirtithe leasmhara a fháil; daoine óga, tuismitheoirí, gairmithe oideachais, páirtithe leasmhara oideachais agus eagraíochta Gaeilge ina measc. Cuireadh deireadh leis an gcéad tréimhse den phróiseas comhairliúcháin, a chuimsigh ceistneoir ar líne agus iarraidh ar aighneachtaí scríofa, ar 30 Eanáir 2023. Chomhlánaigh tuairim is 5,500 freagróir an ceistneoir ar líne.

Táim ag súil leis an obair thábhachtach seo a thabhairt chun cinn, chun an t-oideachas lán-Ghaeilge a neartú agus chun tógáil ar na torthaí dearfacha atá á mbaint amach cheana féin i gcur i bhfeidhm an Pholasaí don Oideachas Gaeltachta. Táim ag súil freisin le bheith ag obair leis na páirtithe leasmhara ábhartha chun na céimeanna éagsúla chun an polasaí a fhorbairt a chur chun cinn.

Work on the development of a new policy on Irish-medium education outside of the Gaeltacht is currently underway in my Department. This policy will build on the achievements of the Policy on Gaeltacht Education and will be an important next step towards achieving the Programme for Government commitment to develop a comprehensive policy on Irish in the education system. The policy on Irish-medium education will be developed in the context of the overall framework of the 20-Year Strategy for the Irish Language 2010-2030.

A steering committee has been established with representatives from relevant Government Departments and Agencies to oversee the development of the policy. The committee has met twice to date and minutes were taken during the meetings.

A review of national and international literature has been commissioned through a public procurement process to inform the development of the policy.

A public consultation process commenced on 27 October 2022 to gather the views of stakeholders, including young people, parents, education professionals, education stakeholders and Irish-language organisations. The first phase of the consultation process, which included an online questionnaire and a call for written submissions, closed on 30 January 2023. Approximately 5,500 respondents completed the questionnaire.

I look forward to progressing this important work of strengthening Irish-medium education provision and building on the positive outcomes already being achieved in the implementation of the Policy on Gaeltacht Education. I also look forward to working with relevant stakeholders in the development of this policy.

Scoileanna Gaeilge agus Gaeltachta

Questions (146)

Éamon Ó Cuív

Question:

146. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais an bhfuil i gceist aici suirbhé a dhéanamh maidir leis an éileamh atá i ngach pobal ar oideachas dara léibhéal trí Ghaeilge agus an gá atá ann, bunaithe ar an suirbhé seo, le tuilleadh scoileanna dara leibhéal a chur ar fáil a bheidh ag Teagasc trí Ghaeilge le go mbeidh deis reasúnach ag gach dalta gur mian leo oideachas a fháil trí mheán na Gaeilge ag an dara leibhéal é sin a dhéanamh; agus an ndéanfaidh sí ráiteas ina thaobh. [4661/23]

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Written answers

Minister for Education

Mar chuid den Straitéis 20 Bliain don Ghaeilge 2010-2030, tá gealltanas tugtha ag an Roinn Oideachais deiseanna a chruthú chun an t-oideachas trí mheán na Gaeilge a leathnú lasmuigh den Ghaeltacht i gcomhthéacs na bhfógraí ó Aibreán 2018 maidir le bunú 47 scoil nua ó 2019 ar aghaidh, ina dtugtar aird ar leith ar bhunú Gaelscoileanna, Gaelcholáistí, agus Aonaid Lán-Ghaeilge mar chuid de phróiseas pátrúnachta scoileanna nua. Tá obair idir lámha ag mo Roinn faoi láthair chun polasaí nua a fhorbairt don oideachas trí mheán na Gaeilge lasmuigh den Ghaeltacht. Áirítear, i measc na gcuspóirí atá leagtha amach don pholasaí seo, iniúchadh a dhéanamh ar an gcaoi inar féidir deiseanna do bhunú Gaelscoileanna agus Gaelcholáistí a mhéadú mar chuid den phróiseas pátrúnachta.

Déanann an Roinn soláthar scoileanna a phleanáil thar chreat de 314 limistéar pleanála scoile chun riachtanais déimeagrafacha a bhíonn ag athrú ar fud na tíre a mheas agus a shásamh. Baineann an Roinn úsáid as Córas Faisnéise Geografaí (GIS), agus úsáidtear sonraí ó raon foinsí, lena n-áirítear Sochar Linbh agus sonraí rollaithe na scoile, le fáil amach cá n-eascróidh an brú ar áiteanna scoile ar fud na tíre.

San anailís is déanaí a rinne an Roinn léirítear rolluithe atá seasta nó atá ag laghdú in 85% de na 314 limistéar pleanála scoile ag an mbunleibhéal don tréimhse go dtí 2026 i gcomparáid le 2021, ach meastar go dtiocfaidh méadú ar na rolluithe i thart ar 74% de na limistéir phleanála scoile ag an iar-bhunleibhéal don tréimhse go dtí 2029, agus meastar go sroichfidh formhór na limistéar sin buaicphointe laistigh den dá nó trí bliana atá le teacht.

Má léiríonn sonraí déimeagrafacha go bhfuil gá le soláthar breise, beidh seachadadh an tsoláthair bhreise sin ag brath ar chúinsí gach cás ar leith agus féadfar freastal ar an éileamh trí:

- Leas a bhaint as acmhainn reatha neamhúsáidte laistigh de scoil nó scoileanna,

- Acmhainn scoile nó scoileanna a leathnú,

- Scoil nó scoileanna nua a sholáthar

Reáchtáiltear próiseas pátrúnachta tar éis cinneadh a dhéanamh, bunaithe ar anailís dhéimeagrafach, go bhfuil gá le scoil nua. Tá an próiseas pátrúnachta oscailte do gach comhlacht pátrúnachta agus do phátrúin ionchasacha. Tar éis fógra mhí Aibreáin 2018 maidir le bunú scoileanna nua ó 2019, tá Córas um Phróiseas Pátrúnachta ar Líne nua forbartha ag an Roinn, a sholáthraíonn faisnéis oibiachtúil agus a thugann deis do thuismitheoirí a roghanna a chur in iúl maidir le pátrúnacht agus teanga teagaisc i.e. Gaeilge nó Béarla na scoileanna nua seo. Tá roghanna na dtuismitheoirí, mar aon le nithe eile ar nós méid éagsúlachta an tsoláthair i limistéar (soláthar trí mheán na Gaeilge san áireamh) ríthábhachtach don phróiseas cinnteoireachta agus cibé, ag leibhéal na bunscoile, an mbeidh an scoil ag feidhmiú mar ghaelscoil nó ag feidhmiú trí mheán an Bhéarla agus, ag leibhéal na hiar-bhunscoile, an mbeidh an scoil mar Ghaelcholáiste lán-Ghaeilge nó an amhlaidh go mbeidh aonad lán-Ghaeilge mar chuid de scoil atá ag feidhmiú trí mheán an Bhéarla.

Déanann an Roinn na hiarratais a fhaightear a mheas agus ullmhaíonn sí tuarascálacha measúnaithe le breithniú ag an nGrúpa um Bhunú Scoileanna Nua, grúpa comhairleach neamhspleách a bunaíodh chun an próiseas a mhaoirsiú. Tar éis bhreithniú an Ghrúpa, cuirtear tuarascáil le moltaí faoi bhráid an Aire don bhreithniú agus don chinneadh deiridh.

Is é an mheicníocht eile trínar féidir soláthar a dhéanamh d’iar-bhunscoil lán-Ghaeilge ná aonad lán-Ghaeilge/Aonad a bhunú i scoil atá ag feidhmiú trí mheán an Bhéarla. D’fhéadfadh a leithéid tarlú mar thoradh ar phróiseas pátrúnachta mar atá luaite thuas. D’fhéadfadh aon phátrún iar-bhunscoile dul i dteagmháil freisin leis an Roinn chun bunú Aonaid i scoil atá ann cheana féin a fhiosrú

Special Educational Needs

Questions (147)

Pádraig O'Sullivan

Question:

147. Deputy Pádraig O'Sullivan asked the Minister for Education if she will provide a progress report on a special education site in Glanmire County Cork (details supplied); and if she will make a statement on the matter. [4809/23]

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Written answers

Minister for Education

My Department has agreement in principle to acquire the site in Glanmire and the Elected Members of Cork City Council have approved the disposal of the land. The Chief State Solicitor's Office, acting on behalf of my Department, is currently progressing the acquisition through the conveyancing stage.

My Department and the National Council for Special Education (NCSE) continue to work very closely in planning for the delivery of new places required to meet forecasted demand.

The Deputy will be aware of the significant expansion of special school provision in Cork in recent years, and which includes the establishment of a new special school in Rochestown, Cork and increased capacity in other special schools. Cork Education and Training Board, as patron body, in conjunction with the NCSE and the Department of Education continue to advance planning for the opening of the new Rochestown Community Special School. The Department continues to consider strategic locations for special school provision, including the eastern side of Cork City, with a view to continuing the expansion of special school capacity as necessary.

State Examinations

Questions (148)

Aodhán Ó Ríordáin

Question:

148. Deputy Aodhán Ó Ríordáin asked the Minister for Education the proposed date of the 2023 Leaving Certificate results. [4715/23]

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Written answers

Minister for Education

The State Examinations Commission (SEC) has not confirmed a date on which the Leaving Certificate 2023 results will be issued.

The State Examinations Commission (SEC) has responsibility for the operation, delivery and development of the State examinations. 2022 marked the return to externally delivered examinations for all candidates at both Leaving Certificate and Junior Cycle, with 61,108 candidates sitting Leaving Certificate examinations and 67,130 candidates sitting Junior Cycle examinations.

There were a number of factors that affected the timing of the issue of results for both examinations in 2022. These included a challenge in recruiting sufficient examiners, the provision of a set of deferred examinations at Leaving Certificate for candidates who experienced illness or bereavement, and the implementation of a post-marking adjustment, also at Leaving Certificate. That gave effect to my commitment that results in 2022 would be no lower in the aggregate than in the previous year.

Availability of teachers to mark the examinations had been challenging for a number of years prior to the COVID pandemic but became acute in 2022. Recruitment and retention of teachers as examiners is of critical concern and the SEC is undertaking a review of this issue with all of the second level stakeholders with the objective of substantially increasing the number of teachers involved.My Department approved increased rates of payment for examiners in 2022 and additional payments were made which recognised the cooperation, flexibility and support needed in the delivery of the examinations. I am pleased to advise the Deputy that €11m was provided on Budget Day this year to maintain these increased examiner pay rates for 2023.

Education Policy

Questions (149)

Bríd Smith

Question:

149. Deputy Bríd Smith asked the Minister for Education the discussions or arrangements that occur with her Department or local schools in cases in which children, as refugees or asylum seekers, in primary and secondary schools are moved, with little formal notice to the parents or staff involved; and if she will make a statement on the matter. [5246/23]

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Written answers

Minister for Education

In Ireland, all migrant children, including children of international protection applicants, children of migrant workers and unaccompanied minors can access can access primary and post-primary education in a manner similar to Irish nationals, until they have reached 18 years of age.

Tusla Education Support Service (TESS) works with the International Refugee Protection Programme (IRPP) and the International Protection Accommodation Service (IPAS) to ensure that children seeking international protection are enrolled in school as soon as possible following their arrival, and can offer assistance if there are difficulties in sourcing school places.

TESS also works in conjunction with the Regional Education and Language teams (REALT), which were established by my department to support the needs of children arriving in Ireland from Ukraine. The role of the REALT has been extended to include non-Ukrainian arrivals, ensuring one clear and comprehensive system for the identification of school places and assistance with supports that will streamline the process for children and young people, their families and schools. The primary role of the REALT is to assist children in finding school places and to support schools in the area to meet the needs of these children as they emerge, to advise and support the Department in developing new capacity where required, and to coordinate the provision of education services to children and families across their defined area.

Capacity is a challenge for my department, both in terms of physical school buildings in which to accommodate additional pupils, and also the human resources, teachers, SNAs etc. with the skills to address their education needs.

Ultimately, the location of the accommodation provided for families will be relevant in identifying appropriate school capacity to meet their education needs, and my department is coordinating with the Department of Children, Equality, Disability, Integration and Youth and the Department of Housing, Planning and Local Government in this respect.

My Department continues to communicate with schools in relation to supporting the arrival of children and young people from Ukraine, and children of international protection applicants from other countries. This includes the most recent letter from my Department dated 15 December 2022, which advises school principals that from time to time, it is likely that some families will be moved from their current accommodation due to the short-term and temporary nature of their placement, and provides information on supports available. 4f9e2303-80a0-445c-be11-c7e9226d49a7.pdf (www.gov.ie)

School Transport

Questions (150)

Colm Burke

Question:

150. Deputy Colm Burke asked the Minister for Education the action her Department will take in the provision of additional capacity for school transport for the 2023-2024 academic year (details supplied); and if she will make a statement on the matter. [4951/23]

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Written answers

Minister for Education

The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year, over 147,900 children, including over 18,000 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country.

In addition, school transport scheme services are being provided in the current school year for over 3,800 children who have arrived to Ireland from Ukraine.

The total cost of the scheme in 2022 was €332.2m.

A review of the School Transport Scheme commenced in February 2021. The review is being conducted with a view to examining the current scheme, its broader effectiveness and sustainability, and to ensure that it serves students and their families adequately.

Phase 1 of the review examined the impact of eligibility criteria on mainstream pupils who were eligible for transport to their nearest school but attending their next nearest school. The report was completed in June 2021.

Following consideration of this report, for the 2021/2022 school year, the provision of temporary alleviation measures was approved for transport for post-primary students who are otherwise eligible for school transport, but were attending their second nearest school and had applied and paid on time. These measures have been continued for the current 2022/2023 school year, pending completion of the review. These measures mean that transport is provided for post-primary pupils who are eligible for transport to their nearest school and are attending their second nearest school and, who applied for school transport by the 29th April 2022 and registered for a ticket by the 29th July 2022. Phase two of the review has progressed significantly and is being completed in tandem with phase three which is well underway.

While work on the review was impacted somewhat by the current conflict in Ukraine, and by the increased demand for the scheme in summer 2022 due to fees being waived, officials in the Department are working to complete phase 3 of the review within the coming weeks with recommendations on the future operation of the Department’s School Transport Scheme. Once approved by Government it is planned that the review will be published.

Planning for the operation of the school transport scheme for the 2023/24 is expected to be completed shortly. Bus Éireann will advertise the details of the 2023/2024 school year process through their website and social media platforms. Details will also be published on the Department’s website and, in line with normal practice, will also be communicated to Oireachtas Members.

School Staff

Questions (151)

Jennifer Murnane O'Connor

Question:

151. Deputy Jennifer Murnane O'Connor asked the Minister for Education the steps being taken to address teacher recruitment issues in primary and post-primary schools; the actions being taken to recognise foreign-based qualifications of teachers; and if she will make a statement on the matter. [4934/23]

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Written answers

Minister for Education

The recruitment of teachers is a priority area of action for the Department given the importance of ensuring that every child's experience in school is positive and that they have available to them qualified, engaged and supportive teachers to support them in their learning.

My Department is undertaking a comprehensive programme to support the supply of teachers. A number of measures are being implemented, including:

- a range of special, temporary arrangements to create greater capacity for student teachers to provided substitute cover,

- adjustment of the provision of continuing professional development (CPD) to reduce the need for substitution and to provide additional personnel to support schools,

- increasing the additional hours that post primary teachers can teach each term from 20 to 35 for the remainder of the 2022/23 school year,

- launching a communications campaign to encourage retired teachers to take up short-term substitute positions and to enable them to teach for up to 50 days in each of the calendar years 2021 to 2023 without, in most cases, a reduction in their pension, - providing the allocated staffing resources for the 2023/34 school year to post-primary schools on 26 January and to primary schools on 31 January,

- introduction, by the Teaching Council of regulations to allow the registration of 3rd and 4th year undergraduate student teachers; which has lead to over 2,100 student teachers applying for registration,

- providing for fully funded upskilling programmes in mathematics, physics and Spanish. Beginning with 170 places in January 2021, I have agreed to increase places to over 300 in 2023, and a new Irish upskilling programme is planned for 2023/24, - providing for the allocation of a significant number of additional posts to primary substitute teacher supply panels in areas where significant challenges in sourcing substitution continue. This brings the total to 610 posts on 151 panels covering more than 2,840 schools,

- allowing job sharing teachers to be employed to work in a substitute capacity, during the period they are rostered off duty, in their own or in other schools on a temporary basis for the 2022/23 school year,

- suspending the limits on substitute work that apply to teachers on career break have also been on a temporary basis the 2022/23 school year

- provision of additional posts to primary substitute teacher supply panels in areas where significant challenges in sourcing substitution continues, with an allocation of 610 posts to 151 panels covering more than 2,840 schools,

- development of Sub Seeker, a central portal for short-term substitute vacancies, by the Irish Primary Principals' Network (IPPN) and the National Association of Principals and Deputy Principal’s (NAPD). The portal, launched in December 2019, matches available primary and post-primary teachers with short-term substitute vacancies. Almost 12,000 teachers have registered with Sub Seeker to date.

These measures are underpinned by the Teaching Transforms campaign which promotes the teaching profession and encourages students to follow a career in teaching.

The Teaching Council is the professional standards body for the teaching profession, which promotes and regulates professional standards in teaching. Fully qualified teachers who have qualified outside of the Republic of Ireland are eligible to apply for registration with the Teaching Council. All applications from teachers who qualified abroad are processed in line with the EU Directive 2005/36/EC.

A person deemed to be a fully qualified teacher has completed a recognised teacher education qualification and any statutory programme of induction/period of post-qualification employment in the country in which they qualified and can provide an official letter from the relevant teacher registration body/Competent Authority or Ministry of Education confirming recognition as a fully qualified teacher in the State/country.

To assist with teacher supply challenges in the context of the current public health situation, the Teaching Council, on a time-bound basis, will accept applications from primary and post-primary teachers who have qualified outside of Ireland but who have not completed the statutory period of induction in the country in which they qualified. They will be able to complete induction (Droichead) in Ireland. This is accordance with the Teaching Council (Registration) (Amendment) Regulations 2023. The application process for these teachers, will open on 22 February 2023 and remain open until 1 February 2024.

The Council is also reviewing its registration application process for teachers who qualify overseas to enhance efficiencies.

Despite the positive impact of these important actions, work remains to be done to address teacher supply challenges, particularly to ensure the availability of sufficient numbers of substitute teachers. My Department continues to work intensively with all stakeholders to develop and implement creative solutions to address the teacher supply challenges for schools

Special Educational Needs

Questions (152)

Alan Farrell

Question:

152. Deputy Alan Farrell asked the Minister for Education the ongoing efforts her Department is making to recruit SNAs and the number of SNAs gaining qualifications; and if she will make a statement on the matter. [4094/23]

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Written answers

Minister of State at the Department of Education

I would like to thank the Deputy for the question and reassure him that the provision of education for children with special needs is a priority for Government and for me as Minister for Special Education and Inclusion. This is reflected in my Department’s 2023 budget allocation of more than €2.6 billion to support special education. This level of educational funding and support is unprecedented and represents in excess of 27% of the Department of Education’s total allocation for 2023.

Special Needs Assistants (SNAs) provide schools with additional adult support staff to assist children with special educational needs who also have additional and significant care needs. Such support is provided in order to facilitate attendance by those pupils at school and also to minimise disruption to class or teaching time for the pupils concerned, or for their peers, and with a view to developing their independent living skills.

SNAs are allocated to schools by the National Council for Special Education (NCSE) who also undertake exceptional reviews where schools indicate that there are additional care needs beyond the existing SNA allocation. In recent years schools have maintained their SNA allocations and since 2020 over 2,000 additional SNA posts have been added including 1,194 provided in Budget 2023.

As the employer schools comply with nationally agreed guidelines for the recruitment and appointment of SNAs. Generally speaking, if a SNA is no longer required in their existing school, they are placed on deployment panels and have first option to apply for newly created SNA posts in nearby schools. The timelines therefore for schools to fill vacant SNA posts varies from school to school and nationwide, depending on the numbers of posts available to be filled at any one time. In addition, for SNA staff coming from outside the education sector, time required to give notice to an existing employer can also impact on the start time in the new SNA post. Overall, however, there is no evidence that schools are having any difficulties in recruiting or retaining SNA staff, including for short-term vacancies such as sick leave and/or maternity leave.

The 2018 Review of the Special Needs Assistant Scheme published by the National Council for Special Education (NCSE) includes a recommendation for the provision of a national online training programme for existing SNAs who do not have the requisite level of relevant training. Arising from this recommendation my Department awarded a four-year contract to University College Dublin (UCD) School of Education to design and deliver a new national online training programme for Special Needs Assistants (SNAs) employed in schools. The programme is fully funded by the Department and delivered at no cost to the SNA.

The national on-line training programme for SNAs is a major educational initiative, which will enhance the knowledge, skills and expertise of SNAs who are crucial to the inclusion of students with additional care needs in education. This is a high-quality and innovative pilot training programme which will inform ongoing policy considerations relating to future training options for SNAs.

It is intended to accredit the programme as a Level 6 Special Purpose Award on the National Framework of Qualifications (NFQ). UCD has advised the Department that work has commenced to accredit the programme under UCD’s standard programme approval procedures. UCD is also considering how previous graduates from the programme might have their award accredited retrospectively. Approximately 1,300 SNAs have completed the course to date and it is intended that the programme will be delivered to up to 3,500 SNAs over the four year scheme funded by my Department of Education.

By the end of 2023, there will be over 20,000 Special Needs Assistants working in our schools and my Department is very aware of the continuing need to provide appropriate training and development opportunities with a view to supporting the inclusion of students with additional care needs in education.

Educational Disadvantage

Questions (153)

James O'Connor

Question:

153. Deputy James O'Connor asked the Minister for Education the number of primary and post-primary schools that have access to home school liaison services; and if she will make a statement on the matter. [5105/23]

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Written answers

Minister for Education

Under the DEIS programme, the HSCL Scheme seeks to promote partnership between parents, teachers and community family support services, with a view to supporting improved attendance, participation and retention. A HSCL Coordinator is a teacher from a participating school/s who is released from teaching duties, for a maximum of five years, in order to work intensively with and support parents/guardians. The overarching goal of the HSCL Coordinator is to improve educational outcomes for children through their work with the key adults in the child’s life. HSCL is a school-based intervention provided to address the needs of students and their families in disadvantaged areas through acknowledging and developing the role of the parent as prime educator. This is achieved through targeting the families of students most at risk of educational disadvantage and putting in place a range of appropriate support interventions.

Currently, all DEIS Urban Primary and DEIS Post Primary schools are included in the HSCL Scheme, which serves 693 schools. The scheme is delivered by 529 full-time HSCL Coordinators who are teachers in these schools and assigned to HSCL duties either in individual schools or clusters of schools, catering for approximately 207,000 pupils.

In addition to the above;

- a pilot project to support Traveller and Roma pupils, under the National Traveller and Roma Inclusion Strategy is in operation in 4 pilot locations, (Galway, Wexford, Dublin and Cork) with 1 HSCL assigned in each pilot location. The pilot project supports approximately 50 schools

- under 2022 Dormant Accounts Funding, my Department received €400,000 to support attendance, participation and retention among Traveller and Roma learners. Part of the measures for this additional funding include the allocation of 10 new HSCL Coordinator posts in 14 non-DEIS post-primary schools.

Official Engagements

Questions (154)

Paul Kehoe

Question:

154. Deputy Paul Kehoe asked the Minister for Education the number of face-to-face and online meetings and engagements that she has had with representatives of an organisation (details supplied) in each of the years from 2011 to date; and if she will make a statement on the matter. [5019/23]

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Written answers

Minister for Education

The information requested, by the Deputy, is not readily available at this time.

All of the Ministers previous engagements are available to view on the Department of Education website or with the following link - gov.ie - Department of Education Ministers' Diaries (www.gov.ie)

Legislative Measures

Questions (155)

Donnchadh Ó Laoghaire

Question:

155. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the timeline for the consultation on the review of the Education for Persons with Special Educational Needs Act 2004. [5247/23]

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Written answers

Minister of State at the Department of Education

As announced in December 2021, I have sought a review of the Education for Persons with Special Educational Needs Act, 2004, which provides for the education of children aged under 18 years with special educational needs. The EPSEN Act 2004, is now in place for more than 18 years and there have been many significant changes and developments to policy relating to the education of children with special needs in that time. The purpose of the review is to ensure that legislation on education for students with additional needs is up-to-date, fully operational, and reflective of the lived experiences of students and families.

A number of steps have been taken by my Department in relation to this important review of legislation. A Steering Group, Working Group and Advisory Group are overseeing this review process. The advisory group contains various groups representing stakeholders for this important review. Full membership of the groups is published on the department website.

A full stakeholder engagement took place on the 21st of June 2022, to discuss concerns and proposals in relation to this review, which was very positive. A large amount of work has occurred since then to prepare categories of public surveys and a consultation paper to inform members of the public of the review.

The review includes online surveys for students and persons who have left the education system, staff, parents and members of the public, and individuals or organisations that wish to make a submission. These are available on the department website. These online surveys, which launched on 30th November 2022, form one part of the planned consultation process. This was published in local and national media and online, and communications were issued to all school principals and other stakeholders. This stage of consultation will be open until 3rd March 2023. Focus groups will be organised at the conclusion of the public survey to explore key themes that arise as result of the survey analysis. A full open policy day shall also be held at the conclusion of the focus groups to allow for further stakeholder engagement. In depth engagement has also occurred with the NCSE in relation to specific research that shall assist with this review. Open collaboration and consultation will be at the heart of the review and all stakeholders will be invited to engage with the process.

The consultation process will be wide-ranging, so that it can include a breadth of experience of as many of those people impacted by the legislation. Significant efforts are being made by the department to consult with students and families of those with special educational needs who are currently, or have been through, the education system during the period of operation of the Act. A range of consultation methods will be used over the coming months. The views of experts are also being sought, to include those working in the education sector and people supporting persons with disabilities.

This important review will be concluded with delivery of a report including full analysis of the stakeholder and public engagement, focus groups feedback and the evidence-based research.

School Staff

Questions (156)

Gary Gannon

Question:

156. Deputy Gary Gannon asked the Minister for Education if she will provide an update on the efforts of her Department to address teacher shortages. [5138/23]

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Written answers

Minister for Education

The recruitment of teachers is a priority area of action for the Department given the importance of ensuring that every child's experience in school is positive and that they have available to them qualified, engaged, and supportive teachers to support them in their learning.

My Department is undertaking a comprehensive programme to support the supply of teachers. A number of measures are being implemented, including:

- a range of special, temporary arrangements to create greater capacity for student teachers to provided substitute cover,

- adjustment of the provision of continuing professional development (CPD) to reduce the need for substitution and to provide additional personnel to support schools,

- increasing the additional hours that post primary teachers can teach each term from 20 to 35 for the remainder of the 2022/23 school year,

- launching a communications campaign to encourage retired teachers to take up short-term substitute positions and to enable them to teach for up to 50 days in each of the calendar years 2021 to 2023 without, in most cases, a reduction in their pension, - providing the allocated staffing resources for the 2023/34 school year to post-primary schools on 26 January and to primary schools on 31 January,

- introduction, by the Teaching Council of regulations to allow the registration of 3rd and 4th year undergraduate student teachers; which has lead to over 2,100 student teachers applying for registration,

- providing for fully funded upskilling programmes in mathematics, physics and Spanish. Beginning with 170 places in January 2021, I have agreed to increase places to over 300 in 2023, and a new Irish upskilling programme is planned for 2023/24,

- providing for the allocation of a significant number of additional posts to primary substitute teacher supply panels in areas where significant challenges in sourcing substitution continue. This brings the total to 610 posts on 151 panels covering more than 2,840 schools,

- allowing job sharing teachers to be employed to work in a substitute capacity, during the period they are rostered off duty, in their own or in other schools on a temporary basis for the 2022/23 school year, and

- suspending the limits on substitute work that apply to teachers on career break have also been on a temporary basis the 2022/23 school year.

These measures are underpinned by the Teaching Transforms campaign which promotes the teaching profession and encourages students to follow a career in teaching.

Despite the positive impact of these important actions, work remains to be done to address teacher supply challenges, particularly to ensure the availability of sufficient numbers of substitute teachers. My Department continues to work intensively with all stakeholders to develop and implement creative solutions to address the teacher supply challenges for schools.

Special Educational Needs

Questions (157)

Aindrias Moynihan

Question:

157. Deputy Aindrias Moynihan asked the Minister for Education the progress on delivery of additional ASD spaces for students in Ballincollig, Cork; and if she will make a statement on the matter. [5131/23]

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Written answers

Minister of State at the Department of Education

I would like to thank the Deputy for the question and would like to advise the following:

Enabling children with special educational needs to receive an education is a priority for this Government.

For 2023, the spend by my Department on special education will be substantially increased by over 10% on last year, meaning that for 2023 my Department will spend over €2.6 billion on special education.

This level of educational funding and support is unprecedented and represents in excess of 27% of the Department’s total allocation for 2023.

This includes funding for new special classes, new special school places, additional special educational teachers and special needs assistants.

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.

The NCSE have sanctioned 103 new special classes at primary level and 46 new special classes at post-primary level over the last 3 years in County Cork.

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 2,544 special classes nationwide, with 1,802 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.

It is important to note that where possible, children with special educational needs should be accommodated in mainstream education, but where the needs of the children are greater, special classes and indeed special schools are provided. Every effort should be made where special classes exist within a mainstream school to integrate the children and young people in this class with their peers in mainstream classes.

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 appropriate 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

Special Educational Needs

Questions (158)

Colm Burke

Question:

158. Deputy Colm Burke asked the Minister for Education the status of SEN provision in Cork; and if she will make a statement on the matter. [4952/23]