Written Answers Nos. 643-667
643. Deputy Cathal Crowe asked the Minister for Education when sixth-year students can expect to receive definite timetable scheduling for their Leaving Certificate oral examinations (details supplied); and if she will make a statement on the matter. [12683/23]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the state examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
645. Deputy Peter Burke asked the Minister for Education the status of a school building project, (details supplied); if she will advise what is the current position with the project; when contracts will be signed and the project progressed; and if she will make a statement on the matter. [12690/23]
View answerThe school building project to which the Deputy refers has been devolved for delivery to the National Development Finance Agency (NDFA) as part of bundled school building programme. This project is part of the bundle referred to as ‘Project Nore'.
The project is currently at Stage 3 of the delivery process and, following a Departmental review of the Tender Assessment Report, approval for stage 4 construction will follow.
My Department's Planning and Building Unit is currently assessing its work programme and priorities for 2023 in the context of its available funding. My Department's published NDP allocation for 2023 is €860 million. High construction inflation remains a continuing feature of the construction sector for 2023. As part of its planning ahead for the remainder of 2023, my Department is engaging with the Department of Public Expenditure, NDP Delivery and Reform in relation to capital funding pressures in order to continue to adequately support the operation of the school system with rollout of school building projects to construction in 2023.
We are currently at a very advanced stage with these discussions. Progress has been made and I am anxious to bring this to resolution very soon. I want to reassure the Deputy and the relevant school communities that school building projects that are currently on hold due to capital funding pressures will be progressed and delivered – it is a question of timing. I am well aware of the urgency in getting these projects delivered as quickly as possible. The outcome of our engagement with the Department of Public Expenditure, NDP Delivery and Reform will provide better clarity on the timelines for the progression of these projects. This is a key priority for me. I have engaged directly with Minister Donohue on this matter and will continue to do so with a view to getting our funding pressures resolved as quickly as possible.
We will be providing an update to individual schools when our engagement with the Department of Public Expenditure, NDP Delivery and Reform concludes. In tandem with this, my Department’s Planning & Building Unit will also be updating Patron Bodies and School Management Bodies at that stage. Key priorities for my Department's work programme include continuing strong delivery to support the operation of the school system with particular regard to planning ahead for the 2023/24 school year and beyond and also with particular regard to supporting special needs provision. 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.
646. Deputy Réada Cronin asked the Minister for Education if children (details supplied) can be catered for in the provision of school bus tickets as per her last budget announcement as happened for children in Meath; and if she will make a statement on the matter. [12727/23]
View answerThe 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 €338.9m.
Children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
Children who are eligible for school transport and who have completed the application process on time are now accommodated on school transport services where such services are in operation.
In addition, temporary alleviation measures have been continued for the current 2022/23 school year, pending completion of the review and this means that transport has been 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 2022 and registered for a ticket by the 29th July 2022.
Children who are not eligible for school transport, but who completed the application process on time, are considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
Because of the nature of concessionary transport for non-eligible children and the priority of providing places for eligible children, there may be an excess of demand over supply for concessionary places, in these cases Bus Éireann will allocate tickets for spare seats using an agreed selection process.
As part of the budgetary process, some additional funding was approved for the scheme which allowed officials in consultation with Bus Éireann to consider and evaluate where temporary additional capacity may be available. However, it is important to stress that this was subject to capacity considerations. It has become increasingly difficult to source additional contractors due to the lack of availability of vehicles and contractors/drivers.
In cases where the Department is satisfied that the nearest school is full, eligibility for school transport will be determined based on the distance that children reside from their next nearest school having regard to ethos and language. To establish that the nearest school is full parents/guardians must provide certain documentary evidence including confirmation that an application for enrolment in the nearest school was made within the deadline dates specified by the school and confirmation from the school authorities that the school was full.
Bus Éireann has advised that the children referred to by the Deputy are not eligible for school transport under the terms of the scheme and were unsuccessful in obtaining a seat on board a school transport service for the 2022/23 school year. Bus Éireann also advise that of the 26 children referred, 19 of these are attending their third nearest school and 7 are attending their fourth nearest school and that existing service is currently operating to capacity.
647. Deputy Holly Cairns asked the Minister for Education the steps she is taking to address the over subscription to national schools in a town (details supplied). [12765/23]
View answerAs the Deputy will be aware, for school planning purposes, my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.
My Department's projections of primary school place requirements in Dunmanway show overall enrolments are anticipated to remain generally stable, or to decline slightly.
While my Department is aware of increasing pressures and demand for additional school places it is important to note that where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:
- Duplication of applications, where pupils have applied for a place to a number of schools in the area
- School of choice, where pupils can’t get a place in their preferred school while there are places in other schools in the town/area
- Some towns/areas have single sex schools and while places are available in the school, they are not available to all pupils
- External draw, where there are pupils coming from outside the local area
My Department will continue to work to advance the planned and current projects in Dunmanway and to ensure sufficient places for both mainstream provision and for pupils with special education requirements, both for the coming academic year and into the future.
648. Deputy Holly Cairns asked the Minister for Education if she will ensure that an additional teacher is assigned to a national school (details supplied) under the criteria alleviating some of the pressure on class sizes at infant level. [12766/23]
View answerThe key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September.
For the 2023/24 school year, the staffing schedule for primary schools has been improved by one point and schools will be provided with class teachers on the basis of 1 teacher for every 23 pupils which is a historical low ratio.
The staffing process contains an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Primary Staffing Appeals Board. The Appeals Board operates independently of the Department and its decision is final.
The Appeals Board has determined that the staffing appeal referred to by the Deputy did not satisfy all of the published criteria as set out in Circular 0006/2023. The school has been informed of this decision.
649. Deputy Holly Cairns asked the Minister for Education if she will provide details on the date set for the issuing of Leaving Certificate results. [12767/23]
View answer2022 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 which gave effect to my commitment that results in 2022 would be no lower in the aggregate than in the previous year. Leaving Certificate results issued on 2 September last year, with the results of Leaving Certificate appeals issuing five weeks later on 7 of October, in time for integration with the CAO offers season.
The State Examinations Commission (SEC), which has responsibility for the operation, delivery and development of the State examinations, has not confirmed a date on which the Leaving Certificate 2023 results will be issued. However, it continues to work intensively to prepare for the examinations process.
650. Deputy Holly Cairns asked the Minister for Education if she will immediately make available the SNA allocations for secondary schools in Cork south west for the 2022-2023 academic year. [12768/23]
View answerI would like to thank the deputy for raising these matters and would like to advise the following:
Enabling children with special educational needs (SEN) to receive an education appropriate to their needs is a priority for this Government.
It is also a key priority for me as Minister for Special Education & Inclusion, for my Department and for the National Council for Special Education (NCSE).
The Special Needs Assistant (SNA) scheme is designed to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs. Such support is provided in order to facilitate the attendance of 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 not allocated to individual children but to schools as a school based resource. The deployment of SNAs within schools is a matter for the individual Principal/Board of Management of the school. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated.
It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised.
The NCSE have published the SNA allocations for the 2022/23 school year and they are available at ncse.ie/set-hours-and-sna-allocations.
A school can apply to the NCSE for a review of its SNA allocation if it is insufficient to meet the needs of its students. Detailed information on the NCSE Exceptional Review process is published on the NCSE website. ncse.ie/application-for-sna-exceptional-review.
The Exceptional Review process for mainstream allocations will be available to schools throughout the 2022/23 school year.
The Special Needs Assistant (SNA) allocations for the 2023/2024 school year are presently being developed by my Department and will be advised to schools as soon as possible and in line with previous year timelines.
My Department has allocated 1,165 additional SNA’s to schools in the past year and in Budget 2023 an additional 1,194 SNA’s are being provided to support schools and will be allocated as follows: 735 to support students in new special classes, 124 to support students in new special school places and 335 to support students in mainstream classes.
For the first time ever we will have over 19,000 teachers working in the area of special education and over 20,000 Special needs assistants. Together we have almost 40,000 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
651. 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. [12770/23]
View answerMy Department provides funding to schools towards the cost of computers and specialist equipment, which are required for educational purposes under the Assistive Technology scheme, as set out in my Department’s Circular 0010/2013.
All equipment provided under this scheme supports children with more complex disabilities who, in order to access the school curriculum, require essential specialist equipment.
The National Council for Special Education (NCSE) through its network of local Special Educational Needs Organisers (SENOs) is responsible for processing applications from schools for special educational needs supports. SENOs also make recommendations to my Department where assistive technology/specialised equipment is required. The NCSE operates within my Department's criteria in making recommendations for support.
In order to qualify for equipment under the assistive technology scheme, a student 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 student 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. Where necessary, schools may also purchase new or additional equipment or software for students from normal school resources or funds.
Schools make applications directly to the 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.
Supporting documentation must be submitted to the NCSE by the school when making the application for assistive technology. This should include a recent comprehensive and professional assessment of the nature and extent of disability, and details of the equipment most appropriate for the needs of the pupil. The recommendation of the NCSE will be based upon accompanying professional reports from relevant professionals, such as Educational Psychologists, Occupational Therapists, Speech and Language Therapists etc.
SENOs will review the application, and professional reports provided in support of same, in order to establish whether the criteria of the scheme have 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 type of equipment provided under the assistive technology scheme is varied, and includes audio logical supports for students with hearing impairment, braille equipment for children with visual impairment, and computer equipment with associated modified software for students with physical or severe communicative disabilities.
I regret to inform you that, based on the professional information provided to the SENO when the application was first received in December 2022, and in line with criteria set out in Circular 10/2013, they were not in a position to recommend an assistive technology grant for the school concerned on behalf of this student as the specialist hardware and/or software was not clearly specified in the report provided. The school has been advised of the position.
653. Deputy Holly Cairns asked the Minister for Education the steps she is taking in relation to a shortage of spaces in secondary schools in Clonakilty, County Cork. [12772/23]
View answerAs the Deputy will be aware, for school planning purposes, my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.
My Department's projections of post primary school place requirements in Clonakilty show some continued growth in overall enrolments in the short term. However, despite projected overall growth, first year place requirements are anticipated to remain generally stable, or to decline slightly.
In response to enrolment pressures in the area, there has been significant capital investment into the post-primary schools in Clonakilty. An extension for Clonakilty Community College was completed in 2020. Sacred Heart Secondary School also have a project currently at Stage 1, which when complete will provide for a total enrolment of 600 as well as accommodation for three classes for children with special educational needs.
While my Department is aware of increasing pressures and demand for additional school places in Clonakilty, it is important to note that where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:
- Duplication of applications, where pupils have applied for a place to a number of schools in the area
- School of choice, where pupils can’t get a place in their preferred school while there are places in other schools in the town/area
- Some towns/areas have single sex schools and while places are available in the school, they are not available to all pupils
- External draw, where there are pupils coming from outside the local area
My officials have been engaging with the schools and have confirmed that all students who applied for a place in September 2023 have been accepted.
Additionally, my Department will continue to work to advance the planned and current projects in Clonakilty and to ensure sufficient places for both mainstream provision and for pupils with special education requirements, both for the coming academic year and into the future.
654. Deputy Holly Cairns asked the Minister for Education if she will meet with a group (details supplied) concerning the establishment of a special needs school in the Cork south west. [12773/23]
View answerI would like to thank the Deputy for the question and would like to advise the following:
Enabling children with special educational needs (SEN) to receive an education appropriate to their needs is a priority for this Government.
It is also a key priority for me as Minister for Special Education & Inclusion, for my Department and for the National Council for Special Education (NCSE).
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 providing supports to children and young people with special educational needs and to their schools..
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 to support children with special educational needs in mainstream classes; funding for new special classes and 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 and almost 300 new special classes sanctioned at post-primary level. Specifically for Cork, the NCSE has sanctioned 103 new special classes at primary level and 46 new special classes at post-primary level over the last 3 years.
In addition, 3 new special schools have been opened in recent years and 2 further special schools are due to be opened during this school year.
2 of these special schools are in the Cork region. Carrigaline Community Special School opened in 2021 and Rochestown Community Special School is due to open later in the current school year.
My Department is engaging intensely with the NCSE in relation to the forward planning of new special classes and additional special school places for the next school year 2023/2024. This work involves a detailed review of statistical data in relation to forecasting demand for special class and special school 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 in both mainstream and special schools 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.
As the NCSE are responsible for coordinating and advising on the education provision for children with special educational needs, I would advise the Deputy that the group referred to should liaise with the NCSE initially in relation to existing special school capacity and the potential need to expand special school capacity.
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.
655. Deputy Holly Cairns asked the Minister for Education the steps she is taking to ensure that all schools in Cork south west have been properly assessed and assigned the necessary number of SNAs an resource hours for their needs this academic year. [12774/23]
View answerI would like to thank the deputy for raising these matters 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 additional teaching and care supports. It also includes funding for the National Educational Psychological Service (NEPS) for an additional 54 psychologists to provide services to special schools and special classes.
In 2023 the number of teaching and SNA posts in our schools will increase with an additional 686 teachers and a further 1,194 special needs assistants in our schools next year.
For the first time ever we will have over 19,000 teachers working in the area of special education and over 20,000 Special needs assistants. Together we have almost 40,000 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
The Special Education Teaching (SET) Allocation model was introduced in 2017. When the model was introduced it was planned that each schools profile would be updated on a 2 to 3 year cycle. The model was last re-profiled in early 2022 and allocations for the 2022/23 were advised to schools at point.
The next scheduled re-profiling will take place in early 2024 for allocations relating to the 2024/25 school year. Schools will receive an updated circular and resource allocation letter in 2024 – no circular or allocation letter issues for 2023/2024 school year
Circular 0006/2023 - Staffing arrangements in Primary Schools for the 2023/24 school year issued in January 2023 and the Special Education resourcing for each primary school for the 2023/2024 school, year is included in Appendix C of it.
Circulars 0002/2023, 0003/2023 & 0004/2023 Staffing Arrangements in Secondary Schools for the 2023/24 school year were issued to schools in January 2023 and staffing schedules issued to individual post primary schools.
The SET allocation allows schools to provide additional teaching support for all pupils who require such support in their schools and for schools to deploy resources based on each pupil’s individual learning needs.
A process is available where schools can seek a review of their SET allocation by the NCSE, including the utilisation of their allocations. Detailed information on the NCSE review process is published on the NCSE website ncse.ie/special-education-teachers.
The Special Needs Assistant (SNA) scheme is designed to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs. Such support is provided in order to facilitate the attendance of 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 not allocated to individual children but to schools as a school based resource. The deployment of SNAs within schools is a matter for the individual Principal/Board of Management of the school. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated.
It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised.
In relation to SNA support the following arrangements for the allocation of SNA support in respect of students in mainstream classes applies for the 2022/23 academic year:
a) The SNA allocations for mainstream classes in schools issued on 31st May 2022 and will be maintained for 2022/23.
b) A process for schools, whereby if they consider their SNA allocation is in excess of the required care needs, to engage with the NCSE. Schools should contact their local NCSE Special Education Needs Organiser (SENO) to commence the process.
c) The exceptional review process undertaken by NCSE will remain in place throughout the 2022/23 school year, where schools can seek a review of their SNA allocations which will result in one of the following outcomes:
i. No change in the level of care need identified (and no change in the resultant SNA allocation);
ii. Increase in the level of care need identified (which if significant would see an increase in the SNA allocations to the schools) ;
iii. Decrease in level of care need identified in the school (which if significant would result in a reduction in SNA allocations as the care need could be managed with less resources than are currently allocated); In relation to outcome iii, the SNA allocation will be adjusted at the end of the relevant school term.
It is expected that schools will review and reprioritise the deployment of SNAs within mainstream settings and allocate resources to ensure those with the greatest level of need receive the greatest level of support. Providing access to SNA support continues to be based on primary care needs as outlined in DES Circular 0030/2014 circulars.gov.ie/pdf/circular/education/2014/30.pdf.
Following such a review and reprioritisation, it is expected that a small number of schools, e.g. developing schools, may not have a sufficient SNA allocation to meet the needs of their students. These schools can apply to the NCSE for an Exceptional Review of their allocation.
Detailed information on the NCSE Exceptional Review process is published on the NCSE website. ncse.ie/application-for-sna-exceptional-review.
The NCSE will endeavour to respond to all applications for Exceptional Review received as expediently as possible and in that regard, it will prioritise applications from schools with no current SNA allocation and developing schools. The Exceptional Review process for mainstream allocations will be available to schools throughout the 2022/23 school year.
The NCSE has developed an appeal mechanism for schools who are not satisfied with the outcome of the Exceptional Review. Local Special Educational Needs Organisers (SENOs) will provide information and clarification to schools on the outcome where requested. Where schools wish to appeal the outcome of the review, they must do so using the prescribed form provided by the NCSE ncse.ie/ncse-appeals-process.
656. Deputy Joe McHugh asked the Minister for Education if she will provide an update on the school building project for a school (details supplied); and if she will make a statement on the matter. [12812/23]
View answerA project for the school referred to by the deputy has been approved under the Department’s Additional School Accommodation (ASA) Scheme. This project has been devolved for delivery to the school authority and provides for 1 x 80m² Mainstream Classroom en-suite & 3 x 15m² SET Rooms.
The school authority submitted a Stage 1/2A Report. Officials in my Department's Professional & Technical Unit are currently reviewing the information submitted and a decision will be relayed to the school authority upon completion of the review.
657. Deputy Catherine Murphy asked the Minister for Education if she will review the case of a person (details supplied) and award a special needs allowance to them; if not, the reason for not doing so; the way in which a person may submit an appeal on a refusal; and if there is another allowance or support that they are eligible for. [12813/23]
View answerMy Department implemented the outcome of the public service-wide review of allowances and premium payments (September 2012) by the Department of Public Expenditure and Reform which means that many allowances, including this one, were no longer payable to Teachers who commenced working in the public sector on or after 1st February 2012.
Circular 008/2013 outlines the effect of this review on teachers to the effect that, in common with a number of job-role based allowances, sanction for payment this allowance was withdrawn from 1st February 2012. Furthermore, if a teacher was eligible for receipt of the allowance prior to 1st February 2012 and subsequently left that job role on or after 1st February 2012 on a voluntary basis, their entitlement to the allowance ceases from the date of the move and they cannot re-gain entitlement.
Circular 0037/2019 advises that the remaining conditions for entitlement to the Special Education Needs allowance as set out in Circular 0008/2013 remain in force. The current position in relation to the payment of a Special Education Needs Allowance is also referred to in Circular 007/2023 as follows:
It should be noted that certain allowances for new beneficiaries were abolished with effect from 1 February 2012 and their appearance in the attached pay scales does not confer an entitlement to the allowance where the staff member was not already entitled to the allowance. Please read in association with Circular 0008/2013 Public Service-Wide Review of Allowances and Premium Payments on current allowance entitlements Circular 008/2013
The relevant paragraph from Circular 0008/2013 clearly states that teachers who obtain the qualification after 31st January 2012 are not entitled to claim the allowance. Please see excerpt from the Circular below.
Diploma in Special Education (SEN)
22. The allowance for holders of the Diploma in Special Education/Diploma for Teachers in a specific disability category is payable where the teacher holds an eligible post on or before 31 January 2012 and has completed or was actively undertaking a relevant course of study in accordance with Paragraph 12 above. Teachers not already in receipt of the SEN allowance must apply within the time limits for qualifications allowances.
23. Eligibility for payment of the allowance will cease where the teacher ceases to carry out the duties associated with, or moves from, that job role, unless a teacher who, having been in receipt of this allowance for 4 years in their Special Educational Needs (SEN) role, is compulsorily re-assigned by the school authority from a SEN role to another role within the school OR who is compulsorily redeployed to another school may be entitled to retain the allowance where the school authority certifies that the teacher is continuing to contribute to Special Educational Needs (SEN) activities within their school.
In line with the provisions of the circular, the teacher does not qualify for the payment of the allowance as the special education qualification was obtained after the 31st January 2012.
Additional amendments to Teacher Terms and Conditions, including pay and allowances, can only be achieved through engagement and collective bargaining agreements between the Government and the public service unions. Any further amendments to alter the allowances paid to teachers, give rise to significant cost issues and should, as mentioned, be part of engagement and collective agreements between Unions and Government.
A senior member of staff has reviewed this teacher's individual circumstances and has confirmed that the criteria has been correctly applied and there is no entitlement to the payment of this allowance.
658. Deputy Cathal Crowe asked the Minister for Education if she will consider implementing measures to alleviate Leaving Certificate stresses (details supplied); and if she will make a statement on the matter. [12831/23]
View answerOn 29 March 2022, I announced an ambitious programme of work for a reimagined Senior Cycle of education where the student is at the centre of their Senior Cycle experience which will:
- Empower students to meet the challenges of the 21st century
- Enrich the student experience and build on what’s strong in our current system
- Embed wellbeing and reduce student stress levels
The reforms I announced include initiatives to spread the assessment load for students and do so in a way that enhances student wellbeing. The redeveloped Senior Cycle also includes the development of new and revised subject curricula, with a significant emphasis on additional assessment components outside of the traditional final written examinations.
However, in my announcement I also noted my conviction that we need to get a better balance in the range of ways we assess student learning.
For this reason I have decided that, in the future, all Leaving Certificate subjects will have assessment components additional to the conventional written examinations. These components will also allow for a greater range of students’ skills and competences to be assessed, as well as spreading the assessment load for students.
For each subject there will be a State Examinations Commission (SEC) externally-moderated, teacher-based form of assessment which will be worth 40%. This will be designed on a subject-by-subject basis.
In addition, to teacher-based assessment, subjects may also have other additional components outside of the final written exam.
The introduction of teacher based assessment offers the potential to assess a greater range of the skills and knowledge gained by students than through written examinations only and is in line with international practice in many high performance education systems.
Setting a weighting of 40% for the teacher-based form of assessment demonstrates our commitment to deliver on the objectives of encouraging the development of a broad range of skills whilst also addressing the stress for students that many experience arising from the exams.
In addition, I have asked the NCCA to publish by September 2023 a schedule of dates by which revised subject specifications will be introduced in annual blocks. The first tranche of new and revised specifications are introduced in Network Schools in September 2024.
My approach to Senior Cycle redevelopment is ambitious, optimistic and inclusive. Senior Cycle redevelopment will ensure that the diversity of students’ learning needs and strengths are addressed. The redevelopment of Senior Cycle will ensure that all learning pathways in school are accessible and equally valued. It will broaden the ways used to assess and accredit students’ achievement, to better reflect and encourage the learning we wish to promote. And finally, we must ensure that students and their wellbeing are at the forefront of everything we do.
The new approach will enable students to follow a broad curriculum, develop their interests and skills and participate in a final assessment process consistent with international best practice, which will support them in their next phase of life whether that’s third level, further education and training, apprenticeships or the world of work.
659. Deputy Catherine Murphy asked the Minister for Education if she will provide students (details supplied) with tickets for the school transport scheme. [12844/23]
View answerThe 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 €338.9m.
Children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
Children who are eligible for school transport and who have completed the application process on time are now accommodated on school transport services where such services are in operation.
In addition, temporary alleviation measures have been continued for the current 2022/23 school year, pending completion of the review and this means that transport has been 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 2022 and registered for a ticket by the 29th July 2022.
Children who are not eligible for school transport, but who completed the application process on time, are considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
Because of the nature of concessionary transport for non-eligible children and the priority of providing places for eligible children, there may be an excess of demand over supply for concessionary places, in these cases Bus Éireann will allocate tickets for spare seats using an agreed selection process.
As part of the budgetary process, some additional funding was approved for the scheme which allowed officials in consultation with Bus Éireann to consider and evaluate where temporary additional capacity may be available. However, it is important to stress that this was subject to capacity considerations. It has become increasingly difficult to source additional contractors due to the lack of availability of vehicles and contractors/drivers.
In cases where the Department is satisfied that the nearest school is full, eligibility for school transport will be determined based on the distance that children reside from their next nearest school having regard to ethos and language. To establish that the nearest school is full parents/guardians must provide certain documentary evidence including confirmation that an application for enrolment in the nearest school was made within the deadline dates specified by the school and confirmation from the school authorities that the school was full.
Bus Éireann has advised that the children referred to by the Deputy are not eligible for school transport under the terms of the scheme and were unsuccessful in obtaining a seat on board a school transport service for the 2022/23 school year. Of the 26 children referred, 19 of these are attending their third nearest school and 7 are attending their fourth nearest school. The existing service is currently operating to capacity.
660. Deputy Catherine Murphy asked the Minister for Education the number of officials that are based in the school transport scheme section of her Department, by grade as whole-time equivalents and part-time equivalents; and the number of temporary staff on an annual basis that augment this section. [12845/23]
View answerThe 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 €338.9m.
The number of officials currently working in the School Transport Section of the Department of Education are listed below:
School Transport Section
|
Grade |
Headcount |
Full Time Equivalent |
|
Principal Officer |
1 |
1 |
|
Assistant Principal Officer |
1 |
1 |
|
Higher Executive Officer |
4 |
4 |
|
Executive Officer |
8 |
7.4 |
|
Clerical Officer |
4 |
4 |
|
Temporary Clerical Officer |
1 |
1 |
|
TOTAL |
19 |
18.4 |
661. Deputy Michael Lowry asked the Minister for Education if she will provide an update on an additional accommodation project at a school (details supplied), given the tendering process for this school build was completed on 13 October 2022; and if she will make a statement on the matter. [12849/23]
View answerThe project to which the Deputy refers has been devolved for delivery to the National Development Finance Agency (NDFA) as part of bundled school building programme. This project is part of the bundle referred to as ‘Project Nore'.
The project is currently at Stage 3 of the delivery process and, following a Departmental review of the Tender Assessment Report, approval for Stage 4 Construction will follow.
My Department's Planning and Building Unit is currently assessing its work programme and priorities for 2023 in the context of its available funding. My Department's published NDP allocation for 2023 is €860 million. High construction inflation remains a continuing feature of the construction sector for 2023. As part of its planning ahead for the remainder of 2023, my Department is engaging with the Department of Public Expenditure, NDP Delivery and Reform in relation to capital funding pressures in order to continue to adequately support the operation of the school system with rollout of school building projects to construction in 2023.
We are currently at a very advanced stage with these discussions. Progress has been made and I am anxious to bring this to resolution very soon. I want to reassure the Deputy and the relevant school communities that school building projects that are currently on hold due to capital funding pressures will be progressed and delivered – it is a question of timing. I am well aware of the urgency in getting these projects delivered as quickly as possible. The outcome of our engagement with the Department of Public Expenditure, NDP Delivery and Reform will provide better clarity on the timelines for the progression of these projects. This is a key priority for me. I have engaged directly with Minister Donohue on this matter and will continue to do so with a view to getting our funding pressures resolved as quickly as possible.
We will be providing an update to individual schools when our engagement with the Department of Public Expenditure, NDP Delivery and Reform concludes. In tandem with this, my Department’s Planning & Building Unit will also be updating Patron Bodies and School Management Bodies at that stage. Key priorities for my Department's work programme include continuing strong delivery to support the operation of the school system with particular regard to planning ahead for the 2023/24 school year and beyond and also with particular regard to supporting special needs provision. 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.
662. Deputy Verona Murphy asked the Minister for Education if she will provide an update on the progress of a school building project at a location (details supplied); and if she will make a statement on the matter. [12891/23]
View answerThis school was granted approval for the provision of 1 Mainstream Classroom with en-suite and 1 Assisted Users WC under my Department's Additional School Accommodation (ASA) Scheme. The project has been devolved for delivery to the school authority.
A Tender Report was recently submitted to the Department and is currently under review.
My Department's Planning and Building Unit is currently assessing its work programme and priorities for 2023 in the context of its available funding. My Department's published NDP allocation for 2023 is €0.86 billion.
High construction inflation remains a continuing feature of the construction sector for 2023. As part of its planning ahead for 2023, my Department is engaging with the Department of Public Expenditure, NDP Delivery and Reform in relation to capital funding pressures in order to continue to be able to adequately support the operation of the school system with rollout of school building projects to construction in 2023.
Key priorities for my Department's work programme include continuing strong delivery to support the operation of the school system with particular regard to planning ahead for the 2023/24 school year and beyond and also with particular regard to supporting special needs provision. The school to which the Deputy refers is among the many school accommodation needs across the country being considered as part of this process.
663. Deputy Patrick O'Donovan asked the Minister for Education if she will permit a school (details supplied) in County Limerick to retain a teacher; and if she will make a statement on the matter. [12894/23]
View answerThe key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September.
For the 2023/24 school year, the staffing schedule for primary schools has been improved by one point and schools will be provided with class teachers on the basis of 1 teacher for every 23 pupils which is a historical low ratio.
The staffing process contains an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Primary Staffing Appeals Board. The Appeals Board operates independently of the Department and its decision is final.
The appeal submitted by the school referred to by the Deputy has been successful, pending confirmation of enrolment on 30th September. The school has been notified of this decision.
664. Deputy Denis Naughten asked the Minister for Education the progress made by her Department in respect of targets and goals set out in sustainable development goals of the 2030 United Nations Agenda for Sustainable Development under the policy remit of her Department; and if these targets and goals will be met by their respective deadlines. [12899/23]
View answerMy Department remains continually committed to the United Nation’s 2030 Agenda for Sustainable Development, with significant progress being made to advance key priorities and actions. Last year, the National Implementation Plan 2022-2024 was published and it sets out five strategic objectives. My Department works to ensure we support our colleagues in the Department of the Environment, Climate and Communications to ensure we play our part in delivering this plan.
The Central Statistics Office manage Ireland’s Sustainable Development Goals data hub, which reports on Ireland’s progress towards the global goals, measured using agreed targets and indicators. Their progress report on SDG 4 – Quality Education was published in 2019 and can be accessed here:
www.cso.ie/en/statistics/unsustainabledevelopmentgoals/unsdgsgoal4-qualityeducation/ .
In keeping with Ireland’s “whole-of-Government” approach to achieving the Sustainable Development Goal, each Minister is responsible for implementing relevant individual SDG targets. My Department has responsibility for leading implementation of the following as part of SDG 4, Quality Education - to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all:
1. The National Strategy on Education for Sustainable Development (ESD)
Last year, my Department published its second National Strategy on Education for Sustainable Development, ESD to 2030 which is aimed at ensuring that all learners acquire the knowledge and skills required to promote sustainable development.
The strategy, and its accompanying implementation plan, is co-sponsored by the Department of Education, Department of Further and Higher Education, Research, Innovation and Science and the Department of Children, Equality, Disability, Integration and Youth.
The Strategy sets out five key priority areas:
- Advancing policy
- Transforming learning environments
- Building capacities of educators
- Empowering and mobilising young people
- Accelerating local level actions
The strategy aims to transform educational spaces into places and spaces for sustainability. It will seek to embed ESD across teaching and learning, research and operational environments, and promote diverse and inclusive learning environments for all.
ESD to 2030 is a key strategy to deliver on SDG 4.7 which aims to ensure that “all learners have the knowledge and skills required to promote sustainable development” and can be accessed here: gov.ie - National Strategy on Education for Sustainable Development in Ireland (www.gov.ie)
ESD to 2030 is a target in itself (SDG 4.7), it also supports delivery of SDG targets 12.8. and 13.3 specifically and is widely acknowledged as a key enabler for the achievement of all 17 SDGs.
2. DEIS
DEIS – Delivering Equality of Opportunity in Schools is the main policy initiative of my Department to address educational disadvantage at school level, and contributes to delivery of SDG 4.5 which aims to “eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations”. The DEIS programme provides for smaller class sizes and other supports including additional teaching posts, School Completion Programmes, Home School Community Liaison Coordinators, DEIS grants, enhanced book grants, curriculum supports and priority access to Continuing Professional Development for teachers and school leaders.
In March 2022, a refined DEIS Identification model was published increasing access to the DEIS scheme to an additional 322 schools The programme now includes over 1,200 schools and supports approximately 240,000 students. This means 1 in 4 of all students are now supported in the programme. This recent expansion will add an additional €32million to my Department’s expenditure on the DEIS programme from 2023, bringing the overall Department of Education allocation for the programme to €180million.
The DEIS identification process is based on the principle of concentrated disadvantage and the proportion of students from disadvantaged backgrounds within a school. The DEIS identification model aimed to identify those schools with the highest levels of concentrated disadvantage or the highest proportion of students from disadvantaged backgrounds within a school using the school's enrolment data and national census data as represented by the Pobal HP Deprivation index which is publicly available.
The extension of the DEIS programme to new schools is just one component of work in my vision for an inclusive education system which supports all learners to achieve their potential. While the DEIS programme supports those schools with the highest levels of concentrated educational disadvantage, I also recognise that there are students at risk of educational disadvantage in all schools. Since June 2020, and over the past three budgets, I have secured funding to provide measures to support children in this regard. As part of Budget 2023, I announced over €50 million to provide free books to primary school pupils within the free education scheme from next September. I have also further improved the staffing schedule for all primary schools to 23:1, the lowest it has ever been.
Following the National Census 2022 held on the 3rd April last, it is envisaged that an updated HP Deprivation Index will be generated by Pobal and will be available in Q3 of 2023. My Department will engage with Pobal in relation to this process. The updated HP Deprivation Index, when available, will be considered by my Department to help inform future resource allocation to tackle educational disadvantage.
The next phase of work will consider all schools, within and outside the DEIS programme and explore the overall allocation of resources to schools to tackle educational disadvantage. Part of this programme of work will involve consultation with relevant stakeholders over the coming months.
The significant investment to date and ongoing work of my Department reflects my commitment to supporting a quality and inclusive school system that provides an equal opportunity at success for children at risk of educational disadvantage.
3. STEM Education Policy Statement 2017-2026
The STEM Education Policy contributes specifically to SDG target, 4.5 aiming to improve the STEM education experience and outcomes for all learners.
A Review of Literature to Identify a Set of Effective Interventions for Addressing Gender Balance in STEM in Early Years, Primary and Post-Primary Education Settings was published by my Department in November 2020. The report sets out what is known about critical barriers to girls’ participation in STEM education and STEM learning, while also highlighting effective interventions to increase participation of girls in STEM.
Development of a set of recommendations to guide national actions in relation to gender balance in STEM have been developed and will be published shortly. Development of the second STEM Education implementation Plan 2022-2026 is underway to include public consultation and targeted education stakeholder/partners consultations. The outputs from the consultation process along with the Gender balance in STEM recommendations and STEM and the Arts recommendations that are being developed at present will inform the new implementation plan.
4. Cineáltas: Action Plan on Bullying
Cineáltas: Action Plan on Bullying is a practical and inclusive roadmap, containing 61 actions that will help us all to work together towards a diverse, inclusive Irish society free from bullying in all its forms and where individual difference is valued and celebrated in our schools. It is rooted in four key principles prevention, support, oversight and community and supports delivery of SDG 4.5.
Cineáltas actions are grouped under four key areas: Wellbeing Promotion: Culture and Environment; Curriculum (Teaching and Learning); Policy and Planning, and Relationships and Partnerships.
5. Literacy and Numeracy and Digital Literacy Strategy
The Literacy and Numeracy and Digital Literacy Strategy 2011-2020 has now expired and development of a follow on strategy is underway. The next iteration of the Literacy and Numeracy Strategy will deliver on SDG target 4.6 which aims to ensure that “ all youth and a substantial proportion of adults, both men and women achieve literacy and numeracy”.
Research was commissioned by my Department to include the identification of achievements, gaps, best practice and possible areas for action for the new 10 year strategy. Feedback from a stakeholder engagement and public consultation will also feed into my Department’s development of the new strategy.
6. Review of the School Transport Scheme
My Department commenced a review of the School Transport Scheme in February 2021. The review is examining the current scheme, its broader effectiveness and sustainability, with a view to ensuring that it serves students and their families appropriately. It will build upon the commitments within the Programme for Government as they relate to school transport. The review includes an examination of options to reduce car journeys, commitments in respect of climate action and the potential of the School Transport Scheme to support broader government aims of promoting sustainability in transport. The review is also examining promoting where possible initiatives that encourage walking and cycling to school.
7. School Energy Retrofit Pathfinder Programme
My Department is at the forefront of design with respect to sustainable energy in school buildings.
My Department and the Department of Environment, Climate and Communications established a jointly funded pathfinder programme, which is administered by the Sustainable Energy Authority of Ireland (SEAI) and the Planning and Building Unit in the Department of Education with delivery support from Limerick Clare ETB.
This pathfinder is a great example of collaboration ensuring the deployment of new design approaches and technologies are introduced to the educational environment on an evidence based approach.
This programme continues to assist the Department to explore options and test various solutions for decarbonised energy efficiency solutions in our broad range of school building types.
It is paving the way for, and informing, a much larger schools national programme for the decarbonisation of schools built prior to 2008 as included in the National Development Plan and will play a key part of meeting delivery of the Climate Action Plan.
It is facilitating research on a range of typical retrofit options, which will have been tried and tested. It is providing valuable development information for a solution driven delivery strategy which will be founded on a solid evidence base that has proven the robustness and scalability of renewable solutions within the schools’ sector. Each school undergoes a comprehensive assessment to ensure that the measures are suitable for that school and will deliver value to both the school and learnings for the national retrofit programme.
The pathfinder programme has retrofitted 48 schools across Ireland to date with work on an additional 16 schools currently at various stages of progress.
This government funded programme targets energy usage and CO2 emission reduction by 51% testing deep retrofit and low carbon heating solutions. The 23/24 programme will see up to 10 further schools benefitting from a selection of energy efficiency works.
The School transport scheme, the pathfinder programme and the school building programme aim to deliver on SDG target 4.a which aims to “ build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all”.
665. Deputy Colm Burke asked the Minister for Education the current status of plans for the modification of a mainstream classroom to a special educational needs classroom in a school (details supplied), given the school has received approval for a special educational needs class commencing September 2023 from the National Council for Special Education; if an official in her Department is assigned to progressing this matter; and if she will make a statement on the matter. [12927/23]
View answerI can confirm to the Deputy that my Department is in receipt of an application for additional school accommodation from the school referred to by the Deputy. Officials in my Department are corresponding with the school authority and when supplementary information is received the application will be assessed and the school authority will be contacted directly with a decision.
666. Deputy Denis Naughten asked the Minister for Education if she will review her Department’s policy of facilitating parents who are qualified teachers for providing tuition to their own children under the terms of the home-based summer programme; and if she will make a statement on the matter. [12928/23]
View answerMy Department announced the 2023 Summer Programme on the 9th February 2023. This follows the previous announcement on 17th October 2022 that additional funding was secured in Budget 2023 to run the programme to match the investment in 2021 and 2022, bringing the total funding available to €40m. The terms for the 2023 programme are being implemented following a comprehensive review and engagement with education partners and stakeholders since last summer, including the Oireachtas Joint Committee on Autism.Once again, all schools will have an opportunity to run a programme for those children that need it the most. This year’s programme will build on the progress that has been made over the last number of years, which has seen participation of children grow from 13,000 in 2019 to over 42,000 in 2022.The central theme for this year’s programme is, ‘Building Confidence and Connections’. The primary aim of this theme is to help our children and young people to realise their potential, to be resilient in dealing with the normal stresses of their lives, to take care of their physical wellbeing and to have a sense of purpose, connection and belonging to their school community.The main priority in 2023 is that those children with the most complex special educational needs, especially in special schools, should have access to a school-based summer programme. The preferred approach is that children are provided the Summer Programme in school settings where children may have access to fully qualified teachers, adapted fun based activity programmes, special needs assistants and interaction with student peers. The school-based programmes provide a more holistic experience for students and help retain the important connection with school and peers.
However, my Department recognises that not all schools will be in a position to provide a school-based programme. Where their school is not running a Summer Programme or a place on a school-based programme is unavailable, a home-based programme will be available once again for children with complex special education needs.
As with previous years, grant funding will be made available so that parents/legal guardians can engage the services of a Teacher or a SNA to provide tuition or care support as appropriate to their child. The programme must be delivered in person and cannot be delivered remotely.
To assist parents in sourcing a teacher/SNA for the summer programme in their local area, the IPPN has created a Summer Programme Noticeboard for teachers and SNAs to advertise their availability for the programme. Parents can also post notices on the board to source suitable candidates. The Summer Programme Noticeboard is available on www.educationposts.ie.
The NCSE have compiled a non-exhaustive list of private home tutor services and online platforms who may advertise for tutors for the 2023 Summer Programme. This document may support parents to source a tutor when they cannot source one through their schools. It can be accessed here: ncse.ie/information-for-parents-on-private-home-tutor-services-for-the-summer-programme.
In relation to parents of a qualifying child, whether they are qualified teachers or otherwise, being permitted to act as the tutor for the purposes of this scheme, this has never been an expressed feature of the Home-based Summer Programme. The expectation that parents should source a third party tutor is clear from the terms and conditions provided to applicants.
Moreover, an important feature of the Programme is the Department's ability to satisfy itself that the tuition has been delivered in line with the conditions of the scheme and that the substantial grants paid are used for the intended purpose. This can only be fully achieved by parents verifying that the tuition was delivered by third party tutors and verifying hours provided, were hours received on the payments claims form.
My Department has no plans to review this policy at this time.
667. Deputy Peadar Tóibín asked the Minister for Education if the National Council for Curriculum and Assessment uses any child development model; and if so, if she will specify which one. [12943/23]
View answerThe National Council for Curriculum and Assessment (NCCA) advises the Minister for Education on curriculum and assessment for early childhood education, primary and post-primary schools. This advice is generated in a highly collaborative manner and draws on extensive research and educational literature, and experiences of schools and early childhood settings. Information on the curriculum development processes and NCCA’s structures can be found on its website at www.ncca.ie.
The NCCA takes an evidence-informed approach with its research activity including, but not limited to, research in relation to specific aspects or areas of curriculum development; audits of curriculum provision in other jurisdictions; comparative studies locating Ireland in an international context; and consultations with teachers/practitioners, children/students, school leaders, parents, researchers and academics, wider stakeholders in the education system; and the general public. The research used to inform curriculum and assessment advice, as well as system wide developments, also comes from longitudinal studies.
There are many theoretical perspectives on children’s learning and development, including Bioecological Perspectives; Sociocultural Perspectives; Meta-Cognition and Self-Regulation Perspectives; Attachment Perspectives; Motivation Perspectives; Cognitive Psychology Perspectives; Neuroscience and Neurocognitive Perspectives and Multiple Intelligences (including Learning Styles) Perspectives. As Ring, O’Sullivan, Ryan and Burke (2018) remind us, When we learn different types of things, we employ different types of learning strategies or brain approaches; learning looks different and works differently depending on what is being learned (p8). The NCCA draws on multiple theories of learning and development in its curriculum and assessment work across early childhood, primary and post-primary education with these being articulated through curriculum components such as principles, statements of learning, key skills/competencies, examples of teaching and learning, and examples of student work to support enactment of the curriculum. In addition, the Council’s work draws on the field of curriculum studies in which understandings of the meaning of curriculum, including the important role of the teacher, have changed and evolved over time.
In the case of post-primary curriculum and assessment changes in recent years, including the Framework for Junior Cycle, and new Leaving Certificate subjects such as Politics and Society, Computer Science and Physical Education, extensive research, consultation data and deliberation and discussion shaped the developments. For example, the longitudinal study carried out by the Economic and Social Research Institute (ESRI) on behalf of the NCCA in the 2000s, provided significant insights into teaching, learning and assessment in the first three years of post-primary education and highlighted a number of challenges subsequently addressed in the Framework for Junior Cycle. In the case of the new Leaving Certificate subjects, each was shaped by a body of research captured in a Background Paper and Brief published for public consultation. Curriculum audits, research reports/papers, background papers and briefs, and consultation reports informing curriculum and assessment developments can be found on NCCA’s website - Publications and Research | NCCA.
The NCCA’s work on curriculum and assessment places a strong focus on the principle of ‘inclusion and diversity’ which can be seen in changes in primary and post-primary education in the last decade. Guided by a mosaic of educational theories, this importance placed on inclusive curricula and assessment arrangements can be seen in the use of broad learning outcomes in curriculum specifications (supported by progression continua at primary level), the introduction of Classroom-Based Assessments which enable students to demonstrate their learning in a multitude of ways, and the policy decision to move to common level specifications in subjects other than English, Mathematics and Irish. NCCA’s development of Level 1 and Level 2 Learning Programmes for junior cycle students has played a key role in ensuring appropriate curriculum and assessment provision for all young people at this stage of their education.
Work underway on the redevelopment of senior cycle will now build on this in support of the Minister’s vision for ‘Equity and Excellence for All’. One of the actions set out in the Senior Cycle Review: Advisory Report (NCCA, 2022) and highlighted by Minister Foley in her March 29, 2022 announcement on senior cycle reform was the consideration of the range and form of appropriate materials to be developed and provided by NCCA to support schools’ work with curriculum components and to facilitate more flexible learning pathways through senior cycle. This work includes consideration of the design of curriculum documents and a research paper on this will be published in due course informing work on the redevelopment of senior cycle.
