Written Answers Nos. 82-101
82. Deputy Holly Cairns asked the Minister for Enterprise, Trade and Employment if he will provide an update on actions to address an aspect of a report (details supplied); and if he will make a statement on the matter. [25118/23]
View answerCompetition in the insurance market remains a key priority for the Government.
We want to reduce the burden of insurance costs, through the ‘Action Plan for Insurance’, for all sectors of society including SMEs. Already, 90% of the actions under the Plan have been implemented.
Two key reforms to date have been the adoption of the Personal Injuries Guidelines (by the Judicial Council) in April 2021 and under my Department, the reform of the Personal Injuries Assessment Board (PIAB) via the Personal Injuries Resolution Board Act 2022.
PIAB’s ‘Personal injuries Awards Values Report’ in November 2022 shows that injury award values settled under the new Injuries Guidelines in H1 2022 were on average 38% lower than in 2020 under the previous Book of Quantum. Award values have long been recognised as a key contributor to insurance premiums.
There are clear signs that the market is responding to the Government’s reform agenda, with insurers moving into areas that had previously proved problematic such as: inflatables hire; equestrian activities; and childcare. We have also seen that incumbent providers are also expanding their product offerings into areas such as SMEs, agri and renewables. This is a further sign of confidence that Government reforms are working and is an extremely welcome development.
The Government’s Office to Promote Competition in the Insurance Market , chaired by Minister of State Carroll MacNeill, continues to meet with relevant stakeholders to encourage new entrants into the market as well as for existing insurers to expand their risk appetite. The Office is also working closely with IDA Ireland, an agency of my Department, to bring new entrants into the Irish insurance market and to improve its overall competitiveness. The ongoing reform program is being leveraged to attract potential new entrants into the market.
The Cabinet Committee Insurance Reform Sub-Group continues to review developments in the insurance sector, monitor pricing, and engage with stakeholders to resolve issues in the market. While Government is aware of the globally interconnected nature of insurance, it is determined to get its domestic house in order by reforming the insurance environment in Ireland and bringing extra capacity to the market which will assist in the start-up and growth of SMEs in our country.
In terms of next steps, re-balancing the Duty of Care legislation (the Occupiers’ Liability Act 1995) is now the main priority and is being led by the Minister of Justice via the Courts and Civil Law (Miscellaneous Provisions) Bill 2022. The Bill has completed its passage through the Dáil and passed Second Stage in the Seanad on the 27 April. It is expected that this legislation when enacted will have a very positive impact on insurance costs for all businesses including SMEs.
83. Deputy Louise O'Reilly asked the Minister for Enterprise, Trade and Employment if he will give consideration to establishing a property technology fund to support property technology companies which aim to reduce the financial risk associated with residential property development; and if he will make a statement on the matter. [25159/23]
View answerEnterprise Ireland engages with the property technology sub-sector, with a number of proptech companies on its books, as well as more that are defined as ‘construction services’ companies, many of whom are start-ups. Enterprise Ireland offers a wide range of financial supports for start-ups, such as equity investment, development grants and non-financial supports such as capability building, engaging with clients in-market via Enterprise Ireland’s network of overseas offices, connecting founding teams with potential investors and with strategic partners, and identifying business opportunities for clients. Through its 'Built to Innovate' programme which includes Lean and digital grants, and funding for research and innovation, Enterprise Ireland is driving productivity and innovation in the domestic housebuilding sector.
In line with my Department's enterprise policy, efforts focus on developing an integrated approach that accelerates start-up growth and scaling and includes access to public and private funding, investment in research and development and innovation, access to skills, an appropriate regulatory environment as well as a tax system that encourages investment in start-ups and scaling.
Regarding early-stage funding streams, there are several funds in existence that can be accessed by property technology companies. These include:
• The Pre-Seed Start Fund : The purpose of the Fund is to accelerate the growth of early-stage start-up companies that have the capacity and ambition to succeed in global markets. Applicants can apply for €50,000 or €100,000 investment. In addition to this investment, successful applicants will be supported by an Enterprise Ireland Development Advisor and can avail of a range of start-up supports from Enterprise Ireland such as 10 mentoring sessions with a mentor from the Enterprise Ireland panel of mentors, access to Enterprise Ireland’s Market Research Centre and other appropriate services to support the development of the business.
• High Potential Start-Up (HPSU) Funding : Enterprise Ireland is responsible for supporting HPSU companies. HPSUs are start-up businesses with the potential to develop an innovative product or service for sale on international markets and the potential to create 10 jobs and €1m in sales within 3 years of starting up. Funding supports from Enterprise Ireland are closely aligned to a company’s stage of development. Broadly, HPSU companies are viewed as being at feasibility stage, investor-ready stage, or growth stage.
• Seed and Venture Capital Scheme : The Irish Government, through Enterprise Ireland, has made €175m available as part of the Seed and Venture Capital Scheme (2019-2024) to stimulate job creation and support the funding requirements of early-stage innovative Irish companies with global ambition.
• The Irish Innovation Seed Fund (IISF) : The Irish Innovation Seed Fund Programme is a €90 million fund-of-funds, made up of a €30m investment from DETE, through Enterprise Ireland, which is matched by a €30m investment from the EIF, and a €30m co-investment from ISIF. As a fund-of-funds, the programme will invest in other specialist fund managers who will target high growth innovative companies based on disruptive intellectual property, who are at the early stages of external funding for innovative, high growth, scalable sectors.
• Halo Business Angel Network (HBAN) : HBAN is the all-island umbrella group for business angel networks. It is focused on creating investor groups/ syndicates across the island. This helps companies source monies from private investors.
• Irish Strategic Investment Fund (ISIF): The ISIF invests in funds, companies and projects which generate commercial returns and supports economic impact and employment in Ireland. Key areas of focus for ISIF are; Housing and enabling investments, Climate, Food and Agri, and Indigenous Companies. Through its investments, ISIF supports indigenous Irish companies with strong growth potential through its investments. ISIF has supported several domestic venture capital funds who invest in a broad spectrum of early-stage companies with strong growth and impact potential, including those within the prop-tech segment.
84. Deputy Louise O'Reilly asked the Minister for Enterprise, Trade and Employment if property technology companies can access the disruptive technology fund; if so, if he will initiate a specific funding call for property technology; and if he will make a statement on the matter. [25160/23]
View answerThe Disruptive Technologies Innovation Fund (DTIF) was established in 2018 to encourage collaboration in the development and deployment of disruptive innovative technologies, on a commercial basis, targeted at tackling national and global challenges. It is managed by my Department and administered by Enterprise Ireland.
DTIF focuses on the ability of Irish enterprises to drive disruptive innovation through collaboration on industrial research with other enterprises and research institutions. The Fund is open to consortiums working together on projects that have the potential to significantly alter markets or the way businesses operate. It encourages private co-investment by lowering the risk profile associated with investment in high-risk, high-reward innovations.
All sectors of the economy, including the construction sector are eligible to apply for funding from the DTIF. Projects submitted to the Fund are required to be within the Research Priority Areas 2018-2023 namely, Health & Wellbeing, ICT, Energy, Climate Action & Sustainability, Food, Manufacturing & Materials and Innovation Service & Business Processes. Project partners must be a current client of Enterprise Ireland, IDA Ireland or Údarás na Gaeltachta or an eligible Research Performing Organisation to qualify for funding under the DTIF.
The operation of the DTIF is kept under constant review by my officials including considerations around the configuration of future Calls. I would note that Call 6 of the DTIF, a general Call, is currently open for project applications until 3pm on 31 May 2023.
85. Deputy Thomas Gould asked the Minister for Enterprise, Trade and Employment if a specific fund is available for disabled entrepreneurs. [25189/23]
View answerThe Local Enterprise Offices (LEOs) are the ‘first-stop-shop’ for advice and guidance, financial assistance and other supports for anyone, including people with disabilities, intending to start or grow a business. In that regard, the LEOs provide a ‘signposting’ service in relation to all relevant State supports available through agencies such as the Department of Social Protection, Department of Children, Equality, Disability, Integration and Youth, the Revenue Commissioners, Education and Training Boards, the Credit Review Office and Microfinance Ireland.
The Local Enterprise Office grant supports are available to all entrepreneurs provided their business meets the eligibility criteria of the support they are applying for. Direct financial grant aid such as the Priming Grant and the Business Expansion Grant are intended for businesses in the manufacturing and internationally traded services that can demonstrate growth potential and include salary costs for additional staff as an eligible expense.
In addition, all entrepreneurs can avail of Local Enterprise Office training, mentoring and management development programmes. Furthermore, Local Enterprise Offices can provide additional support to entrepreneurs such as one to one mentoring or accommodations to assist with the completion of grant application forms or to complete training courses such as Start Your Own Business.
Enterprise Ireland is focused on ensuring that supports for entrepreneurs and enterprise are accessible to all, including people with disabilities. Enterprise Ireland continues to invest in additional content, available on the eiLearn platform and are working in conjunction with stakeholders in the LEOs and third level colleges to develop new programmes and initiatives. One such initiative is a course delivered by TU Dublin in conjunction with LEO mentors. This course is open to people with disabilities and who have a business idea that they wish to pursue as a sustainable enterprise.
In addition to the above, the Department of Social Protection provides grants to individuals with disabilities to assist them in their employment. This includes the Reasonable Accommodation Fund which consists of the Workplace Equipment and Adaptation Grant, the Job Interview Interpreter Grant, the Personal Reader Grant and the Employee Retention Grant.
86. Deputy Alan Kelly asked the Minister for Enterprise, Trade and Employment if he met with the CEO of an organisation (details supplied) during his recent trade mission to New York and Boston. [25249/23]
View answerOn 15 May last I led a joint Enterprise Ireland and IDA Ireland Trade Mission to New York and Boston to boost trade relationships with key IDA client companies and promote world class Irish companies with leading market positions in the US. The Trade Mission took place on the back of record Irish exports to North America of $5.5 billion in 2022. North America now accounts for 17% of all exports by Enterprise Ireland backed companies. In 2022, IDA Ireland secured a total of 242 investments, of which 167 investments came from North American investors, accounting for over 18,500 new jobs, and including 64 first time investments from new name companies.
Key highlights of the US Trade Mission included attending a Fintech/Financial Services Breakfast Roundtable, a Women in Leadership Business Event and a US Digital Healthcare Roundtable along with having meetings with C-suite level executives of a range of EI and IDA Ireland client companies.
I had a meeting with the Executive Vice President of the EI client company mentioned by the Deputy during the Boston leg of the trade mission. That EI client company was announcing a new partnership deal with a US organisation.
87. Deputy Alan Kelly asked the Minister for Enterprise, Trade and Employment the number of WTE inspectors working in the Workplace Relations Commission in the years of 2021, 2022 and to date in 2023, in tabular form; and if this number will be further increased. [25250/23]
View answerThe Workplace Relations Commission (WRC) is an independent, statutory body under the aegis of my Department, established on 1st October 2015 under the Workplace Relations Act 2015. The WRC’s primary functions include the inspection of employment law compliance, the provision of information on employment law, mediation, adjudication, conciliation, facilitation, and advisory services. WRC inspectors carry out inspections of employer records with a view to determining compliance with employment rights legislation.
In 2022, the number of sanctioned inspector positions with the WRC was increased from 60 to 70. The WRC is funded by the Exchequer through my Department and additional funding of €500,000 was allocated to the WRC’s pay budget, bringing the total allocation for the WRC in 2022 to €15,696,000. In 2023, the WRC has been allocated €16,833,000 in respect of pay and non-pay funding.
The complement of 70 inspectors represents an increase of 10 inspector posts since 2021 and my Department will keep staffing levels under ongoing review. To ask the Minister for Enterprise; Trade and Employment the number of WTE Inspectors working in the Workplace Relations Commission in the years of 2021, 2022 and to date in 2023, in tabular form; and if this number will be further increased.
My Department works closely with the WRC monitoring its resource requirements to ensure that it is adequately resourced to carry out its important work.
The attached Table 1 sets out the number of inspectors working in the WRC in the years 2021, 2022 and to date in 2023.
Table 1: Number of inspectors working in the WRC 2021, 2022, and to date in 2023:
|
Date: |
Number of Inspectors |
|
01 01 2021 |
49 |
|
01 01 2022 |
53 |
|
22 05 2023 |
64 |
88. Deputy Jennifer Whitmore asked the Minister for Education if the offers of bursaries (details supplied) made to new incoming first-year psychology students can be made retrospectively to current second- and third-year psychology students; and if she will make a statement on the matter. [25147/23]
View answerOfficials in my Department are liaising with Mary Immaculate College and University College Dublin to finalise funding supports for students of the educational psychological doctorate programme who would graduate in 2024, 2025 and 2026.
89. Deputy Mairéad Farrell asked the Minister for Education if she will provide an update regarding an additional school accommodation application for a school (details supplied); and if she will make a statement on the matter. [25056/23]
View answerI wish to advise the Deputy that there is an application for additional accommodation under my Department's Additional Schools Accommodation (ASA) scheme on hand from the school authority in question.
The purpose of the ASA scheme is to ensure that essential mainstream classroom and Special Education Needs (SEN) accommodation is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation.
At primary level, this situation generally arises to cater for a school’s accommodation requirements where an additional teaching post has been sanctioned by Teacher Allocation Section, or a new SEN class has been sanctioned by the NCSE, and all available alternative accommodation within the school is already being used for classroom purposes.
When the assessment of the application is completed, a decision will be conveyed to the school authority directly.
90. Deputy Thomas Pringle asked the Minister for Education further to Parliamentary Question No. 271 of 9 May 2023, if she can provide a breakdown by county of where the 160 additional NSCE staff, 686 teachers and 1,194 SNAs will be employed; and if she will make a statement on the matter. [25073/23]
View answerThe National Council for Special Education (NCSE) is responsibe for planning and coordinating school supports for children with special educational needs, including the allocation of Special Teachers and Special Needs Assistants (SNAs). The Department does not have a role in making individual school determinations. The NCSE publishes statistics on their allocations to primary, post primary and special schools in tabular form, by county, for each school year, this information is available on their website, www.ncse.ie.
It remains a priority for my department to ensure that the NCSE agency is properly resourced to have a visible and effective presence in our schools and guiding and supporting our parents and children on their educational journey. The funding announced in budget 2023 will result in an increase of over 50% in staffing levels in the NCSE. This will provide for an additional 161 staff in front line and administrative posts which will ensure the NCSE can continue to deliver to deliver real and meaningful supports for children, families and schools.
The NCSE is currently engaged in an extensive organisational analysis to ensure that the expanded organisation can respond to service demands efficiently and to establish the optimal allocation of resources. This will allow the NCSE to gain a thorough understanding of current demand areas as well as forecast future demand, helping to ensure that staffing can be deployed most responsively to meet current and future requirements for the NCSE's services.
91. Deputy Johnny Mythen asked the Minister for Education if, following correspondence from a school (details supplied), if she will take into consideration the erection of a permanent structure on site rather than the modular building previously committed to; and if she will make a statement on the matter. [25085/23]
View answerI wish to confirm to the Deputy that my Department is in receipt of an application from the school in question under the Department's Additional Accommodation Scheme.
The purpose of my Department’s Additional School Accommodation (or ASA) scheme is to ensure that essential mainstream classroom accommodation and accommodation for pupils with special education needs is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation.
At primary level, this situation generally arises to cater for a school’s accommodation requirements where an additional teaching post has been sanctioned by Teacher Allocation Section, or the requirement for a new class for pupils with special education needs has been identified by the NCSE, and all available alternative accommodation within the school is already being used for classroom purposes.
Officials from my Department have recently corresponded with the school authority and on receipt of their response the application will be progressed and the decision will issue to the school authority directly.
92. Deputy Jim O'Callaghan asked the Minister for Education is she will provide the number of special needs assistants in each county in the school years 2020/2021, 2021/22 and 2022/23, by county, in tabular form; and if she will make a statement on the matter. [25086/23]
View answerI would like to thank the Deputy for the question and would like to advise the following:
Enabling children with special educational needs 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 special needs assistant (SNA) posts in our schools will increase with an additional 686 teachers and a further 1,194 SNAs 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 SNAs. 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 NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews. The Department does not have a role in making individual school determinations.
When a school has been allocated an SNA, the Board of Management as the employer, is responsible for filling the vacancy. The decision on whether to employ a full-time SNA to fill a full-time post, or to employ an equivalent number of part-time SNAs rests with the employer.
My Department acts as paymaster to over 3,700 schools whose Boards of Management are the direct employers of SNAs. SNAs employed within the Education and Training Board (ETB) sector are paid by the respective ETB.
Therefore the information requested in relation to the numbers of SNAs employed is not to hand, however, the NCSE publish statistics on SNA allocations for each school year, by county, in tabular form on their website. These details can be found at: www.ncse.ie/set-hours-and-sna-allocations.
93. Deputy Thomas Pringle asked the Minister for Education if she will publish the report which her Department commissioned into the governance of education centres (details supplied); the cost of the report; if the recommendations of the report are now in place; and if she will make a statement on the matter. [25088/23]
View answerIn August 2016 my Department commissioned a review of the Department’s governance of Education Support Centres. The aim of this report was to provide assurance in relation to my Department’s governance and accountability arrangements for the oversight and funding of support services and Education Support Centres. Following a detailed review the Mazars report was finalised in 2018. This report was circulated to all Education Support Centres. My Department continue to work closely with all Education Support Centres to implement the recommendations of the review. While significant progress has been made a few recommendations remain outstanding. As this process is ongoing it would not be appropriate to publish the report. The cost for this review and the final report was €42,364.93.
94. Deputy Jennifer Whitmore asked the Minister for Education the educational experts and-or groups that she consulted with before reaching her recent decision to reduce time on the primary school curriculum for the teaching of Irish language classes for 3rd, 4th, 5th and 6th class students; and if she will make a statement on the matter. [25090/23]
View answerThe primary curriculum was launched in 1999 and much has changed in our society and in our classrooms since them. The redevelopment of the primary curriculum to take account of these changes and to best serve today’s children has been ongoing for a number of years.
The Primary Curriculum Framework, which I launched in March of this year, sets out the vision, principles, key competencies, approaches to learning and suggested minimum time allocations of the primary school curriculum.
The process of developing the Primary Curriculum Framework for all primary and special schools engaged stakeholders from across the system. It was developed through four interconnected areas of activity including:
1. Research: contemporary national and international research located here: ncca.ie/en/primary/primary-developments/primary-curriculum-review-and-redevelopment/research-and-publications/ on the NCCA website and the Children’s School Live( cslstudy.ie/ ) longitudinal study.
2. Networks: consisting of 57 schools to tease out ideas from research, bringing their school experiences to discussions.
3. Deliberations: close work with the education partners and with wider stakeholders
4. Consultation: findings from the extensive consultation on the Draft Primary Curriculum Framework | NCCA
As indicated in the extensive national and international research, the quality of learning does not always equate to the time spent in teaching a curriculum area/subject. In the case of Irish, there are many external factors that can impact on language learning, including its use by the child’s family and community, its perceived relevance to a child’s life, the influence of peer groups and popular culture, and importantly, the quality of teaching.
In relation to language acquisition the Primary Language Curriculum/Curaclam Teanga na Bunscoile (PLC/CTB) (2019), the first element of the new curriculum to be introduced to our schools, is an integrated language curriculum which draws on contemporary research and supports the transfer of skills from one language to the next through its shared structure and supportive approaches to teaching and learning. The PLC/CTB is founded upon a substantial research base all of which can be accessed here: The Primary Language Curriculum | NCCA
The Primary Curriculum Framework presents suggested time allocations which are intended to be used flexibly. The allocations comprise two categories: Minimum Curriculum Time (weekly and monthly allocations of time) and Flexible Time (monthly allocations of time).
Flexible Time supports responses to schools’ present and future educational priorities, helping schools determine how best to meet the learning needs, interests, and abilities of children and the needs of teachers and schools in terms of preparing, teaching, and assessing. Each school decides how best to allocate this time to learning, teaching, and assessment. The restoration of Flexible Time for teachers and school leaders, and greater time allocated to Wellbeing, resulted in a modest reduction of time from all other areas of the curriculum, including Language (including Irish); Science, Technology, Engineering and Mathematics (STEM) Education; Social and Environmental Education (SEE); and Arts Education.
Furthermore the Department is progressing a number of initiatives to support the teaching and learning of Irish. These include:
• The Content Language Integrated Learning project which is being piloted from early years to post-primary level involving the teaching of Irish through teaching another subject area
• The development of a hub with resources to support teaching of Irish
• CPD support for teachers
• The introduction of a B.Oid. (Irish-medium education) programme with increased places in the coming year
• Policy on Gaeltacht Education and
• The development of a policy on Irish-medium education outside of the Gaeltacht.
I hope this information reassures the Deputy that the new primary curriculum has been underpinned by solid research and has involved extensive consultation and that the teaching of Irish will remain central to learning at all primary and special schools in the State.
95. Deputy Michael Lowry asked the Minister for Education further to Parliamentary Question No. 552 of 18 April 2023, if she will confirm whether the assessment process for a school's (details supplied) additional accommodation scheme application is now complete; when a decision will be communicated to the school authority; and if she will make a statement on the matter. [25077/23]
View answerI wish to advise the Deputy that there is an application for additional accommodation under my Department's Additional Schools Accommodation (ASA) scheme on hand from the school authority in question.
The purpose of the ASA scheme is to ensure that essential mainstream classroom and Special Education Needs (SEN) accommodation is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation.
At primary level, this situation generally arises to cater for a school’s accommodation requirements where an additional teaching post has been sanctioned by Teacher Allocation Section, or a new SEN class has been sanctioned by the NCSE, and all available alternative accommodation within the school is already being used for classroom purposes.
When the assessment of the application is completed, a decision will be conveyed to the school authority directly. It is expected that a decision will be communicated to the school shortly.
96. Deputy Cathal Crowe asked the Minister for Education if she will give consideration to a proposal (details supplied) to overhaul how the Irish language is taught in schools; and if she will make a statement on the matter. [25127/23]
View answerMy Department, through a variety of initiatives, continues to promote Irish in the education system and to support Irish-medium education. The Department is contributing to a number of actions in the Government’s 20-Year Strategy for the Irish Language 2010-2030 and the 5 Year Action Plan 2018 -2022, that highlight the Department’s commitment in this area.
The Irish language curricula at primary and post-primary levels have been comprehensively reviewed in recent years.
Following extensive research and robust consultation processes, a new Primary Language Curriculum was introduced for all stages in primary school from September 2019 and The specifications for Irish at Junior Cycle were introduced in 2017. There are now two specifications for Irish primary and Junior Cycle level: the T1 specification is targeted at students in Irish-medium schools, including Gaeltacht schools, and the T2 specification is aimed at students who use the Irish language as a second language, mainly in schools that operate through the medium of English. The learning outcomes in the specifications for Irish at Junior Cycle provide students with opportunities to build on their Irish language learning experience in primary school and to further enhance and extend their language competences.
The Primary Language Curriculum and specifications for Junior Cycle Irish are based on the principles of a communicative approach to language learning emphasising an integrated approach to the development of all language skills. The development of students’ competence is spoken Irish, including their capacity in spoken production and interaction, is a central part of the specifications.
Building on the developments in Irish language curricular provision at primary and junior cycle, the National Council for Curriculum and Assessment (NCCA) published draft T1 and T2 specifications for Leaving Certificate (established) Irish for consultation in February 2021. Following from the Consultation Report on these Draft Specifications the NCCA have paused the work on their development and will undertake further research and hold a series of stakeholder seminars. It is important that there is a robust evidence base on how to proceed, given the diversity of views, and important that stakeholder engagement will continue to be part of this process.
Work on the development of a new policy for Irish-medium education outside of the Gaeltacht is now underway in my Department. The policy on Irish-medium education outside of the Gaeltacht will build on the achievements of the Policy on Gaeltacht Education 2017-2022.
The key objectives of the policy are in accordance with the 20-Year Strategy for the Irish Language 2010-2030 and the Programme for Government 2020. These aims include, amongst other things, exploring how opportunities for the establishment of Gaelscoileanna and Gaelcholáistí can be increased as part of the patronage process.
A range of supports and initiatives to support teaching and learning are currently underway under the leadership of my department, including those outlined below.
Recognising the importance of Irish for all students and the creation of opportunities for partial immersion in Irish, my department, supported by experts from third level institutions and teacher support services, is piloting a Content and Language Integrated Learning (CLIL) approach to support Irish in English-medium schools and Early Years settings. This three year project aims to improve learner competence, confidence and disposition towards Irish. It is intended to extend participation of more schools over time. The CLIL approach combines the teaching of subjects through the Irish language with learning outcomes for both Irish and the target subject being achieved.
My department also provides funding to support the Gaelbhratach programme at primary and post primary level, and has funded the scheme on an annual basis. Gaelbhratach is a scheme which supports and encourages schools in their efforts to promote the Irish language. My department is supporting Foras na Gaeilge with the production of a new Irish-Irish dictionary which will allow teachers and students working through the medium of Irish to access dictionary explanations through the Irish language which will result in an improved Irish-medium learning experience. The project commenced in 2022 and will take approximately 5 years to complete.
In relation to teacher professional development, the Department, through the support services, offers high quality and relevant continuing professional development (CPD) through the medium of, and in relation to, Gaeilge to teachers and school leaders in a range of pedagogical, curricular, leadership and educational areas. Core CPD and school supports are provided to schools which are operating through the medium of Irish.
The Department funded Support Services:
• Professional Development Service for Teachers (PDST) and Junior Cycle for Teachers (JCT) (cross sectoral service covering primary and senior cycle at post-primary)
• National Induction Programme for Teachers (NIPT) (primary and post-primary)
• Centre for School Leadership (CSL) (primary and post-primary) and
• An Chomhairle um Oideachas Gaeltachta & Gaelscolaíochta (COGG)
provide a wide variety of supports to teachers to support teacher in the area of Irish. These include, supports for Newly Qualified Teachers, live and interactive online sessions, sustained school supports, workshops, online resources, summer courses, webinars, whole school days as Gaeilge and in some cases dedicated teams to provide specific areas as Gaeilge.
The Summer Course Programme also encourages the provision of courses which support teachers in the teaching of Gaeilge based on the Primary School Language Curriculum 2019. COGG also provides a Irish language course for teachers to improve their language confidence and capacity to teach Irish or through Irish.
Under the Policy on Gaeltacht Education, to increase the supply of teachers available to teach effectively through the medium of Irish in Gaeltacht schools, two higher education programmes have been established:
• A new Irish-medium Bachelor of Education primary initial teacher education programme commenced in 2019.
• A new blended-Learning Masters in Education on Irish-medium and Gaeltacht Education in 2018.
Education Support Centres across the country also provide several courses in the area of Gaeilge. Additionally, Education Support Centres Ireland (ESCI) is engaging with Marino Institute of Education and NUI Maynooth in relation to a Gaeilge Initiative aimed at improving competencies for teaching and learning of Irish in English medium primary schools.
As part of the 20 Year Strategy for the Irish Language 2010-2030, my Department has committed to creating opportunities for expanding Irish-medium education outside the Gaeltacht. This is in the context of the announcements on the establishment of 47 new schools from 2019, which affords particular consideration to the establishment of Gaelscoileanna, Gaelcholáistí, and Aonaid Lán-Ghaeilge as part of the patronage process for new schools.
Most new post-primary schools must have a student enrolment capacity of 600 – 1,000 students. A lower threshold of 400 students may apply to Gaelcholáistí, having regard to the alternative of establishing an Irish-medium unit (Aonad) in an English-medium school. This is a potential outcome from the patronage process for new schools established to cater for a demographic need. It is also possible for any post-primary school patron to contact my Department to explore the establishment of an Aonad in an existing school.
In respect of the Dublin 2,4,6 8 area, the year of establishment, patronage model and language of instruction have yet to be determined for the new post-primary schools announced to serve the following school planning areas in the general South Dublin area: Dublin 2_Dublin 4 and Sallynoggin_Killiney_DLR/Cherrywood.
While it is expected that the existing Gaelcholáistí in the general South Dublin area have sufficient school places to accommodate demand in the short term, given the number of new gaelscoileanna which have opened in recent years or are planned to open in this area, my Department is keeping the position under active review as these schools grow and the number of sixth class pupils in gaelscoileanna increases. The opportunities for expansion of provision at existing gaelcholáistí such as Coláiste Eoin and Coláiste Íosagáin is also relevant and the Department is engaging with the school patron of Coláiste Eoin and Coláiste Iosagáin in this regard.
97. Deputy Cathal Crowe asked the Minister for Education if she will provide an update as to where the ongoing review of the school transport scheme is at; when the results are expected to be published; when the recommended changes will be implemented; and if she will make a statement on the matter. [25138/23]
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 149,000 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. There has been an increase of 21% tickets issued to eligible students and 38% tickets issued on a concessionary basis in the current 2022/23 school year compared to the 2021/22 school year.
In addition, school transport scheme services are being provided in the current school year for over 5,200 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
The School Transport Scheme is an important service for families and children.
The purpose of the Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
A review of the School Transport Scheme is underway. 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.
Significant consultation has been undertaken as part of this review. A public survey was administered for parents/guardians and students who use the service and those who do not use the service but who would like to. A broad array of stakeholders including schools, special education interest groups, industry representatives and other Government Departments were all consulted as part of this review.
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 Phase 1 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, and will again continue in the 2023/2024 school year pending completion of the review.
For the 2023/2024 school year, these measures mean that 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 for school transport by the 28th April 2023 and pay for a ticket/enter medical card details by the 9th June 2023.
Phase 2 of the review was completed late last year and phase 3 will be completed shortly. This final report will include 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.
For the 2023/2024 school year, it remains that 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 accommodated on school transport services where such services are in operation.
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.
98. Deputy Alan Farrell asked the Minister for Education if her Department has completed its review of the school transport system; and if she will make a statement on the matter. [25175/23]
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 149,000 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. There has been an increase of 21% tickets issued to eligible students and 38% tickets issued on a concessionary basis in the current 2022/23 school year compared to the 2021/22 school year.
In addition, school transport scheme services are being provided in the current school year for over 5,200 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
The School Transport Scheme is an important service for families and children.
The purpose of the Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
A review of the School Transport Scheme is underway. 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.
Significant consultation has been undertaken as part of this review. A public survey was administered for parents/guardians and students who use the service and those who do not use the service but who would like to. A broad array of stakeholders including schools, special education interest groups, industry representatives and other Government Departments were all consulted as part of this review.
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 Phase 1 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, and will again continue in the 2023/2024 school year pending completion of the review.
For the 2023/2024 school year, these measures mean that 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 for school transport by the 28th April 2023 and pay for a ticket/enter medical card details by the 9th June 2023.
Phase 2 of the review was completed late last year and phase 3 will be completed shortly. This final report will include 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.
For the 2023/2024 school year, it remains that 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 accommodated on school transport services where such services are in operation.
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.
99. Deputy Alan Farrell asked the Minister for Education if her Department would consider developing a mechanism for sharing historic employment records for the purposes of pension eligibility with the Department of Social Protection; and if she will make a statement on the matter. [25179/23]
View answerMy Department currently provides historic employment records to school employees paid by the Schools Payroll Division on formal request. If these records are readily available from computerised payroll records, a report is issued to the employee within a number of days. In the case of older paper historic payroll records that have to be retrieved from archives there may be a delay involved while the records are retrieved from off-site storage and checked before issue.
The Payroll Division of my Department has not been approached by the Department of Social Protection to consider alternative arrangements in relation to employment records for the purposes of state pension eligibility. Any such arrangement would require compliance with data protection legislation on the sharing of personal information.
My Department is open to exploring how the transfer of such information to the Department of Social Protection could be facilitated in accordance with data protection requirements.
100. Deputy Alan Farrell asked the Minister for Education if her Department is considering modernising the storage of historic employment records for ease of retrieval; and if she will make a statement on the matter. [25180/23]
View answerThe payroll systems used by my Department's Payroll Division maintain payroll records for teachers and other schools staff in readily retrievable format for the vast majority of schools staff. Staff from my Department regularly issue payroll records derived from these computerised system.
As the Deputy may be aware, schools remain the employers of teachers and schools staff and the Payroll Division of my Department acts as paymaster on behalf of the school authorities.
For a relatively limited number of teachers who were initially employed and paid directly by schools and prior to the computerisation of payroll records, my Department has some payroll records in various formats including paper format and microfiche. In some cases given the age of the records they have been archived and are stored off site.
At present there are no plans to capture this small number of older historic payroll records in digital format.
101. D'fhiafraigh Deputy Aengus Ó Snodaigh den Aire Oideachais an bhfuil aon phleananna aici chun leasú a dhéanamh ar bpolasaí cuimsitheach oideachais trí mheán na Gaeilge mar atá molta ag an bhfeachtas #Gaeilge4All; agus an ndéanfaidh sí ráiteas ina thaobh. [25196/23]
View answerTá próiseas comhairliúcháin poiblí don pholasaí nua don oideachas lán-Ghaeilge lasmuigh den Ghaeltacht á reáchtáil ag mo Roinn faoi láthair. Tháinig an chéad tréimhse den chomhairliúchán seo, ina raibh ceistneoir ar líne agus glao ar aighneachtaí i scríbhinn, chun críche ar an 30 Eanáir 2023.
Cuirfear críoch leis an dara tréimhse den phróiseas comhairliúcháin go luath. Mar chuid den tréimhse sin, reáchtáladh grúpaí fócais i scoileanna le leanaí agus le daoine óga lena chinntiú go gcloistear a nguthanna sa phróiseas forbartha pholasaí. Tá grúpaí fócais ar siúl ar líne le tuismitheoirí, caomhnóirí, oideachasóirí agus páirtithe leasmhara eile faoi láthair chun téamaí tábhachtacha atá ag teacht chun cinn a fhiosrú.
Beidh tuilleadh rannpháirtíochta le páirtithe leasmhara, i bhfoirm cruinnithe dé-thaobhacha, sna seachtainí atá romhainn mar chuid den tríú tréimhse den phróiseas comhairliúcháin. Tabharfar cuireadh d’eagraíochtaí a bhfuil baint acu leis an bhfeachtas #Gaeilge4all chuig na cruinnithe seo. Déanfar tuairimí na bpáirtithe leasmhara go léir a mheas go cúramach agus an polasaí nua á fhorbairt.
A public consultation process for the new policy on Irish-medium education outside the Gaeltacht is currently underway in my Department. The first phase of this consultation, which included an online questionnaire and a call for written submissions, concluded on 30 January 2023.
The second phase of the consultation process will be completed soon. In phase 2 focus groups were held in schools with children and young people to ensure that their voices were heard in the policy development process. Focus groups are currently being held online with parents, guardians, educators and other stakeholders to explore important emerging themes.
There will be further engagement with interested parties, in the form of bilateral meetings in the coming weeks as part of the third phase of the consultation process. Organisations associated with the #Gaeilge4all campaign will be invited to these meetings. The views of all interested stakeholders will be carefully considered in the development of the new policy.
