Written Answers Nos. 542-561
542. Deputy Holly Cairns asked the Minister for Education if her Department, and public bodies and agencies under her remit, have an anti-racism policy which can be accessed by the public; and if she will make a statement on the matter. [27670/23]
View answerIn line with my Department’s Statement of Strategy, available online at Department of Education Statement of Strategy 2021-2023, my Department is committed to actively supporting the furtherance of inclusive environments in our schools and education centres. We want to ensure that students of all backgrounds and additional needs have the confidence and reassurance to reach their full potential and that our education system is fully welcoming of diversity and inclusion. The Customer Charter for my Department, available at Customer Charter, also makes a firm commitment to treat everyone fairly and impartially and all Department services are operated in accordance with the Equal Status Acts.
My Department supports the eradication of racism and racial discrimination in any areas for which it has responsibility and will continue to address the areas of anti-racism, identity-based bullying and cultural awareness through a suite of supports. These include Cineáltas: Action Plan on Bullying ; Continuing Professional Development (CPD) for teachers at Primary and Post-Primary level and in initial teacher education, to ensure that such programmes enable teachers to deal with teaching and learning needs of all students from all cultural backgrounds and provide support for pedagogical practices that promote inclusion. In addition, the curriculum at both primary and post-primary level aims to foster inclusivity where equality and diversity are promoted. The Social Personal and Health Education Curriculum (SPHE) supports students learning in the areas of inclusion, diversity and counter racism.
The National Action Plan Against Racism (NAPAR) 2023-2027 , was published in March 2023, and can be accessed at National Action Plan Against Racism 2023-2027. It is Ireland’s national level, co-ordinated approach to eliminating racism in all its forms. My Department is committed to working collaboratively and constructively with stakeholders in relation to the actions outlined in this Plan and in particular to those actions to strengthen inclusion and anti-racism in the education system.
Finally, my Department also complies with policy and guidance in relation to equality of opportunity in all of its employment practices. The Employment Equality Acts place an obligation on all employers to prevent harassment in the workplace across a number of grounds including race. My Department is committed to developing inclusivity, building diversity and ensuring equal respect and opportunity for every member of staff in the Department. All staff members are made aware of their responsibility to behave in a way that upholds a culture of dignity and respect and the behaviours that can constitute bullying, harassment and sexual harassment under the “Dignity at Work – an Anti-Bullying, Harassment and Sexual Harassment Policy for the Civil Service” which is publicly available at www.cseas.per.gov.ie/wp-content/uploads/Dignity-At-Work-Policy-PDF.pdf.
The information in respect of state bodies is not held by my Department. Contact details for these bodies are set out in the attached document should the Deputy wish to contact them directly with this query.
Contact E-Mail Addresses for State Bodies under the Remit of the Department of Education as at 03 February 2023
|
Name of Body |
Dedicated Email address for the Members of the Oireachtas |
Designated Official Responsible for assisting Oireachtas Members |
|
An Chomhairle um Oideachais Gaeltachta agus Gaelscolaíochta |
oireachtas@cogg.ie |
jacquelinenifhearghusa@cogg.ie |
|
Educational Research Centre |
oireachtas.queries@erc.ie |
aidan.clerkin@erc.ie |
|
National Council for Curriculum and Assessment Note 1 |
oireactasqueries@ncca.ie |
Aine.ArmstrongFarrell@ncca.ie |
|
State Examinations Commission |
Oireachtas@examinations.ie |
Paddy.Quinn@examinations.ie |
|
The Teaching Council |
pqrep@teachingcouncil.ie |
lramsey@teachingcouncil.ie |
|
National Council for Special Education |
oireachtasqueries@ncse.ie |
patrick.martin@ncse.ie and cindyjane.oconnell@ncse.ie |
|
Residential Institutions Statutory Fund – Caranua |
Michael.Fitzpatrick@caranua.ie |
Michael.Fitzpatrick@caranua.ie |
Note 1 - The spelling of the NCCA e-mail address to which Oireachtas queries may be addressed has been verified with the NCCA as being accurate
543. Deputy Brendan Griffin asked the Minister for Education when a grant will be paid to all Kerry schools (details supplied); and if she will make a statement on the matter. [27709/23]
View answer545. Deputy Holly Cairns asked the Minister for Education when the ICT grants will be paid to national schools; and if she will make a statement on the matter. [27735/23]
View answer594. Deputy Cathal Crowe asked the Minister for Education when a school (details supplied) will be issued with its ICT grant; and if she will make a statement on the matter. [28213/23]
View answer595. Deputy Cathal Crowe asked the Minister for Education when primary schools can expect to have their ICT grant monies in their accounts; and if she will make a statement on the matter. [28215/23]
View answerI propose to take Questions Nos. 543, 545, 594 and 595 together.
Under the Digital Strategy for Schools 2015 to 2020 overall investment of €210m issued to all recognised primary and post-primary schools in annual grant funding. This funding was to support schools to invest in appropriate digital infrastructure to embed the use of digital technology in teaching, learning and assessment.
The new Digital Strategy for Schools to 2027 was published last year and is underpinned by an investment of €200m to support schools over the period committed to under Ireland’s National Development Plan (NDP). The first tranche of €50m issued to all recognised primary and post-primary schools in late 2021.
It is hoped to issue the next tranche of funding in the 2023-2024 school year. As with all such funding, the issuing of the grant is subject to the availability of Exchequer funding and the wider capital needs of the Department including the building programme to ensure the supply of school accommodation.
It is anticipated that the funding committed to under the NDP will be available to support the implementation of the Digital Strategy to Schools in future years.
As with funding under the previous strategy, the funding under the Digital Strategy for Schools to 2027 issues directly to schools as they are best placed to identify the requirements of their own student cohort and to meet those requirements in the most appropriate way in accordance with their digital learning plan.
The recently announced €29 million in minor works funding for primary and special schools can be used not only for the maintenance and small-scale improvements to school buildings and grounds but also for the provision of ICT infrastructure in schools.
544. Deputy Paul Kehoe asked the Minister for Education the current status of the provision of accommodation for a school (details supplied); and if she will make a statement on the matter. [27722/23]
View answerI can confirm to the Deputy, that my Department is in receipt of an application for capital funding, under the Additional School Accommodation (ASA) scheme from the school in question.
The purpose of the ASA scheme is to ensure that essential mainstream and special education classroom accommodation is available to cater for pupils enrolled each year and where the need cannot be met by the school’s existing accommodation.
I can assure the Deputy that my Department is working to ensure that there is appropriate school accommodation in place to meet the school place needs of all children. In the first instance, this is focussed on ensuring that the use of existing school accommodation capacity is fully optimised. Where additional capacity is required this can be provided by means of modular accommodation where accelerated delivery is required, or by means of traditional construction projects.
I can confirm that officials in my Department have been liaising with the school in question in relation to its application and its accommodation requirements for the 2023/24 school year. The Department is additionally cognisant of the long-term needs of the school, and across the local area.
The ASA application is currently being assessed and when this is completed the School Authority will be notified. My Department is working to complete this process as soon as possible.
546. Deputy Sorca Clarke asked the Minister for Education what languages are currently being considered as a Leaving Certificate subject. [27753/23]
View answerI can advise the Deputy that there are no plans at present to introduce any new languages to the Leaving Certificate Curriculum. Languages Connect – Ireland’s Strategy for Foreign Languages in Education 2017 – 2026 aims to increase and diversify the range of languages taught and learned. Under the 1st Implementation plan 2017 – 2022, significant progress has been made including:- The introduction of four new leaving certificate curricular languages from 2020 – Lithuanian, Mandarin Chinese, Polish and Portuguese. These were examined for the first time in 2022 and circa. 1,500 students sat a leaving certificate examination in one of the four new languages.- This brings the number of leaving certificate curricular languages up to 11 and students can also opt to be examined in a non-curricular EU language in accordance with Article 149 of the Nice Treaty. - Inclusion of foreign languages in senior classes at primary level as part of the recently published new Primary Curriculum Framework. Work is well underway on the development of the specification for introduction in primary schools in 2025.- In advance of this, the “Say Yes to Languages” sampler module for primary will be moving into it’s third year in September 2023 with circa. 1,200 schools applying to participate in the 8 week module in 2023/24. Post Primary Languages Ireland (PPLI) are overseeing the scheme and supporting schools with CPD and resources. Participating schools select the language they wish to use as part of the module based on their own school context, resources and on their demographic. - The first Languages Connect Summit will be held this year on 14th October in the Conference Centre in Dublin with an anticipated attendance in the region of 1,000. - An annual #Thinklanguages event for TY students to raise awareness about the importance of language learning and to promote the uptake of foreign languages for Leaving Certificate.- Funding for upskilling foreign language teachers, school libraries, summer camps, school exchanges etc. through PPLI.My Department is also currently reviewing the Languages Connect strategy with a view to developing a 2nd implementation plan to 2026 which will be informed through consultation with key stakeholders.The Deputy may also wish to note that Reform of Senior Cycle is currently underway and in March 2022, I announced as part of this reform, the introduction of two new leaving certificate subjects – Climate Action and Sustainable Development; and Drama, Film and Theatre Studies.
547. Deputy Sorca Clarke asked the Minister for Education if Korean is being considered as a Leaving Certificate subject. [27754/23]
View answerI can advise the Deputy that Languages Connect – Ireland’s Strategy for Foreign Languages in Education 2017 – 2026 aims to increase and diversify the range of languages taught and learned. Much progress has already been made including the introduction of four new leaving certificate curricular languages from 2020 – Lithuanian, Mandarin Chinese, Polish and Portuguese. These were examined for the first time in 2022 and circa. 1,500 students sat a leaving certificate examination in one of the four new languages. This brings the number of leaving certificate curricular languages up to 11. Students can also opt to be examined in a non-curricular EU language in accordance with Article 149 of the Nice Treaty.
As the Deputy will appreciate, it takes time to introduce and embed languages (development of specifications and resources, teacher training, building student interest and matching with teacher supply). It would be too soon to consider introducing another language at this time. As such, I can advise the Deputy that there are no plans at present to introduce Korean or any other foreign language to the Leaving Certificate Curriculum.
I wish to advise the Deputy however that I understand that, Korean is a popular Transition Year (TY) module, offered in seven schools in Dublin and Wicklow including 408 students. Post Primary Languages Ireland (PLI), which is fully funded by the Department to implement a range of actions under our foreign languages strategy (Languages Connect), supports Korean teaching and the TY modules with CPD, training and mentoring sessions and works with the Korean Embassy to promote the Korean language and culture education in post-primary schools and beyond. TY Korean – PPLI. it is hoped that such TY modules will build interest in learning the Korean language over time.
548. Deputy Francis Noel Duffy asked the Minister for Education to request the NCSE to outline the total funding per annum for the past five years for assistive technology to support blind and vision impaired students; and if she will make a statement on the matter. [27760/23]
View answerThe Assistive Technology Scheme is provided by my Department to supplement the overall approach to providing funding to schools for digital technology and equipment to support children for education purposes. All equipment provided under this scheme supports children with more complex disabilities who require essential specialist equipment in order to access the school curriculum.
It is vital that all learners have the opportunity to reach their potential, with digital technologies providing the means to overcome traditional barriers to learning, and to support inclusion across education.
Additional €2 million funding was secured in Budget 2023 for this scheme. This represents an increase of almost 60% on funding allocated previously to this essential support. This increased allocation supports my Department’s commitment to ensure that a full range of resources, not just teachers and SNAs, are available to support children who most need it.
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.
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.
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.
Although equipment is sanctioned under the Assistive Technology scheme for use by particular students, it is the property of the school, and the school’s management authority is responsible for maintenance, repair, and insurance of the equipment.
The Department of Education provides funding for visiting teachers for children who are deaf/hard of hearing or blind/visually impaired. The management of visiting teachers is the responsibility of the NCSE.
Visiting teachers (VT) for children who are deaf/hard of hearing or blind/visually impaired provide additional supports for such children, their families, and schools. Visiting Teachers will also discuss and demonstrate the management of assistive technologies for children who are blind/visually impaired.
Details of the services which are provided to schools and families by the visiting teacher service are available at ncse.ie/visiting-teachers .
In relation to your request for the number of blind and vision-impaired students who have received assistive technology from the Department in the past five years, my department does not keep records of particular disability categories applied for and accordingly those figures are not available.
Below are the total number of assistive technology applications received by the NCSE each year, the number that were approved and the expenditure by my Department.
|
Year |
Total number of applications received by NCSE |
Number of applications recommended by SENO |
Assistive Technology Expenditure |
|
2018 |
4588 |
3350 |
€2,382,785 |
|
2019 |
5271 |
3719 |
€2,497,684 |
|
2020 |
4741 |
3500 |
€2,013,236 |
|
2021 |
6373 |
4607 |
€3,603,563 |
|
2022 |
6845 |
4905 |
€3,735,778 |
549. Deputy Francis Noel Duffy asked the Minister for Education to seek detail from the NCSE as to how many functional vision assessments visiting teachers are completing assessments on blind and vision impaired students per annum for the past three years; and if she will make a statement on the matter. [27761/23]
View answerMy Department provides funding to the National Council for Special Education (NCSE) for the provision of the visiting teacher service for children who are deaf/hard of hearing or blind/visually impaired.
As the management of the visiting teachers service is the responsibility of the NCSE, I have referred the matter raised by the Deputy to the NCSE to respond directly to the Deputy.
550. Deputy Seán Crowe asked the Minister for Education to outline what training is available to teachers and special education teachers exclusively on assistive technology used by blind and vision impaired students who accredits this training; and if she will make a statement on the matter. [27774/23]
View answerThe Assistive Technology Scheme is provided by my Department to supplement the overall approach to providing funding to schools for digital technology and equipment to support children for education purposes. All equipment provided under this scheme supports children with more complex disabilities who require essential specialist equipment in order to access the school curriculum.
It is vital that all learners have the opportunity to reach their potential, with digital technologies providing the means to overcome traditional barriers to learning, and to support inclusion across education.
Additional €2 million funding was secured in Budget 2023 for this scheme. This represents an increase of almost 60% on funding allocated previously to this essential support. This increased allocation supports my Department’s commitment to ensure that a full range of resources, not just teachers and SNAs, are available to support children who most need it.
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.
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.
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.
Although equipment is sanctioned under the Assistive Technology scheme for use by particular students, it is the property of the school, and the school’s management authority is responsible for maintenance, repair, and insurance of the equipment.
The Department of Education provides funding for visiting teachers for children who are deaf/hard of hearing or blind/visually impaired. The management of visiting teachers is the responsibility of the NCSE.
Visiting teachers (VT) for children who are deaf/hard of hearing or blind/visually impaired provide additional supports for such children, their families, and schools. Visiting Teachers will also discuss and demonstrate the management of assistive technologies for children who are blind/visually impaired.
Details of the services which are provided to schools and families by the visiting teacher service are available at ncse.ie/visiting-teachers .
Each VT is responsible for a particular region and is allocated a caseload of students. The VT supports children/young people, parents, guardians, teachers and other professionals involved with the child. The frequency and nature of support takes into account a range of factors based on the individual’s needs. In case of any technical issues with a student's assistive technology, it is recommended that the school contacts their visiting teacher from the NCSE's Visiting Teacher Service. The visiting teacher will collaborate with the provider to offer the necessary training and technical supports to both students and teachers.
Additional training support can also be requested through the NCSE. Through its everyday work, the NCSE aligns its Teacher Professional Learning (TPL) with the Teaching Council’s national framework for teacher professional learning. One of the main aims of the NCSE is to support teachers and schools in a way that builds capacity, supports the inclusion of all children, including students with special educational needs, at a whole school level.
The NCSE provides a suite of professional learning opportunities for school leaders and teachers, which in turn, aims to improve educational experiences and outcomes for all students.
The NCSE offers bespoke in-school support for either whole school staff, small groups, or individual teachers. The support can be tailored to specific TPL needs within a school, such as, in the areas of differentiation, planning, autism and behaviour. A school may contact the NCSE directly with regards to tailored training specific to their needs.
A broad range of blended CPD programmes and resources continue to be made available to assist schools to implement the DLF and to effectively use digital technologies in teaching and learning practices. The upskilling of teachers is a key priority for the Department in the promotion of digital technologies in teaching and learning.
The Professional Development Service for Teachers (PDST) offers professional learning opportunities to teachers and school leaders in a range of pedagogical, curricular and educational areas. Its dedicated Technology in Education Team, together with its ICT Team of Advisors, continue to design, develop and deliver a comprehensive range of Continuing Professional Development (CPD) programmes for teachers and school leaders. This ICT training is certified by the PDST directly.
This CPD includes quality assured exemplars of effective and highly effective practices. Scoilnet.ie, an official Department website managed by the PDST, is a central repository of digital content containing in excess of 23,000 curriculum tagged digital resources for use in teaching and learning which demonstrate good practice in the use and embedding of digital technologies.
551. Deputy Paul Kehoe asked the Minister for Education the status of an application for additional accommodation for a school (details supplied); if it will progress in time for it to be operational for the commencement of the 2023/2024 school year; and if she will make a statement on the matter. [27776/23]
View answerI can confirm to the Deputy, that my Department is in receipt of an application for capital funding, under the Additional School Accommodation (ASA) scheme, from the school in question.
The purpose of the ASA scheme is to ensure that essential mainstream and special education classroom accommodation is available to cater for pupils enrolled each year and where the need cannot be met by the school’s existing accommodation.
I can confirm that officials in my Department have been in touch with the school in question in relation to their application and the accommodation requirements for the 2023/24.
The ASA application is currently being assessed and when this is completed the school authority will be notified of the decision. My Department is cognisant of the timeframes for the accommodation need and is working to complete this process as soon as possible.
552. Deputy Alan Kelly asked the Minister for Education for a copy of all policy circulars that outline the diagnosed disabilities and/or medical conditions that apply for grant funding for assistive technology for students with physical or communicative disabilities in primary or secondary schools. [27799/23]
View answerEnabling children with special educational needs to receive an education is a priority for this Government.
This year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing a wide range of schemes and supports for children with special educational needs. I am delighted to say I have secured an additional €2 million funding in Budget 2023 for this scheme. This represents an increase of almost 60% on funding allocated previously to this essential support. This increased allocation supports my Department’s commitment to ensure that a full range of resources, not just teachers and SNAs, are available to support children who most need it.
The Assistive Technology Scheme is provided by my Department to supplement the overall approach to providing funding to schools for digital technology and equipment to support children for education purposes. All equipment provided under this scheme supports children who require essential specialist equipment in order to access the school curriculum. I see assistive technology as a critical enabler for those with special educational needs to gain the maximum benefit from a modern technologically focused education system and this increased allocation shows my continued commitment to ensuring that a full range of resources, not just teachers and SNAs, are available to support children who need it.
The criteria which must be evidenced to qualify for support under the Department of Education Assistive Technology scheme are that the professional reports state in each case that the equipment is essential for the effective education of the child, illustrating how the recommended equipment is to be used for educational purposes throughout the school day, and that the needs outlined in the professional report cannot be met from within the school’s existing school I.T. equipment.
An assessment indicating that equipment would be beneficial, desirable or useful or would achieve improvement in performance is not sufficient since this could be true in the case of any child. Equipment may only be provided where medical and/or other professional reports outline that the degree of communicative disability is such that this equipment is essential to allow the pupil to access education, and set out how the equipment will provide for this.
The National Council for Special Education (NCSE) is responsible, through its network of local Special Educational Needs Organisers (SENOs), for processing applications from schools for special education supports. SENOs do not adjudicate on the veracity of recommendations as to the needs of children. Where they encounter recommendations relating to the quantum of supports to be provided to schools they will disregard such recommendations. They will rely upon the professional judgement of the diagnosing professional as to the needs of the child and the diagnosis of the child's disability or identified care need.
While the qualifying criteria for Assistive Technology support are set out in the Department’s Circular 0010/2013, the Report of the Special Education Review Committee - also known as the SERC Report - and the Department’s Circular 08/02 provide the basis on which the Department sets the criteria for special education supports for children with special educational needs.
I can confirm that my Department is currently reviewing this scheme to ensure that it is working effectively as possible for these children and that the resources are allocated appropriately moving from a diagnosis based system to a needs based systems. The review in ongoing and is expected to complete by autumn 2023. This process will have a consultative element and relevant stakeholders will be invited to participate.
As I have mentioned, this scheme is part of an overall approach. In April 2022, my Department announced the Digital Strategy for Schools to 2027 and associated grant funding for all recognised primary and post-primary schools for digital technology infrastructure.
This strategy will advance the embedding of digital technologies across teaching, learning and assessment, building on the work under previous strategies. It aims to further support the school system so that all students across our schools have the opportunity to gain the knowledge and skills they need to navigate an ever-evolving digital world successfully.
As part of this strategy an ICT Grant will be provided to schools, with €200 million committed over the period of the Strategy. This approach facilitates multi-annual planning by schools to allow them to plan effectively for all of their children.
553. Deputy Bernard J. Durkan asked the Minister for Education the efforts being taken to expedite the process where teachers returning home from abroad or travelling to Ireland with the purpose of taking up a position, register with the Teaching Council and receive their requisite number for their employment, given the current shortage of staff required in the sector; and if she will make a statement on the matter. [27800/23]
View answerUnder the Teaching Council Acts 2001-2015 the Teaching Council is the body with statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State.
The Teaching Council registers teachers under the Teaching Council Act 2001-2015 and in line with the Teaching Council Registration Regulations, 2016. As set out in the Schedule of the Regulations, the Council registers teachers under five routes of registration: Route 1 - Primary, Route 2 - Post-primary, Route 3 - Further Education, Route 4 - Other and Route 5 - Student Teacher.
The Teaching Council is also the competent authority for the recognition of qualifications for those who qualified as teachers outside of Ireland. The Teaching Council adheres to the Teaching Council Act 2001-2015, the Teaching Council Registration Regulations (2016) and in its role as a competent authority, it operates in accordance with the EU Mutual Recognition of Professional Qualifications Directive (2005/36/EU as amended). As a statutory professional standards body, the Teaching Council is required by law to properly determine and to authenticate the relevant standards and qualifications of all applicants for registration. One of the ways the Council ensures and regulates standards is by ensuring that all teachers entering the profession in Ireland have met the required standards.
Fully qualified teachers who have qualified outside of the Republic of Ireland are eligible to apply for registration with the Teaching Council. A person deemed to be a fully qualified teacher has completed a recognised teacher education qualification and programme of induction in the country in which they qualified and can provide an official letter from the relevant teacher registration body/ Competent Authority or Ministry of Education confirming recognition as a fully qualified teacher in the State/ country. The Council registers teachers under four Routes of Registration; Route 1 Primary, Route 2 Post-primary, Route 3 Further Education and Route 4 Other.
All applications from teachers who qualified abroad are processed in line with the EU Directive 2005/36/EC and are assessed in the same manner, regardless of whether they qualified within or outside the EU. The EU Directive provides for the assessment of qualifications for the purposes of recognition, and this recognition may be subject to conditions. The Council assesses qualifications to seek comparability with the standards of Council accredited programmes of ITE (plus curricular subject at PP), assessing in line with programme standards and the Council’s Registration Regulations (Routes 1, 2, 3, 4). This assessment must be ‘holistic’ i.e., take into account qualifications plus teaching experience plus lifelong learning. The Council holds its accredited programmes and student teachers to high standards and to protect the integrity of the register, those who qualify overseas are held to the same standards, (foundation studies, professional studies, school placement). Where differences arise, conditions (qualification shortfalls) will be applied to the teacher's registration and the teacher is given three years to address the shortfall(s).
The EU Directive provides a 12-week timeframe for assessment which commences when all required qualification and registration evidence is submitted. The Council receives an average of 600 applications per year. In Quarter 1, 2023 the average processing time for a Primary overseas qualified application (PRQA-01) from the date that all necessary documents have been received and is deemed complete to decision was 3 weeks. In Quarter 1, 2023 the average processing time for a Post-primary qualified overseas application (PPQA-01) from the date that all necessary documents have been received and is deemed complete to decision was 8 weeks.
In addition to the standard application process for teachers who qualified out of state, the Council commenced the Teaching Council (Registration) (Amendment) Regulation, 2023 on Wednesday, 22 February, 2023. This regulation was introduced to assist with teacher supply. The Council is accepting applications until 1 February 2024 from primary and post-primary teachers who have qualified outside of Ireland but who have not completed the required period of induction in the country in which they qualified.
This Regulation is being promoted by posting information and videos on Teaching Council social media platforms, promoting on a homepage website banner, sending ezines to registered teachers, targeting teacher educator providers in England directly and via social media, attended in person and online presentations to UK students and by attending a UK careers fair.
554. Deputy Catherine Murphy asked the Minister for Education if additional temporary classroom spaces will to be added in a school (details supplied) ahead of the next school year. [27807/23]
View answerI am pleased to advise the Deputy that approval under the Additional School Accommodation scheme has issued to the school in question for the provision of three general classrooms, and one Special Education Needs unit under my Department's Devolved SEN Reconfiguration and Modular Accommodation programme.
The project is being delivered under the Department’s Devolved SEN Reconfiguration and Modular Accommodation programme. This approach supports accelerated delivery of the accommodation and maximises assistance to the school for this brief, the project will be delivered from the Department’s Procurement Frameworks. A Project Management is appointed, from the Department’s Framework, to design and tender the project. This consultant will lead the project through the various stages of planning process and construction.
The School Authority has overall responsibility for delivery of the project.
555. Deputy Jennifer Whitmore asked the Minister for Education when her Department will issue a commencement order to the KWETB to enable the delivery of temporary accommodation for a school (details supplied); and if she will make a statement on the matter. [27808/23]
View answerI am pleased to advise the Deputy that approval under the Additional School Accommodation scheme has issued to the school in question for the provision of six general classrooms under my Department's Devolved SEN Reconfiguration and Modular Accommodation programme.
The project is being delivered under the Department’s Devolved SEN Reconfiguration and Modular Accommodation programme. This approach supports accelerated delivery of the accommodation and maximises assistance to the school for this brief, the project will be delivered from the Department’s Procurement Frameworks. A Project Management company has been appointed, from the Department’s Framework, to design and tender the project. This consultant will lead the project through the various stages of planning process and construction. Officials from the Department have held a recent meeting with the School Authority and the assigned Project Managers to progress this project.
The School Authority has overall responsibility for delivery of the project.
556. Deputy Jennifer Whitmore asked the Minister for Education if the delivery of temporary accommodation for a school (details supplied) will be in place for September 2023, and if her Department put any condition on the delivery by the school authority to ensure that date is adhered to; and if she will make a statement on the matter. [27809/23]
View answerI am pleased to advise the Deputy that approval under the Additional School Accommodation scheme has issued to the school in question for the provision of six general classrooms under my Department's Devolved SEN Reconfiguration and Modular Accommodation programme.
The project is being delivered under the Department’s Devolved SEN Reconfiguration and Modular Accommodation programme. This approach supports accelerated delivery of the accommodation and maximises assistance to the school for this brief, the project will be delivered from the Department’s Procurement Frameworks. A Project Management company has been appointed, from the Department’s Framework, to design and tender the project. This consultant will lead the project through the various stages of planning process and construction. Officials from the Department have held a recent meeting with the School Authority and the assigned Project Managers to progress this project.
The School Authority has overall responsibility for delivery of the project.
557. Deputy Jennifer Whitmore asked the Minister for Education if the delivery of temporary accommodation for a school (details supplied) will be in place for September 2023, and if her Department put any condition on the delivery by the school authority to ensure that date is adhered to; and if she will make a statement on the matter. [27810/23]
View answerI am pleased to advise the Deputy that approval has issued under the Additional School Accommodation scheme at the school in question for 4 additional classrooms. This project is being delivered under the Department’s Devolved SEN Reconfiguration and Modular Accommodation programme. This approach supports accelerated delivery of the accommodation and maximises assistance to the school for this brief, the project will be delivered from the Department’s Procurement Frameworks.
A Project Management company, has been appointed from the Department’s Framework, to design and tender the project. This consultant will lead the project through the various stages of planning process and construction. The School Authority has overall responsibility for delivery of the project.
558. Deputy Jennifer Whitmore asked the Minister for Education if unused temporary accommodation, currently situated at (details supplied) could be provided to neighbouring school to ensure that sufficient accommodation is available for the intake of students in August 2023. [27811/23]
View answerMy Department is aware of the accommodation position at both of the schools to which the Deputy refers. Officials have had engagement with both schools and are currently actively working towards solutions in both instances.
I can assure the Deputy that the provision of required accommodation to meet school place needs is a priority for my Department, both for the coming school year and to meet longer-term needs in each area. Solutions for both schools are being advanced in that context.
559. Deputy Jennifer Whitmore asked the Minister for Education to outline how, in the event that temporary accommodation is not provided in time for the commencement of the 2023-2024 academic year, schools are to deal with students who are in excess of accommodation capacity; and if she will make a statement on the matter. [27812/23]
View answerI can assure the Deputy that my Department is working to ensure that there is appropriate school accommodation in place to meet the school place needs of all children. In the first instance, this is focussed on ensuring that the use of existing school accommodation capacity is fully optimised.
The purpose of my Department's Additional School Accommodation (ASA) scheme is to ensure that essential mainstream and special education classroom accommodation is available to cater for pupils enrolled each year and where the need cannot be met by the school’s existing accommodation. Where there is a need for accelerated delivery of such accommodation my Department utilises Modern Methods of Construction, including my Department's Modular Accommodation Framework, to meet the accommodation need. My Department has additionally put Project Management provision in place to support schools in the expedited delivery of this accommodation.
In addition, my Department is liaising with all schools that have accommodation requirements for the coming school year in relation to their contingency planning arrangements and any supports required for same.
560. Deputy Matt Carthy asked the Minister for Education further to Parliamentary Question Nos. 102 of 16 May 2023, if final approval can be speedily confirmed in respect of the application for capital funding under the additional school accommodation scheme by a school (details supplied); and if she will make a statement on the matter. [27817/23]
View answerI am pleased to advise the Deputy that approval under the Additional School Accommodation scheme has issued to the school in question for the provision of nine general classrooms.
The project is being delivered under the Department’s Devolved SEN Reconfiguration and Modular Accommodation programme. This approach supports accelerated delivery of the accommodation and maximises assistance to the school for this brief, the project will be delivered from the Department’s Procurement Frameworks. A Project Management company has been appointed, from the Department’s Framework, to design and tender the project. This consultant will lead the project through the various stages of planning process and construction.
The School Authority has overall responsibility for delivery of the project.
561. Deputy Pearse Doherty asked the Minister for Education if she will provide an update for the ongoing school transport scheme review; if there were any recommendations to change the shortest route criteria eligibility for school transport to cease the use of bog roads as traversable routes where such routes are not traversable by vehicles; and if she will make a statement on the matter. [27826/23]
View answer562. Deputy Pearse Doherty asked the Minister for Education if consideration will be given to changing the criteria for the school transport scheme to exclude bog roads and routes that school buses cannot travel on when calculating the shortest route; and if she will make a statement on the matter. [27827/23]
View answerI propose to take Questions Nos. 561 and 562 together.
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year, over 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% in tickets issued to eligible students and 38% increase in 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 5,400 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.
