Written Answers Nos. 562-581
563. Deputy Marc MacSharry asked the Minister for Education when the board of management of a primary school (details supplied) will have a decision on its application for emergency works; and if she will make a statement on the matter. [27835/23]
View answerThe Emergency Works applications to which the Deputy refers have been received by my Department and are under active consideration. Officials in my Department's Professional and Technical team are currently examining the applications from a technical perspective and once a recommendation has been made by the Professional and Technical team an update will issue to the school. My Department is aware of the time-sensitive nature of the works required and will keep the school informed throughout the application process.
564. Deputy Mairéad Farrell asked the Minister for Education if there are plans to add Korean as a curricular language for the Leaving Certificate; and if she will make a statement on the matter. [27865/23]
View answerI can advise the Deputy that there are no plans at present to introduce Korean or any other foreign language 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. 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.
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.
565. Deputy Christopher O'Sullivan asked the Minister for Education if consideration will be given to allocating extra time in exams for dyslexic students in the Junior Certificate and Leaving Certificate to bring Ireland in line with its European counterparts such as France, Italy and the UK; and if she will make a statement on the matter. [27867/23]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the state examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
566. Deputy Christopher O'Sullivan asked the Minister for Education if she or officials from her Department have engaged with an organisation (details supplied) and the State Examinations Commission regarding the need for additional time to be allocated for dyslexic students sitting exams at second level; and if she will make a statement on the matter. [27868/23]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the state examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
567. Deputy Peter Burke asked the Minister for Education her projected figures for secondary school places for Mullingar, County Westmeath, for September 2023; the figures for applications for these places; the contingency plans in place to accommodate all students who need a place in 1st year in September 2023; and if she will make a statement on the matter. [27869/23]
View answerAs the Deputy will be aware, for school planning purposes, my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.
While the Department is aware of increasing pressures and demand for additional school places in the Mullingar area, it is important to note that where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:
• Duplication of applications – pupils have applied for a place to a number of schools in the area
• School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area
• Some towns/areas have single sex schools and while places are available in the school they are not available to all pupils
• External draw – pupils coming from outside the local area
The Department is working to establish the true extent of any capacity issues through ongoing discussions with the relevant school authorities. In that context, similar to the process adopted in advance of the current academic year, the Department is engaging with patron bodies and school authorities, to identify particular capacity requirements for the forthcoming years which may necessitate further action to that already in train.
Additionally, the Department will continue to work to advance the planned and current projects in Mullingar and to ensure sufficient places for both mainstream provision and for pupils with special education requirements both for the coming academic year and into the future.
568. Deputy Peter Burke asked the Minister for Education if she will consider the inclusion of a Westmeath school (details supplied) in the counselling and mental health pilot scheme which she announced recently; and if she will make a statement on the matter. [27901/23]
View answerI announced a programme of counselling and mental health supports in a series of primary schools from September 2023. This is pilot and therefore it is not possible to include all schools. I have ensured that there is a cross section of schools across the provinces included in this pilot.
The counties were selected following an analysis of counsellor availability locally who are qualified and experienced to work with children and young people. I am confident that we will take valuable learnings from this pilot.
569. Deputy John Lahart asked the Minister for Education the reason that a school (details supplied) is the only community school in the country for which provision for all-weather playing facilities was never made; how her Department could go about assisting the school in this matter now; and if she will make a statement on the matter. [27902/23]
View answerI wish to confirm to the Deputy that the majority of schools have a general purpose room / Physical Education hall and practically all schools have outdoor play areas. In addition, many schools, use adjacent local facilities, including community halls, public parks, playing fields and swimming pools.
Investment and expenditure on sports facilities is an element of the overall expenditure and investment in the School Building Programme. The provision of outdoor play areas form part of the accommodation brief for all new school buildings or where a major building or refurbishment project is being delivered for an existing school. In addition, my Department provides funding toward the provision of furniture and equipment including PE equipment in both primary and post-primary schools. In relation to post-primary schools, where my Department provides a sports hall as part of a building project, the equipment provided forms part of the overall furniture and equipment grant to that school.
In addition, my Department’s Design Guidelines for all new schools provides for outdoor multi use games areas (hard play areas) and the level of play space provided varies with the size of school. For example, a new 24 classroom primary school with Special Education Needs classes is provided with 3 ball courts (1,755m² in total), 2 junior play areas (600m² in total), as well as Secure hard and soft play area (300m²) and a 100m² Sensory Garden. In respect of new post-primary schools, a new 1,000 pupil post-primary school will be provided with 6 ball courts (3,060m² in total) and a 200m² secure hard and soft special education play area. At post primary level, an area may be developed as a practice playing field where site conditions and resources permit. The Design Guidelines do not, however, include all-weather sports pitches.
The main focus of resources over the last decade and for the coming period is on provision of additional capacity to cater for increasing demographics particularly at post-primary level and for special education needs provision. The Deputy will appreciate that the immediate priority of my Department is providing new and replacement school places each year, to ensure that every child has a school place.
However, the latter stages of the National Development Plan period will see an increasing focus on the upgrade and refurbishment of the existing school stock. While being mindful of the future demographic needs in respect of essential mainstream and special education provision particularly on restricted school sites, this will include a modernisation programme to ensure that students in all post-primary schools have access to appropriate facilities to support PE provision. The ancillary accommodation needs of primary schools, such as General Purpose rooms will also be considered.
Details of large-scale projects being delivered under the school building programme may be viewed on my Department's website at, www.gov.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
570. Deputy Pearse Doherty asked the Minister for Education if a person (details supplied) in County Donegal can have confirmation of entitlement to professional years; and if she will make a statement on the matter. [27937/23]
View answerThe professional added year’s scheme, which is a feature of some closed public sector superannuation schemes, provides for the award of additional years of notional service for the purpose of superannuation, to certain civil and public servants, who, in general hold professional, technical and specialist grades. An award of professional added years applies where due to the minimum entry requirements of the competition, it is not possible for the employee to secure full service by relevant retirement age, in general age 60 or 65. An award of added years can only be formally made at retirement.
The person concerned is an employee of Donegal ETB, who are responsible for the administration of the pension scheme of which she is a member. In this regard she should contact Donegal ETB to discuss her pension entitlements and proposed retirement plans
571. Deputy Steven Matthews asked the Minister for Education the steps she will take to ensure the temporary accommodation committed to for a school (details supplied) will be in place in advance of the new school year; if the basis for any delays and changes in the proposals for this project can be outlined; and if she will make a statement on the matter. [27939/23]
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.
572. Deputy Matt Carthy asked the Minister for Education the number of students from Monaghan who availed of the school transport scheme in 2022/2023; the total number of late applicants; the number of late applicants who were subsequently facilitated with school bus places; and the number of school bus places that her Department plans to provide for in 2023/2024; and if she will make a statement on the matter. [27943/23]
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. The total cost of the scheme in 2022 was €338.9m.
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.
Children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the department/Bus Éireann, having regard to ethos and language.
Children who are eligible for school transport and who have completed the application process on time are now accommodated on school transport services where such services are in operation for the 2022/2023 school year.
Children who are not eligible for school transport, but who completed the application process on time, will be considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
Because of the nature of concessionary transport for non-eligible children and the priority of providing places for eligible children, there may be an excess of demand over supply for concessionary places, in these cases Bus Éireann will allocate tickets for spare seats using an agreed selection process.
Bus Éireann have confirmed that a total number of *4104 tickets issued to students in Monaghan for the 2022/2023 school year. Of those applications, 907 were received after the closing date and were deemed late applications. A total number of 610 late applicants were facilitated on board school transport services for the current school year.
* The total number of applications received include eligible, concessionary and late applications and also include applications from families in locations where there are no services in operation.
573. Deputy Réada Cronin asked the Minister for Education if all the children awaiting school places in Kilcock have now been accommodated there, such children being the subject of previous Parliamentary Questions; and if she will make a statement on the matter. [27947/23]
View answerI can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority for my Department.
In order to plan for school place needs, my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.
While my Department is aware of enrolment pressures and demand for additional school places in Kilcock it is important to note that where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:
• Duplication of applications – pupils have applied for a place to a number of schools in the area• School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area• Some towns/areas have single sex schools and while places are available in the school they are not available to all pupils• External draw – pupils coming from outside the local area
My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area. In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998.
Parents have the right to choose which school to apply to and where the school has places available the pupil should be admitted. However, in schools where there are more applicants than places available a selection process may be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice.
Through close engagement with school patrons and authorities, my Department has established a requirement for additional school places in the Kilcock area. With the support of my Department, a number of additional Junior Infant places have already been made available in recent days.
574. Deputy Sorca Clarke asked the Minister for Education if her attention has been drawn to the activities of the Parents' Rights Alliance, Irish Education Alliance and the Irish National Party, particularly their online campaigns encouraging citizens to remove books from libraries and to petition schools regarding their curriculum; the engagement, if any, her Department has had with An Garda Síochána, the Department of Housing, Local Government and Heritage or the Department of Environment, Climate and Communications; and if she will make a statement on the matter. [27949/23]
View answerMy Department has received correspondence from some of the groups the Deputy refers to in relation to the teaching of SPHE/RSE. However, neither I nor my officials are aware of any petitions such as those referred to by the Deputy.
Access to Relationships and Sexuality Education (RSE) is an important right for students. This is reflected in the Programme for Government, which states that this Government will develop inclusive and age appropriate curricula for RSE and Social, Personal and Health Education (SPHE) across primary and post-primary schools. SPHE is a mandatory curriculum subject in all primary schools and in post-primary Junior Cycle. RSE is required at all levels in schools, from primary through to Senior Cycle.
On foot of their 2019 review of the provision of RSE and SPHE in Irish schools, the National Council for Curriculum and Assessment (NCCA) was requested to develop new specifications/curriculums for Primary, Junior Cycle and Senior Cycle.
A draft revised Junior Cycle specification was published for consultation by the NCCA in July 2022, with the consultation process running to October 2022. This specification was finalised based on feedback from this consultation and was published in May 2023. It will be rolled out in schools from September 2023.
The updated Junior Cycle draft specification provides clear direction on the knowledge, skills, and dispositions that all students should gain during the 3 years of junior cycle SPHE. It places a strong focus on the development of important life skills that young people need growing up in a fast changing and complex world.
The updating of the Senior Cycle SPHE specification is well underway and it is expected to be available for public consultation in Q3 2023. A background paper was already published for consultation in October last year.
Work on a Primary specification has now begun also, and that is expected to be available for public consultation in 2024, before being finalised in 2025.
575. Deputy Rose Conway-Walsh asked the Minister for Education the total spend on consulting services and on ‘business-as-usual’ outsourcing, as differentiated under the Code of ‘Practice for the Governance of State Bodies 2016’ for each non-commercial public body under the aegis of her Department for the year 2022. [27959/23]
View answerThe Information requested is an operational matter for each body. My officials have requested the relevant bodies to reply directly to the Deputy with the information requested in respect of their organisations.
576. D'fhiafraigh Deputy Aengus Ó Snodaigh den Aire Oideachais an ndeachaigh sise nó a Roinn i dteagmháil leis an gComhairle um Oideachas Gaeltachta agus Gaelscolaíochta FAOI RÉIR FHORÁIL Alt 31 (1)(b) den Acht Oideachais, (1998) le comhairle a lorg uathu faoin gcinneadh le 30 nóiméad a bhaint den mhéid ama atá molta i gcomhair mhúineadh na Gaeilge sna bunscoileanna a fheidhmíonn trí mheán an Bhéarla ó rang a 1 go rang a 6 agus a fógraíodh sa Chreatchuraclam Bunscoile nua a foilsíodh an 9 Márta 2023; agus an ndéanfaidh sí ráiteas ina thaobh. [28019/23]
View answer577. D'fhiafraigh Deputy Aengus Ó Snodaigh den Aire Oideachais an ndeachaigh an Chomhairle Náisiúnta Curaclaim agus Measúnachta i gcomhairle leis an gComhairle um Oideachas Gaeltachta agus Gaelscolaíochta FAOI RÉIR FHORÁIL ALT 31 (4)(a), (b) agus (c) den Acht Oideachais, (1998) le comhairle a lorg uathu maidir leis an moladh le 30 nóiméad a bhaint den mhéid ama atá molta i gcomhair mhúineadh na Gaeilge sna bunscoileanna a fheidhmíonn trí mheán an Bhéarla ó rang a 1 go rang a 6 sa Chreatchuraclam Bunscoile nua, agus aird tugtha aici ar aon chomhairle a tugadh de réir fhoráil an Achta, sular chuir siad an moladh sin ar aghaidh chuici le glacadh leis; agus an ndéanfaidh sí ráiteas ina thaobh. [28020/23]
View answerI propose to take Questions Nos. 576 and 577 together.
Seoladh Creatchuraclam na Bunscoile ar an 9 Márta 2023. Leagtar amach ann an fhís; na prionsabail; na príomhinniúlachtaí; an struchtúr; na cuir chuige i leith foghlama, teagaisc agus measúnaithe; agus leithdháiltí ama do churaclam athfhorbartha. Chomh maith leis sin, soláthraíonn an creat an treoirphlean chun treoir a thabhairt d’fheabhsú an oideachais bunscoile agus speisialta do na blianta seo amach romhainn. Léiríonn sé tuiscint chomhroinnte ar mhórán gnéithe dearfacha inár mbunscoileanna agus inár scoileanna speisialta chomh maith le muinín astu agus tacaíonn sé le boird bhainistíochta ina ndualgais reachtúla a chinntiú go ndéantar oideachas cuí a sholáthar do gach leanbh inár scoileanna.
Is í an Chomhairle Náisiúnta Curaclaim agus Measúnachta (CNCM) a d’fhorbair Creatchuraclam na Bunscoile thar ceann mo Roinnese, trí chur chuige i gcomhar ina ndeachthas i mbun plé le páirtithe leasmhara ar fud an chórais agus ar chuir taighde, obair leanúnach le pobail scoile, comhairliúchán forleathan agus dianmhachnamh bonn eolais faoi. I mí Feabhra 2020, foilsíodh Dréacht-Chreatchuraclam na Bunscoile i gcomhair comhairliúcháin, ina raibh moltaí maidir le leithdháiltí ama i gcuraclam athfhorbartha na bunscoile. Rinneadh an comhairliúchán in dhá chéim idir mí Feabhra 2020 agus deireadh mhí an Mhárta 2022. Bhí sé mar aidhm ag an gcomhairliúchán a chinntiú go mbeadh ar chumas duine ar bith nó eagraíocht ar bith a bhí ag iarraidh a gcuid tuairimí a léiriú i dtaca leis na moltaí sa dréachtchreat sin a dhéanamh agus baineadh é sin amach trí réimse modhanna chun aiseolas a sholáthar agus dearadh taighde docht.
Faoi mar is eol don Teachta, tá an Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta (COGG), ar cheann de chomhlachtaí ainmnithe CNCM mar atá leagtha amach san Acht Oideachais, 1998. Dá réir sin, bíonn teagmháil rialta idir an dá eagraíocht faoi ghnéithe ábhartha d’fhorbairtí curaclaim agus measúnachta. Le blianta beaga anuas, ar leibhéal na bunscoile, bhí ionadaíocht ag COGG ar Mheitheal Forbartha CNCM. Bhí ról lárnach ag an ngrúpa forbartha sin in obair CNCM ar Churaclam Teanga na Bunscoile (CTB). Ó 2018 i leith, d'fhreastail ionadaithe ó COGG freisin ar shraith leanúnach de sheimineáir churaclaim a bhí dírithe ar athfhorbairt a dhéanamh ar Churaclam na Bunscoile agus chuir siad leo. Ar an mbealach céanna, tá ionadaíocht ag CNCM ar Chomhairle COGG, rud a chumasaigh uasdátú ardleibhéil ar ghnéithe ábhartha d’obair CNCM a sholáthar ar bhonn leanúnach.
Le linn an chomhairliúcháin ar Dhréacht-Chreatchuraclam na Bunscoile, bhí cruinniú déthaobhach ag CNCM agus ag COGG maidir leis na moltaí i leith curaclam bunscoile athfhorbartha. Tionóladh an cruinniú sin i mí Dheireadh Fómhair 2020 agus ina dhiaidh sin fuarthas aighneacht i scríbhinn ó COGG i dtaca leis na moltaí i mí Aibreáin 2021. Tá an aighneacht sin, in éineacht le haighneachtaí eile, foilsithe ar shuíomh gréasáin CNCM.
Chomh maith le 147 aighneacht i scríbhinn a fhoilsiú, d'fhoilsigh CNCM Tuarascáil ar an gComhairliúchán ar Dhréacht-Chreatchuraclam na Bunscoile, tuarascáil theicniúil a bhí ag gabháil léi ina raibh mionsonraí na bhfreagraí focal ar fhocal ar na ceistneoirí, agus Tuarascáil ar an gComhairliúchán le Leanaí ar Dhréacht-Chreatchuraclam na Bunscoile. Bhí an t-aiseolas a fuarthas le linn an chomhairliúcháin, lena n-áirítear an t-aiseolas ó COGG, lárnach in obair CNCM maidir le Creatchuraclam na Bunscoile a thabhairt chun críche. Is féidir teacht ar na tuarascálacha comhairliúcháin chomh maith leis na haighneachtaí atá foilsithe agus ar thuilleadh eolais ag www.ncca.ie.
Tá súil agam go ndearbhaíonn an t-eolas seo don Teachta go rabhthas i mbun plé le COGG le linn na forbartha ar Chreatchuraclam na Bunscoile, lena n-áirítear athruithe ar bith ar theagasc na Gaeilge inár mbunscoileanna agus inár scoileanna speisialta.
578. D'fhiafraigh Deputy Aengus Ó Snodaigh den Aire Oideachais an ndeachaigh sise nó a Roinn i gcomhairle leis an gComhairle um Oideachas Gaeltachta agus Gaelscolaíochta FAOI RÉIR ALT Alt 31 (1)(b) den Acht Oideachais, (1998) le comhairle a lorg uathu sular glacadh leis na leasuithe atá le cur i bhfeidhm i gcomhair na Gaeilge sa tsraith shóisearach de dhroim an chomhairliúcháin luaith a rinneadh i dtaobh na sonraíochtaí nua i gcomhair na sraithe sóisearaí; agus an ndéanfaidh sí ráiteas ina thaobh. [28021/23]
View answerBunaíodh COGG faoi théarmaí an Achta Oideachais (1998) agus tá feidhmeanna reachtúla aici maidir le comhairle a chur ar an Aire Oideachais agus ar an CNCM maidir le cúrsaí a bhaineann leis an nGaeloideachas agus le múineadh na Gaeilge i ngach scoil. Tá feidhmeanna reachtúla ag COGG ar chomhordú a dhéanamh ar sholáthar téacsleabhar agus acmhainní foghlama; seirbhísí tacaíochta a chur ar fáil do scoileanna agus ar thaighde a dhéanamh freisin.
Mar fhreagairt ar iarratais ó pháirtithe leasmhara, choimisiúnaigh an CNCM athbhreithniú a dhéanamh ar luath-chur i bhfeidhm shonraíochtaí Ghaeilge na Sraithe Sóisearaí T1 agus T2 in 2022. Is an tOllamh Pádraig Uí Dhuibhir agus an Dochtúir Colm Mhic Ghearailt a rinne an t-athbhreithniú ar son na CNCM. Mar chuid den phróiseas athbhreithnithe seo, tugadh cuireadh do pháirtithe leasmhara páirt a ghlacadh agus aiseolas a thabhairt. Fuarthas aighneachtaí ó pháirtithe leasmhara éagsúla lena n-áirítear An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta (COGG).
Tuigim go ndeárna Comhairle na CNCM léirmheas suntasach agus cúramach ar thorthaí na tuarascála an t-athbhreithniú luath-chur i bhfeidhm seo agus aontaíodh leasuithe air. Bhí an Chomhairle aireach ar an tábhacht a bhaineann le freagra luath a chur ar an eispéireas agus ábhair imní a d’fhógair múinteoirí, scoláirí agus páirtithe leasmhara. Mar thoradh air sin, tháinig athruithe ar chuid de na gníomhartha do scoláirí a bhí ar an tsraith shóisearach cheana féin agus tá athruithe eile cur i bhfeidhm do scoláirí a bheidh ag tosú ar an tsraith shóisearach i mí Mheán Fómhair 2023. (Féach imlitir 0015/2023).
Bíonn coiste gnó na CNCM i dteagmháil agus ag comhoibriú le COGG go rialta. Chomh maith le ról COGG san athbhreithniú luath-chur i bhfeidhm, bhí an CNCM i gcomhairle go díreach le COGG maidir leis na hathruithe ar na liostaí téacsanna do Ghaeilge T1 agus T2 a cuireadh i ngníomh de bhun na tuarascála leis an athbhreithniú luath-chur i bhfeidhm. (Tá sonraí na n-athruithe seo in imlitir 0015/2023 agus i nóta eolais ón CNCM.) Bíonn COGG ag tacú le hobair CNCM ar athbhreithniú agus uasdátú a dhéanamh ar liostaí téacsanna don Ghaeilge ar na sraitheanna sóisearaí agus sinsearaí.
579. D'fhiafraigh Deputy Aengus Ó Snodaigh den Aire Oideachais an ndeachaigh sise nó a Roinn i gcomhairle leis an gComhairle um Oideachas Gaeltachta agus Gaelscolaíochta FAOI RÉIR ALT 31 (1)(b) den Acht Oideachais, (1998) le comhairle a lorg uathu sular glacadh an cinneadh páipéar a haon de scrúdú Gaeilge na hArdteiste a bhogadh go deireadh bhliain a 5; agus an ndéanfaidh sí ráiteas ina thaobh. [28022/23]
View answerBeidh an Teachta ar an eolas gur fhógair mé i mí an Mhárta 2022 clár oibre uaillmhianach do Shraith Shinsearach oideachais athshamhlaithe ina bhfuil an scoláire mar chroílár eispéireas a S(h)raithe Sinsearaí. I m’fhógra, leag mé amach fís shoiléir don tSraith Shinsearach. Tá dul chun cinn suntasach déanta go dtí seo leis an bhfís a chur i bhfeidhm a bhí leagtha amach agam mí an Mhárta seo caite, agus tá an obair seo ag leanúint ar aghaidh.
B’fhéidir go bhfuil an Teachta ar an eolas gur fhógair mé i mí an Mhárta 2023 gur cuireadh siar an plean eatramhach go mbeadh an chéad pháipéar den dá pháipéar i scrúduithe Béarla agus Gaeilge na hArdteistiméireachta déanta sa Chúigiú Bliain. Bhí sé i gceist go mbogfaí Páipéar 1 mar bheart eatramhach chun ualach an mheasúnaithe a roinnt agus folláine na scoláirí a fheabhsú. Bhí sé i gceist freisin go bhféadfadh oiread scoláirí agus is féidir éifeacht áirithe a mhothú maidir leis an gclár leasaithe sula dtugtar isteach an príomchlár leasaithe.
Le cúpla mí anuas, bhí m’oifigigh agus mé féin i dteagmháil leis na páirtithe leasmhara éagsúla chun tuiscint a fháil ar na hábhair imní atá orthu faoin athrú seo.
Tar éis machnamh a dhéanamh ar na tuairimí a chuir na páirtithe leasmhara ar fáil, chinn mé an t-athrú pleanáilte seo a chur siar ionas go ndéanfaidh na scoláirí sin atá ag teacht isteach sa chúigiú bliain mí Mheán Fómhair seo chugainn an dá pháipéar i ngach ceann d’ábhair na Gaeilge agus an Bhéarla sa séú bliain.
580. D'fhiafraigh Deputy Aengus Ó Snodaigh den Aire Oideachais céard iad na riachtanais iontrála Ghaeilge a chaithfidh a bheith ag mac léinn le cúrsa bunmhúinteoireachta a dhéanamh sna coláistí tríú leibhéal atá á maoiniú ag an Stáit agus sna coláistí príobháideacha ag leibhéal na bhfochéimithe agus ag leibhéal na n-iar-chéimithe; agus cad é an caighdeán Gaeilge a chaithfidh a bheith ag mac léinn ar ag críochnú chúrsa bunmhúinteoireachta sna coláistí tríú leibhéal atá á maoiniú ag an Stáit, agus sna coláistí príobháideacha ag leibhéal na bhfochéimithe agus ag leibhéal na n-iar-chéimithe, a chríochnú; agus cad é an caighdeán Gaeilge a chaithfidh a bheith ag múinteoir chun go nglacfadh le bheith glactha ag an gChomhairle Mhúinteoireachta leis nó léi mar mhúinteoir bunscoile; agus an ndéanfaidh sí ráiteas ina thaobh. [28023/23]
View answerTá an Ghaeilge mar dhlúthchuid de churaclam na bunscoile agus ní mór do mhúinteoirí a bheith inniúil maidir le dul i ngleic leis an ngné sin den churaclam, atá bunaithe ar chur chuig cumarsáideach agus ina gcuirtear béim ar leith ar fhorbairt a dhéanamh ar scileanna éisteachta agus labhartha na leanaí.
Sonraíonn mo Roinnse bunriachtanais iontrála sna croí-ábhair: Matamaitic, Béarla agus Gaeilge i gcomhair iontrála chuig cláir um Oiliúint Tosaigh Múinteoirí (OTM) lena chinntiú go bhfuil sé de chumas ag múinteoirí bunscoile ceannaireacht a ghlacadh sna réimsí suntasacha sin d'fhoghlaim scoláirí. Is é an riachtanas iontrála reatha san Ardteistiméireacht ná H4 sa Ghaeilge.Ní mór do na hiarrthóirí go léir, lena n-áirítear lucht fágála scoile, mic léinn lánfhásta agus céimithe ollscoile sna hinstitiúidí ardoideachais (IAOanna) go léir, idir institiúidí poiblí agus institiúidí príobháideacha, a bhfuil creidiúnú acu chun OTM a sholáthar an leibhéal a éilítear i nGaeilge na hArdteistiméireachta nó a chomhionann atá faofa a bheith acu chun iontráil ar chláir OTM don Bhunmhúinteoireacht. Tháinig ardú ar na riachtanais iontrála do na cláir comhthráthacha ó mhí Mheán Fómhair 2019 agus do chláir chomhleanúnacha ó mhí Mheán Fómhair 2021, i ngach IAO poiblí agus príobháideach. Idir 2019 agus 2020, rinne an Chomhairle Mhúinteoireachta athbhreithniú ar a polasaí maidir le caighdeáin do chláir OTM roimh an dara timthriall d’athbhreithniú agus de chreidiúnú na nglár OTM.
Cuireadh an t-aiseolas ón bpróiseas sin san áireamh sna caighdeáin athbhreithnithe: Céim: Caighdeáin d’Oideachas Tosaigh Múinteoirí (2020). Tá gach clár nua agus gach clár reatha um OTM ailínithe anois le Céim: Caighdeáin d’Oideachas Tosaigh Múinteoirí, dóibh siúd atá ag teacht isteach sa chéad bhliain. Tá an timthriall creidiúnaithe faoi Chéim, do chláir OTM atá ann cheana féin, á reáchtáil idir 2021 agus 2023.
Ní mór go mbeadh múinteoirí i mbunscoileanna cáilithe chun an réimse d’ábhair na bunscoile a theagasc do leanaí idir ceithre bliana agus dhá bhliain déag d'aois. Dá réir sin, ní mór go léireodh iarratasóirí, chun sástacht na Comhairle Múinteoireachta, go bhfuil siad inniúil chun an Ghaeilge a theagasc agus chun an réimse ábhar ar churaclam na bunscoile a theagasc trí Ghaeilge sula bhfaigheann siad aitheantas iomlán chun teagasc a dhéanamh i ranganna príomhshrutha i mbunscoileanna.
Aithnítear é sin go soiléir i ndoiciméid Chaighdeáin na Comhairle Múinteoireachta, maidir leis na caighdeáin atá leagtha amach don Ghaeilge ag leibhéal na bunscoile, a ndéantar cláir um oideachas tosaigh múinteoirí a chreidiúnú ina n-aghaidh. Sonraítear i gcaighdeáin nua na Comhairle Múinteoireacht gur gá, trí gach clár OTM um leibhéal na bunscoile, muinín agus inniúlacht na múinteoirí faoi oiliúint sa Ghaeilge, lena n-áirítear an Ghaeilge labhartha, a fhorbairt go dtí leibhéal a chuirfidh ar a gcumas curaclam Gaeilge na Bunscoile a theagasc.
Go hachomair, ní mór do mhic léinn atá ag tabhairt faoi Oideachas Tosaigh Múinteoirí inniúlachtaí a fhorbairt sa réimse iomlán ábhar atá le teagasc i mbunscoileanna, lena n-áirítear an Ghaeilge, agus léiríonn bronnadh cáilíochta oiliúna mar mhúinteoir bunscoile go bhfuil an múinteoir inniúil ar gach
581. Deputy Fergus O'Dowd asked the Minister for Education further to the release of the CSO Census population figures which show significant increases in south Louth and east Meath, if she will provide details of her Department's plans to develop new primary and secondary schools to cater for this increase in those areas; and if she will make a statement on the matter. [28024/23]
View answerI wish to advise the Deputy that requirements for additional school places is kept under on-going review in the context of available information on population, enrolments and residential development activity.
In order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including CSO Census data, Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
The total for the population enumerated in Census 2022 was 5,149,139 persons which is an increase of 8% since April 2016. Any change arising from an increase in the number of pupils directly linked to the Census is likely to be marginal in the short term relative to the overall challenge of meeting our targets. This is because we already have the precise enrolment numbers for all of the children covered by the census. The only immediate change is likely to be to the projected intake to infant classes next September but this would already have been tracked through monitoring of child benefit data.
Major new residential developments in a school planning area have the potential to alter demand in that area. In that regard, as part of the demographic exercises, my Department engages with each of the local authorities to obtain the up-to-date information on significant new residential development in each area. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes as there is a constantly evolving picture with planned new residential development.
The 2022 demographic exercise indicates that 85% of the 314 school planning areas at primary level show static or decreasing enrolments for the period to 2026 compared with 2021. At post-primary level some 74% of school planning areas are anticipated to have increased enrolments for the period to 2029, with most expected to reach a peak within the next two or three years.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, be provided through: • Utilising existing unused capacity within a school or schools,• Extending the capacity of a school or schools,• Provision of a new school or schools. The school planning areas in south Louth and east Meath include Drogheda, Ashbourne and Laytown.
At primary level the most recent primary place projections for each school planning area indicate decreasing enrolments. At post-primary level projections in Drogheda and Ashbourne indicate an increase in requirements in the short term followed by a projected reduction in enrolments thereafter, projections indicate decreasing enrolments in Laytown school planning area. The Department will continue to liaise with the Local Authorities in respect of their County Development Plan and any associated Local Area Plans with a view to identifying any potential long-term school accommodation requirements across school planning areas including Drogheda, Ashbourne and Laytown.
