Dáil Éireann Debate, Tuesday - 28 November 2023
252. Deputy John Brady asked the Minister for Education if there are personnel in her Department who could be classified as having a significant or exclusive focus of their role dedicated to dealing with integration; if so, to detail the title of the post; the grade level of that post; the core functions of that role; to provide details of the exact nature of their responsibilities; and if she will make a statement on the matter. [51821/23]
View answerA whole of department approach was taken from the beginning of the Ukraine Crisis Response. The Department of Education, its aegis bodies and agencies, and Irish schools have played a key role in ensuring the integration of Ukrainian children and young people in schools. The integration of children and young people into school communities is integral to the Departments policy.
The Department continues to engage as necessary and appropriate with other key government Departments to support a whole of government approach in the response to the Ukraine crisis.
A central co-ordination unit was established to manage the Departments response to the conflict. This consists of the following grades (see Table below) and is led at Management Board level by an Assistant Secretary.
|
Grade |
Core Functions |
Details of Post |
|
Principal Officer |
Implement the programme of work for the Ukraine Education Response Programme including governance, policy development and implementation and associated processes and procedures. |
Develop and implement the Ukraine Education Response Programme and manage the Ukraine response Team within the Public Service Reform Programme Office. |
|
2 x Assistant Principal Officers |
Manage communications across multiple teams.
Develop and maintain positive working relationships with ETBI and the Regional Education and Language Teams (REALT) nationwide.
Provision of advice, guidance and support to the REALTs network from across the Department
Manage governance and stakeholder engagement associated with the programme.
Work across sections and divisions of the Department and with other Departments including DFHERIS, DCEDIY and Housing to develop solutions to meet the needs of Ukrainians and other new arrivals
Analyse and interpret data for use across the programme, interpret reports from those ‘on the ground’ and prioritise issues for escalation. |
Support development and Implementation of the Ukraine Education Response Programme. |
|
2 x Administrative Officers |
Support line management, programme planning, progress monitoring, tracking and reporting. Support line manager with operational areas of the REALT. |
Assist in supporting the Ukraine response programme |
|
2 x Executive Officers |
Support the Ukraine response team with secretarial and operational organisation for the programme. |
Assist the support mechanisms on the Ukraine response programme. |
|
Temporary Clerical Officer - School Transport Unit |
Oversight of associated School Transport applications |
Engagement with REALT co-ordinators on new arrivals, school transport demand fluctuations and co-ordination of detail with Bus Éireann’s application portal. |
|
Higher Executive Officer - School Transport Unit |
School Transport liaison officer |
Full liaison with REALT co-ordinators on school transport and related engagement with Bus Éireann including approval of costings. Engagement with parents in relation to grant applications where no service available. Meet with REALT co-ordinators and relevant section of the Department with regard to transport issues for pupils from Ukraine. |
|
Executive Officer - School Transport Unit |
Monitoring of emails in school transport inbox |
Oversight and monitoring of all email communications on the dedicated email address for school transport related to Ukraine students, inquiries from parents and REALT co-ordinators. |
The Inspectorate in my Department includes a Business Unit with responsibility for policy development in relation to inclusive education. It is currently staffed by 1 Assistant Chief Inspector (Principal Officer Equivalent) and a team of 5 inspectors (5 Whole Time Equivalent).
This unit has specific responsibility for:
•Policy advice/development regarding access and participation in education, including special education, educational disadvantage, second-chance education, initiatives for members of the Traveller Community and other inclusion initiatives
•Inspectorate involvement with the National Educational Psychology Service (NEPS) and other bodies, including the National Council for Special Education (NCSE) and Tusla Educational Support Services (TESS)
•Conducting specialised evaluations related to access and participation initiatives
•Development and implementation of evaluations in prison education, including liaison with the Department of Justice and the Irish Prisons Service
•Development and implementation of evaluations in alternative education including liaison with the Department of Further and Higher Education, Research, Innovation and Science.
•Publishing system reports arising from inspection activity on access and participation issues.
