Alan Dillon
Question:101. Deputy Alan Dillon asked the Minister for Education the level of digital support offered to special education classes; and if she will make a statement on the matter. [52775/23]
View answerSpecial Educational Needs
Questions (101)
Written answers
The Department of Education’s Statement of Strategy sets out the vision, mission and goals in order to provide an education system where every child and young person feels valued and is actively supported and nurtured to reach their full potential. It aims to ensure that our school system is open and welcoming for all students, regardless of background, and that in particular learners at risk of educational disadvantage will be supported to achieve their full potential.
The Digital Strategy for Schools to 2027, published in April of last year, sets out the Department’s policy approach to continue the progress made in embedding digital technology across the curriculum and in all aspects of teaching, learning and assessment. Its stated vision is “to empower schools to harness the opportunities of digital transformation to build digital competence and an effective digital education ecosystem so as to develop competent, critically engaged, active learners while supporting them to reach their potential and participate fully as global citizens in a digital world”. The Digital Strategy is underpinned by an investment of €200m to support its implementation, 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.
The previous Digital Strategy for Schools 2015 to 2020 saw overall investment of €210m issued to all recognised primary and post-primary schools in annual grant funding. This funding enabled schools to invest in appropriate digital infrastructure to enable the embedding of the use of digital technology in teaching, learning and assessment.
Funding of €50m secured as part of Ireland's National Recovery and Resilience Plan under the NextGenerationEU Recovery and Resilience Facility also issued to all recognised schools in the free education scheme to support learners at risk of educational disadvantage through the digital divide in late 2021.
All students following primary and post-primary programmes are included, for per capita purposes, in recognised primary, special and post-primary schools. An enhanced per capita rate applies to students enrolled in DEIS and Special schools and to pupils in mainstream special class primary settings. Information on the background to this scheme for the 2021-2022 school year, the rates and eligibility for this funding, is set out in the associated circular which can be found on gov.ie website.
My Department intends to issue the next tranche of ICT grant funding in the 2023 to 2024 school year. The specific timing for issue of the ICT 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.
The Assistive Technology Scheme is provided by the Department to supplement the overall approach to providing funding to schools for digital technology and equipment to support children who may require access to such technology for education purposes. Full details of the scheme are contained in departmental circular 10/2013.
All equipment provided under this scheme supports children with more complex learning needs who, in order to access the school curriculum, require essential specialist equipment.
An 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.
Assistive technology is 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 the continued commitment to ensuring that a full range of resources, not just teachers and SNAs, are available to support children who most need it.
It must be clear that the existing I.T. provision in the school is insufficient to meet the child's needs before the school should apply for this scheme. Where necessary, schools may also purchase new or additional equipment or software for students from normal school resources or funds. Where children with more complex disabilities require essential specialist equipment to access the school curriculum, which they do not already have, or which cannot be provided for them through the schools existing provisions, schools may make an application for such equipment to the NCSE under the terms of this scheme.
In order to qualify for equipment under the Assistive Technology Scheme, a student must have been diagnosed with a physical or communicative condition 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.
The type of equipment provided under the Assistive Technology Scheme is varied, and includes audiological supports for students with hearing impairment, braille equipment for children with visual impairment, and computer equipment with associated modified software for students with physical or severe communicative incapacities.
Communication devices or medical or therapy related devices which are not specific educational interventions or equipment specifically required as essential for school educational access, and which have a general application outside of school, are not provided for under the Assistive Technology Scheme, however. Such equipment is normally provided for children with disabilities by the Health Service Executive (HSE).
Over €3.7m was provided to schools last year (2022) through this scheme to support individual pupils. The NCSE offer courses in certain aspects of the use of assistive technology and support the use of relevant technologies through their network of visiting teachers, SENOs and advisors.
The department is currently reviewing this scheme to ensure that it is working for these children and that the resources are allocated appropriately and as efficiently as possible. The review in ongoing and is expected to complete by the end of 2023.
Schools should apply for a grant to purchase specialist equipment, where this is essential, for students with a diagnosis of a serious physical disability and/or a sensory or communicative disability. In addition, an ICT grant is available per new primary and post-primary classroom in an existing buildings and for new school buildings.
School Patronage
Questions (102, 335)
Richard Bruton
Question:102. Deputy Richard Bruton asked the Minister for Education if she will outline the new approach to the promotion of the transfer of patronage of schools which her Department has adopted; and if she will outline the key milestones that it is intended to reach in the next three years. [52817/23]
View answerRichard Bruton
Question:335. Deputy Richard Bruton asked the Minister for Education her views on the progress in developing more multi-denominational choice at primary level; her further views on the new approach being developed by her Department; and if she will make a statement on the matter. [47386/23]
View answerWritten answers
I propose to take Questions Nos. 102 and 335 together.
The Programme for Government reflects the Government’s objective of continuing to expand the plurality of schools to reflect the full breadth of society. It sets out that “students of all religions and none should have access to education, regardless of their belief system”.
The Programme for Government commitments in this area include:
• “Achieve the target of at least 400 multi-denominational primary schools by 2030, to improve parental choice”;
• “Expand and prioritise the transfer of viable schools to Community National Schools”;
• ”Work with communities to ensure the provision of clear, non-partisan information on the preparation for, and the consequences of, the divestment process and to respond to queries raised”.
In recent years progress has been made towards increasing the numbers of multi-denominational primary schools. There are 168 primary schools with a multi-denominational or inter-denominational ethos.
For historical reasons, most primary schools are State-aided parish schools, with the local Bishop as patron, although this pattern is changing. It is recognised, including by the Catholic patrons, that more diverse provision is required to cater for our changing society.
The Schools Recon?guration for diversity process, supporting transfers of schools to multi-denominational patrons in response to the wishes of local communities, has been developed in order to accelerate the delivery of multi-denominational schools. When a school transfers from the patronage of one patron to another, the school remains open with the same roll number and operating from the same school property. All State-funded primary schools follow a common national curriculum and are subject to the same Department rules and regulations.
In March 2022 I announced that arrangements were being put in place in a number of towns and areas of cities that had no multi-denominational primary schools to identify potential schools and to engage with school authorities, school staff and the school communities with a view to agreeing on a transfer of patronage and change of ethos, where there was sufficient demand for this.
The engagement at local level across the pilot areas was largely concluded at the end of Q1 2023. Two schools, Cornamaddy National School in Athlone and St. Enda’s Primary School in Whitefriar Street, Dublin 8, have transferred from Catholic patronage to the local Education and Training Board, becoming multi-denominational community national schools. My Department is hopeful that there will be a number of other transfers of patronage and change of ethos to multi-denominational in the short term.
As this was a pilot process it was always intended to review its operation and examine any lessons. Following consultation with relevant stakeholders, it is intended that the review will be finalised and published in early Q1 2024. It is envisaged that it will include a framework for delivering on the Government commitment for increasing multi-denominational provision. It is also intended to publish the final facilitator reports for the schools engaged with as part of this pilot in due course.
A significant amount of work has been done by my Department on the scope, logistics and practical arrangements for a potential survey of primary schools in relation to reconfiguration and details will be announced in due course.
My goal remains to establish a strong process, that has the support of patrons and local communities, and which will enable us to continue to increase the number of multi-denominational primary schools across the country.
Housing Provision
Questions (103)
Paul Murphy
Question:103. Deputy Paul Murphy asked the Minister for Education if she has liaised with the Department on Housing, Local Government and Heritage in relation to the accommodation crisis for teachers; and if she will make a statement on the matter. [52823/23]
View answerWritten answers
The Government is committed to the delivery of quality public services and will continue to approach public service pay in a balanced way that is reasonable and fair to both public servants and the taxpayer. However, the Government acknowledges that the housing issue and the current price pressures in society present particular challenges and are a source of concern for all public service workers, including staff in the education sector.
Housing remains a priority matter for Government, led by the Minister for Housing, Local Government and Heritage. The Housing for All strategy delivers on the Programme for Government commitment to step up housing supply and put affordability at the heart of the housing system.
Pay and workplace reform measures for public servants have been governed by a framework of public service pay agreements for a number of years with the current agreement “Building Momentum” in place until the end of 2023. The value of public pay deals to the Government and the taxpayer is ensuring that pay costs are managed in a sustainable and orderly way and in a climate of industrial peace. The extension to Building Momentum provided for further increases of 6.5% to October 2023 (for a total of 8.5% to 9.5% over the entire agreement) for over 100,000 staff in the school sector as well as retired staff. In terms of teacher pay specifically, since October, a teacher on point 1 of the scale would earn a minimum of €41,385, an increase of more than €10,000 per annum since 2012. A teacher on the top point would earn at least €77,000.
Discussions on a new public service pay agreement are imminent and will no doubt reflect the challenges facing public servants including our teachers.
School Staff
Questions (104)
Gary Gannon
Question:104. Deputy Gary Gannon asked the Minister for Education what actions her Department is taking to tackle teacher shortages at primary and secondary level. [52830/23]
View answerWritten answers
Ensuring that every child's experience in school is positive and that they have qualified, engaged teachers available to support them in their learning is a priority area of action for the Government.
Budget 2024 contains a range of measures that demonstrate my commitment to continued investment in our education system.
• A professional masters’ of education incentive scheme will be introduced for newly qualified teachers graduating in 2024. Those newly qualified teachers who graduate with a PME will, subject to some conditions, be eligible for an incentive payment of up to €2,000. This incentive payment will be paid to eligible primary and post-primary teachers in 2025.
• Additionally, there will be an expansion in the number of upskilling programmes available. These programmes, which are free to teachers, increase the number of teachers who are qualified to teach in-demand subjects and reduce the level of out-of-field teaching. These new upskilling programmes in Irish, French, politics and society, and computer science will be in addition to existing upskilling programmes in maths, physics and Spanish.
• An additional 1,000 posts of responsibility will be provided in the school system for the 2024/25 school year. This is in recognition that school leaders play a key role in improving educational outcomes by creating a positive school climate and environment as well as motivating and empowering educators and learners within their school communities.
These new measures are in addition to a range of targeted measures that I have introduced in recent times, including:
• At primary level, I approved 610 additional places on initial teacher education programmes for this and the next academic year (2023/24 and 2024/25).
• Ensuring initial teacher education providers created existing flexibilities that enable student teachers to support schools, either while on placement, or in a substitute capacity. In 2023, more than 2,700 student teachers registered with the Teaching Council and provided valuable support to schools as substitute teachers. This number is expected to be exceeded in the current school year.
• Continuing the operation of primary substitute teacher supply panels in 2023/24, with 590 teaching posts allocated to 166 panels covering nearly 2,900 schools. This scheme provides substitute cover for teachers employed in primary schools who are absent on short-term leave.
• Encouraging retired teachers to provide substitute cover. A communications campaign ran in early 2023 resulting in an increase in the number of teaching days provided by retired teachers of 49%, an increase of over 17,000 days between the 2021/22 school year, and the 2022/23 school year.
• Restrictions on job-sharing teachers and those on a career break from working as substitutes have been reduced.
• Post-primary teachers can provide up to 35 additional hours of substitute cover per term in the subject they are qualified to teach.
The teacher allocation ratio in primary schools is now at the lowest ever seen at primary level. The average student-per-teacher ratio in primary schools reduced by 10% between 2017 and 2023.Teaching is an attractive career choice:
• CAO first preference choices for post-primary teaching increased this year by 14%, in addition to a 9% increase in 2022.
• Starting pay for Primary teachers is over €41,000 and for post-primary teachers over €42,000 since October under the extension to Building Momentum.
• Over 3,700 newly qualified teachers have registered with the Teaching Council in 2023, with over 120,000 now on the Teaching Council register.
The vast majority of sanctioned teacher positions are filled. The rate of resignation and retirement is very low by any standard and is consistent with previous years.
My Department continues to engage closely with education stakeholders to develop further, innovative measures to address teacher supply issues.
School Transport
Questions (105)
Peadar Tóibín
Question:105. Deputy Peadar Tóibín asked the Minister for Education the number of concessionary students, by county, who are still without transport this year, who would have previously availed of it in past years, in tabular form. [52065/23]
View answerWritten answers
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the 2022/2023 school year, over 149,000 children, including over 18,000 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country.
In addition, school transport scheme services were provided for over 5,400 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
Over 134,000 tickets have issued to mainstream pupils for the 2023/2024 school year which is an increase of 12% when compared with the start of the 2022/2023 school year. The number of tickets issued so far has already exceeded the total number of tickets issued in the 2022/23 school year. There has been an overall increase in both applications and tickets issued for the 2023/2024 school year in comparison to the 2022/2023 school year.
The information sought by the Deputy is not available in the manner requested, Bus Éireann continue to issue tickets to pupils where transport becomes available.
However, in the document attached, Bus Éireann has provided the number of tickets issued to mainstream and concessionary pupils to date for the 23/24 school year and at the same period for the 22/23 school year and also the number of concessionary pupils who were unsuccessful in obtaining a school transport ticket for the 22/23 school year. The information provided includes areas where there is no existing transport route in place, and where there are less than 10 eligible ticket holders to establish a service.
Where there is an established school transport route and capacity to do so, children who are not eligible for school transport, but who complete the application and payment 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.
Renewable Energy Generation
Questions (106)
Alan Farrell
Question:106. Deputy Alan Farrell asked the Minister for Education her views on the solar for schools scheme; and if she will make a statement on the matter. [52874/23]
View answerWritten answers
I was delighted to launch, together with the Minister of State at the Department of the Environment, Climate and Communications, Ossian Smyth, the first phase of the Schools Photovoltaic Programme on 23rd November.
It will allow up to 4,000 schools nationwide to get solar PV panels to reduce their energy bills and their carbon emissions. This ties in with the strong ethos of environmental awareness and climate sustainability among our students and the wonderful work they do in this area, most notably with the Green Flag initiative
It will provide eligible schools with 6 kWp of roof-mounted solar PV, which equates to approximately 16 solar panels.
The scheme will be funded from the Government’s Climate Action Fund, in line with the Government’s recognition that taking action on climate change is central to Ireland’s social and economic development.
The scheme will assist schools in reducing their energy costs and their carbon footprint as part of the response to meeting the 2030 and 2050 Climate Action Plan targets for the schools sector.
The solar PV panels in schools will also be connected to the electricity grid, so that the schools can generate income by powering other homes and businesses with clean energy when schools are closed at weekends and during school holidays.
The typical amount a school can save will depend on a number of factors. However, by way of example, a school with a 6 kW Solar PV installation could expect to save in the region of €1,200-€1,600 per annum on their bill, when the credit they’ve earned for selling electricity to the grid is taken into account.
Monitoring software will also be provided to each school, to allow review and discussion of the energy generated each day for staff and students.
As well as the obvious financial and climate benefits, it is expected that the visibility of the solar panels on schools will also deliver the added benefit of encouraging discussion and uptake of the technology in the wider community.
School authorities will be provided with funding from the Department of Education to have the PV panels installed by a registered contractor, with guidance from the Department.
The new scheme is designed to be as streamlined as possible for schools using an online system to facilitate communications with schools. In this regard the Department of Education has set up School Hub, a new online platform which is part of the Department’s geographic information system (GIS).
The online platform will provide a simple, clear and efficient application and approvals process for schools applying for the Schools Photovoltaic Programme.
The Department of Education has prepared a comprehensive suite of guidance documents for the programme which can be found at www.gov.ie/en/publication/562dd-schools-photovoltaic-programme/.
Schools in the following areas are invited to participate in the first phase: Co. Clare, Co. Donegal, Dublin City Council area, Co. Galway, Co. Kerry, Co. Kilkenny, Co. Leitrim, Co. Limerick, Co. Offaly, Co. Waterford and Co. Wicklow
The intention is to include a further eight counties in phase two in Q2 2024 and the remaining eight counties in Q4 2024. It is intended that all eligible schools across the country will have the opportunity to apply to the scheme by end 2024.
The phasing of the programme will ensure a managed and steady flow of work for solar PV contractors. The data gathered during the first phase will also allow for any improvements in the design of the scheme to be implemented in the second and third phases.
Counties in the first phase were selected to obtain a good geographical spread including a balance of rural, urban, island, Gaeltacht schools in all regions of the country, as well as targeting counties that have not benefitted from other recent Department of Education climate related initiatives.
Special Educational Needs
Questions (107)
Cathal Crowe
Question:107. Deputy Cathal Crowe asked the Minister for Education if she will sanction an additional autism class at a school (details supplied); and if she will make a statement on the matter. [52578/23]
View answerWritten answers
Enabling children with special educational needs to receive a high quality, appropriate education is a priority for this government.?It is also a key priority for me as Minister for Special Education & Inclusion, for my department and for the National Council for Special Education (NCSE).?
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
For 2023, the spend by my department on special education has been substantially increased by over 10% on last year, meaning that for 2023 my department will spend over €2.6 billion on special education. Further progress has been made in Budget 2024 where 26% of my department’s budget will be dedicated to providing supports for children with special educational needs, representing a 5% increase on Budget 2023.
This includes funding to support children with special educational needs in mainstream classes; funding for new special classes and new special school places; additional special educational teachers, special needs assistants (SNAs) and funding for the National Educational Psychological Service (NEPS).
In 2023, the number of teaching and SNA posts in our schools will increase with an additional 686 teachers and a further 1,194 SNAs and in 2024 a further 744 teachers, and 1,216 SNAs will be added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs.
Over the last number of years, my department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.
These initiatives are bearing fruit with almost 1,300 new special classes sanctioned and seven new special schools established over the last four years.
Earlier this year, Minister Foley and l announced the establishment of two special schools for the 2023/24 school year, with further capacity being expanded in 11 other special schools.
Along with the two new special schools, 384 new special classes – 251 at primary and 133 at post-primary level – have been sanctioned by the NCSE for opening in the 2023/24 school year.
Of these, 7 are in Clare – 5 at primary and 2 at post-primary level – this brings the total of special classes in Co. Clare to 68, 51 at primary and 17 at post primary level.
The NCSE has advised my department that the school referred to by the Deputy has expressed an interest in opening a special class.
The NCSE actively encourages expressions of interest from schools to open special classes, and I appreciate and commend the efforts taken by the Board of Management in expressing their interest.
Upon assessing the needs in the local area, the NCSE identified that there were schools in the neighbouring vicinity with available special class vacancies and, as such, an additional special class is not required in this school at this time.
The NCSE acknowledge that circumstances may change, and they are committed to ensuring that both the parents and the school receive the necessary advice and support. The NCSE continue to monitor the needs in the area at a local level.
My department and the NCSE are committed to ensuring that sufficient special education placements will be available for children for this school year and future years.
Special Educational Needs
Questions (108)
Jennifer Murnane O'Connor
Question:108. Deputy Jennifer Murnane O'Connor asked the Minister for Education to provide an update on the provision of ASD classes in County Carlow; specifically, the provision of an ASD class in a school (details supplied); and if she will make a statement on the matter. [52732/23]
View answerWritten answers
Enabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for me as Minister for Special Education & Inclusion, for my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
For 2023, the spend by my department on special education has been substantially increased by over 10% on last year, meaning that for 2023 my department will spend over €2.6 billion on special education. Further progress has been made in Budget 2024 where 26% of my department’s budget will be dedicated to providing supports for children with special educational needs, representing a 5% increase on Budget 2023.
This includes funding to support children with special educational needs in mainstream classes; funding for new special classes and new special school places; additional special educational teachers, special needs assistants (SNAs) and funding for the National Educational Psychological Service (NEPS).
In 2023, the number of teaching and SNA posts in our schools will increase with an additional 686 teachers and a further 1,194 SNAs and in 2024 a further 744 teachers, and 1,216 SNAs will be added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs .
Over the last number of years, my department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.
These initiatives are bearing fruit with almost 1,300 new special classes sanctioned and seven new special schools established over the last four years.
My department engages intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This forward planning work is well underway ahead of the 2024/25 school year. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, an analysis of available school accommodation, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
As a result of this forward planning, earlier this year, Minister Foley and l announced the establishment of two special schools for the 2023/24 school year, with further capacity being expanded in 11 other special schools.
Along with the two new special schools, 384 new special classes – 251 at primary and 133 at post-primary level – have been sanctioned by the NCSE for opening in the 2023/24 school year.
Of these new classes, 8 are in Carlow, 6 at primary level and 2 at post-primary level. These new classes will bring the total number of special classes in Co. Carlow to 53, 36 at primary and 17 at post-primary.
The NCSE actively encourages expressions of interest from schools to open special classes, and I commend the effort taken by boards of management when expressing their interest.
My department understands that the NCSE at local level continue to work with local schools in Co. Carlow to sanction new special classes to meet any need in the area. A number of new classes have been sanctioned for the coming school year 2024/2025. My department and the NCSE are working to sanction new classes as early as possible to allow greater certainty for schools, parents and students. This additional time will assist in terms of the admission of students, staff recruitment and training and the completion of any necessary building works in the school.
As your query refers to the provision for a particular school, I will arrange to have it referred to the NCSE for their attention and direct reply.
My department and the NCSE are committed to ensuring that sufficient special education placements will be available for children for this school year and future years.
School Transport
Questions (109)
Pauline Tully
Question:109. Deputy Pauline Tully asked the Minister for Education to report on the review of the school transport scheme; and if she will make a statement on the matter. [52845/23]
View answerWritten answers
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the 2022/23 school year, over 149,000 children, including over 18,000 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country.
In addition, school transport scheme services are being provided in the current school year for over 5,400 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
There has been an overall increase in both applications and tickets issued for the 2023/2024 school year in comparison to the 2022/2023 school year.
Under the current terms of the scheme, pupils at primary level are eligible where they live no less than 3.2 kilometres from and are attending their nearest primary school. At post primary level, students who live no less than 4.8 kilometres from and are attending their nearest post primary school/education centre are deemed eligible. Any pupils/students who do not meet these criteria are deemed not eligible, or otherwise known as concessionary applicants, and are allocated a ticket based on the availability of a seat when all eligible children have been catered for.
Temporary Alleviation Measures at post-primary level are being continued for the current school year. Under these measures, which were initially introduced in 2019, transport will be provided where there is a route in operation and where capacity exists for concessionary post-primary pupils who are eligible for transport to their nearest school and are attending their second nearest school and who applied and paid on time.
Undoubtedly, the School Transport Scheme is of huge importance to families. A review has been conducted with a view to examining the current scheme, its broader effectiveness, and sustainability and to ensure it services students and their families adequately. Considering how to best maximise the benefits now and into the future has been a significant factor in the ongoing review of the Scheme. The school transport scheme has been in operation for over 55 years, since its establishment in 1967, and this review is one of the most extensive investigations that has been carried out into the Scheme since then.
There has been extensive consultation with parents, students, providers, and other key stakeholders, as part of this engagement we consulted with families who use the scheme, who would like to use the scheme and also with young people with special educational needs and mainstream students. The results from the stakeholder engagement with parents and children illustrated the importance of school transport to families with most indicating it is a safe and reliable service which helps families to live and work in rural Ireland. Another important finding of the stakeholder engagement process was that the Special Educational Needs Transport Scheme supports many children in attending specialist school placements which they may otherwise may not be able to attend.
An analysis of school transport schemes in other jurisdictions was also conducted as part of this stakeholder engagement and review process including the EU, the UK, the United States and Australia. This research and analysis outlined the evidence in terms of the need for a school transport service in an Irish context compared to some comparative countries as well as an analysis of the costs to users of school transport services in some other jurisdictions.
The Technical Working Group and the Steering Group have recently completed their work on the final report of the review. This final report includes recommendations on the future operation of the scheme. The report has recently been submitted by the Steering Group for my consideration.
I am aware that this review is much-awaited, it is recognised that there are improvements which need to be made to the scheme and I know the importance of doing so. I expect to be in a position shortly to bring the review to government, and further to government approval, the review will be published.
School Staff
Questions (110)
Paul Murphy
Question:110. Deputy Paul Murphy asked the Minister for Education if she supports significantly increasing teachers' pay to address teacher shortages; and if she will make a statement on the matter. [52824/23]
View answerWritten answers
The Government is committed to the delivery of quality public services, and will continue to approach public service pay in a balanced way that is reasonable and fair to both public servants and the taxpayer. This has been achieved through series of national collective agreements applying across the public sector agreed between trade unions and the Government.
The value of public pay deals to the Government and the taxpayer is ensuring that pay costs are managed in a sustainable and orderly way and in a climate of industrial peace. By and large the public pay agreements have delivered on these objectives over the last 12 years. The current public service agreement, Building Momentum, is in place until the end of this year and talks are due to begin on a possible successor agreement.
The extension to Building Momentum provided for further increases of 6.5% to October 2023 (for a total of 8.5% to 9.5% over the entire agreement) for over 100,000 staff in the school sector as well as retired staff. In terms of teacher pay specifically, since October, a teacher on point 1 of the scale would earn a minimum of €41,390, an increase of more than €10,000 per annum since 2012. A teacher on the top point at least €77,000.
In addition, as part of the agreement there is a specific provision in relation to new entrant teacher pay which allows for the skipping of Point 12 of the pay scale. This incremental jump provides an addition €1,700 increase to new entrants. This follows on from measures introduced in the September 2018 agreement which provided for incremental jumps for new entrants at point 4 and 8. This is a further improvement in pay for new entrant teachers which means that teachers on the post-2011 pay scale will reach point 11 of the pay scale in a far shorter time than on the pre-2011 pay scales.
Building Momentum also provides for a sectoral bargaining process to deal with outstanding adjudications, commitments, recommendations, awards and claims which may include allowances. The post primary teaching unions have decided to use this fund to settle outstanding claims including some related to new entrants such as the incorporation of the value of the Professional Masters in Education allowance to the salaries of new entrant teachers. This is in addition to earlier measures incorporating the value of other qualification allowances in new entrant pay scales.
The Building Momentum Agreement states that parties agree that these measures will be implemented to resolve in full the remaining salary scale issues pertaining to new entrant teachers.
It is clear then that much has been done to increase the pay of teachers in recent years and any further changes will be considered as part of the development of a new collective agreement rather than for any individual sector.
School Transport
Questions (111)
Emer Higgins
Question:111. Deputy Emer Higgins asked the Minister for Education her Department's correspondence with Bus Éireann in relation to the decision to not allow bus drivers over the age of 70 to drive school routes; and if she will make a statement on the matter. [52808/23]
View answerWritten answers
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the 2022/2023 school year, over 149,000 children, including over 18,000 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country.
In addition, school transport scheme services were provided for over 5,400 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €338.9m.
Over 134,000 tickets have issued for the 2023/2024 school year which is an increase of 12% when compared with the start of the 2022/2023 school year. The number of tickets issued so far has already exceeded the total number of tickets issued in the 2022/23 school year. There has been an overall increase in both applications and tickets issued for the 2023/2024 school year in comparison to the 2022/2023 school year.
While over 90% of services are contracted locally, Bus Éireann apply stringent assessments of each individual driver on over 7,000 school routes. This includes vetting and background checks.
It is Bus Éireann company policy that normal retirement age for all Bus Éireann staff is currently 66 years. However, Bus Éireann part-time school bus drivers and drivers nominated by private operators who operate service as part of the School Transport Scheme may continue to perform in the role provided they hold the requisite license and satisfy an annual medical examination until they retire at age 70. This policy and criteria is applied to all drivers who provide school transport services on behalf of Bus Éireann equally.
The Department meet and correspond with Bus Éireann on a daily basis on a wide range of operational and strategic matters.
The age limit on school bus drivers was increased to 70 years a number of years ago. While Bus Éireann have informed the Department there is no plan to increase the age limit further at this time, the matter will continue to be kept under review.
School Enrolments
Questions (112)
Bernard Durkan
Question:112. Deputy Bernard J. Durkan asked the Minister for Education the extent to which she is working to ensure that every child has a school place at primary and second level in Kildare North, an area of rapid population growth, and throughout the country at large, including children with special needs; and if she will make a statement on the matter. [52781/23]
View answerWritten answers
As the Deputy may be aware, for school planning purposes, my Department divides the country into 314 school planning areas and uses a Geographical Information System (or GIS) 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. In addition, Project Ireland 2040 population and housing targets inform the Department’s projections of school place requirements.
Having considered the projected requirements in each school planning area, including North Kildare areas, my Department then makes an assessment of the existing capacity and identifies any requirement for additional provision. Additional provision is made as necessary, where the existing capacity is insufficient for future needs.
The Department is aware of pressures for school places in School Planning Areas across North Kildare. A critical next step is to acquire clarity on the actual number of additional first year places required for 2024 in order for an appropriate solution to be put in place. In that context, schools in a number of areas of enrolment pressure, including Maynooth, Prosperous_Clane, Kilcock and Celbridge have been requested to share data on applications for admissions. The Department is liaising closely with schools to ensure that this data is provided as soon as possible, and once it is received the actual requirement for places can be established. The Department is already having discussions with the relevant school patrons and authorities regarding potential solutions but the understanding of the actual school place needs will give clarity as to the specific actions that are required.
This close engagement with schools and patrons will also allow the Department to identify particular further capacity requirements for the forthcoming years and put any required solutions in place - beyond those that are already in train - to ensure sufficient school places to meet the needs of students in the area.
My Department has invested significantly in schools in County Kildare over recent years. Under the National Development Plan, a total of almost €250m has been invested in schools in County Kildare over the last five years. This investment has focused on provision of additional capacity to cater for its increasing population and there are further significant projects in our pipeline including for the North Kildare area.
These projects include recently completed new school buildings in Maynooth and Naas. Additionally, a number of further new school buildings and extensions are at construction or planned, including in Prosperous, Kilcock, Maynooth, Celbridge, Leixlip, Naas and Clane.
With regard to special educational needs provision, the vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
The National Council for Special Education, or NCSE, has the responsibility for planning and coordinating school supports for children with special educational needs.
Over the last number of years, my department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.
These initiatives are bearing fruit with almost 1,300 new special classes sanctioned and seven new special schools established over the last four years.
My Department has also been progressing building projects for a number of special schools in Kildare, which include new school buildings for St Raphaels, Celbridge; St Anne’s Special School, Curragh; and St Marks Special School, Newbridge.
I can also confirm that ten new special classes – five at primary and five at post-primary level – were sanctioned by the NCSE for opening across Kildare in the 2023/24 school year.
I can assure the Deputy that the Department will continue to work with schools and patrons to ensure that there is appropriate provision for all students in North Kildare and across the county for the 2024/25 school year and into the future.
Citizens' Assembly
Questions (113)
Aodhán Ó Ríordáin
Question:113. Deputy Aodhán Ó Ríordáin asked the Minister for Education the progress that has been made on preparation for a citizens' assembly on education, as provided for in the programme for Government. [52249/23]
View answerWritten answers
The Programme for Government commits to establishing a Citizens’ Assembly on the Future of Education ensuring that the voices of young people and those being educated are central. The Citizens’ Assembly on Drugs Use recently held its final meeting and the final report from this assembly is scheduled to be published before the end of 2023. The establishment of the Citizens’ Assembly on the Future of Education and its Terms of Reference will be the subject of a Government decision and resolutions of the Dáil and Seanad at the appropriate time. Citizens’ Assemblies operate independently of the Government with secretariat support provided by the Department of the Taoiseach. My officials have engaged in ongoing contact with the Department of the Taoiseach and ongoing discussion with key stakeholders across school communities on the Programme for Government commitment and will continue to do so. The commitment in the Programme for Government also states that the voices of young people and those being educated will be central to this assembly. The impact that children and young people have on shaping their own learning experiences is a focus of the work of my Department. I strongly support the meaningful participation of children and young people in this process. We will also continue to listen carefully to the views of parents, teachers, school leaders and all those in school communities who help shape our education system.
Teaching Qualifications
Questions (114)
Seán Haughey
Question:114. Deputy Seán Haughey asked the Minister for Education to provide an update on the recognition of foreign-based qualifications of teachers applying for teaching posts in Ireland; if the temporary application process for these teachers to apply to complete induction (Droichead) will be extended by the Teaching Council beyond 1 February 2024 to deal with the challenges in recruiting staff; and if she will make a statement on the matter. [52735/23]
View answerWritten answers
Under the Teaching Council Acts 2001-2015 the Teaching Council is the body with the statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of Teachers in the State.
The Teaching Council is the professional standards body for the teaching profession, which promotes and regulates professional standards in teaching. The Council registers teachers under the Teaching Council Acts 2001-2015. There are five routes of registration with the Teaching Council which are namely Route 1: Primary, Route 2: Post-primary, Route 3: Further Education, Route 4: Other and Route 5: Student Teacher. The registration requirements for each route is set out in the Teaching Council (Registration) Regulations 2016. My Department has no role in the registration of individual teachers.
In its role as a competent authority, the Teaching Council 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 qualify from outside Ireland are eligible to apply for registration with the Teaching Council under the Teaching Council (Registration) Regulations.
A fully qualified teacher from outside Ireland must hold Qualified Teacher Status (QTS/license to teach) and full registration (having met any post-qualification registration requirements of that country, e.g., teacher induction). All applications from teachers who qualify outside of Ireland are processed in line with the EU Directive.
All applications from fully qualified teachers who qualify outside Ireland are assessed for comparability with graduates of Teaching Council accredited programmes of initial teacher education.
Following a holistic assessment of teaching qualifications and relevant teaching experience, CPD, etc., any identified qualification shortfall(s) are added as a condition of registration. Teachers have three years from the date of conditional registration to address conditions via an aptitude test or an adaptation period.
In addition, for a time limited period under the Teaching Council (Registration) (Amendment) Regulations 2023, the Teaching Council is accepting applications from teachers who hold a teaching licence and comparable teacher education qualification but have not completed induction in the country they qualified. Under the current legislative provision, applications for registration under the Teaching Council (Registration) (Amendment) Regulations 2023 will close on 1 February 2024.
It is understood that the Teaching Council is giving consideration to whether or not an extension to the arrangements provided under the 2023 Regulations would be appropriate.
School Funding
Questions (115)
Pearse Doherty
Question:115. Deputy Pearse Doherty asked the Minister for Education the number of ICT grants awarded to secondary schools in County Donegal; the amount awarded; if any awards have been refunded; if so, what reasons have been given, in tabular form; and if she will make a statement on the matter. [52749/23]
View answerWritten answers
The Digital Strategy for Schools to 2027 was published last year and is underpinned by an investment of €200m to support its implementation, 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.
The previous Digital Strategy for Schools 2015 to 2020 saw overall investment of €210m issued to all recognised primary and post-primary schools in annual grant funding. This funding enabled schools to invest in appropriate digital infrastructure to enable the embedding of the use of digital technology in teaching, learning and assessment. This funding issued annually to recognised primary, special and post-primary schools including those in Donegal annually over the period of the Strategy. Over the periods of the Digital Strategy ICT grant funding and to date,, schools across Donegal have received a total of €4,325,500.
additionally, Funding of €50m secured as part of Ireland's National Recovery and Resilience Plan under the NextGenerationEU Recovery and Resilience Facility also issued to all recognised schools in the free education scheme to support learners at risk of educational disadvantage through the digital divide in late 2021. of which county Donegal schools receive €799,720
No ICT grant funding has been refunded from any school in county Donegal during the period of the Digital Strategy grants.
The following table outlines the type of ICT grant paid including the year of which it was paid, amounts and the number of post primary schools in Donegal receiving the grants.
|
Grant Type |
School Year |
Number of Post primary Schools |
Total Amount Paid. to Donegal Post Primary schools(€) |
|
Digital Divide Grant |
2021-22 |
27 |
799,720 |
|
ICT grant |
2021 -22 |
27 |
737,784 |
|
ICT Grant |
2020 - 21 |
27 |
937,396 |
|
ICT grant |
2019 - 20 |
27 |
940,849 |
|
ICT Grant |
2018 - 19 |
27 |
755,897 |
|
ICT grant |
2017 - 18 |
27 |
476,812 |
|
ICT grant |
2016 - 17 |
27 |
476,762 |
My Department intends to issue the next tranche of ICT grant funding in the 2023 to 2024 school year. The specific timing for issue of the ICT 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.
As part of the forthcoming Review of the National Development Plan, my Department’s aim is to provide better clarity and certainty for schools on the timelines for payment of minor works and ICT grant funding.
Education Schemes
Questions (116, 118)
James O'Connor
Question:116. Deputy James O'Connor asked the Minister for Education to provide an update on the pilot counselling services for specific schools; the increased provision of funding to continue these services for another year recently announced as part of Budget 2024; if this additional funding will provide for the continuation of services in the existing schools or if new schools will be included in the pilot; and if she will make a statement on the matter. [52872/23]
View answer
Violet-Anne Wynne
Question:118. Deputy Violet-Anne Wynne asked the Minister for Education her views on the counselling in primary schools pilot (CPS-P) 2023-2025 programme; and if she will make a statement on the matter. [52885/23]
View answerWritten answers
I propose to take Questions Nos. 116 and 118 together.
The Department of Education is committed to supporting the emotional wellbeing of our children and I am very pleased to provide an update on the significant progress that has been made on Strands 1 and 2 of the pilot in almost 650 primary schools across the country. I am also delighted to announce that my Department has secured additional funding in Budget 2024 to continue both strands of the pilot in the selected schools for an additional year, until June 2025.
The pilot includes two Strands. Strand 1 will see the provision of one-to-one counselling to support a small number of children in all primary schools in counties Cavan, Laois, Leitrim, Longford, Mayo, Monaghan and Tipperary.
Considerable work has been undertaken to identify suitably qualified, experienced and accredited counsellors. In the absence of a single recognised counselling qualification and a national regulatory body for counselling in Ireland, at this point in time, my Department is accepting applications, on a rolling basis, from counsellors accredited with the Irish Association for Counselling and Psychotherapy (IACP), the Psychological Society of Ireland (PSI) and the Irish Association of Humanistic and Integrative Psychotherapists in Ireland (IAHIP), the Irish Association of Psychotherapy and Play Therapy (IAPTP) and the Association of Child Art Psychotherapists (ACAP), and those registered with the Irish Council for Psychotherapy (ICP).
The counsellors on the panel attended an online induction webinar with NEPS in early November and are now available to start their work in schools. My Department has advised schools of their initial allocation of blocks of counselling and provided counsellor details on the are supporting schools and will continue to do so to identify and prioritise children to access the counselling support, guided by the Continuum of Support, and subject to parental or legal guardian informed consent. Guidelines for Schools have been provided to support schools in the implementation of Strand 1 of the pilot. The Guidelines include useful information for the school to use with parents, pupils and school staff in relation to the counselling provision. A dedicated webpage with information for parents, information for counsellors and information for schools is also available on gov.ie.
Strand 2 will see the establishment of a new type of support to schools from Education Wellbeing Teams and the introduction of Wellbeing Practitioners to support clusters of schools in Cork, Carlow, Dublin 7 and Dublin 16. The recruitment process for the role of Wellbeing Practitioners is complete, and training of the Wellbeing Practitioners by NEPS psychologists is currently underway. NEPS psychologists will also provide on-going oversight and professional supervision to support and maintain the work undertaken by the practitioners. This will ensure safe practice and the use of evidence-informed programmes and supports in schools.
The focus of the support to be provided under Strand 2 is on strengthening whole school preventative approaches. This includes the provision of psycho-educational support for parents and teachers, and the provision of early intervention to children with mild/emerging need, using low-level therapeutically-informed approaches.
NEPS has met with officials from the Department of Education in Northern Ireland in relation to the Healthy Happy Minds Pilot, which was the provision of counselling in schools. NEPS have also met with the Education Authority in Dorset in the UK and with a Mental Health Support Team in West Sussex in relation to the Mental Health Support Teams model. A team from NEPS will be visiting Dorset and West Sussex in the first week of December to meet with Mental Health leads, Education Mental Health Practitioners, and counsellors involved in the project. The NEPS team will also be visiting schools in the project to learn from how the project was implemented.
Through this existing pilot programme and subsequent evaluation we are confident that we will gather valuable learning that will inform future policy and provision in this area.
Online Safety
Questions (117)
Niamh Smyth
Question:117. Deputy Niamh Smyth asked the Minister for Education if she will report on the recently published guide for parents on Keeping Childhood Smartphone Free; the funding being provided by her Department to support this initiative in schools; her plans to tackle the use of smartphones in schools across the country; and if she will make a statement on the matter. [52663/23]
View answerWritten answers
As the Deputy will be aware, I recently introduced a numbers of measures to support internet safety and awareness for primary school age children and their parents, particularly in relation to smartphone usage. New guidelines for parents entitled “Keeping Childhood Smartphone Free” are now available online and will be issued to all primary schools. The new guidelines contain practical advice and suggestions to support parents and Parent Associations wishing to develop voluntary codes regarding smartphone use among primary school children and can be accessed online. As such, this guide has been prepared for parents of primary school age children who wish to come together to support their children’s online safety through creating a voluntary agreement around the use of smartphones and other devices, while taking into account their own local context in agreeing the best approach, including adopting a voluntary code for their children to not have a smartphone until a certain point in time.
My Department recognises the requirement to safeguard children from the negative impact of using digital devices but consider that it is also very important to acknowledge the value of digital technology to enhance teaching and learning for all students. In that context, schools are best placed to identify and put in place the appropriate policies in the context of their own particular situation, through consultation with their local school community.
This ground-up approach ensures all parents, teachers and school communities are satisfied with the smart phone policy in place in their school. Parents can adopt a complementary approach at home to that which is in place in their child's school, if they wish to do so. The intention is to promote a shared approach regarding the appropriate and beneficial use of digital technologies.
The new supports will include the establishment of a new National Coordinator post in Webwise, an awareness campaign and the delivery of direct supports to school communities through a group of digital citizenship champions forming a capacity-building network facilitated by Webwise and Oide Technology in Education Professional Learning Leaders. Oide, which Webwise is part of, is the national support service for teachers and school leaders and delivers an extensive programme of professional learning supports.
In addition to this, all schools are advised to have an Acceptable Use Policy (AUP) in place that sets out rights, privileges, responsibilities and sanctions associated with the use of the internet for school purposes including the use of smart phones and personal devices.
It is important that parents are aware of how to keep their children safe online and the supports that are available. An essential resource for parents and parents associations is also the website, www.webwise.ie The webwise.ie resource includes practical information and advice on the safe, ethical and responsible use of the internet. Webwise will also be providing information sessions and seminars for parents, staff, and school community members who are interested in online safety through local Education Centres.
Also, the National Parents Council have developed a guide that is intended to support a discussion between parents and their children about device use. This may help parents ascertain the views of their children around the best possible approach to a potential agreement around the use of smartphones and other devices here and it is available on the NPC website.
My priority is to empower parents and school communities through education and information, so that they are fully aware of the responsibilities and realities of online activities. I understand the importance of online safety for children and through this initiative and ongoing supports, the intention is to ensure that there are extensive training and curricular supports and resources available to assist schools in the development of policies and practices on the safe use of the internet by children and young people.
Online safety and the safe and ethical use of digital technologies is a key component of the Digital Strategy for Schools to 2027 and the development and dissemination of high quality resources in this area is continuing, informed by national and international policy and best practice.
Question No. 118 answered with Question No. 116.
Health Promotion
Questions (119)
Brendan Griffin
Question:119. Deputy Brendan Griffin asked the Minister for Education how she plans to measure the effectiveness of drug and alcohol awareness programmes in schools; and if she will make a statement on the matter. [52813/23]
View answerWritten answers
The Know the Score programme is a substance misuse programme published in 2019 for Transition Year or 5th year pupils. It was jointly developed by the HSE, my Department and the Drugs and Alcohol Task Forces. It is the first national evidence-based resource on alcohol and drugs for Senior Cycle students. The overall aim of the resource is to enable young people to make conscious and informed decisions about alcohol and drugs.
I am pleased to say that an evaluation of the programme is currently being undertaken by the HSE, and Trinity College Dublin, which will inform the further development of strategies for effective implementation and scale-up of school based prevention programmes and resources. Full information about this programme can be found at this link: Know the Score Resources for Post Primary Teachers - HSE.ie
My Department works together with the Department of Health and other agencies to support students in the area of health. The aim is to equip students with the skills and knowledge to enable them to make the right choices for healthy lifestyles throughout their lives. Schools have a role to play in supporting their students to develop the key skills and knowledge to enable them to make informed choices when faced with a range of difficult issues. This is mainly done through the Social Personal and Health Education (SPHE) programme. SPHE is a mandatory curriculum subject in all primary schools and in post-primary Junior Cycle. The Department of Education Inspectorate evaluates the quality of provision for SPHE and RSE through its programme of school inspections.
The importance of making healthy choices is one that is reflected in curricular developments, in particular the new Junior Cycle SPHE specification, which was introduced for first years in all post-primary schools from September this year.
The Learning Outcomes in this specification include that students should be able to discuss societal, cultural and economic influences affecting young people when it comes to making healthy choices about smoking, alcohol and other addictive substances, to discuss the physical, social, emotional and legal consequences of using addictive substances (both immediate and long-term), and to consider scenarios where, for example, alcohol, nicotine, drugs, food and electronic devices might be used to cope with unpleasant feelings or stress, and discuss possible healthy ways of coping.
It can be noted that work is ongoing to update the SPHE specification for Senior Cycle and a draft specification was published for consultation in July this year, with the consultation running until 3rd November last.
School Staff
Questions (120)
Paul Murphy
Question:120. Deputy Paul Murphy asked the Minister for Education the steps she is taking to increase the availability of substitute teachers; and if she will make a statement on the matter. [52822/23]
View answerWritten answers
Ensuring that every child's experience in school is positive and that they have qualified, engaged teachers available to support them in their learning is a priority area of action for the Government.
A range of targeted measures have been introduced to increase the availability of substitute teachers including:
• Ensuring initial teacher education providers created existing flexibilities that enable student teachers to support schools, either while on placement, or in a substitute capacity. In 2023, more than 2,700 student teachers registered with the Teaching Council and provided valuable support to schools as substitute teachers. This number is expected to be exceeded in the current school year.
• Continuing the operation of primary substitute teacher supply panels in 2023/24, with 590 teaching posts allocated to 166 panels covering nearly 2,900 schools. This scheme provides substitute cover for teachers employed in primary schools who are absent on short-term leave.
• Encouraging retired teachers to provide substitute cover. A communications campaign ran in early 2023 resulting in an increase in the number of teaching days provided by retired teachers of 49%, an increase of over 17,000 days between the 2021/22 school year, and the 2022/23 school year.
• Restrictions on job-sharing teachers and those on a career break from working as substitutes have been reduced.
• Post-primary teachers can provide up to 35 additional hours of substitute cover per term in the subject they are qualified to teach.
• At primary level, I also recently approved 610 additional places on initial teacher education programmes for this and the next academic year (2023/24 and 2024/25).
Budget 2024 contains a range of measures that demonstrate my commitment to continued investment in our education system.
• A professional masters’ of education incentive scheme will be introduced for newly qualified teachers graduating in 2024. Those newly qualified teachers who graduate with a PME will, subject to some conditions, be eligible for an incentive payment of up to €2,000. This incentive payment will be paid to eligible primary and post-primary teachers in 2025.
• Additionally, there will be an expansion in the number of upskilling programmes available. These programmes, which are free to teachers, increase the number of teachers who are qualified to teach in-demand subjects and reduce the level of out-of-field teaching. These new upskilling programmes in Irish, French, politics and society, and computer science will be in addition to existing upskilling programmes in maths, physics and Spanish.
• An additional 1,000 posts of responsibility will be provided in the school system for the 2024/25 school year. This is in recognition that school leaders play a key role in improving educational outcomes by creating a positive school climate and environment as well as motivating and empowering educators and learners within their school communities.
The teacher allocation ratio in primary schools is now at the lowest ever seen at primary level. The average student-per-teacher ratio in primary schools reduced by 10% between 2017 and 2023.Teaching is an attractive career choice.
• CAO first preference choices for post-primary teaching increased this year by 14%, in addition to a 9% increase in 2022.
• Starting pay for Primary teachers is over €41,000 and for post-primary teachers over €42,000 since October under the extension to Building Momentum.
• Over 3,700 newly qualified teachers have registered with the Teaching Council in 2023, with over 120,000 now on the Teaching Council register.
The vast majority of sanctioned teacher positions are filled. The rate of resignation and retirement is very low by any standard and is consistent with previous years.
My Department continues to engage closely with education stakeholders to develop further, innovative measures to address teacher supply issues.