Sorca Clarke
Question:121. Deputy Sorca Clarke asked the Minister for Education to provide an update on the proposed new buildings for a school (details supplied). [52536/23]
View answerSchools Building Projects
Questions (121)
Written answers
The project to which the Deputy refers, is devolved for delivery to the National Development Finance Agency (NDFA). This project is part of the bundle referred to as ‘Project Liffey'.I am pleased to advise that the procurement for the design team is currently underway and is nearing completion. Once the procurement process is finalised, the design team will be formally appointed to design the buildings, obtain the necessary statutory planning permissions, and progress the project to tender and construction in due course. At this early stage of the architectural process, it is not possible to provide a timeline for completion of the project. The NDFA, as the devolved delivery body, will engage directly with the school authorities to keep them informed of progress.
Special Educational Needs
Questions (122)
Marian Harkin
Question:122. Deputy Marian Harkin asked the Minister for Education for an update on the application to provide an ASD suite in a school (details supplied); and if she will make a statement on the matter. [49931/23]
View answerWritten answers
I can confirm to the Deputy, that my Department is in receipt of an application from the school in question for the Additional School Accommodation (ASA) scheme and has been engaging with the school in this respect.
The Department continues to undertake forward planning in relation to meeting the accommodation needs of increasing demographics at post-primary, students from Ukraine and International Protection students. In addition, the Department also works very closely with the NCSE in relation to forward planning for increased special education provision in the form of additional special classes and special school places.
In planning and providing for additional school accommodation, the Department must also have regard to construction inflation pressures and competing demands on suppliers of modular accommodation and project management services.
In response to these challenges both in terms of demand for accommodation and costs, the Department must prioritise spending and seek to achieve value for money in line with the public spending code/NDP framework. In general, demographics have been falling at primary level and are due to continue to decrease.
Therefore the Department considers it prudent to maximise the use of existing spare accommodation capacity at primary level in the first instance, before considering any applications for further accommodation needs. In relation to the provision of primary special classes, the shared preference of both the Department and the NCSE is to use and reconfigure existing school accommodation to provide special classes.
A previously proposed solution was not agreed by the school and my Department is now reconsidering the requirement for additional accommodation in the context of any wider opportunities to meet the need for special classes in the area. My officials will be in further contact with the school in due course.
School Admissions
Questions (123)
Catherine Connolly
Question:123. Deputy Catherine Connolly asked the Minister for Education what engagement she or her Department has had with post-primary schools in Galway with a view to implementing a common application system along the lines of the Limerick Area Post-Primary Schools Common Application System; and if she will make a statement on the matter. [52863/23]
View answerWritten answers
The Education (Admission to Schools) Act 2018, is an important piece of legislation which has introduced a more parent-friendly, equitable and consistent approach to how school admissions policy operates for the almost 4,000 primary and post-primary schools.
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 will 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.
The act requires schools to clearly set out their selection criteria in their admission policies. Schools have discretion in relation to their admission criteria and how they are applied. The criteria to be applied by schools and the order of priority are a matter for the schools themselves.
The annual enrolment process for new Junior Infants at primary and new First Years at post-primary is a very large scale operation that is transacted at close to 4,000 schools across the country involving some 140,000 pupils. Given the scale of the annual enrolment process it works best by being managed at local individual schools rather than being micro-managed by my Department. The overall process works very well each year and ensures that all children have a school place notwithstanding some issues that can occur in areas that have enrolment pressures. In those areas, my Department works closely with school management bodies, relevant patrons and individual schools to work through these issues and provide any necessary additional capacity to ensure that all children have a school place albeit not necessarily in their school of choice.
The analysis of the applications for enrolment provides clarity on duplicates and the extent to which families applied to multiple schools which is quite a common feature. Good coordination between schools can help ensure that this is managed and worked through at the earliest possible stage of the annual enrolment process. The categorisation of applicants by each school in accordance with its enrolment policy also helps to provide clarity on the extent to which the enrolment pressure is driven by local demand or in some cases by applications from outside the immediate area served by the school.
In the context of known enrolment pressures in the area, post-primary schools in the Galway City School Planning Area have been requested to share data on applications for admissions for September 2024 with my Department.
To further inform our planning, school management bodies are assisting with a detailed analysis of post-primary school capacity in the area, taking account of school-specific factors such as current class groupings and subject offerings.
Once there is better clarity on the actual requirement for places, any necessary actions can be taken. While all pupils may not obtain a place in the school of their first choice, families can be assured that any required solutions will be delivered to ensure that all pupils obtain a school place.
I am aware of the Common Application System (CAS) which has worked very effectively in Limerick City, and a similar process has been successfully implemented in Ennis. There are a lot of benefits to this system, particularly in terms of identifying capacity pressures at an early point and avoiding duplication on waiting lists etc. The Department will review how the workings of the Common Application System in Limerick and Ennis may assist with this work in other areas for future years.
Education Welfare Service
Questions (124)
Willie O'Dea
Question:124. Deputy Willie O'Dea asked the Minister for Education for an update on the additional allocation for social inclusion measures, including enhancing the capacity of the Tusla education support services and additional educational welfare officer posts that she announced as part of Budget 2024; and if she will make a statement on the matter. [52748/23]
View answerWritten answers
As part of Budget 2024, additional targeted funding will be provided to social inclusion and educational supports which help facilitate the continued provision of high quality and inclusive school and education systems and promote improved learning outcomes for pupils and students.
Funding of €5 million is being provided for additional Educational Welfare Officers posts. It will also provide supports for the Alternative Education Assessment and Registration Service (AEARS) for their work in relation to the assessment of education provision in places other than in recognised schools, including home schooling and independent schools. There is also €2 million once-off funding provided for increasing services in school retention and completion programmes and supports targeted at the most educationally disadvantaged children.
As part of Budget 2023, I announced a major investment of over €50 million to provide free schoolbooks in recognised primary schools and special schools. This was a landmark moment in Irish education and one that furthers our goal to provide free education for all and ensure that every child can benefit from free education. To further the delivery of our important government commitment, funding is allocated under Budget 2024 to extend the free schoolbooks scheme to all students in junior cycle years in public post primary schools from the 2024/25 school year. The total funding available under Budget 2024 for this extension of the scheme is €67 million. Students in over 670 post-primary schools across all counties will benefit from this new measure.
The additional funds allocated to my Department under Budget 2024 build on significant increases in recent budgets and further enhance the Government’s investment in Ireland’s primary and post-primary education system. The significant increased investment is the largest Education budget in the history of the state and reflects the Government’s commitment to a quality inclusive school system and improved learning outcomes for every student.
For full details of the key education features of Budget 2024, see: www.gov.ie/en/publication/f36d3-main-features-of-budget-2024-education/.
Schools Building Projects
Questions (125)
Steven Matthews
Question:125. Deputy Steven Matthews asked the Minister for Education if her attention has been drawn to the delays in the construction plans for the extension to a school (details supplied); the knock-on implications on the shortfall in secondary school places in the wider Greystones area; and if she will make a statement on the matter. [51705/23]
View answerWritten answers
I 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 the Department.
As the Deputy may be aware, for school planning purposes, the Department of Education 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. Additionally, 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, the Department then makes an assessment of the existing capacity within that particular area and its ability to meet any increased demand. Additional provision is made as necessary, where the existing capacity is insufficient for future needs.
The Department is aware of pressures at post primary level in the Greystones School Planning Area in part due to the reduction by some schools in the number of first year places being made available for 2024/25. 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 Greystones, 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.
In line with the Department's demographic projections of post primary school place requirements there has been a continued growth in enrolments in Greystones. In response to the projections of school place needs in Greystones, the Department is providing significant additional post primary capacity, including a building project for Temple Carrig School in Greystones under the National Development Plan.
Temple Carrig Secondary School Greystones is also a co-educational school and it was established in 2014. There is a project underway to provide accommodation at this school for 1,000 pupils. A Stage 1 report was received by my Department in Q1 2023, this was reviewed and a request for additional information was issued to the school authority. My Department are currently still awaiting this requested information.
As the project is at an early stage, it is not possible to provide a current timeframe for the application of planning permission or the completion of the project.
A project for 4 Modular mainstream classrooms has also been approved. These classrooms are now on site and the project is nearing completion.
In addition to the above project, a new 1,000 pupil school building project is also underway for Greystones Community College. Greystones Community College was established in 2020 as a regional solution for the Kilcoole and Greystones area. The project to deliver this new school building is at Stage 3, Tender Stage.
The Department has also recently delivered a major building project to expand St. David’s Secondary School. St. David’s Secondary School is a co-educational school and a major building project to deliver state of the art, modern school accommodation for 750 pupils was provided at this school.
In addition, there is the existing school in the adjacent Kilcoole School Planning Area, Coláiste Craobh Abhann, for which there is a major project approved to expand the school to 1,000 pupils. This project is currently at Stage 2b and is being delivered by the National Development Finance Agency.
I can assure the Deputy that Department officials will continue to actively engage with schools and patrons to ensure that there is appropriate provision for all students in Greystones for the 2024/25 school year and into the future. Families can be assured that any necessary solution will be delivered so that all of the children in the Greystones School Planning Area will receive a first year place.
Schools Building Projects
Questions (126)
Brian Stanley
Question:126. Deputy Brian Stanley asked the Minister for Education to provide an update on progress for the construction of a new building for a school (details supplied); and for this project to be accelerated due to the shortage of school places in the area. [52313/23]
View answerWritten answers
The project to which the Deputy refers has been devolved for delivery to Laois and Offaly Education and Training Board (LOETB).
I am pleased to advise that the project is currently at stage 2a (detailed design) of the architectural design process. The stage 2a report has been received in the Department, and a meeting is scheduled to take place between my Department's professional and technical officials and LOETB in the coming week
Following approval of the stage 2a report, the design team will progress to obtain the statutory planning approvals, prepare a set of fully detailed Tender documents, and prepare an accurate pre-tender cost plan. Once these approvals are in place, the project can proceed to tender and construction in due course. As the project is at an early stage in the delivery process, it is not possible at this time to give a date for its completion.
In order to cater for the school's immediate enrolment requirements, my Department is providing six mainstream classrooms under the Department's Modular Accommodation Framework and the installation of these units will be practically completed in the coming months.
Education Policy
Questions (127)
Michael Lowry
Question:127. Deputy Michael Lowry asked the Minister for Education if she will provide an update on the challenges currently facing the Irish education system; if she will directly address concerns on the recruiting and retaining of qualified teachers, particularly in subjects such as mathematics, science, and languages; if she will address concerns regarding the current educational inequalities in Ireland, particularly focusing on access to resources and opportunities for students from disadvantaged backgrounds and those with special educational needs; and if she will make a statement on the matter. [52693/23]
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. In addition to numerous actions I have taken in recent years to address teacher supply, a number of specific, targeted measures will be introduced with the new funding provided.
• A professional masters’ of education (PME) 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.
• Additionally, there will be an expansion in the number of upskilling programmes available. These programmes will 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 & society, and computer science will be in addition to existing upskilling programmes in maths, physics and Spanish.
• Also, an additional 1,000 posts of responsibility will be provided in the school system for the 2024/25 school year.
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).
• Earlier this year, I met with the primary teacher initial education providers on continuing existing flexibilities that enable student teachers to support schools, while either 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.
• Encouraging retired teachers to provide substitute cover. A communications campaign ran in early 2023. This has resulted in an increase in the number of teaching days provided by retired teachers by 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 from working as substitutes have been reduced. These teachers may be employed to work as substitutes during the period they are rostered off duty and limits on substitute work applying to teachers on career breaks have also been suspended.
• 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.
My Department also provides a wide range of supports to all schools, DEIS and non-DEIS, to support the inclusion of all students and address barriers to students achieving their potential.
• In March 2022, I announced the single largest expansion of the DEIS programme. This benefited 361 schools. The programme now includes in the region of 1,200 schools and supports approximately 240,000 students. 1 in 4 students and 30% of schools are now supported in the programme.
• This expansion added an additional €32million to my Department’s expenditure on the DEIS programme from 2023, bringing the overall Department of Education allocation for the programme to €180million.
• While the DEIS programme supports those schools with the highest levels of concentrated educational disadvantage, we also recognise that there are students at risk of educational disadvantage in all schools. Since June 2020, and over the past four budgets, my Department has secured funding to provide measures to support children in this regard.
• My Department recognises the need to target resources to those schools who need them most, the next phase of work will explore the allocation of resources to all schools to tackle educational disadvantage.
• To support this work my Department has invited the OECD Strength Through Diversity: Education for Inclusive Societies Project to review the current policy approach for the allocation of resources to support students at risk of educational disadvantage in Ireland, this is currently ongoing and the OECD team estimate that the review will be complete in Q2 of 2024. This review will provide an independent expert opinion on the current resource allocation model for the DEIS programme and, drawing on international examples, inform a policy approach for an equitable distribution of supplementary resources to support students at risk of educational disadvantage attending all schools, both DEIS and non-DEIS.
The Special Education Teaching (SET) allocation for mainstream schools provides a single unified allocation for special educational support teaching needs to each school, based on the educational needs profile of each school.
• Schools are frontloaded with ring-fenced SET resources for the purpose of supporting pupils with an identified and recorded special education learning need. This allocation allows schools to provide additional teaching support for pupils who require such support in their schools based on each pupil’s individual learning needs.
• It is a matter for schools to deploy SET resources effectively to meet the needs identified in the Student Support Plans, which should be based on the continuum of support framework.
• Once the department allocates SET hours to a school it is the responsibility of the school and the board of management to utilise the allocation to meet the needs of those students with special educational needs.
• SET hours should only be used for their intended purpose to support pupils with an identified and recorded special education learning need.
• The Department continues to engage with the National Association of Boards of Management in Special Education (NABMSE) since August with a view to ensuring that special schools are supported with a range of measures and flexibility to address teacher supply challenges which are particularly acute in their settings. The Department provided a number of support options to NABMSE to circulate to their member schools as well as responding directly to special schools who made contact.
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.
While schools in certain locations are experiencing challenges in both recruiting teachers and obtaining substitute teachers, 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 school management bodies, teacher unions and other education stakeholders to develop further, innovative measures to address teacher supply issues.
School Funding
Questions (128)
Gary Gannon
Question:128. Deputy Gary Gannon asked the Minister for Education when DEIS schools will receive the ICT grant. [52829/23]
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.
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.
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.
School Accommodation
Questions (129)
Robert Troy
Question:129. Deputy Robert Troy asked the Minister for Education if she will report on the need for education to take account of the curtailed nature of the existing site for a school (details supplied); the approved appropriate funding for the additional space that is required; and if she will make a statement on the matter. [52661/23]
View answerWritten answers
I can confirm to the Deputy, that my Department is in receipt of an application for the Additional School Accommodation (ASA) scheme, from the school authority in question.
My Department's Professional and Technical Section carried out a desktop exercise to determine the scope of accommodation that could be considered for the school, taking account of the restricted school site. It was determined that any project at the site in question was going to entail demolition and replacement of the school's existing PE Hall.
My officials met with the school on foot of this exercise and has had further subsequent engagement with school representatives. The challenges of the proposed project, including Value for Money considerations have been raised.
The main focus of my Department’s capital funding over the last decade and for the coming period is on provision of critical additional capacity to cater for increasing demographics and children with special education needs.
My Department is required to manage the overall school building programme so that we target and prioritise areas that are under greatest pressure for additional school places. This reflects our fundamental objective of ensuring the availability of a school place for every child.
The overall position with regard to potential modernisation and replacement of existing infrastructure will be kept under review as capital funding allocations for future years are clarified.
The Department of Public Expenditure, NDP Delivery and Reform will be engaging with Departments on NDP allocations for the period 2026 to 2028 over the coming months, with allocation decisions expected during the first half of 2024.
I can assure the Deputy that the provision of required school places, including for children with special educational needs, is a priority for my Department and my officials are working to ensure that there is sufficient provision to meet the school place needs in the school in question and the wider School Planning Area for future years.
My officials will continue to work with the school in question in order to come to a solution for the accommodation needs of the school.
Special Educational Needs
Questions (130)
Paul Murphy
Question:130. Deputy Paul Murphy asked the Minister for Education the steps she is taking to address the impact of teacher shortages on special education; and if she will make a statement on the matter. [52821/23]
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. The Department recognises the importance of providing well-timed and appropriate support to pupils with identified learning needs.
• The Special Education Teaching allocation for mainstream schools provides a single unified allocation for special educational support teaching needs to each school, based on the educational needs profile of each school.
• Schools are frontloaded with ring-fenced SET resources for the purpose of supporting pupils with an identified and recorded special education learning need. This allocation allows schools to provide additional teaching support for pupils who require such support in their schools based on each pupil’s individual learning needs.
• It is a matter for schools to deploy SET resources effectively to meet the needs identified in the Student Support Plans, which should be based on the continuum of support framework.
• Once the Department allocates SET hours to a school it is the responsibility of the school and the board management to utilise the allocation to meet the needs of those students with special educational needs. Special Education Teaching Hours should only be used for their intended purpose to support pupils with an identified and recorded special education learning need.
The Department continues to engage with the National Association of Boards of Management in Special Education (NABMSE) since August with a view to ensuring that special schools are supported with a range of measures and flexibility to address the challenges which are particularly acute in their settings. NABMSE surveyed their member schools in this regard and the Department also engaged directly with a number of special school principals.
While the number of vacancies is relative in terms of the overall size and capacity of each school, the situation also ranges in scale in terms of permanent teacher vacancies, sick leave replacements, and maternity leave replacements.
The Department provided a number of support options to NABMSE to circulate to their member schools as well as responding directly to special schools who made contact including:
• Flexible deployment of staffing resources in special schools including support from NCSE in the form of additional SNA recruitment.
• Enabling the employment of Route 3 registered teachers on fixed-term contracts.
• Enhancing the availability of substitute teachers to cover short-term absences including student teachers in the 3rd and 4th years of B.Ed programmes and clarifying retired teachers may teach for up to 50 days in a calendar year without reducing their pension.
Budget 2024 contains a range of measures that demonstrate my commitment to continued investment in our education system. These include a professional masters’ of education (PME) incentive scheme, funding for additional teacher upskilling programmes, and increasing the number of posts of responsibility.
• A professional masters' of education (PME) 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. This will recognise the costs that PME students incur when completing their initial teacher education, assist them with these costs and encourage suitable candidates to consider a career in teaching.
• 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 & society, and computer science will be in addition to existing upskilling programmes in maths, physics and Spanish.
• Also, 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 in mainstream and special education settings, 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).
• Earlier this year, I met with the primary teacher initial education providers on continuing 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. This has resulted 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 from working as substitutes have been reduced. These teachers may be employed to work as substitutes during the period they are rostered off duty and limits on substitute work applying to teachers on career break have also been suspended.
• 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.
While schools in certain locations are experiencing challenges in both recruiting teachers and obtaining substitute teachers, 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 school management bodies, teacher unions and other education stakeholders to develop further, innovative measures to address teacher supply issues.
School Staff
Questions (131, 135)
Thomas Pringle
Question:131. Deputy Thomas Pringle asked the Minister for Education what progress has been made in considering a report proposing the introduction of a teacher relocation scheme, submitted to her Department by a teacher representative group (details supplied); and if she will make a statement on the matter. [50873/23]
View answer
Colm Burke
Question:135. Deputy Colm Burke asked the Minister for Education what progress has been made to date by her Department in relation to the establishment of a transfer or relocation scheme for post-primary school teachers to stem the teacher retention crisis; to outline in detail her Department's plans going forward to address this issue; if engagement is taking place with stakeholders (details supplied); and if she will make a statement on the matter. [52790/23]
View answerWritten answers
I propose to take Questions Nos. 131 and 135 together.
Earlier this year the Department received a report from a Teachers’ Union of Ireland (TUI) working group. The report proposed the creation of a national relocation scheme whereby teachers would identify the locations that they would like to relocate to through a portal and then effectively “swap” with teachers in that location. The proposal included findings from a survey undertaken by the TUI on the commute to work of members.
Any initiative that seeks to ensure that the educational needs of children are prioritised is to be welcomed. This proposed relocation scheme may be beneficial for those who are commuting considerable distances, and for the environment more generally, however, a number of challenges are apparent.
It should be noted that an existing voluntary redeployment pilot operates that is distinct from the relocation scheme proposed by the TUI. The key purpose of the pilot voluntary redeployment scheme is to assist the Department in achieving its objective of redeploying all surplus permanent teachers.
Officials of my Department met with TUI representatives where an overview of the proposal was presented by the TUI and a discussion followed. The proposal has been considered by my department and a reply, based on the discussions and the report received, has recently been received by the TUI.
In that reply, the Department has advised the TUI that it would welcome a jointly agreed proposal from management bodies and post-primary teacher unions on a relocation scheme. The reply highlights some of the challenges that such a scheme would present. These include determining the criteria for a proposed relocation, the resolution of disputes that may arise, and whether the terms and conditions of teachers would continue if they relocated. The reply also emphasises the need to take into account the views of the management bodies and other union representatives.
Addressing these, and any other issues that the representatives of school management bodies may raise, would be a pre-requisite to further consideration of this proposal by the Department.
The Department meets regularly with the teacher unions on many issues relating to teachers. The Department will continue to work intensively with all stakeholders to develop and implement creative solutions to address the needs of teachers and teacher supply challenges facing schools including this proposal for a teacher relocation scheme.
School Facilities
Questions (132)
Gary Gannon
Question:132. Deputy Gary Gannon asked the Minister for Education the reason some DEIS schools have not received a library and librarian under the scheme, while some other DEIS schools have. [52828/23]
View answerWritten answers
The Junior Certificate School Programme (JCSP) was introduced in 1996 as a social inclusion programme aimed at students identified as being at risk of being socially or academically isolated or at risk of early school leaving before they achieved the Junior Certificate then in place. In 2002, under the Early Literacy Initiative, the JCSP Demonstration Library Project was initiated in eleven schools. The Demonstration Library Project provides schools with a professionally staffed library to support them in the provision of structured library and literacy programmes School librarians work as part of a network of librarians in the JCSP Demonstration Library Project.
Following the initial pilot project, a commitment was made under the 2005 DEIS Action Plan to extend the JCSP Demonstration Library Project to those DEIS schools ‘with the highest concentration of disadvantage’. By 2008, the JCSP Demonstration Library Project had expanded into a total of thirty schools across Ireland, all in designated areas of disadvantage. No new schools have been added to the project since 2008.
As part of the implementation of the Framework for Junior Cycle (2015), it was agreed to carry out a review of the JCSP and consider the extent to which the needs of students undertaking the JCSP are met through the Junior Cycle. The work of a review group established to progress this was paused as a result of the impact of the COVID-19 pandemic and the associated necessary shift in work priorities, and work is now ongoing to recommence the review.
In March 2023 my Department made an investment of over €50 million to provide free schoolbooks in primary schools and special schools. In Budget 2024, I was pleased to extend the free schoolbook scheme to more than 500,000 children at Junior Cycle at a cost of €47 million. Any surplus grant, after textbooks and other materials have been provided, can be used to purchase shared books, audio books and other material to increase the literacy (in English, Irish or other languages) and numeracy resources in a school.
Library space is provided as standard as part of all new primary and post primary school buildings and as part of some school extension projects. The standard provision at primary school is a combined Library and Resource space of 66m2. For schools of 32 classrooms and more, two such spaces are provided. At post primary level a single library space is provided, but the size is determined in proportion to the planned number of pupils at the school. A 1000 pupil school, for example, is provided with a Library sized at 178.9m2.
Teacher Training
Questions (133)
James O'Connor
Question:133. Deputy James O'Connor asked the Minister for Education the actions her Department will take to address teacher supply issues through an incentive scheme to partially refund future professional masters in education fees and additional upskilling teacher programmes for in demand subjects, announced as part of Budget 2024; and if she will make a statement on the matter. [52873/23]
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. In addition to numerous actions I have taken in recent years to address teacher supply, a number of specific, targeted measures will be introduced with the new funding provided.
• A professional masters' of education (PME) 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. This will recognise the costs that PME students incur when completing their initial teacher education, assist them with these costs and encourage suitable candidates to consider a career in teaching. The aim of the incentive is to encourage more graduates to consider a career in teaching and to encourage future NQTs with PMEs to take up teaching roles in Ireland after graduating. Further details of this incentive scheme will follow in the coming months.
• 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 & 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 Textbooks
Questions (134)
Pádraig O'Sullivan
Question:134. Deputy Pádraig O'Sullivan asked the Minister for Education if she will provide an update on the review into the schoolbook grant scheme for primary schools; and if she will make a statement on the matter. [52740/23]
View answerWritten answers
As Minister for Education, I believe it is crucially important that children and young people be actively supported to access education in its fullest forms. This Government recognises that the cost of preparing children for school each September can be a cause of financial difficulty and worry for many Irish families.
As part of Budget 2023, I announced a major investment of over €50 million to provide free schoolbooks in recognised primary schools and special schools. This was a landmark moment in Irish education and one that furthers our goal to provide free education for all and ensure that every child can benefit from free education.
The Free Primary Schoolbook Scheme has resulted in over 561,000 pupils in over 3,230 recognised primary schools, including over 130 special schools benefiting from free schoolbooks, workbooks and classroom resources from September 2023.
Detailed guidance for schools on the scheme was developed and published by my Department and issued to all recognised primary schools and special schools in March.
My Department outlined in the guidance document that an evaluation of the first year of implementation of the scheme would be carried out. The evaluation will look at specific aspects of the scheme including the effectiveness of its operation, possible improvements to the scheme for future years and expenditure under the scheme.
My Department has commenced the evaluation with 230 schools selected to participate. These schools are now requested to provide a detailed return to my Department that includes information across a number of areas of the scheme including financial details in relation to the cost of books and resources, details on the implementation of the scheme within the school, procurement, administration support and general feedback on the scheme.
Timely completion of the return by schools is a hugely important part of the evaluation process. I am very grateful for the assistance that the 230 schools are providing by engaging fully in this evaluation process.
It is planned that officials from my Department will also meet with a small number of schools following completion of the evaluation returns in order to hear first-hand of their experiences of year one of the scheme. My Department will engage with a number of other stakeholders, including schoolbook publishers and schoolbook sellers, to establish their views on the new scheme.
Question No. 135 taken with Question No. 131.
Teacher Training
Questions (136)
Brendan Griffin
Question:136. Deputy Brendan Griffin asked the Minister for Education if measures to incentivise and assist workers to re-skill and upskill as teachers are being considered, if financial and logistical barriers have been considered, what proposals she has in this regard; and if she will make a statement on the matter. [52812/23]
View answerWritten answers
The recruitment of teachers is a priority area of action for the Department given the importance of ensuring that every child's experience in school is positive and that they have available to them qualified, engaged, and supportive teachers to support them in their learning.
The Teaching Transforms website provides a comprehensive range of information for persons considering becoming teachers, including options for initial teacher education as well as information on the recruitment of teachers and on terms and conditions of employment.
In 2018, my Department established a Steering Group on Teacher Supply to facilitate multi-agency engagement and to lead on a coordinated programme of actions to support the supply of teachers. Arising from the work of this Group and its various substructures, the Teacher Supply Action Plan was published in November 2018.
The Action Plan called for the development of upskilling programmes in targeted subject areas for existing teachers, and following a request from my Department, the Higher Education Authority (HEA) issued a funding call to initial teacher education (ITE) providers for upskilling programmes in mathematics, physics and Spanish in late 2019. Following the successful completion of the funding call, these programmes commenced in January 2021.
The first cycle of participants, 146 teachers, completed these programmes in 2022 and more than 300 teachers are due to graduate in both 2023 and 2024.
Budget 2024 has provided for the expansion in the number of upskilling programmes available. Programmes in Irish, French, politics & society, and computer science will be provided. Upskilling programmes are provided over two years on a part-time basis. They are free of cost to participants.
In relation to initial teacher education, there are a number of providers of the Professional Master of Education (PME). The different models available may be suitable for persons wishing to upskill or change career to become a teacher.
At the same time, I am very conscious that the PME represents a very significant undertaking for students. I was delighted to announce in Budget 2024 that a PME incentive scheme will be introduced for newly qualified teachers graduating in 2024. Those newly qualified teachers who graduate with a PME will, subject to eligibility criteria, receive an incentive payment of up to €2,000. This will be paid to eligible primary and post-primary teachers in 2025. It will recognise the costs that PME students incur when completing their initial teacher education, assist them with these costs and encourage suitable candidates to consider a career in teaching.
The details of the administration of the scheme are being worked on by the Department.
Students may also be eligible to receive grant funding under the Student Grant Scheme. Grant assistance is awarded to students attending an approved course in an approved institution who meet the prescribed conditions of funding. The decision on eligibility for a student grant is a matter, in the first instance, for SUSI (Student Universal Support Ireland) to determine.
Educational Disadvantage
Questions (137)
Violet-Anne Wynne
Question:137. Deputy Violet-Anne Wynne asked the Minister for Education her views on the DEIS status of a school (details supplied); and if she will make a statement on the matter. [52884/23]
View answerWritten answers
My Department provides a wide range of supports to all schools, DEIS and non-DEIS, to support the inclusion of all students and address barriers to students achieving their potential.
Supplementing the universal supports available to all schools, the Delivering Equality of Opportunity in Schools (DEIS) Programme is a key policy initiative of my Department to address concentrated educational disadvantage at school level in a targeted and equitable way across the primary and post-primary sector.
In March last year, I announced the single largest expansion of the DEIS programme. This benefited 361 schools. The programme now includes in the region of 1,200 schools and supports approximately 240,000 students. 1 in 4 students and 30% of schools are now supported in the programme.
This expansion added an additional €32million to my Department’s expenditure on the DEIS programme from 2023, bringing the overall Department of Education allocation for the programme to €180million.
Schools that were identified for inclusion in the programme were those with the highest levels of concentrated disadvantage as identified through the refined DEIS identification model, which is an objective, statistics-based model. Schools were not required to apply for inclusion in the DEIS programme and the model was applied fairly and equally to all schools.
The DEIS Identification process is based on the principle of concentrated disadvantage and the proportion of students from disadvantaged backgrounds within a school. The DEIS identification model aimed to identify those schools with the highest levels of disadvantage or the highest proportion of students from disadvantaged backgrounds within a school using the school’s enrolment data and national census data as represented by the Pobal HP Deprivation index which is publicly available.
The development of this model involved an extensive body of work by the DEIS technical group, which included officials from my Department, the Department’s Inspectorate and the Educational Research Centre. The model used information from the school’s individual enrolment database and 2016 national census data as represented by the Pobal HP Deprivation index. The expansion of the DEIS programme in 2022 was done on the basis of a refined DEIS identification model, which for the first time took into consideration the significant educational disadvantage experienced by learners who have self-identified as being of Traveller or Roma ethnicity, those who reside in centres managed by the International Protection Accommodation Service (IPAS) and children who are experiencing homelessness. These cohorts were accounted for outside the HP index as it applies at small area level.
In accordance with Circular 0019/22 schools that were not satisfied with the outcome following the application of the DEIS identification model to their school enrolment data were provided with the opportunity to have that outcome reviewed. The DEIS appeals process was applied fairly across all appellants, the window for appeals has now closed and the results are final. My Department will continue to support schools to deliver high quality, inclusive teaching and learning to students and young learners.
In general where a DEIS post-primary school is amalgamating with a non-DEIS post primary schools, the newly amalgamated school will be considered non-DEIS but will retain some DEIS supports in respect of the students in the amalgamating DEIS school for a period of 6 years. The purpose is to ensure that students who are currently enrolled in the DEIS school or whose parents had opted to enrol in the next September, prior to confirmation of amalgamation, continue to avail of DEIS supports for the period of their post-primary years.
The supports retained include the DEIS grant, which will continue at the rate previously paid to the amalgamating DEIS school. Additionally, the Home School Community Liaison (HSCL) allocation will be maintained at the level provided to the amalgamating DEIS school. Furthermore, the provision of School Meals will be sustained at the rate applicable to the amalgamating DEIS school.
While the newly formed school will not be included in the DEIS programme, the Department recognises the need to target resources to those schools who need them most. The extension of the DEIS programme to new schools is just one component of work in my vision for an inclusive education system which supports all learners to achieve their potential. While the DEIS programme supports those schools with the highest levels of concentrated educational disadvantage, I also recognise that there are students at risk of educational disadvantage in all schools. Since June 2020, and over the past four budgets, I have secured funding to provide measures to support children in this regard.
My Department recognises the need to target resources to those schools who need them most, the next phase of work will explore the allocation of resources to all schools to tackle educational disadvantage.
The DEIS Plan is based on the premise that in order to have the maximum possible impact on providing opportunities for students most at risk of educational disadvantage, then extra resources need to be targeted as closely as possible at those students with the greatest level of need. This will involve further development of the existing DEIS programme, to create a more dynamic resource allocation model where levels of resources more accurately follow the levels of need identified by objective data.
To support this work my Department has invited the OECD Strength Through Diversity: Education for Inclusive Societies Project to review the current policy approach for the allocation of resources to support students at risk of educational disadvantage in Ireland, this is currently ongoing and the OECD team estimate that the review will be complete in Q2 of 2024. This review will provide an independent expert opinion on the current resource allocation model for the DEIS programme and, drawing on international examples, inform a policy approach for an equitable distribution of supplementary resources to support students at risk of educational disadvantage attending all schools, both DEIS and non-DEIS.
In addition to this, following the National Census conducted in April 2022, an updated HP Deprivation index has now been generated by Pobal. My Department is engaging with Pobal regarding this development and it will be thoroughly reviewed to inform future resource allocation aimed at tackling educational disadvantage.
Online Safety
Questions (138)
Alan Farrell
Question:138. Deputy Alan Farrell asked the Minister for Education to provide an update on engagements with schools and parents groups on banning smart phones in schools; and if she will make a statement on the matter. [52875/23]
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.
Schools Building Projects
Questions (139)
Michael Moynihan
Question:139. Deputy Michael Moynihan asked the Minister for Education to provide an update on the school building programme in County Cork; if she is satisfied with its progress to-date; and if she will make a statement on the matter. [52658/23]
View answerWritten answers
Since 2020 we have invested in the region of €3.5 billion in our schools throughout the country, involving the completion of over 690 school building projects with construction currently underway at approximately 300 other projects. School building projects at construction involve an overall State investment of over €1.2 billion. We also have over 200 modular accommodation projects that are very well advanced for delivery or at construction stage.
This is a record level of investment in our schools and highlights the Government’s very strong track record of delivery in providing additional capacity and modern facilities for our school communities.
Since 2020 in Cork alone, we have invested in excess of €527m in our schools and completed 81 school building projects. We also have construction underway at 20 other projects. We also have 30 modular accommodation projects that are very well advanced for delivery or at construction stage.
The key drivers of capital investment in the schools sector are as follows:
•demographic change, including keeping pace with delivery of SEN and accommodation for Ukrainian pupils particularly at Post Primary level,
•alignment with housing provision and national planning at school planning area level,
•climate action objectives including deep energy retrofit.
Key priorities for my Department are supporting the operation of the school system and adding necessary capacity to cater for special education needs provision, mainstream demographics and catering for students from Ukraine and other countries under the International Protection system.
Oideachas trí Ghaeilge
Questions (140)
Peadar Tóibín
Question:140. Deputy Peadar Tóibín asked the Minister for Education the steps her Department has taken to increase the number of Gaelscoileanna in the State; and if she will make a statement on the matter. [52064/23]
View answerWritten answers
As part of the 20 Year Strategy for the Irish Language 2010-2030, my Department has committed to creating opportunities for expanding Irish-medium education outside the Gaeltacht in the context of the announcements on the establishment of 47 new schools from 2019 (English and Irish medium). My Department has ensured that the process for deciding on the patronage of new schools affords particular consideration to the establishment of Gaelscoileanna, Gaelcholáistí, and Aonaid Lán-Ghaeilge. 9 of the 47 new schools have been confirmed as Irish-medium to date.
The Government has supported the development of 252 gaelscoileanna at primary level, 50 gaelcholáistí at post-primary level and 22 Irish-medium units (Aonad) in English-medium post-primary schools. All counties have at least one gaelscoil at primary level and the majority of counties have post-primary Irish-medium provision (gaelcholáiste or Aonad).
The new policy on Irish-medium education outside of the Gaeltacht, which is currently being developed by the Department, has as one of its key objectives to explore how opportunities for the establishment of Gaelscoileanna and Gaelcholáistí can be increased as part of the patronage process.
A public consultation commenced in October 2022 to inform the development of this new policy. This comprised an online questionnaire, a call for written submissions, and a series of focus groups. The information collected in the consultation process is being analysed by the Sealbhú research institute in DCU. Bilateral meetings were also held between an tAonad um Oideachas Gaeltachta and key stakeholders.
A number of pieces of research will also inform the development of the policy:
• A review of national and international research on minority language education (Sealbhú, DCU)
• Research on Irish-medium Aonaid and Sruthanna (Units and Streams) in English-medium schools (a team of researchers from UCC, Mary Immaculate and Munster Technological University)
• A report on current provision for Irish-medium education outside of the Gaeltacht (Department of Education).Two composite reports on inspection findings on the quality of educational provision in Gaelscoileanna and Gaelcholáistí (Department of Education).
Circa 88% of Irish-medium schools (both primary and post primary) have reported that they are not oversubscribed.
My Department is committed to supporting Irish-medium schools and has delivered 80 capital building projects for Irish-medium schools since 2000 and over 100 additional building projects are currently in the pipeline in respect of Irish-medium schools.