Written Answers Nos. 69-83
69. Deputy Mick Barry asked the Minister for Enterprise, Trade and Employment the status of the review of the policy in relation to work permits, in particular in relation to permits for healthcare assistants and nursing; the rights and entitlements of those permit holders; and if he will make a statement on the matter. [54087/23]
View answerThe deliberative process to review the occupations lists (Ineligible Occupations List and Critical Skills Occupations List) for employment permits is nearing completion. The review incorporated a public consultation to which some submissions were made in regard to healthcare sector. The Interdepartmental Group on Economic Migration Policy was established to oversee the process and its final report has now been received by my office.
I am currently reviewing its recommendations and will make an announcement on the revised lists of occupations for employment permits in the near future.
In order to address skills and labour shortages in the public and private healthcare and nursing home sector the roles of Healthcare Assistant and Care Worker were made eligible for the General Employment Permit (GEP) in 2021 and 2022 respectively.
Employment permit holders have the same employment rights and protections as any other worker in the State and the employment permits legislation is part of the employment rights framework which ensures the protection of all employees legally employed in Ireland.
Healthcare assistants are eligible to be employed under a General Employment permit (GEP). A GEP can be issued for an initial period of 2 years and can then be renewed for up to a further three years. After 5 years, an application may be made to the Department of Justice for long-term residency permission removing the need to hold an employment permit to work in the State.
70. Deputy James Lawless asked the Minister for Education if she will consider a change to the outdated practice of age discrimination of bus drivers under contract with Bus Éireann (details supplied); and if she will make a statement on the matter. [54054/23]
View answerThe 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 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.
71. Deputy Sorca Clarke asked the Minister for Education the number of schools, in tabular form per school planning area, that have been notified that unspent Covid-related additional funding must be returned; the relevant deadline date for same; and the total monies to be returned per funding head. [53941/23]
View answerAll schools have been notified that unspent Covid-related additional funding must be returned. More than €400.7 million of additional Covid-19 Capitation grant funding has been made available to recognised primary and post primary schools to provide for the implementation of infection prevention and control measures to reduce the risk of the spread of Covid-19 to date.
Schools have been reminded that the Covid-19 Capitation payment is a temporary measure and is kept under review. The continued payment of Covid-19 capitation grants will be determined by the prevailing public health advice at the time.
Schools are not permitted to spend or retain monies allocated from the Covid grant for any upkeep or maintenance in the school. Further details in relation to the return of unspent Covid-related additional funding can be found here Return of Unspent Covid Capitation Funding - FSSU.
My Department is committed to providing funding to recognised primary and post-primary schools in the free education scheme by way of per capita grants. The two main grants are the Capitation grant to cater for day to day running costs such as heating, lighting, cleaning, insurance, general up-keep etc. and the Ancillary grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant from which the Board of Management can allocate according to its own priorities.
In addition to these grants, €20 million in funding was issued during the mid-term break, to support all recognised primary and post-primary schools in the Free Education Scheme. This funding is the first tranche of an overall additional €60 million funding announced as part of Budget 2024 measures designed to assist schools with increased day-to-day running costs such as heating and electricity. A further €40 million in funding will be delivered in 2024.
I understand the need for increased capitation funding and I am pleased that I have been able to provide for significant increases in capitation funding for primary and post-primary schools in Budget 2024 which includes also a permanent restoration of capitation funding as well as an increase for cost of living pressures.
This year’s Budget will provide targeted funding for school communities with an increase in capitation of over €81 million.
The current standard rate of Capitation grant is €183 per pupil at Primary level and will be paid to schools in January & June 2024 for the 2023/24 academic year.
As part of the capitation package in Budget 2024 I am pleased to have secured €21 million as a permanent increase in capitation funding to assist schools now and longer term with increased day-to-day running costs. This will support a permanent restoration of funding for all primary and post-primary schools from September 2024. This will bring the basic rate of capitation grant to the pre-2011 level of €200 per student in primary schools and to €345 in voluntary secondary schools. Enhanced rates will also be paid in respect of pupils with Special Educational Needs. This represents an increase of circa 9.2% of current standard and enhanced capitation rates.
Schools also receive an Ancillary Services Grant. The standard rate is €173 per pupil in Primary schools and €224.50 per student in Post-Primary schools.
The services of the Financial Support Serviced Unit (FSSU) are available to all Primary schools and this includes advice and assistance with financial matters including budgeting. You may contact them at 01 910 4020 or email primary@fssu.ie if you feel this would be of benefit to your school.
72. Deputy Seán Canney asked the Minister for Education how Tuam, County Galway was identified to participate in the STAR programme was developed by NTRIS 2017 – 2021; how this programme is funded; when this programme is due to finish; and if she will make a statement on the matter. [53942/23]
View answerIn line with actions under the National Traveller and Roma Inclusion Strategy (NTRIS), a pilot project, Supporting Traveller and Roma (STAR) in education, was established and rolled out incrementally from September 2019 in specific Traveller and Roma communities regionally, with the aim of addressing the barriers impacting on Traveller and Roma attendance, participation and retention in education. There are four pilot sites in Galway (Tuam), Wexford, Dublin and Cork.
Stakeholders in the project include my Department, Tusla Educational Support Service (TESS), the Department of Children, Equality Disability, Integration and Youth (DCEDIY), and Traveller and Roma representative bodies. Based on data available in areas with large Traveller and Roma populations, the locations for the pilot were identified and agreed by the relevant departments and stakeholders.
My Department and DCEDIY fund the pilot project jointly. My Department provides funding for the Education Welfare Officer (EWO) and Home School Community Liaison (HSCL) supports in the project, while DCEDIY funds the Traveller and Roma education workers. The cost of the pilot project is around €1.1 million per year.
The pilot project was initially set up for a two-year period. It has been extended twice, most recently to June 2024, recognising, among other things, the unprecedented impact of COVID-19 and the commitment to an independent evaluation of the pilot project.
It is intended that learnings from the pilot project will inform the development of future Traveller and Roma education policy, including the Traveller and Roma Education Strategy, which my Department is currently developing. My Department has commissioned an independent evaluation of the STAR pilot project which is being carried out by the Centre for Effective Services. The evaluation is being supported through a Research Advisory Group including representatives from the Traveller and Roma organisations. The report, when complete, will provide evidence and inform the development of the Traveller and Roma Education Strategy which is due to be finalised in June 2024.
73. Deputy Seán Canney asked the Minister for Education when the review of the HSCL programme is due to start; and if she will make a statement on the matter. [53943/23]
View answerMy 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.
The Home School Community Liaison (HSCL) scheme is one of a range of resources allocated under the DEIS school support programme. Currently, all DEIS Urban Primary and Post Primary schools are included in the HSCL scheme, which serves 687 DEIS schools. The scheme is delivered by 528 full-time HSCL Coordinators, who are teachers in these schools and assigned to HSCL duties either in individual schools or in clusters of schools, catering for approximately 207,000 pupils.
My Department is continuing to undertake work towards achieving its vision for an inclusive education system which supports all learners to achieve their potential. It also recognises that we need to target resources to those schools who need them most. To support this work my Department have 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 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 OECD are engaging with a range of relevant stakeholders to inform the review process as well as drawing on international examples. The OECD estimates that the review will be completed in Q2 2024.
The OECD review is being complimented by a programme of work by my Department, which will look at reviewing individual resources and allocation approaches. This work is currently underway and includes the HSCL scheme within its scope. This work will involve consultation with a range of relevant stakeholders. It will also seek to ensure that schools are supported to ensure every child has an equal opportunity to achieve their potential.
74. Deputy Seán Canney asked the Minister for Education if there will be any new schools added to the current DEIS scheme in summer 2024; and if she will make a statement on the matter. [53944/23]
View answerMy 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.
A detailed paper on the refined DEIS identification model is available on gov.ie. 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.
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.
75. Deputy Seán Canney asked the Minister for Education what provisions are in place for growing schools who are currently part of the DEIS scheme to access all the supports available to other schools in the DEIS programme; and if she will make a statement on the matter. [53945/23]
View answerMy 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 Home School Community Liaison (HSCL) scheme is a key support provided to urban primary schools and post-primary schools participating in the DEIS programme. The HSCL scheme seeks to promote partnership between parents, teachers and community family support services, with a view to supporting improved attendance, participation and retention. The scheme is delivered across almost 700 schools by 528 full-time HSCL Coordinators who are teachers in these schools and assigned to HSCL duties either in individual schools or clusters of schools, catering for approximately 207,000 pupils.
My Department is currently undertaking a programme of review work which will consider the allocation of resources, including HSCL coordinators, to schools to ensure that all children at risk of educational disadvantage can be supported to achieve their potential through education. No changes to the current HSCL allocations are planned ahead of this review work being completed. However relevant stakeholders will be invited to participate in the consultation process.
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.
It is important to acknowledge the mainstream supports available to all schools, particularly those experiencing rapid increases in enrolment. These supports ensure that schools can adapt and respond effectively to changing student populations, maintaining educational quality and inclusivity.
The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September.
The staffing arrangements include a provision whereby schools experiencing rapid increases in enrolment can apply for additional permanent mainstream posts, using projected enrolment. These posts are approved provisionally pending confirmation of enrolment on 30th September.
Last year my Department introduced the New Entrant Allocation Scheme to support schools with increased enrolments from Ukraine and provided temporary special education resources to schools to reflect fluctuation in enrolment.
The Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile and also encompasses the Language Support (EAL) allocation that schools were allocated in previous years. All schools are advised in the first instance to review whether the needs of newly enrolled pupils can be met from within existing allocations.
76. Deputy Peter Burke asked the Minister for Education if she will provide an update on a bus ticket for a person (details supplied). [53958/23]
View answerThe 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.
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.
Bus Éireann has advised that there is currently no application on the system for the child to which the Deputy refers.
If families have any queries, they can submit same via the 'contact form' or can contact their local Bus Éireann office, all details can be found on the Bus Éireann website - Contact your local School Transport Office - Bus Éireann - View Ireland Bus and Coach Timetables & Buy Tickets (buseireann.ie).
77. Deputy Pearse Doherty asked the Minister for Education if any discretion can be shown for a leaving certificate student in Donegal (details supplied) to have an exemption in 2024 from the orals and practicals they completed in 2023; and if she will make a statement on the matter. [53994/23]
View answerThe State Examinations Commission has statutory responsibility for operational matters relating to the state examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
78. Deputy Réada Cronin asked the Minister for Education her Department's emergency plans to address the shortage of school places in north Kildare, with a least 66 children currently without a school place, and if she will make a statement on the matter. [53995/23]
View answerAs 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.
The Capital Programme details the school projects that are being progressed under Project Ireland 2040. The current status of large-scale projects being delivered under Project Ireland 2040, including projects in the school planning areas in question, may be viewed on my Department's website at, www.gov.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
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 across North Kildare for the 2024/25 school year and into the future.
79. Deputy Cathal Crowe asked the Minister for Education if she will commit to extending DEIS status to the entire of the recently amalgamated school (details supplied). [53843/23]
View answerMy 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 general where a DEIS school is amalgamating with non-DEIS 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. 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 until their primary or post primary education is completed.
However, these resources would not be extended to the full enrolment of the amalgamated school. Schools are generally given notice by my Department ahead of the final year of retaining those supports.
This process whereby a school can retain some DEIS supports post amalgamation for a finite period of time, is separate to the identification of schools for the DEIS programme. 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.
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, 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.
It is possible for two neighbouring schools to have a different profile in terms of proportion of students from disadvantaged backgrounds and the relative weighting of disadvantage apportioned in each. The designation of neighbouring schools to DEIS or non DEIS does not mean that there is no educational disadvantage present in one school but that the concentrated level of educational disadvantage of the two schools is different.
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.
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.
80. Deputy Fergus O'Dowd asked the Minister for Education further to the publication of the most recent Census figures, if she will provide information on the possible review of school place requirements in County Louth; and if she will make a statement on the matter. [54027/23]
View answerI wish to advise the Deputy that requirements for school places is kept under on-going review in the context of available information on population, enrolments and residential development activity.
In order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including CSO Census data, Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
The total for the population enumerated in Census 2022 was 5,149,139 persons which is an increase of 8% since April 2016. Any change arising from an increase in the number of pupils directly linked to the Census is likely to be marginal in the short term relative to the overall challenge of meeting our targets. This is because we already have the precise enrolment numbers for all of the children covered by the census. The only immediate change is likely to be to the projected intake to infant classes next September but this would already have been tracked through monitoring of child benefit data.
Major new residential developments have the potential to alter the demand for school places at a local level. In that regard, as part of the demographic demand analysis, my Department monitors planning and construction activity in the residential sector. This involves the analysis of data sources from Local Authorities and the CSO along with the engagement with local authorities and the construction sector. In this way, up-to-date information on significant new residential developments is obtained and factored into the demographic analysis exercise. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes, at a local level, where there is a constantly evolving picture with planned new residential development.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, be provided through: • Utilising existing unused capacity within a school or schools,• Extending the capacity of a school or schools,• Provision of a new school or schools.
There are 5 school planning areas in Co. Louth; Bush, Dundalk, Ardee, Dunleer and Drogheda.
There are 15 primary projects planned in Co. Louth and when completed, will cater for the demand for school places in the area:
|
Roll Number |
School |
School Planning Area |
Project |
Stage |
|
20259G |
St Francis |
Dundalk |
8 MAINSTREAM CLASSROOMS, 2 SPECIAL EDUCATION TEACHER, 5 SPECIAL EDUCATION NEEDS, 1 WC |
Stage 1 |
|
01434O |
Scoil Naomh Cholmcille |
Dunleer |
4 x EIC |
Stage 2b |
|
17965M |
Scoil Naomh Brid |
Bush |
1 x MAINSTREAM CLASSROOMS, 1 SPECIAL EDUCATION TEACHER |
Stage 2b |
|
16249E |
Bellurgan |
Dundalk |
2 x SPECIAL EDUCATION NEEDS, 1 SPECIAL EDUCATION TEACHER |
Stage 1 |
|
03787L |
St Pauls NS |
Dunleer |
2 x SPECIAL EDUCATION NEEDS |
Stage 1 |
|
18045V |
Sandpit NS |
Drogheda |
2 x SPECIAL EDUCATION NEEDS |
Stage 1 |
|
18312S |
Monksland NS |
Bush |
2 x SPECIAL EDUCATION NEEDS, 1 SPECIAL EDUCATION TEACHER |
Stage 1 |
|
19598V |
Scoil Mhuire na nGAel |
Dundalk |
4 SPECIAL EDUCATION NEEDS |
Stage 1 |
|
19678T |
St Pauls SNS |
Drogheda |
7 MAINSTREAM CLASSROOMS< UAWC, 2 SPECIAL EDUCATION TEACHER |
Stage 1 |
|
18391R |
Faughart |
Dundalk |
1 x MAINSTREAM CLASSROOMS |
Stage 1 |
|
19673J |
St Josephs |
Dundalk |
3 x MAINSTREAM CLASSROOMS (2 prefab replacement) |
Stage 1 |
|
17952D |
St Finians |
Dunleer |
1 SPECIAL EDUCATION NEEDS, 1 MAINSTREAM CLASSROOMS |
Stage 1 |
|
01554B |
Baile an Phusta NS, Ardee |
Ardee |
3x MAINSTREAM CLASSROOMS, 2x SPECIAL EDUCATION NEEDS |
Stage 4 |
|
19215C |
SN Ard Mhuire C, Marymount |
Drogheda |
6x MAINSTREAM CLASSROOMS, 1x SPECIAL EDUCATION NEEDS |
Stage 2b |
|
20171P |
Ardee ETNS |
Ardee |
4x MAINSTREAM CLASSROOMS, 1x SPECIAL EDUCATION NEEDS |
Stage 4 |
There are 7 post-primary projects planned in Co. Louth and when completed, will cater for the demand for school places in the area:
|
Roll Number |
School |
School Planning Area |
Project |
Stage |
|
71750U |
Bush Post Primary School |
Bush |
Extension to cater for 700 pupils + 2 SEN |
Stage 4 |
|
63891T |
De La Salle |
Dundalk |
2 x SPECIAL EDUCATION NEEDS,2 x MAINSTREAM CLASSROM, 1 x Tech Graph |
Stage 2A |
|
63841E |
St Marys Diocesan |
Drogheda |
4 x MAINSTREAM CLASSROM, 1 x Construction, 1 x Technology, 1 x prep, 1 X SPECIAL EDUCATION TEACHER, toilets |
Stage 1 |
|
63900R |
St Vincents |
Dundalk |
3 x Science, 2 x MAINSTREAM CLASSROM, 1 x Technology, 1 x DCG, 1 x multimedia, 1 x SPECIAL EDUCATION TEACHER, 5 SPECIAL EDUCATION NEEDS |
Stage 2b |
|
71761C |
St Olivers |
Drogheda |
15 MAINSTREAM CLASSROM, 10 x SPECIAL EDUCATION TEACHER, 6 x Science,3 x DCG, 1 x Home Ec, 1 x Textiles, 2 x Music, 3x Construction/Technology, 4 SPECIAL EDUCATION NEEDS |
Stage 1 |
|
91441T |
Ardee CS |
Ardee |
18 x MAINSTREAM CLASSROM, 1 x Science & prep, 2 x construction, 1 x Home Ec,1 x Art, 1 x prep, 3 project store,1 x HSCL,2 x SPECIAL EDUCATION NEEDS |
Stage 1 |
|
63840C |
St Josephs |
Drogheda |
3 x SPECIAL EDUCATION NEEDS |
Stage 1 |
Details of large-scale projects being delivered under the school building programme may be viewed on my Department's website at www.gov.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
The Department compiles enrolment projections in primary and post-primary school on national and regional (NUTS3) level. The breakdown by school ethos is not available. The latest published projections can be found here: www.gov.ie/en/collection/projections/. The new set of projections is currently under development and will be published in New Year.
The Department will continue to liaise with Local Authorities in respect of their County Development Plan and any associated Local Area Plans with a view to identifying any potential long-term school accommodation requirements across school planning areas.
81. Deputy Paul Murphy asked the Minister for Education in relation to challenges faced by a teacher transitioning to Ireland, the steps the Government could take to help address existing barriers (details supplied). [54057/23]
View answerThe criteria for the award of incremental credit are set out in my Department’s Circulars 10/2001 for Primary teachers, 29/2007 and 29/2010 for Post-Primary teachers. The criteria for the award of incremental credit to recognised teachers was agreed under the auspices of the Teachers Conciliation Council (TCC).
These circulars provide for the award of incremental credit in respect of overseas teaching service, both within and without the EU. Where a school satisfies the criteria set out in the circulars to have service at that school recognised for incremental credit, an award of incremental credit can be made.
Criteria such as whether the school is subject to state funding, which can be of particular relevance when examining claims relating to private teaching schools, and the length of time the school has been in existence, must be satisfied in order for service at that school to be recognised for incremental credit.
Where schools do not satisfy the required criteria, then service at that school cannot be considered towards incremental credit. Teachers must be on my Department’s payroll or teaching in an Education and Training Board school before an application can be processed.
The criteria for the award of incremental credit for teachers are subject to review by way of an incremental credit committee, which is a sub-committee of the Teachers Conciliation Council and which meets on an ongoing basis.
Through the Teachers Conciliation Council, the teacher unions have lodged a claim concerning the recognition of private post primary teaching service outside the EU towards the award of incremental credit.
My Department examined this request as part of the 2024 budgetary process. However, it was not possible to secure funding to progress this request through the 2024 budgetary process.
My Department was however successful in securing funding for a number of other important initiatives aimed at teachers such as the restoration of 1,000 posts of responsibility and the PME incentive scheme.
My Department will continue to examine ways in which the matter may be progressed in the future.
The teacher unions have also called for a review of the limit of 7 years which applies to teaching service outside the EU. However, the Department considered the request made by the unions but following that consideration have determined that this is a cost increasing measure. Cost increasing claims cannot be considered under the terms of the Building Momentum Agreement.
My Department is also engaged in a review of the Incremental Credit application process with a view to improving the overall application process, reducing the processing time for such applications resulting in the issue of quicker decisions on applications for incremental credit.
82. Deputy Emer Higgins asked the Minister for Education the main policy achievements of her Department in 2023; and if she will make a statement on the matter. [54073/23]
View answerMy Department aims to deliver high quality and inclusive education for all children and young people that addresses their needs, interests and ambitions. Forbairt, the Annual Statement of Priorities 2023, provides a roadmap to the delivery of the strategic and operational priorities set out in my Department’s Statement of Strategy 2023-2025.
My Department’s main policy achievements in 2023 include, inter alia:
• Supporting the mental health and well-being of children and young people through implementation of the Well-being Policy Statement and Framework for Practice and Cineáltas: Action Plan for Bullying ensuring, among other needs, that well-being supports recognise the impact of Covid-19 on children and young people.
• Establishment of a dedicated unit which promotes the participation and voice of children and young people in Department policies.
• Publication of the primary curriculum framework, and publication and implementation of a new primary mathematics curriculum.
• Providing access to education to children and young people arriving from Ukraine and through other international protection processes and deliver supports to the sector.
• An acceleration to the national roll-out of the first tranche of revised Leaving Certificate subject specifications by two years to 2025, with further tranches to be introduced each year.
• The introduction of a free Schoolbooks and Classroom Resources Scheme that was expanded to all students accessing the Junior Cycle programme in Budget 2024.
• A number of measures to assist with increased cost of living pressures which includes the waiving of exam fees and reduced charges for school transport.
• The development of new resources to support parents and parent associations who wish to develop voluntary codes regarding smartphone use among primary school children.
• The commencement of the first phase of the Solar for Schools Programme. 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 launch of the Creative Youth Plan 2023-2027 that aims to provide everyone from birth to 24 years with more opportunities for creative engagement in every aspect of their lives.
• Continuing progress in the implementation of the National Strategy on Education for Sustainable Development – ESD to 2030 that embeds ESD in education and other relevant policies and frameworks as part of a lifelong learning approach.
• Undertaking a comprehensive programme to support the supply of teachers including the approval of 610 additional places on primary initial teacher education (ITE) programmes over two years.
• Continue to make sufficient and appropriate provision for children with special educational needs for the 2023/2024 school year. 389 new special classes have been sanctioned by the NCSE for opening in the 2023/24 school year – 252 at primary and 137 at post-primary level. Two new special schools announced by Minister Foley and Minister Madigan have been established and will operate under the patronage of the ETB – Cork ETB is the patron for East Cork Community Special School in Carrigtwohill and City of Dublin ETB is the patron for An Cosán Community Special School in Dublin 7.
• Implementation of a responsive evaluation programme of provision for children and young people with special and additional educational needs and those at risk of educational disadvantage.
• The delivery of an Enhanced Summer Programme, to support students at risk of educational disadvantage and help mitigate learning loss as a result of the pandemic
• The establishment of a landmark programme of counselling and mental health supports that are being piloted in a series of primary schools.
• Delivery on the National Development Plan (NDP) to provide school places and upgrade existing infrastructure with a particular focus on provision for students with special education needs and also supporting Ireland’s response to global events.
83. Deputy Michael Lowry asked the Minister for Education the qualifications that are considered acceptable for obtaining primary school teacher status in Ireland as in the case of a person (details supplied); and if she will make a statement on the matter. [54090/23]
View answerThe Teaching Council is the competent authority for the recognition of qualifications for those who qualified as teachers outside of the Republic of Ireland. The Teaching Council adheres to the Teaching Council Act 2001-2015, the Teaching Council Registration Regulations (2016) and in its role as a competent authority, it operates in accordance with the EU Mutual Recognition of Professional Qualifications Directive (2005/36/EU as amended).
As a statutory professional standards body, the Teaching Council is required by law to properly determine and to authenticate the relevant standards and qualifications of all applicants for registration. One of the ways the Council ensures and regulates standards is by ensuring that all teachers entering the profession in the Republic of Ireland have met the required standards.
Fully qualified teachers are eligible to apply for registration with the Teaching Council under the Teaching Council (Registration) Regulations. A fully qualified teacher from outside of the Republic of Ireland must hold qualified teacher status (QTS/licence 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 EU Directive.
All applications from teachers who qualify outside of the Republic of Ireland are assessed for comparability with graduates of Teaching Council accredited programmes of initial teacher education. Programmes accredited by the Teaching Council, in accordance with Céim: Standards for Initial Teacher Education (2020), are designed to ensure that tomorrow’s teachers are competent to meet the challenges they will face, and are prepared to be lifelong learners, continually adapting over the course of their careers to enable them to support their pupils in achieving their full potential. These standards require that graduates from ITE have experienced foundation studies, professional studies (incorporating pedagogy of the curriculum for the appropriate age group/s) and school placement, as well as core elements such as inclusive education and digital skills.
All primary teachers are registered conditionally with the condition of the Irish Language Requirement. All post-primary teachers are registered conditionally with the condition of the History and Structure of the Irish Education System. 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. The Irish Language Requirement can be fulfilled through a structured programme provided by Marino Institute of Education.
In addition, for a time limited period under the Teaching Council (Registration) (Amendment), 2023, the Teaching Council is accepting applications from teachers who hold a teaching licence (e.g QTS) and a comparable teacher education qualification but have not completed induction in the country they qualified. There are specific eligibility and qualification requirements that must be met under the Amendment e.g. primary qualified teachers must have a primary teacher education qualification aimed at 4 to 12-year-olds which is comparable to the standard of Irish graduates (with the exception of the Irish Language Requirement which will be applied as a condition of registration). Post-primary qualified teachers must have a Post-Primary teacher education qualification aimed at 12 to 18-year-olds which is comparable to the standard of Irish graduates (with the exception of the History & Structure of Irish Education System, which will be applied as a condition of registration).
To be eligible for registration under this temporary measure, the qualification must be comparable to ITE qualifications in Ireland. The Teaching Council has carried out assessments of various types of qualifications to determine if they meet the eligibility and qualification requirements for registration under the Amendment Regulation. Based on these assessments carried out so far, it has found that traditional faculty-based programmes, for example Postgraduate Certificates in Education, are the most closely aligned with initial teacher education qualifications in Ireland and are, therefore most likely to meet the requirements for registration under the Teaching Council (Registration) (Amendment), 2023.
On the basis of applications assessed to date, the Council has found that models such as international variations of faculty-based programmes are less likely to meet the eligibility requirements and are more likely to be considered outside the scope of the Teaching Council (Registration) (Amendment), 2023.
