Written Answers Nos. 281-290
281. Deputy Catherine Murphy asked the Minister for Education the number of places in each teacher training college for initial training for primary school teachers for the past two years, including 2023, in tabular form. [4088/24]
View answerThere are 5 Higher Education Institutions (HEIs) providing primary Initial Teacher Education (ITE) in Ireland; four State-funded providers and one private provider.
Each of the State-funded providers have both concurrent (undergraduate) and consecutive (postgraduate) programmes:
• DCU Institute of Education.
• Marino Institute of Education.
• Maynooth University (Froebel Department of Primary and Early Childhood Education)
• Mary Immaculate College.
Each year, the number of students admitted to primary concurrent and consecutive programmes in State-funded HEIs is determined by my Department, having regard to teacher supply and demand issues, and available resources.
The approved intake over the last number of years, has been as follows:
• 1,000 places per annum on the Bachelor of Education (B. Ed) programme
• 30 places per annum on the Bachelor of Education (B. Ed) through the medium of Irish programme
• 200 places per annum on the Professional Master of Education (PME) programme
Hibernia College is a privately owned institution which provides a primary consecutive (postgraduate) ITE programme only. My Department has no involvement in setting the numbers for Hibernia.
Recent policy advances, for example, the extension of DEIS status to 322 additional schools from September 2023, increased provision for students with special educational needs, and the positive changes in the staffing schedule which bring the pupil: teacher ratio in schools to a historic low, along with the enrolment of Ukrainian pupils have impacted on teacher demands and ongoing pressures relating to the availability of substitute teachers.
With these combined factors, it is anticipated that demand for primary teachers over the next number of years will exceed previous expectations.
Accordingly, following engagement with the 4 State-funded higher education institutions providing initial teacher education, I approved 610 additional places in March 2023. 320 were available to come on stream in 2023/24, and the remaining 290 in 2024/25.
The additional places are as follows:
• 90 additional places on the B.Ed. programme in 2023/24 and 2024/25, making a total of 1,090 each year.
• 30 additional places on the B.Ed. through the Medium of Irish in 2023/24, making a total of 60 in 2023/24.
• 200 additional places on the Professional Master of Education (Primary Teaching) (PME) programme in 2023/24 and 2024/25, making a total of 400 each year.
The total number of primary initial teacher education places approved at each State-funded provider for the last two academic years 2022/23 and 2023/24 are as follows:
|
HEI |
Approved Places B.ED 2022/2023 |
Approved Places B.Oid 2022/2023 |
Approved Places PME 2022/2023 |
Approved Places B.ED 2023/2024 |
Approved Places B.Oid 2023/2024 |
Approved Places PME 2023/2024 |
|
Maynooth University |
60 |
|
30 |
90 |
|
60 |
|
Mary Immaculate College |
405 |
|
60 |
435 |
|
120 |
|
DCU |
432 |
|
60 |
432 |
|
120 |
|
Marino Institute of Education |
103 |
30 |
50 |
133 |
60 |
100 |
|
Total |
1000 |
30 |
200 |
1090 |
60 |
400 |
282. Deputy Ivana Bacik asked the Minister for Education if original deadlines will be met for the moving into permanent accommodation by a school (details supplied); the proposed plan for ensuring that 72 additional first year students are accommodated in September 2025; and if she will make a statement on plans for handover in September 2025. [4120/24]
View answerThe school building project referred to by the Deputy, is assigned to my Department’s Design and Build programme. This delivery programme uses a professional external Project Manager to progress the project through the relevant stages of architectural planning, tender and construction.
The Invitation to Tender issued in April 2023, as part of a bundle of projects issued to the Department's Framework of Design & Build Contractors. Given the scale of works involving new purpose built accommodation for 10 schools, a number of which are on campus sites including the school referred to by the Deputy, the tender process involves a very large amount of documentation and drawings and takes approximately 8-12 months. Tender returns have been received and are currently being evaluated.
This bundle comprises 10 school projects which are all flagship projects for their local school communities. Given the magnitude of this large scale investment, this tender evaluation process takes time for the Department's technical staff and project management team to adequately and appropriately analyse. The Department is very conscious of the urgency in getting these projects, including the project referred to by the Deputy, delivered as quickly as possible. Once a Contractor has been appointed, it is anticipated that construction would commence shortly thereafter.
My Department has delivered interim accommodation on site for the 2023/24 and 2024/25 school years, in line with enrolment figures agreed with the school's patron body and will continue to liaise with the school's patron body in relation to interim accommodation needs pending delivery of the permanent accommodation for the school.
283. Deputy Ivana Bacik asked the Minister for Education her Departments policy in relation to the provision of all-weather or astroturf pitches for schools; and if she will make a statement on the adequacy of provision of space for Gaelic football, hurling, soccer and rugby in educational facilities in Dublin 6W. [4121/24]
View answerThe Programme for Government commits to high quality Physical Education (PE) in primary and secondary schools. The appointment of Thomas Byrne TD as Minister of State with special responsibility for Sport and Physical Education reflects this commitment. My department also continues to work closely with the National Council for Curriculum and Assessment (NCCA) with regard to curricular developments.
The new Primary Curriculum Framework was published in March last year. As part of the Primary Curriculum Framework will involve the development of the wellbeing framework which included a PE specification. A new Junior Cycle PE specification was introduced for first year students in all post-primary schools from September 2023. Schools are required to provide a minimum of 135 hours of Physical Education for all Junior Cycle students. There are two options for PE at Senior Cycle – Leaving Certificate Physical Education (LCPE), which is an examinable subject and the Senior Cycle Physical Education (SCPE) framework which is non- examinable. Introduced on a phased basis in 2018 to 64 schools, LCPE is now being offered by 404 schools around the country. The Senior Cycle Physical Education (SCPE) non-examination framework provides a flexible planning tool for physical education for all students in senior cycle. Oide, the new Integrated Teacher Education Support Service, was launched on the 1st of September 2023. It promotes the quality of teaching and learning through the provision of Teacher Professional Learning and support for our physical education teachers.
Outdoor learning experiences relating to the curriculum such as Athletics, Invasion Games and Adventure Activities, can take place outdoors on tarmac. My Department’s Design Guidelines for all new schools provides for outdoor multiuse games areas (hard play areas) and the level of play space provided varies with the size of school. For example, a new 24 classroom primary school with Special Education Needs classes is provided with 3 ball courts (1,755m² in total), 2 junior play areas (600m² in total), as well as Secure hard and soft play area (300m²) and a 100m² Sensory Garden. In respect of new post-primary schools, a new 1,000 pupil post-primary school will be provided with 6 ball courts (3,060m² in total) and a 200m² secure hard and soft special education play area.
Constraints in school site sizes in urban areas mean that the full suite of external accommodation may not be provided in all cases. In particular, the inclusion of practice playing fields is subject to space availability and school requirements. Where such facilities are available locally this is also taken into account.
There are 13 schools in my Department's Dublin 6W school planning area: 7 primary schools, 2 special schools and 4 post primary schools. Most of these schools have good external playing facilities and there is a significant number of sports facilities across the Dublin 6W area generally.
Since 2020, the Department of Education has invested in the region of €3.5 billion in our schools throughout the country, involving the completion of over 690 school building projects, and with construction currently underway at approximately 300 other projects.
School building projects at construction involve an overall State investment of over €1.2 billion. There are also 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.
284. Deputy Neasa Hourigan asked the Minister for Education if she will provide an update on where a school (details supplied) will be located for September 2024; and if she will make a statement on the matter. [4150/24]
View answerMy Department is currently engaged in ongoing discussions with the schools current landlord regarding the school remaining at their current location for September 2024. My Department will continue to keep the school and its patron body updated in this regard.
285. Deputy Mick Barry asked the Minister for Education if his Department will extend the in-school counselling pilot programme to all schools, in light of the increasing need for counselling for young people. [4159/24]
View answerThe Department of Education is committed to supporting the emotional wellbeing of our children and I am very pleased to provide an update on the significant progress that has been made on Strands 1 and 2 of the Counselling in Primary Schools Pilot in almost 650 primary schools across the country. I am also delighted to advise that my Department has secured additional funding in Budget 2024 to continue the pilot for an additional year, until June 2025.The pilot includes two Strands. Strand 1 is the provision of one-to-one counselling to support a small number of children in all primary schools in counties Cavan, Laois, Leitrim, Longford, Mayo, Monaghan and Tipperary.Considerable work has been undertaken to identify suitably qualified, experienced and accredited counsellors. In the absence of a single recognised counselling qualification and a national regulatory body for counselling in Ireland, at this point in time, the Department initially liaised with the three largest accrediting bodies for counsellors in Ireland, including the Irish Association for Counselling and Psychotherapy (IACP), the Psychological Society of Ireland (PSI) and the Irish Association of Humanistic and Integrative Psychotherapists in Ireland (IAHIP). The Department subsequently liaised with additional associations and is now also accepting applications from counsellors accredited with the Irish Association of Psychotherapy and Play Therapy (IAPTP) and the Association of Child Art Psychotherapists (ACAP), and those registered with the Irish Council for Psychotherapy (ICP).
The counsellors on the panel are currently providing counselling sessions to a small number of children in primary schools in the pilot counties. A letter was sent to schools in November advising them of their allocation of blocks of counselling sessions for children, and a further allocation will be given to schools for the remainder of the school year. NEPS psychologists are supporting schools to identify and prioritise children to access the counselling support, guided by the Continuum of Support, and subject to parental or legal guardian informed consent. Guidelines for Schools have been provided to support schools in the implementation of Strand 1 of the pilot. A dedicated webpage with information for parents, information for counsellors and information for schools is also available on gov.ie.
Strand 2 of the pilot is the establishment of a new type of support to schools from Education Wellbeing Teams and the introduction of Education Wellbeing Practitioners to support clusters of schools in Cork, Carlow, Dublin 7 and Dublin 16. The Education Wellbeing Practitioner is a new type of practitioner being introduced as part of this pilot to provide enhanced in-school support. The practitioners are graduates from psychology, education and social science. The recruitment process for the Education Wellbeing Practitioners is complete, and an ongoing training programme for the Practitioners is being provided by NEPS. NEPS psychologists are also providing oversight and professional supervision to support and maintain the work undertaken by the practitioners. This will ensure safe practice and the use of evidence-informed programmes and supports in schools.
The focus of the support to be provided under Strand 2 is on strengthening whole school approaches to promoting wellbeing, in line with the Department of Education’s Wellbeing Policy and Framework for Practice. This includes offering psycho-educational support for parents and teachers, and the delivery of evidence-based interventions to promote resilience and coping strategies and to maintain and develop wellbeing.
NEPS has met with officials from the Department of Education in Northern Ireland in relation to the Healthy Happy Minds Pilot, which was the provision of counselling in schools. NEPS have also met with the Education Authority in Dorset in the UK and with a Mental Health Support Team in West Sussex in relation to the Mental Health Support Teams model. A team from NEPS visited Dorset and West Sussex last December to meet with Mental Health leads, Education Mental Health Practitioners, and counsellors involved in the project. The NEPS team also visited schools in the project to learn from how the project was implemented.It is not possible to include all primary schools in the pilot. Through this existing pilot programme and subsequent evaluation we are confident that we will gather valuable learning that will inform future policy and provision in this area.
286. Deputy Paul Murphy asked the Minister for Education in relation to the recent decision not to release funds that would allow teachers in Ireland who have taught in secondary schools outside the EU to move up the incremental pay scale, if she will reconsider this decision and take immediate action to rectify this situation; and if she will make a statement on the matter. [4172/24]
View answerThe criteria for the award of incremental credit are set out in the 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 the 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. The 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.The 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.The Department will continue to examine ways in which the matter may be progressed in the future.
287. Deputy Matt Carthy asked the Minister for Education further to Parliamentary Question No. 75 of 27 September 2023, if she will establish if Bus Éireann has completed a review of the route in question, as the family has not received any contact from Bus Éireann or the school transport section in this regard; and if she will make a statement on the matter. [4173/24]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 161,600 children, including over 135,000 pupils travelling on primary and post primary services, 19,800 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine are transported on a daily basis to primary and post-primary schools throughout the country.The total cost of the scheme in 2023 was €382.02m. There has been an overall increase in both applications and tickets issued for the 2023/2024 school year in comparison to the 2022/2023 school year.The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
Under the terms of my Department’s School Transport Scheme, children are eligible for transport where they reside not less than 3.2kms at primary and 4.8kms at post-primary and are attending their nearest School/Education Centre as determined by the Department/Bus Éireann, having regard to ethos and language. Children who are eligible for school transport and who complete the application process on time are accommodated on school transport services where such services are in operation. Children who are eligible for school transport but for whom no service is available may be offered the Remote Area Grant towards the cost of making private transport arrangements. The Remote Area Grant is also payable for eligible children who may have to travel 3.2kms or more to or from a designated pick up/set down point.Bus Éireann have advised that the children referred to by the Deputy are eligible for school transport, however there is no service available from where these pupils reside to the schools they are attending. Bus Éireann further advise that the pick up point for the family referred is 4.5 km away from their home. An inspection was carried out on this route and unfortunately the pick up point cannot be moved any closer to the family's residence. The family referred to by the Deputy are eligible for a remote area grant from their home to the pick up point. Grants are paid at the end of the school year, and School Transport Section of my Department will liaise with the family referred at the time in this regard.
288. Deputy Paul Murphy asked the Minister for Education if she will provide an update in relation to the issue of no HEPA filters in Irish classrooms despite the €62 million announcement by her in December 2021; and if she will make a statement on the matter. [4197/24]
View answerManaging ventilation is one of a suite of public health measures in place to keep our schools safe. Updated guidance for schools on Practical Steps for the Deployment of Good Ventilation Practices in Schools was provided in 2021 following the work of an expert group that carefully considered the role of ventilation in managing COVID-19.The updated guidance for schools is also fully in line with the most recent guidance on non-healthcare building ventilation during COVID-19, published by the Health Protection Surveillance Centre in January 2022 and general advice on preventing the spread of COVID-19 in non-healthcare settings published by the Health Protection Surveillance Centre in May 2022. The Health and Safety Authority published a Code of Practice for Indoor Air Quality in May 2023, which also references the Department of Educations Guidance on Ventilation in Schools. The Expert Group established by the Minister for Health note, in its report published in April 2021, that very good advice is contained in the Department of Education’s Practical Steps for the Deployment of Good Ventilation Practices in Schools. They also note that it must be emphasised that ventilation should be delivered as part of a layered strategy of protective measures to control the spread of viruses. Along with these preventative actions, ventilation further reduces the risk of COVID-19 transmission in schools.The Expert Group guidance outlines that Carbon Dioxide (CO2) monitors can play a part in providing a useful general indication that areas/rooms may not be adequately ventilated. My Department have funded and delivered in excess of 42,000 monitors to schools nationwide at a cost of over €4 million.The Expert Group guidance also identifies that in areas with poor ventilation, structural interventions and measures to increase natural ventilation should be completed and if not possible in the short term, that consideration should be given to using stand-alone HEPA filter devices in poorly ventilated spaces pending the completion of structural interventions.As noted in my Department’s Guidance where the recommended measures in the Practical Steps have been considered and poor ventilation continues to exist in a particular room/area, air cleaners may be considered as an additional measure in conjunction with other methods of ventilation that are available.To provide additional support in the context of Covid-19 the payment of a minor works grant totalling €45m for primary schools and special schools, plus a once-off Covid-19 minor works funding of €17m for post-primary schools, was issued in December 2021. Schools used this money for a variety of purposes, including investment in ventilation systems. However the Department does not hold information in this regard.Schools that identify inadequate ventilation in a room can utilise the minor work grant (for minor improvements) or apply for emergency works grant assistance to address ventilation enhancements on a permanent basis. A dedicated team has been established in the Department to support schools that may have concerns about ventilation.To date 46 schools have applied for additional funding under the emergency works scheme to assist with ventilation. Of these, 40 have been approved, two were incorrectly classified as ventilation-related and assessed separately, three applications were rejected and we are waiting for one school to revert with further information. None of these applications were for the funding of Hepa filters and contact was made with the school who had their application rejected to advise them how best to proceed.In conclusion, my Department is fully aware of the importance of good ventilation in schools. Our approach, as part of a layered strategy of protective measures to control the spread of the virus, is fully consistent with the Expert Group recommendations on good practices, the use of portable CO2 monitors and the targeted deployment of HEPA air filter devices where necessary for poorly ventilated areas. However, it is important to note that air cleaners do not remove CO2. The best way to reduce CO2 levels in a room is to dilute it with fresh air.
289. Deputy Catherine Murphy asked the Minister for Education to provide a schedule of the number of civilian drivers and Garda drivers attached to her and to Ministers of State of her Department; to provide the official work pattern for each driver and the total annual hours worked by each driver; and to indicate the number of drivers assigned to each Minister and Minister of State. [4216/24]
View answerI can confirm to the Deputy that I have the services of Garda drivers to assist me in carrying out my ministerial duties; the assignment of their working hours is a matter for An Garda Síochána to manage.In accordance with the terms of the Guidelines for Ministerial Appointments for the 33rd Dáil, Josepha Madigan T.D. Minister of State for Special Education and Inclusion at my Department has two civilian drivers who are employed by this Department.Thomas Byrne T.D., Minister of State for Sport and Physical Education in my Department and the Department of Tourism, Culture, Arts, Gaeltacht, Sport and Media also has two civilian drivers who are employed by that Department.The hours of attendance of the civilian drivers amount to on average, not less than 41 hours and 15 minutes gross per week. The working pattern is seven days on and seven days off on a week-on week-off basis. In line with the Ethics Acts, copies of the contracts of employment of civilian drivers are laid before the Oireachtas and can be viewed by the Deputy.
290. Deputy Aodhán Ó Ríordáin asked the Minister for Education what the appeals process is for an administrative error resulting in the incorrect categorisation of a teacher's fee fund application resulting in a significant financial loss as happened in a case of a teacher (details supplied); and if her Department could make inquiries to help rectify the issue. [4231/24]
View answerThe purpose of the Teacher Fee Refund Scheme (“the TFRS”) is to provide funding to teachers towards the cost of course participation and examination fees on successful completion of professional development courses. The refund provided to successful applicants is a percentage of their fees, with each recipient getting the same percentage refund. No applicant receives a full refund. In order to prioritise teachers’ professional learning in areas clearly linked to learning, teaching and assessment, 80% of funding is allocated to relevant programmes in line with Departmental policy priorities (these areas are set out in the annual circular). The remaining 20% of funding is allocated to “other“ qualifying programmes which are not specifically linked to Departmental policy priorities. The successful applicants whose courses fall into the “other” category receive a lower percentage refund than those whose courses are identified as being linked to Departmental policy priorities.
The application form for the TFRS requests applicants to indicate if the course which they are completing falls under any of these priority areas. The circular also advises that “[i]t is the responsibility of all applicants to ensure that the application form is fully completed, signed and accompanied by all relevant documentation”. Clare Education Support Centre (“CESC”) administers the TFRS on behalf of the Department of Education, and processes applications based on the information supplied by applicants. In this case, CESC has advised my Department that when filling out their application form, the applicant ticked the box marked “other”, meaning they did not identify their course as relating to one of the priority areas. Consequently, the applicant’s refund was calculated on this basis.
The application process provides an opportunity to review and amend inputted data prior to submission. The applicant also signed the “Teacher Fee Refund Scheme Applicant Declaration”, which must be signed by all applicants, confirming that the information entered in their application was “accurate, complete and correct”. Due to the large volume of applicants to the TFRS, the administrators are not in a position to review the accuracy of each specific piece of information entered by each applicant.As such, and as the total allocation for the TFRS in 2023 has now been expended, payments under the scheme for the relevant year have been closed.However, my Department will engage with the TFRS Steering Committee and administrators to review this matter and will engage directly with the applicant concerned on the outcome of that review.
