Written Answers Nos. 169-188
169. Deputy Bernard J. Durkan asked the Minister for Enterprise, Trade and Employment the extent to which he and his Department continue to monitor each trade and industry, with a view to addressing any issues arising; whether he remains satisfied that adequate steps can be taken to address such issues in the short and medium term in a meaningful way; and if he will make a statement on the matter. [17288/24]
View answerMy Department and I continue to monitor developments in the business environment, and issues arising. I recognise that firms have faced a number of significant challenges over the last number of years, including Brexit, the COVID -19 pandemic, the Russian war in Ukraine and the associated supply chain shock, the energy cost crisis and rising inflation along with wage demands, and rising interest rates.
The Government has advanced a range of measures to improve working conditions in Ireland over recent years. These improvements will bring wider societal benefits and will serve to bring Ireland in line with other advanced economies, albeit that these will inevitably give rise to additional costs for some firms.
My Department, in collaboration with the Department of Social Protection, assessed the cumulative impact of these changes to working conditions, including Auto-Enrolment Retirement Savings Scheme, Parent’s Leave and Benefit, Statutory Sick Pay, the additional Public Holiday, the Living Wage, and the Right to Request Remote Working. This report was published on the 5th March and in response to the findings a range of measures are being brought forward to assist businesses in adjusting to these increased costs as well as more generally to improve cost competitiveness of firms.
These measures include making available up to €15 million to Local Enterprise Offices to enable a top up payment of up to €3,000 in the Energy Efficiency Grant for businesses in the hospitality and retail sectors bringing the grant up to €8,000. In addition, an options paper on the application of the lower 8.8% rate of Employer PRSI contribution is currently being prepared and we will also take steps to reduce red tape and the administrative burden on business, including: an enhanced SME Test; accelerating the roll out of a fully functioning National Enterprise Hub with staff available to provide immediate advice and support to vulnerable firms.
This is in addition to a €257 million package for the Increased Cost of Business grant. Local authorities, funded through the Department of Enterprise, Trade and Employment (DETE), are managing the rollout of the grant to qualifying businesses, and have written out to rate paying businesses with details of how to register for the scheme and it is up to businesses to verify their details through an online portal. This scheme is designed to help SME’s.
This Government has adopted an active approach in supporting Irish businesses across multiple crises over the last number of years. My Department is fully committed to supporting businesses across various trades and industries, and the measures included in Budget 2024, and more recently in the measures announced following the publication of the ‘Assessment of the Cumulative Impact of Proposed Measures to Improve Working Conditions in Ireland’ reflect this.
170. Deputy Bernard J. Durkan asked the Minister for Enterprise, Trade and Employment the extent to which investment in employment-creating sectors continues; if he is satisfied that industry can look to the future with optimism; and if he will make a statement on the matter. [17289/24]
View answerEnterprise Ireland supports both the start-up sector and established companies to increase sales and exports in global markets, which in turn results in increased employment. Through implementation of Enterprise Ireland’s strategy Leading in a Changing World 2022 – 2024, the agency has an objective to create an additional 45,000 new jobs by 2024, the highest ever level of Government supported indigenous jobs. The total number of jobs created in client companies of Enterprise Ireland was 15,530 in 2023. Even when job losses were taken into account, there was a positive net jobs result of 5,011 in a very challenging year for businesses.
Business is being transformed by drivers such as climate change, the accelerated adoption of technology, and changing trends in globalisation in ways that present both challenges and opportunities. Enterprise Ireland continues to support employment creation sectors through direct advice and funding assistance to internationally-focused enterprises in manufacturing and international services sectors and through working with the network of 31 Local Enterprise Offices.
IDA Ireland has over 1,800 client companies within its portfolio employing 300,583 in 2023, holding above 300,000 jobs for the second consecutive year. Despite a slowdown in Information and Communications Services (down 2.9%) during 2023, job growth was recorded across all other sectors with Modern Manufacturing (up 1.8%), Traditional Manufacturing (up 0.2%) and in Business, Financial and Other Services (up 0.8%). This underscores the importance of diversification across knowledge intensive and growth sectors to enable continued enterprise and economic impact.
IDA Ireland regards transformation as critical to delivering and sustaining future economic impact and continues to prioritise areas of research and development, innovation, sustainability, digitalisation, and talent development, as client companies look to build a sustainable future. In 2023, IDA Ireland approved 25 sustainability projects focused on carbon abatement and building Ireland’s Green Economy, with over €1.4bn committed by IDA clients on research and innovation projects during the year as well as a further client spend of over €77m on investment in talent development. This focus on transformation holds firm as IDA Ireland looks to the future and to continue delivering Irish economic impact, supporting our enterprise base in competitiveness, growth, and further contribution to the Irish economy.
My department published the White Paper on Enterprise in December 2022, which set out Government`s enterprise policy for the period through to 2030. The White Paper on Enterprise details how we will deliver on our ambition of a vibrant, resilient, regionally balanced and sustainable economy made up of a diversified mix of leading global companies, internationally competitive Irish enterprises and thriving local businesses. In particular, it seeks to ensure the continued creation of rewarding jobs and livelihoods across Ireland.
In order to achieve this ambition, Government has set out seven enterprise policy objectives in the White Paper; integrating decarbonisation and net zero commitments, placing digital transformation at the heart of enterprise policy, advancing Ireland’s FDI and trade value proposition, strengthening the Irish-owned exporting sector, enabling locally trading sectors to thrive, stepping up enterprise innovation, and building on Ireland`s existing strengths and opportunities, through a clustering approach.
The commitments set out in the White Paper on Enterprise are being implemented through a series of consecutive two-year Implementation Plans, the first of which was published in May 2023, and covers the period through to the end of 2024. The first update report, covering H1 2023, shows that significant action is already being taken to advance the enterprise policy vision set out in the White Paper across all priority policy areas, and presents a strong basis for optimism both today and for the future. The report outlines positive progress towards the achievement of the majority of the 15 target metrics as set out in the White Paper. In 2022, Irish owned enterprise productivity grew 4.5%, against a target average annual growth of 2.5% by 2024. Between 2021 and 2022, the number of High-Potential Startups increased by 10% (91 compared to 82), against a target of a 20% total increase by 2024. IDA Ireland client expenditure in Ireland grew by 8.4% between 2020 and 2021, against a total target of 20% growth by 2024. From 2021-2022, 52% of all FDI investments went to locations outside of Dublin, in keeping with the target of >50% of FDI investments located outside of Dublin during 2021-2024.
The full update report, including updates on all other key metrics (subject to data availability) is available publicly online: enterprise.gov.ie/en/publications/white-paper-on-enterprise-update-report-h1-2023.html
The second update report, which was developed by my Department in Q1 2024, is currently being finalised and will be published shortly.
171. Deputy Bernard J. Durkan asked the Minister for Enterprise, Trade and Employment the degree to which Irish people overseas can be encouraged to return in order to meet staff vacancies throughout industry; and if he will make a statement on the matter. [17290/24]
View answerMy Department is working closely with the Department of Foreign Affairs and its Embassy network, as well as other Departments, to implement the Government’s Diaspora Strategy, Global Ireland – Ireland’s Diaspora Strategy 2020-2025, which was launched in late 2020. The effective coordination of the implementation of this strategy across Government will be carried out through the Interdepartmental Committee on the Irish Abroad, chaired by the Minister for the Diaspora, and Officials from my Department participate in this Committee. The Department of Foreign Affairs leads on the implementation of this strategy.
Global Ireland sets out a number of actions to strengthen our connections with diaspora communities and to harness the contribution from the diaspora to support our economy, including through promoting and facilitating the return of Irish emigrants.
The strategy recognises how returning emigrants bring with them skills and knowledge gained abroad that can help develop both the national and local economies. To support this, the Government also recognises the need to minimise the challenges faced by individuals and families returning to Ireland. The strategy commits to a number of actions to support the return of members of the diaspora.
These include monitoring barriers to return and adopting measures to remove them where possible; the negotiation of reciprocal agreements with countries that are home to significant Irish diaspora communities, such as double taxation and social security agreements; improvement of the provision of information on returning to Ireland and providing information for Irish citizens living overseas, including the dissemination of information on skills needs; and the expansion of mutual recognition and the portability of academic or professional qualifications earned overseas.
172. Deputy Bernard J. Durkan asked the Minister for Enterprise, Trade and Employment the extent to which particular efforts are being made to assist employers particularly hit by staff shortages; whether specific measures are being taken to address this issue; and if he will make a statement on the matter. [17291/24]
View answerAccording to the latest employment figures from the CSO’s Labour Force Survey, published on 22nd February 2024, total employment stood at 2.71 million. There are now more people employed in Ireland than ever before. As per the CSO Statistical Release on Monthly Unemployment from early April, the seasonally adjusted national unemployment rate was 4.3% in March 2024.
It is essential that Irish enterprise has access to an adequate pool of high quality, adaptable and flexible talent – in particular in the context of a tightened labour market. In order to meet the demand for skills, there is close collaboration across Government, in particular between the Department of Further and Higher Education, Research, Innovation and Science, its agencies and my own Department, as well as between Government, industry, and the education and training system, in order to build and retain a highly skilled workforce to serve the needs of the economy.
My Department is also working closely with the Department of Social Protection in implementing Pathways to Work, the national employment strategy, and with it the labour market activation of the unemployed, groups underrepresented in the workforce, and workers transitioning to more viable roles or sectors across the economy. A mid-term review of the actions and commitments in the Pathways to Work strategy took place in 2023, to ensure they remain relevant and effective in improving the employment prospects and outcomes for people under-represented in the labour market. The Minister for Social Protection will shortly submit the mid-term review and an updated strategy of commitments for consideration by Government.
The Government also operates an employment permits system which is highly responsive to areas of identified skills needs and labour shortages across the economy. The system is, by design, vacancy led and driven by the changing needs of the labour market. The employment permits system is managed through the operation of the critical skills and ineligible occupations lists which determine employments that are either in high demand or are ineligible for consideration for an employment permit.
In December 2023, following extensive engagement with industry representatives and stakeholders on the nature and extent of skills shortages, my Department announced a very major expansion to the employment permits system, with 43 changes to the jobs eligible for an employment permit. This included 11 roles added to the Critical Skills Occupations List and 32 roles made eligible for a General Employment Permit. A roadmap for increasing salary thresholds was also announced. Demand for employment permits in Ireland is currently extremely high, with just over 30,000 permits issued in 2023 and 9,832 issued in Q1 2024, providing another valuable stream of skilled labour for the Irish economy.
The Government also operates an employment permits system which is highly responsive to areas of identified skills needs and labour shortages across the economy. The system is, by design, vacancy led and driven by the changing needs of the labour market. The employment permits system is managed through the operation of the critical skills and ineligible occupations lists which determine employments that are either in high demand or are ineligible for consideration for an employment permit.
In December 2023, following extensive engagement with industry representatives and stakeholders on the nature and extent of skills shortages, my Department announced a very major expansion to the employment permits system, with 43 changes to the jobs eligible for an employment permit. This included 11 roles added to the Critical Skills Occupations List and 32 roles made eligible for a General Employment Permit. A roadmap for increasing salary thresholds was also announced. Demand for employment permits in Ireland is currently extremely high, with just over 30,000 permits issued in 2023 and 9,832 issued in Q1 2024, providing another valuable stream of skilled labour for the Irish economy.
173. Deputy Bernard J. Durkan asked the Minister for Enterprise, Trade and Employment the extent to which employment has fluctuated in this jurisdiction over the past two years to date; and if he will make a statement on the matter. [17292/24]
View answerAccording to the latest employment figures from the CSO’s Labour Force Survey, published on 22nd February 2024, total employment stood at 2.71 million in the fourth quarter of 2023. This represents an increase of 6.1%, or an additional 155,000 jobs, compared to the same period in 2021, when total employment stood at 2.55 million. There are now more people at work in Ireland than ever before. As per the CSO Statistical Release on Monthly Unemployment from early April, the seasonally adjusted national unemployment rate was 4.3% in March 2024.
The COVID-19 pandemic had a disruptive impact, with employment reaching a low of 1.7 million in the second quarter of 2020 according to the CSO’s COVID-19 adjusted estimates. The post-pandemic recovery in employment has nevertheless been very strong and highlights the resilience of Ireland’s labour market.
Government policies aimed at creating an attractive environment for both indigenous enterprise and foreign direct investment and enhancing the availability of talent to employers have resulted in record-breaking levels of job creation being achieved in the context of ongoing international economic and geopolitical turbulence, while initiatives such as Pathways to Work are helping to create a more inclusive labour market.
If this momentum is to be maintained, it will be essential that more people – particularly those in cohorts traditionally more distant from the labour market – are given the support they need to enter employment, ensuring in turn that Irish enterprise continues to have access to a pool of high-quality, adaptable and flexible talent.
To meet the demand for skills and to continue increasing participation in employment, there is close collaboration across Government, in particular between the Department of Social Protection, the Department of Further and Higher Education, Research, Innovation and Science, its agencies and my own Department, as well as between Government, industry, and the education and training system more broadly, in order to continue building a highly skilled and inclusive workforce.
174. Deputy Patricia Ryan asked the Minister for Education the measures, if any, in place to deal with the fact that a school (details supplied) is already at maximum pupil capacity now and cannot accept any pupil from even its main feeder primary school, even considering the other two schools in the area. [17084/24]
View answerThe 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.
My Department is aware of pressures for school places for the 2024/25 school year in Kildare county. As part of planning for September 2024, data on applications for admission has been received by the department from post-primary schools across areas of known enrolment pressure including Kildare School Planning Area.
The sharing of this data has been very effective in the identification of school place requirements across the areas. The information provided indicates that there is sufficient first year places in the Kildare town/ Curragh School Planning Areas for September 2024.
The Deputy will appreciate that there can often be significant overlap across areas and schools and the nature of the admissions processes is quite complex. As a result there can be multiple iterations, where applicants may accept a place but subsequently be offered and accept a place at a second school, freeing up capacity at the first school accepted. In that context, while some applicants may not yet have received an offer of a school place for 2024/25, families can be assured that all children who require a school place will be provided with one. The Department is continuing to work with schools and patrons to ensure that there are sufficient school places available, and to put any required solutions in place. This includes engagement in areas which were not included in the more detailed data sharing arrangements for 2024/25. As part of this engagement with patrons, the Department is also collaboratively planning towards 2025/26 and future years, as part of forward planning generally.
The 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.
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, may be viewed on the 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 picture in relation to school place requirements is very dynamic, noting that children may also move into an area during the course of the school year (including from overseas). This is a particular issue in parts of the country where expansion of residential development has been contributing to mid-year demand for places.
Department officials will continue to work with schools and patrons to ensure that there is appropriate provision for all students in Kildare School Planning Area for the 2024/25 school year and into the future.
175. Deputy Patricia Ryan asked the Minister for Education if she will clarify, with regard to the new school premises built in Kildare town to house a school (details supplied) whose building is being reclaimed for Army use, whether the school will be accepting pupils from the Kildare town area at its new location, not just pupils from the Suncroft and Curragh areas. [17085/24]
View answer176. Deputy Patricia Ryan asked the Minister for Education if she will clarify, with regard to claims being made that a new building for a school (details supplied) in Kildare is a new school for Kildare town, whether it is a new school or just the old school being accommodated in new premises. [17086/24]
View answerI propose to take Questions Nos. 175 and 176 together.
I can confirm for the Deputy that a project to deliver a new 1,000 pupil school building is planned for the school in question. The school has an enrolment of 256 pupils in 2023/24. In that context, this project will provide very significant additional capacity to address the post-primary demand in South Kildare, including the areas currently served by the school and Kildare town, where the new school building will be provide.
The project for the new school is currently at Stage 2(b) of Architectural Planning – Detailed Design, where all statutory approvals are secured, and the suite of tender documents are prepared. The Design Team lodged their application for planning permission in October 2023. The Design Team have since received a Request for Further Information (RFI) from the Local Authority in respect of the planning application. The Design Team have reviewed the RFI and will prepare their response.
177. Deputy Patricia Ryan asked the Minister for Education to outline any measures she or her Department are considering to offer incentives to teachers to fill the many vacant teaching posts in County Kildare; and if she will make a statement on the matter. [17087/24]
View answerEnsuring 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 contained a range of measures, including the introduction of a professional master’s of education (PME) incentive payment scheme, that demonstrates my commitment to continued investment in our education system.
• A professional master’s of education incentive scheme will be introduced for newly qualified primary and post-primary teachers graduating in 2024 to encourage them to take up teaching roles. 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 in 2025.
Other teacher supply measures in Budget 2024 include:
• 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. The contract for the Irish upskilling programme for post-primary teachers has been awarded to Trinity College Dublin and is due to commence in late 2024.
• 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).
• 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.
• Newly qualified teachers (NQTs) employed in primary schools from 14 November 2023 may apply to the Teaching Council to complete the Droichead process while employed on a Supply Panel or Principal Release Time Post. The measure has been extended to the end of the 2024/2025 school year. This measure increases the attractiveness of these posts to NQTs, and supports primary schools to provide substitute cover.
• 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 2022/23, more than 2,700 3rd and 4th-year undergraduate student teachers registered with the Teaching Council and provided valuable support to schools as substitute teachers. Currently, there are 3,600 registered under Route 5 on the Teaching Council register.
• Encouraging retired teachers to provide substitute cover. A new communications campaign began recently to encourage retired teachers to return to teaching.
• The 50-day pension abatement waiver, for retirees returning to work, has been extended for a further two years to the end of 2025.
• 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 Teaching Transforms campaign continues to promote the teaching profession and encourage students to follow a career in teaching. The campaign uses digital, radio and video media, and is supported by a dedicated webpage, www.gov.ie/teachingtransforms
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 remains an attractive career choice:
• CAO first preference choices for post-primary teaching increased in 2023 by 14%, in addition to a 9% increase in 2022. CAO preferences for primary teaching increased at the closing date in February 2024 with overall mentions up 10% and first preferences increasing by 2% from 2023.
• Starting pay for Primary teachers is over €41,000 and for post-primary teachers over €42,000. The new pay deal, with all three teacher unions having recently voted in favour of, will mean that teachers’ starting salary will increase to €46,000 rising to a maximum of €85,000 per year which compares well internationally. Starting pay of €46,000 will be almost €20,000 higher than the 2011 rates.
• Over 3,700 newly qualified teachers have registered with the Teaching Council in 2023, with over 122,000 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 education stakeholders to develop further, innovative measures to address teacher supply issues.
178. Deputy Fergus O'Dowd asked the Minister for Education further to Parliamentary Question No.119 of 11 April 2024, if she will arrange for a further response to issue to follow-up queries (details supplied); and if she will make a statement on the matter. [17090/24]
View answerSchool Planning Areas and school catchment areas are not the same. The Department uses School Planning Areas to plan for school place provision nationally. The country is divided into 314 School Planning Areas for these purposes. The Department uses a Geographic Information System, drawing data from a range of sources, including 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.
School catchment areas, meanwhile, are set by a Board of Management on behalf of the school patron. The Department does not have a role in setting school catchment areas.
The town of Monasterboice is in the Dunleer school planning area. Ballymakenny College is in the Drogheda school planning area. The school was established in 2014 due to the Demographic requirements for the Drogheda school planning area.
New schools established since 2011 to meet demographic demand such as Ballymakenny College, are required, in the first instance, to prioritise pupil applications from within the designated school planning area(s) which the school was established to serve. This does not preclude schools from enrolling pupils from outside of the school planning area where they have sufficient places, rather it reflects the need to accommodate in the first instance the demographic for which the school was established. Where there are spaces available, applicants for enrolment should be admitted by the school ( in accordance with any further prioritisation determined by the school).
Section 29 of the Education Act, 1998 provides for an appeal by a parent or guardian to the Secretary General of my Department, or in the case of an Educational Training Board (ETB) school to the ETB in the first instance, where a Board of Management of a school, or a person acting on behalf of the Board, refuses to enrol a student in a school.
Further information on the Section 29 appeals process is available on my Department's website, www.education.ie. The Education Welfare Service (EWS) of the Child and Family Agency (Tusla) is the statutory agency which can assist parents who are experiencing difficulty in securing a school place for their child. The EWS can be contacted at 01-7718500.
179. Deputy Cian O'Callaghan asked the Minister for Education if she will reconsider the implementation of Circular 0002/2024, given the serious concerns around the reduction in SET hours for students and the removal of children with complex needs as a criterion; and if she will make a statement on the matter. [17096/24]
View answerI want to thank the Deputy for raising this issue and for giving me the opportunity to clarify some of the concerns that have been raised regarding the Special Education Teacher Allocations for mainstream schools which issued on the 6th February.
At the outset, I would like to clarify complex needs have not been removed – the data which was used since 2017 from the children's disability network team (CDNT) and which is no longer routinely available is being replaced by high quality, verifiable education data.
To ensure that schools and pupils are not negatively impacted all existing hours assigned for complex needs are being maintained for each school.
Children with complex needs are supported in the model by now using school-level data from standardised tests in order to reflect relative levels of overall needed.
In the review of the model consideration was given to those students with multiple needs and who may not have undertaken standardised testing and this has been incorporated in the model.
The allocation model for 2024/25 distributes the total available number of SET posts in line with each school’s profile of need. It seeks to distribute teaching resources in the fairest possible manner, taking into account quality, robust evidence in respect of individual schools. This ensures that resources are in the right place at the right time to meet the needs of children in mainstream.
There will more Special Education Teachers in our schools in September 2024 than ever before – an increase of 1,000 from 2020/21 school year. This is in addition to a significant reduction in class sizes at primary level over three budgets to where our PTR at primary level is now 23:1. This means, more than ever, children with SEN in our mainstream schools are best supported to meet their needs. In addition the model will now be run annually in line with general teacher allocations. This allows schools to better plan their staffing structures and gives them time to arrange clusters in areas where schools share an SET teacher.
There has been a limited change to the method used to allocate SET to mainstream classes. This review involved extensive consultation and visits to schools by the NCSE to look at the strengths and shortcomings of the allocation model. The feedback has been incorporated into the revised model for 2024/25.
The review of the SET model focused on ensuring that we had the best possible data available to inform the distribution of resources to our schools. Our policy relating to supporting all of our children in our schools based on their level of need remains.
The policy that individual schools are required to adhere to is the principle that the allocation is utilised to ensure that those pupils with the greatest level of need receive the greatest level of support and this remains unchanged.
Therefore the revised profiles are directly correlated to, and focused on, pupils with the greatest level of need in the areas of literacy and numeracy.
The Department acknowledges that every school is different, and that schools can experience unique circumstances that may be difficult to reflect in any standardised method. This is always a challenge when making allocations in respect of 4,000 schools. It is for this reason that the Department, working with the NCSE has streamlined the review process for special education teachers and schools who have any concerns can engage with the NCSE on their allocation.
It is important to note that SET hours are only one component of support for children in mainstream but the most important support is the mainstream class teacher. The pupil teacher ratio at primary level is now 23:1 which means there are more mainstream teachers than ever before in our educational system. There will be 14,600 Special Education Teachers (SETs) supporting mainstream classes in the 2024/25 school year, which is an increase of 1,000 since the end of the 2021 school year. This is the highest number of SET teachers ever in our schools.
180. Deputy Paul McAuliffe asked the Minister for Education to provide an update on the new ASD classes for a school (details supplied). [17100/24]
View answerEnabling children with special educational needs to receive an education is a priority for this government. It is also a key priority my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
For 2024, €2.7 billion is being spent on special education, an increase of €113 million, and this is dedicated to providing supports for children with special educational needs. This will allow for, amongst other things, the opening of up to 400 new special classes in mainstream schools and 300 additional special school places.
In 2024, the number of teaching and SNA posts in our schools will increase with an additional 744 teachers and 1,216 SNAs added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting these children.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs.
Over the last number of years, my department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.
These initiatives are bearing fruit with almost 1,300 new special classes sanctioned and seven new special schools established over the last four years.
My department engages intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This forward planning work is well underway ahead of the 2024/25 school year. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, an analysis of available school accommodation, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
Any school, who expresses an interest in opening a special class is to be commended. However, for the 2024/25 school year, it may not be possible or appropriate to open new special classes in every school who expresses an interest or who has expressed a prior interest in opening a new class. In addition, some classes may not be needed for the coming school year but can remain an option if need arises in later years.
In general, demographics are falling at primary level and this trend is due to continue. Therefore the Department of Education in conjunction with the NCSE considers it prudent to maximise the use of existing spare accommodation capacity in national schools within a general area in the first instance.
This consideration is prior to the establishment of any additional special class that may require additional accommodation e.g. modular accommodation.
This approach can enable a special class to be established more quickly for the coming academic year as it is not bound by the provision of additional accommodation. This then means that the educational needs of children who require a specialist placement can be met at more easily. It may also allow for the earlier re-configuration of existing accommodation to occur in a more streamlined and efficient manner.
This overall approach is consistent with the department’s commitment to supporting the educational needs of children who require specialist placements while at the same time meeting the requirements of the Government’s Infrastructure Guidelines.
Schools’ support for the establishment of special classes is most welcome. Where additional accommodation is indicated as being required, an analysis of both student demand and available accommodation in an area is required. In this regard, my department is working very closely with the NCSE to ensure that this required analysis is thoroughly explored with a view to providing the most immediate and cost effective accommodation solutions for the establishment of new special classes for the 2024/25 school year.
In some instances this analysis is complete and the appropriate accommodation solutions are being advanced. In the remaining cases, the outcome of the analysis is nearing completion and schools will be advised accordingly. Local special educational needs officers (SENOs) continue to engage with schools regarding the position and timing of the establishment of previously sanctioned new class.
The department and the NCSE are currently reviewing the overall demand for such provision in the area alongside the availability of space in local schools ahead of the 2024/25 school year. The locations of new classes for the 2024/25 school year will be confirmed by the NCSE shortly.
Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. Local special educational needs organisers (SENOs) are available to assist and advise the parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: www.ncse.ie/regional-services-contact-list
My department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.
181. Deputy Brendan Howlin asked the Minister for Education the reasons the application of a school (details supplied) in County Wexford for an increase in special education teaching hours has been denied; if the needs of pupils in this school, contained in a 34-page document submitted to the National Council for Special Education, were fully considered; the reasons the case made failed to meet the criteria for additional SET hours; and if she will make a statement on the matter. [17104/24]
View answerI would like to thank the deputy for question raised.
Enabling children with special educational needs to receive an education is a priority for this government. The vast majority of children with special educational needs are supported to attend mainstream classes with their peers.
The Special Education Teaching (SET) allocation model for 2024/25 is based on information from all 4,000 schools in the country. The model distributes the total available number of SET posts in line with each school’s profile of need.
The model seeks to distribute teaching resources in the fairest possible manner, taking into account as much evidence as possible in respect of individual schools and evidence in respect of the best possible use of resources. Schools must adhere to the guidance on the use of SET hours and support all children with additional teaching needs using the continuum of support framework.
The revised model is providing an annual allocation of SET teaching hours, using the best possible available data sources and is ensuring that the right resource is available at the right time to meet the needs of children with special educational needs.
I would like to advise the Deputy that Scoil Naomh Seosaimh, Ballymitty, Co. Wexford were advised when the SET Allocation Model was applied that their school educational profile warranted an increase in their allocation of Special Education Teaching hours for the 2024/25 school year to 67.5 SET hours per week. This is an increase of 12.5% on their present allocation.
The National Council for Special Education (NCSE) has responsibility for planning and coordinating school supports for children with special educational needs including SET reviews.
As the SET review process is managed by the NCSE, I am referring your queries on the review process to them for their direct reply.
182. Deputy Mattie McGrath asked the Minister for Education for an update on an application for additional accommodation for an ASD class (details supplied) in south Tipperary; the reason for the delays in progressing this project, which has been ongoing since 2017; and if she will make a statement on the matter. [17114/24]
View answerThe project which the Deputy refers to was approved a project under my Department’s Additional School Accommodation Scheme (ASA) for the provision of 2 SEN base and central activities room.
I can confirm to the Deputy that my Department has received a Stage 2b (post planning approval) report from the school. This report is currently being reviewed from both a technical and cost perspective in accordance with the requirements of the Public Spending Code. It is not possible at this stage to give a definitive timeline as to when this review will be complete.
Officials at my Department are liaising with the school authority and will provide guidance on the next stage and on how to progress to the next stage once the review is complete.
183. Deputy Richard Bruton asked the Minister for Education if she will outline the present status of the project to redevelop a school (details supplied), where many strains are being experienced in the existing facility; and if she will make a statement on the matter. [17115/24]
View answerI can assure the Deputy that the major building project for Scoil Chiaráin Special School is a significant priority for my Department.
While the original project brief was to deliver a new extension and refurbishment of the current school building, it was agreed, following a review by the Design Team to revise the project scope to deliver a new replacement school at the current site in Glasnevin.
The current building dates from the late 1970s. The new building will provide purpose-built accommodation for students with special educational needs, ranging in age from 4 to 18 years. This will comprise 20 mainstream classrooms, along with additional specialised rooms including Art, Home Economics, Woodwork, a Library, GP Room, Dining Space, Sensory Room, dedicated therapy rooms and all associated ancillary accommodation. The accommodation will take into consideration the specific needs of the students of Scoil Chiaráin.
The project for Scoil Chiaráin is being delivered as part of my Department’s ADAPT Programme. The ADAPT Programme uses a professional external Project Manager to achieve the best possible timeframe for the project through the stages of Architectural Planning to Tender and Construction.
The project is currently close to completion of Stage 2(b) of the architectural design process. Stage 2(b) involves detailed design and the preparation of tender documentation. The next stage, subject to relevant Stage 2(b) approvals, will be Stage 3, tender stage. Projects are subject to relevant due diligence by my Department at each stage in the process, within the context of overall programme and budgetary parameters.
In late March, following a review of National Development Plan allocations, the Government approved medium term capital allocations for the Department of Education for the period to 2026. The Department’s Planning and Building Unit is now reviewing its programme plans in the context of those recently confirmed allocations.
Special schools are a particular priority for my Department’s school building programme and I know the new building for Scoil Chiaráin will be transformative for the school community.
Department officials will keep the school authorities updated on progress and next steps.
184. Deputy Aindrias Moynihan asked the Minister for Education her consideration of and response to an individual (details supplied); and if she will make a statement on the matter. [17120/24]
View answerThe Government recognises the importance of a strong education system in supporting access for all students to Irish language and culture and its significant role in the revitalisation and maintenance of Irish in Gaeltacht communities and beyond.
As the Deputy will be aware, the Irish language is a core subject in the national curricula for recognised primary and post-primary schools and centres for education in Ireland. My Department, through a variety of initiatives, further promotes Irish in the education system and supports Irish-medium education.
The Irish language curricula at primary and post-primary levels have been comprehensively reviewed in recent years. The development of learners’ proficiency in spoken Irish is a fundamental aim in curricular specifications for Irish at all levels. Following extensive research and robust consultation processes, a new Primary Language Curriculum was introduced for all stages in primary school from September 2019
Two new specifications were introduced for Irish at Junior Cycle in 2017, the Language 1/Teanga 1 (T1) specification targeted at students in Irish-medium and Gaeltacht schools and the Language 2/Teanga 2 (T2) specification targeted at students in English-medium schools. An early enactment review of the Junior Cycle Irish T1 and T2 specifications was published in March 2023, and on foot of this review, changes were introduced aiming to increase the focus on oral proficiency by reducing the volume of literature to be studied as well as reimagining the second CBA, the Communicative Task.
Students and teachers’ experience of Junior Cycle Irish T1 and T2 was impacted by the pandemic and other factors during the review period, as noted in the report of the review. Accordingly the National Council for Curriculum and Assessment (NCCA) Council agreed to undertake a follow up review, and this is now underway.
With regards to oral skills specifically, the assessment of skills in spoken Irish forms an integral component of the overall Irish language learning experience at Junior Cycle and occurs in a number of ways. Students' oral language skills are formally assessed through Classroom-Based Assessments (CBAs), the second of which is entirely based on students’ oral language competence. The CBA is linked to ongoing classroom exchanges and represents a more authentic reflection of students’ interests and competence levels in Irish.
Importantly, the oral skills of all students as assessed in CBAs are formally reported upon in each students’ Junior Cycle Profile of Achievement. Unlike the previous reporting format in which candidates receive one overall grade based on their achievement in Irish in the Junior Certificate, whether they undertook the optional oral or not, the Junior Cycle Profile of Achievement allows students’ achievement in the CBAs to be recorded independently of the result in the state-certified examination.
It is worth noting that the previous oral examination in the Junior Certificate was optional and was taken by approximately 40% of students, and was generally assessed by their teachers. The current assessment arrangements on the other hand require all students to engage in an assessment of their oral skills through the CBA.
With regards to the Senior Cycle, the NCCA carried out a public consultation on draft T1 and T2 specifications for Leaving Certificate (established) Irish over a nine-month period in 2021.
Key consultation findings included, among others, that doubts remain about the model of provision (T1 and T2). In response to the findings of the report, the NCCA paused development work on the draft T1 and T2 Leaving Certificate specifications.
Additional research is being conducted by the NCCA on the model of provision and frameworks used to inform development of curricula for native languages in jurisdictions with a similar profile.
The NCCA recently published a schedule for revision of Senior Cycle specifications. Irish is scheduled for Tranche 4 to be introduced for incoming fifth years in the 2028/29 school year.
A series of stakeholder seminars will also be convened by the NCCA to inform advice on the model of provision.
The NCCA sought expressions of interest last year from teachers interested in becoming involved in updating of the Irish prescribed literature text list. The updated list has now been developed and a draft provided to the Department. A circular is being prepared, which is likely to issue this month.
The Irish Oral test for Higher Level and Ordinary Level candidates accounts for 40% of the overall marks for Leaving Cert Irish.
In response to issues highlighted in NCCA and COGG research about the sraith pictiúr and the conversational elements of the Oral Irish exam, the State Examinations Commission introduced adjustments to the structure of the Common Oral examination for the 2020 exams and thereafter. These aim to create greater opportunity for candidate-examiner interaction and so give the candidate scope to display their competence while keeping a balance between the different parts of the oral exam.
The oral exams didn’t take place in 2020 as a result of the pandemic and since then there have been adjustments to assessment arrangements in light of the pandemic’s impact on teaching and learning including the reduction in the number of picture sequences from 20 to 10. On the 16th of May last, Minister Foley announced that these adjustments would apply again in 2024.
The changes have been made with due regard for the principles of equity, fairness and integrity, in relation to student-to-student, subject-to-subject, and year-to-year comparisons.
I announced on Wednesday that assessment adjustments will continue in 2025. From next year, the SEC will apply a post marking adjustment which will bring the overall Leaving Certificate results in the aggregate to a point broadly midway between the 2020 and 2021 level. The level of future year adjustments to examinations and assessment after 2025 and the timeline for phasing out a post-marking adjustment will be informed by the 2025 experience.
The most recent curricular changes at primary and junior cycle level referred to above have emphasised not only the importance of learning both languages but also the wider benefits of bilingualism. The development of these new language curricula reflects my department’s reassertion of its commitment to the Irish language and to progressing the language education related actions of the 20-Year Strategy for the Irish Language 2010-2030.
A range of supports and initiatives to support teaching and learning are currently underway under the leadership of my Department. An example of this is Content and Language Integrated Learning (CLIL). Recognising the importance of Irish for all students and the creation of opportunities for partial immersion in Irish, my Department, supported by experts from third level institutions and teacher support services, is piloting a CLIL approach to support Irish in English-medium schools and Early Years settings. This project aims to improve learner competence, confidence and disposition towards Irish. It is intended to extend participation to more schools over time. Participating post-primary schools are focusing on teaching aspects of subjects such as Geography, Home Economics and SPHE to students in first year through Irish, Primary Schools are implementing a CLIL approach to teaching PE in the Infant Classes and/or 5th and 6th Class. Early-Years settings participating in the pilot are running “am lóin” through Irish.
On the issue of Irish medium school numbers, since 2011, arrangements have been in place for the establishment of new schools involving the forecasting of demand for school places based on demographic exercises carried out by my Department.
New schools are only established in areas of demographic growth, as the resources available for school infrastructure have to be prioritised to ensure that every child has a school place.
These arrangements give an opportunity to patrons to apply for the patronage of new schools. The criteria used in deciding on the patronage of new schools place a particular emphasis on parental patronage and language preferences (Irish or English) and an analysis of existing provision (including Irish medium provision) in the areas where the schools are being established. This approach is underpinned by a 2011 Government Decision.
The patronage process is open to all patron bodies and prospective patrons. An Online Patronage Process System (OPPS) has been in operation under my Department since 2018 and provides objective information to parents in the relevant school planning areas to assist them in making an informed choice about their preferred model of patronage and language of instruction for the new school.
In 2019, measures were announced to increase access to Irish-medium education as part of the patronage process for primary schools, including that five new primary schools being established from 2020 have been designated for Irish-medium education.
Department officials and agencies will continue to review and reform the learning and teaching of Irish and increase access to Irish-medium education through the school patronage process as appropriate. It is an aim of Government to increase on an incremental basis the use and knowledge of Irish as a community language, this has been re-affirmed on a number of occasions by the State, including most recently in the 20-Year Strategy for the Irish Language 2010-2030.
185. Deputy John McGuinness asked the Minister for Education if she will approve the construction of two classrooms for a school (details supplied) as they are urgently required and given the tender provided to her Department, which is less than what was predicted, expires on 3 June 2024; if she will expedite the matter; and if she will make a statement on the matter. [17127/24]
View answerThe project to which the Deputy refers was approved a project under my Department’s Additional School Accommodation Scheme (ASA) for the provision of 2 general classrooms.
I can confirm to the Deputy that my Department has received a Stage 2b (post planning approval) report from the school. This report is currently being reviewed from both a technical and cost perspective in accordance with the requirements of the Public Spending Code. It is not possible at this stage to give a definitive timeline as to when this review will be complete.
Officials at my Department are liaising with the school authority and will provide guidance on the next stage and on how to progress to the next stage once the review is complete.
186. Deputy Brian Stanley asked the Minister for Education if her Department will review the tendering arrangements for secondary school books; and if consideration can be given to tendering in smaller lots, such as by school year or subject, to allow local bookshops to be able to tender; and if she will make a statement on the matter. [17135/24]
View answerAs you are aware in early March, I announced details of a new ground-breaking scheme which provides free schoolbooks to Junior Cycle students in post-primary schools in the Free Education Scheme. To support its implementation my Department published guidance for schools on the new Junior Cycle Schoolbooks Scheme.
More than 213,000 students enrolled in approximately 670 post-primary schools and over 65 special schools, will benefit from the new scheme. The investment of €68 million in 2024 significantly increases the funding that is currently provided for schoolbooks and introduces a free schoolbooks scheme to Junior Cycle years in all post-primary schools in the Free Education Scheme.
I appreciate that the free Junior Cycle Schoolbooks Scheme will increase the administrative burden on post-primary schools. That is why, similar to the primary scheme, an Administration Support Grant has been put in place to assist post-primary schools with the administrative work involved in implementing this scheme.
Schools may use this grant to employ a person to work for a specified number of days to carry out administrative work on the scheme. Ten, 13 or 16 days are allocated to each post-primary school, based on the size of the school’s Junior Cycle enrolment numbers.
My Department is aware that many post-primary schools currently implement some form of book rental scheme and have experience in purchasing schoolbooks. Schools have obligations that stem from both EU and national public procurement rules when sourcing goods and services. The schoolbooks scheme does not place any additional responsibilities upon schools that are not already in legislation.
The Schools Procurement Unit (SPU) is the central support resource for providing guidance to all recognised primary schools, including special schools, and post-primary schools (except ETB schools) on any procurement-related issue. They offer guidance and practical support to schools on ways to satisfy their procurement obligations when sourcing goods and services. ETB schools are supported in their procurement by the relevant ETB.
I am also conscious that procurement may seem daunting for larger post-primary schools that are tendering schoolbook contracts, particularly where these are higher-value contracts.
My Department is providing additional procurement support to post-primary schools to assist them in meeting EU and national public procurement obligations.
This includes procurement webinars, publication of a procurement guidance document, user guides for the online tenders system and template documents for schools to use. There will also be additional practical supports, including online drop-in clinics with procurement expertise available to assist schools with undertaking the process of procurement and enabling them to fulfil these requirements. Supports will be provided by the Schools Procurement Unit, enhanced with additional support from the Education Shared Business Service team in my Department and augmented with further procurement expertise.
Details on to access the supports and resources available will continue to be provided to schools over the coming period.
187. Deputy Colm Burke asked the Minister for Education if a school (details supplied) is included in the funding of €800 million for 90 school building projects announced by her Department recently; and if she will make a statement on the matter. [17166/24]
View answerThe project to which the Deputy refers, includes an extension to the existing school buildings, decanting if required, necessary to satisfactorily develop the post primary school on its existing site to cater for an enrolment of 700 pupils. The project has been devolved for delivery to the school authority and it has appointed a design team to progress the project.
The Stage 2b architectural report has been received by my Department and is currently under review from both a technical and cost perspective. My Department will revert to the school authority directly on the outcome and the next steps to progress this project.
Since 2020, the Department of Education has invested around €4.5 billion in schools throughout the country. Around 800 school building projects have been completed and 300 other projects are under construction. School building projects under construction involve an overall State investment of over €1.2 billion with most of these projects due for completion in 2024 and 2025. This is a record level of investment and highlights the Department’s very strong track record in providing additional capacity and modern facilities for our school communities. This is a record level of investment and highlights the Department’s very strong track record in providing additional capacity and modern facilities for our school communities.
The status of all projects in the pipeline, including those at tender stage, is set out by County at (www.gov.ie) and is updated on a regular basis.
188. Deputy Thomas Gould asked the Minister for Education the reason an application for ASD classes in a school (details supplied) was refused; and if she will reconsider this. [17182/24]
View answer189. Deputy Thomas Gould asked the Minister for Education whether the NCSE refused an application by a school (details supplied) for ASD classes or if this decision was made by her Department. [17183/24]
View answerI propose to take Questions Nos. 188 and 189 together.
Enabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
For 2024, €2.7 billion is being spent on special education, an increase of €113 million, and this is dedicated to providing supports for children with special educational needs. This will allow for, amongst other things, the opening of up to 400 new special classes in mainstream schools and 300 additional special school places.
In 2024, the number of teaching and SNA posts in our schools will increase with an additional 744 teachers and 1,216 SNAs added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting these children.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs.
Over the last number of years, my department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.
These initiatives are bearing fruit with almost 1,300 new special classes sanctioned and seven new special schools established over the last four years.
My department engage intensely with the NCSE in relation to the forward planning of new special classes and additional special school places. This forward planning work is well underway ahead of the 2024/25 school year. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, an analysis of available school accommodation, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
As a result of this forward planning, two new special schools have been established for this current school year in Cork and Dublin, with further capacity being expanded in 11 other special schools.
In addition, four new special schools will be established for the 2024/25 school year in counties Meath, Kildare, Wexford and Limerick. This will bring to 11 the number of new special schools established in recent years.
Along with the two new special schools opening this school year, 390 new special classes – 254 at primary and 136 at post-primary level – have been sanctioned by the NCSE.
Of these 76 are in Cork, 52 at primary level and 24 at post-primary level. This brings to 496 the number of special classes in County Cork, 351 at primary level and 145 at post-primary level. The vast majority of these class are autism classes and have a teacher/student ratio of 1:6.
Information on the list of schools with special classes, the types and locations of these classes is published on the NCSE website and is available at: www.ncse.ie/special-classes
Planning for special classes and special school places is currently underway ahead of the 2024/25 school year. The locations of the new classes will be confirmed by the NCSE shortly.
The NCSE are engaging closely with schools across the country, including schools in the area referred to by the Deputy, to open sufficient special classes to meet the needs of children with special educational needs.
The NCSE advise that they have sanctioned two additional special classes in the local school planning area. There are currently nine special classes at primary level in the area, including one in the school referred to by the Deputy.
The NCSE will continue to monitor need in the area. Local NCSE Regional Management is engaging with schools to ensure sufficient places are being established. Whilst schools with available accommodation are being engaged with, the need for additional classes in schools remains an ongoing consideration. As the demand for placement at local level is being verified, both for students new to education and for those within existing mainstream classes, the NCSE will be in contact with all relevant schools.
My Department understands that the school referred to by the Deputy is considering making an application for additional school accommodation for a special class, but no such application has yet been received.
Parents seeking special class placements for their children are advised to contact the NCSE locally so that their needs can be taken into account for planning purposes. The local special educational needs organisers (SENOs) remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: www.ncse.ie/regional-services-contact-list
My department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education.
