Wednesday, 20 May 2020

Written Answers Nos. 179-198

Quality and Qualifications Ireland

Ceisteanna (179)

Robert Troy

Ceist:

179. Deputy Robert Troy asked the Minister for Education and Skills if his Department is working to resolve issues with placement hours for social care students (details supplied). [5728/20]

Freagraí scríofa

Minister for Education and Skills

Since the onset of the Covid-19 outbreak, significant work has been undertaken by a stakeholder group chaired by the Quality and Qualifications Ireland (QQI) and including the representative bodies of education providers to address issues relating to the maintenance of the quality and standards of teaching and learning, assessment and qualifications. This group has focused on the implementation of alternative arrangements, where appropriate and necessary, to meet both these standards and, where applicable, the educational accreditation criteria established by Professional Recognition Bodies (PRBs).

In the case of Social Care, the awards standards established by QQI reflect the accreditation criteria that have been set out by CORU, Ireland's multi-profession Health and Social Care Regulator and consequently the relevant PRB for this profession. Engagement is ongoing between members of the stakeholders group, QQI and CORU to ensure that necessary arrangements are put in place to maintain standards of education and training in this area so that students graduate with the relevant professional competencies that have been set out by CORU and which are reflected in QQI’s award standards.

Schools Building Projects Status

Ceisteanna (180)

Aindrias Moynihan

Ceist:

180. Deputy Aindrias Moynihan asked the Minister for Education and Skills the status of a new secondary school for Ballincollig, County Cork; when the opportunity for a public consultation campaign will take place for the patron selection; his plans to have the patron selection in place for September 2020; and if he will make a statement on the matter. [5735/20]

Freagraí scríofa

Minister for Education and Skills

My Department will be seeking applications from patron bodies for patronage of the post-primary schools to be established in 2021 during the summer.

Having regard to the Roadmap for easing Covid-19 restrictions, it is intended to conduct the online parental preferences element of the patronage process for these schools in September, when schools are planned to reopen. All activity by patron bodies in connection with the process will have to be compliant with any Covid-19 measures in place at the time.

Updates in relation to patronage processes will be announced on the OPPS website (http://patronage.education.gov.ie/) and my Department’s website (www.education.ie).

School Enrolments

Ceisteanna (181)

Aindrias Moynihan

Ceist:

181. Deputy Aindrias Moynihan asked the Minister for Education and Skills the status of addressing the shortage of second level places for the 2020-21 school year in Ballincollig, County Cork; if the pandemic will cause delays in addressing this issue; and if he will make a statement on the matter. [5736/20]

Freagraí scríofa

Minister for Education and Skills

I can confirm to the Deputy that my Department has been working closely with the school Patrons in Ballincollig, County Cork.  On this basis, I can advise that there is adequate permanent provision to cater for students seeking to enrol in second-level schools, in the area, for the 2020-21 school year.

Third Level Education

Ceisteanna (182)

Niamh Smyth

Ceist:

182. Deputy Niamh Smyth asked the Minister for Education and Skills if his attention has been drawn to an issue raised by some final year students (details supplied) in accessing their work on campus during Covid-19; if he will provide clarity on this issue for students and their families; and if he will make a statement on the matter. [5741/20]

Freagraí scríofa

Minister for Education and Skills

Higher Education Institutions are autonomous institutions and are entitled to regulate their own academic affairs and administrative processes. Allowing access to campuses is therefore a matter for each institution to decide. Students should contact their HEI directly in relation to requests to retrieve course work from the campus.

State Examinations

Ceisteanna (183, 241)

Thomas Byrne

Ceist:

183. Deputy Thomas Byrne asked the Minister for Education and Skills when a refund of junior certificate fees will be issued. [5755/20]

Michael McGrath

Ceist:

241. Deputy Michael McGrath asked the Minister for Education and Skills his plans to refund the leaving certificate fee of €116 to those who have paid it; and if he will make a statement on the matter. [6208/20]

Freagraí scríofa

Minister for Education and Skills

I propose to take Questions Nos. 183 and 241 together.

The State Examinations Commission will be issuing a refund to all students who had already paid examination fees in respect of the 2020 Junior Cycle, Leaving Certificate and Leaving Certificate Applied examinations. The refunds will be issued in the coming weeks.

Special Educational Needs Staff

Ceisteanna (184)

Pádraig O'Sullivan

Ceist:

184. Deputy Pádraig O'Sullivan asked the Minister for Education and Skills if his attention has been drawn to the fact that a secondary school (details supplied) has had its SNA allocation for 2019-20 frozen; and if he will make a statement on the matter. [5756/20]

Freagraí scríofa

Minister for Education and Skills

Schools have been notified of the arrangements for the allocation of SNA support in respect of students in mainstream classes for 2020/21.  The arrangements include the following provisions:

- 2019/20 mainstream class SNA allocations will be frozen, from the date of issue of Circular 0030/2020, and will automatically rollover into the 2020-21 school year. This means that no school will receive an allocation less than that which they have on the date of issue of this Circular and      existing SNAs currently in standard SNA posts can continue in these posts for the next school year in the normal way.  

- Schools may apply to the NCSE for additionality where they can demonstrate that the current allocation does not meet additional care needs within the mainstream classes in the school. Applications for additionality arising from significant new or emerging additional care needs, which cannot be catered within existing allocations, will be dealt with by way of an exceptional review process. 

- A diagnosis of a disability, or a psychological or other professional report, will not be necessary for this process.  

- The role of the SNA to support the care needs of students in mainstream classes, as set out in Circular 0030/2014, remains unchanged.  

It is expected that schools will review and reprioritise the deployment of SNAs within mainstream settings and allocate resources to ensure those with the greatest level of need receive the greatest level of support. Providing access to SNA support continues to be based on primary care needs as outlined in DES Circular 0030/2014.

Detailed information on the NCSE exceptional review process is published on the NCSE website www.ncse.ie.

The NCSE will endeavour to respond to all applications for exceptional review received prior to 22nd May 2020 by 30th June 2020 and in that regard, it will prioritise applications from schools with no current SNA allocation and developing schools.

Applications for an Exceptional Review received after 22 May 2020 will continue to be processed once all other applications have been completed.

The exceptional review process for mainstream allocations will be available to schools throughout the 2020/21 school year.

As this question relates to a particular school, I have referred the question to the NCSE for their direct reply. I do not have a role in making determinations in individual cases.

A new frontloading model for allocating Special Needs Assistants to primary and post primary schools for students in mainstream classes only was to be introduced in the 2020/21 school year as part of the phased roll out of the School Inclusion Model (SIM). Due to the disruption caused by the Covid-19 public health crisis, the introduction of the model has been deferred for one year.

Special Educational Needs

Ceisteanna (185)

Cathal Crowe

Ceist:

185. Deputy Cathal Crowe asked the Minister for Education and Skills the status of the 2020 July provision in view of the fact parents have been left in limbo as a result of the correspondence to date. [5769/20]

Freagraí scríofa

Minister for Education and Skills

I am committed to running a summer Provision type programme for children with complex needs this year as soon as it is safe to do so and in accordance with public health advice. 

My Department is exploring a number of options for a summer education programme for children with complex special needs.

The primary aim of the proposed programme would be to limit potential regression in learning thereby ensuring in so far as possible that these children can reintegrate and transition into their planned education setting for next year with their peers.

This may be done through a targeted level of supports to address regression of social skills and re-establish tolerance of routines paving the way for reintegrating full time into education when schools reopen in the autumn.

Question No. 186 answered with Question No. 165.

Special Educational Needs

Ceisteanna (187)

James Browne

Ceist:

187. Deputy James Browne asked the Minister for Education and Skills if he is including special schools within phase 5 of the Covid-19 reopening plan; if he has considered the impact of these schools’ closure on parents who have been providing care for severely autistic children over a lengthy period; and if he will make a statement on the matter. [5785/20]

Freagraí scríofa

Minister for Education and Skills

On 1 May 2020, the Government published a roadmap to ease Covid-19 restrictions and reopen Ireland’s economy and society.

To assist with the development of contingency plans for the re-opening and operation of schools, including special schools, in an environment that may require social distancing and other public health requirements, my Department will be engaging with relevant stakeholders and experts from within the education sector.  This work will be based on the National Return to Work Safely Protocol that was published by Government and will also be informed by guidance and experience from other jurisdictions.

A core objective of the contingency plans will be to ensure that schools and other education settings can re-open and operate in a safe manner that is consistent with public health advice.

Following consultation with the education partners, guidance will issue to schools on the logistical and curricular arrangements to be put in place to facilitate the phased re-opening of schools. This guidance will provide a framework for individual schools, including special schools, to develop plans for the re-opening of school in accordance with their own circumstances and context and the needs of their staff and students.

A range of support and guidance has been provided for schools on how to provide for the continuing education for pupils over the current school closure period.

In additional to the general guidance that has been provided for schools, additional support material has also been provided specifically on how schools should provide for the continuity of education for children with special educational needs. This guidance is available at:

https://www.education.ie/en/Schools-Colleges/Information/National-Emergencies-Public-Health-Issues/guidance-continuity-of-schooling-supporting-pupils-with-sen-primary.pdf

https://www.education.ie/en/Schools-Colleges/Information/National-Emergencies-Public-Health-Issues/guidance-continuity-of-schooling-supporting-students-with-sen-post-primary.pdf

The guidance notes that there is a particular need for pupils with special educational needs (SEN) to have regular, ongoing schooling. While all pupils need to be supported to maintain their engagement in learning, those with SEN are among those who need most support at this time. Examples of strategies and measures to ensure that the needs of pupils with SEN are catered for, are provided in the guidance documents and a range of resources are also identified for parents.

It sets out the role of schools and teachers in engaging with pupils with SEN and the role of teachers and school leaders to support such pupils. It advises schools as to how best to keep in touch with parents and guardians and how to keep pupils with SEN safe and engaged in the distance learning environment.

The guidance sets out the role of the special education teacher to support children with special educational needs at this time. It notes that the special education teacher’s knowledge of their pupils’ priority learning needs and agreed targets, as outlined in the pupil support file, will enable them to work with parents and guardians to choose appropriate supports in a remote learning environment.

The National Council for Special Education (NCSE) is also providing a range of online resources for parents and teachers to support home learning for children with special educational needs during the Covid 19 restrictions.

In addition to the normal supports, the NCSE is providing online resources for children with Special Educational Needs who are at home as a result of the schools’ closure.

Supports provided include those relating to general learning and difficulties for pupils with SEN, Curriculum support, speech language and communication, occupational therapy support, guidance around behaviour, and learning and resources on ‘Visiting Teachers Support’ for a teacher who teaches children with sensory impairment

Details of the full range of supports that the NCSE provides for teachers and parents is available at:

https://ncse.ie/online-resources

The Department of Education and Skills’ NEPS psychologists have also developed advice and resources for young people to manage and stay well when schools are closed. The NEPS advice & resources for keeping children and young people well during Covid-19 are available at https://www.education.ie/covid19/wellbeing/

Guidance for parents of primary school and special school pupils, which sets out what they should expect in relation to engagement in distance learning from schools, and how they can support their child in a home schooling environment is also available at:

https://www.education.ie/en/Schools-Colleges/Information/continuity-of-schooling/continuity-of-schooling.html

A special €10 million fund has been made available to support the purchase of technology and devices for disadvantaged students and students with special educational needs during this period of school closure.

School Equipment

Ceisteanna (188)

Jackie Cahill

Ceist:

188. Deputy Jackie Cahill asked the Minister for Education and Skills the way in which schools can apply for the ICT grant package as recently announced; and the way in which an individual student can access the grant. [5787/20]

Freagraí scríofa

Minister for Education and Skills

As part of the implementation of the Digital Strategy for Schools 2015-2020 - Enhancing Teaching, Learning and Assessment, funding of €210m for ICT Infrastructure will be distributed by my Department to primary and second level schools over the five years of the Strategy. €110m has issued over the last three years and a further €40m has recently been issued.

The additional €10m ICT funding issuing over the coming days is also part of the broader Digital Strategy investment. The funding is to assist schools to support students at risk of educational disadvantage due to school closures. Schools have been asked to use this funding to address situations where students are disadvantaged in their engagement with the schools remote teaching and learning due to lack of access to digital devices. Schools are best placed to determine how best to address the requirements of their pupil/student cohort and will have autonomy to do so, within the criteria applying to this funding.

Schools are not required to apply for the ICT grant payments, and full details regarding the funding are set out in Circulars 0031/2020 (€40m funding) and 0032/2020 (€10m funding) which are available on the Department’s website at

https://www.education.ie/en/Circulars-and-Forms/Circulars-and-Forms/.

Schools are advised to support the continuity of learning, and encouraged to make available existing devices to students who are unable to access classes because there are no devices available.  In this context schools will liaise with pupils/students and parents, and are advised to maintain a register of devices, the students/pupils/teachers to whom each has been loaned and a log of confirmation for return of each device. As these devices are property of the school all schools should put in place an agreement of understanding for the loan of a device to a student and it will be recommended that an undertaking to return the device to the school, when remote learning is no longer required, is obtained from either from the parent/guardian or the student in the event that the student is 18 or over.

School Accommodation

Ceisteanna (189)

Michael McGrath

Ceist:

189. Deputy Michael McGrath asked the Minister for Education and Skills the position in relation to an application for additional accommodation by a school (details supplied); and if he will make a statement on the matter. [5822/20]

Freagraí scríofa

Minister for Education and Skills

I can confirm that the school referred to by the Deputy has submitted an application to my Department, for capital funding, under the 'Additional School Accommodation' scheme.

The application is under consideration and a decision will be conveyed directly to the school authority as soon as the assessment process is completed.

Special Educational Needs

Ceisteanna (190)

Anne Rabbitte

Ceist:

190. Deputy Anne Rabbitte asked the Minister for Education and Skills if children with disabilities will be afforded one day per week in school before September 2020; the availability of additional supports for parents of children with disabilities in the provision of education if schools are remaining closed until September; the advice to parents on easing the pressure they are under in caring for children with disabilities with access to the normal supports unavailable; and if he will make a statement on the matter. [5829/20]

Freagraí scríofa

Minister for Education and Skills

I wish to advise the Deputy that decisions in relation to schools re-opening and operating will be underpinned by the ongoing advice of the National Public Health Emergency Team (NPHET) and the Department of Health.

Engagement is underway with stakeholders in the education sector to develop contingency plans for the re-opening and operation of schools in an environment that may require social distancing and other public health requirements.

This work will be informed by the National Return to Work Safely Protocol as well as guidance and experience from other jurisdictions. A core objective of the contingency plans will be to ensure that schools and other education settings can re-open and operate in a safe manner that is consistent with public health advice.

The issues are also being considered by the Primary Education Forum which includes all stakeholders in the sector and it will also be addressed by the Advisory Group which involves representatives of stakeholders from the post-primary sector.

 In the interim, my Department has provided a range of support and guidance for schools on how to provide for the continuing education for pupils over the current school closure period.

Supports are provided to schools and teachers engaged in distance learning and these are available at https://www.education.ie/en/covid-19/#14

In additional to the general guidance that has been provided for schools, additional support material has also been provided specifically on how schools should provide for the continuity of education for children with special educational needs. This guidance is available at:

https://www.education.ie/en/Schools-Colleges/Information/National-Emergencies-Public-Health-Issues/guidance-continuity-of-schooling-supporting-pupils-with-sen-primary.pdf

https://www.education.ie/en/Schools-Colleges/Information/National-Emergencies-Public-Health-Issues/guidance-continuity-of-schooling-supporting-students-with-sen-post-primary.pdf

The guidance notes that there is a particular need for pupils with special educational needs (SEN) to have regular, ongoing schooling. While all pupils need to be supported to maintain their engagement in learning, those with SEN are among those who need most support at this time. Examples of strategies and measures to ensure that the needs of pupils with SEN are catered for, are provided in the guidance documents and a range of resources are also identified for parents.

It sets out the role of schools and teachers in engaging with pupils with SEN and the role of teachers and school leaders to support such pupils. It advises schools as to how best to keep in touch with parents and guardians and how to keep pupils with SEN safe and engaged in the distance learning environment.

The guidance sets out the role of the special education teacher to support children with special educational needs at this time. It notes that the special education teacher’s knowledge of their pupils’ priority learning needs and agreed targets, as outlined in the pupil support file, will enable them to work with parents and guardians to choose appropriate supports in a remote learning environment.

Special Education Teachers (SETs) are asked to carefully examine how progress on the existing learning targets in student support plans can be reasonably extended by home learning. They are asked to use this knowledge to communicate with the pupils and their parents and guardians and to establish what methods will work best to achieve continuity of learning for the pupils.

The National Council for Special Education (NCSE) is also providing a range of online resources for parents and teachers to support home learning for children with special educational needs during the Covid 19 restrictions.

In addition to the normal supports, the NCSE is providing online resources for children with Special Educational Needs who are at home as a result of the schools’ closure.

Supports provided include those relating to general learning and difficulties for pupils with SEN, Curriculum support, speech language and communication, occupational therapy support, guidance around behaviour, and learning and rresources on ‘Visiting Teachers Support’ for a teacher who teaches children with sensory impairment

Details of the full range of supports that the NCSE provides for teachers and parents is available at:

https://ncse.ie/online-resources

The Department of Education and Skills’ NEPS psychologists have also developed advice and resources for young people to manage and stay well when schools are closed. The NEPS advice & resources for keeping children and young people well during Covid-19 are available at https://www.education.ie/covid19/wellbeing/ 

Guidelines for continued provision of Guidance Counselling and resources available to support practice is available at https://www.education.ie/en/Schools-Colleges/Information/Post-Primary-School-Policies/Policies/Guidance-Plan.html

Guidance for parents of primary school pupils, which sets out what they should expect in relation to engagement in distance learning from schools, and how they can support their child in a home schooling environment is also available at:

https://www.education.ie/en/Schools-Colleges/Information/continuity-of-schooling/continuity-of-schooling.html

I also recently announced that a special €10 million fund is being made available to support the purchase of technology and devices for disadvantaged students, including students with special educational needs.

This is additional to the latest round of funding for ICT under the Digital Strategy for Schools whereby €40m grant funding will be distributed in the coming weeks to eligible. €10m additional funding is also now issuing to schools to support children and young people who are at risk of educational disadvantage during the period of school closures.

While recognising the difficulty that school closure has had for parents and pupils, particularly in relation to pupils with special educational needs, my Department will continue to support and encourage schools to provide as much continuity of education as possible for such pupils, while continuing to engage with public health officials and stakeholders in relation to when schools may re-open and operate in a safe manner that is consistent with public health advice.

Schools Building Projects

Ceisteanna (191)

Seán Sherlock

Ceist:

191. Deputy Sean Sherlock asked the Minister for Education and Skills if rebuilding works will start on a school (details supplied) on 18 May 2020 once phase one of the Roadmap for Reopening Society and Business is commenced. [5844/20]

Freagraí scríofa

Minister for Education and Skills

I am pleased to inform the Deputy that, in relation to the project to which he refers, the external works to the roof have been completed.

An internal examination of the building is due to take place this week to assess the extent to which any additional works are required. This examination will inform a decision on next steps required to resolve all the outstanding issues with respect to the project in question.

Speech and Language Therapy

Ceisteanna (192)

Niall Collins

Ceist:

192. Deputy Niall Collins asked the Minister for Education and Skills his plans to amend a circular regarding criteria for enrolment in special classes for pupils with speech and language difficulties; if the case of a person (details supplied) will be addressed; and if he will make a statement on the matter. [5846/20]

Freagraí scríofa

Minister for Education and Skills

My Department provides an extensive range of supports for pupils with Specific Speech and Language Disorder (SSLD).  This includes provision for the establishment of special classes for pupils with SSLD in primary schools.

A total of 63 Specific Speech and Language Disorder special classes in mainstream primary schools have been provided for the 2019/20 school year. This compares to 60 such special classes in 2011/12. In the period 2011 to 2019, the number of SSLD special classes has ranged from 60 - 65, depending on need.

The National Council for Special Education (NCSE), through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from schools for special educational needs supports, including applications to establish special classes for SSLD.  Applications meeting the criteria for establishment are approved by the NCSE.

The opening and retention of a Speech and Language class is, however, contingent on the HSE being in a position to provide Speech and Language therapy to the students in the class.  The availability and provision of speech and language therapy is the responsibility of the Health Service Executive (HSE).

The enrolment of pupils in an SSLD special class is managed locally by an Admissions & Discharges Committee, comprising the Speech and Language Therapy Manager, Speech and Language Therapist, Class Teacher and Principal.   

Students who are not enrolled in a special class for SSLD and who meet the criteria for Specific Speech and Language Disorder, as outlined in Circular 0038/2007, may qualify for additional Special Education Teaching support; as may students with mild speech and language difficulties. It is a matter for individual schools to use their professional judgement to identify pupils who will receive this support and to use the resources available to the school to intervene at the appropriate level with such students. My Department is not directly involved in these decisions.

As outlined in my Department's Circular 0038/2007, eligible pupils may spend up to two years in Specific Speech and Language Disorder Classes.

The NCSE are curently developing Policy Advice on Special Classes and Special Schools, which is now due to be completed by December 2002.

There will be no change to the criteria for enrolment in special classes for pupils with speech and language difficulties, pending the outcome of this Policy Advice.

Special Educational Needs Staff

Ceisteanna (193)

Thomas Byrne

Ceist:

193. Deputy Thomas Byrne asked the Minister for Education and Skills the way in which SNAs will be allocated for the coming September term; the timeline for this process; and if he will make a statement on the matter. [5855/20]

Freagraí scríofa

Minister for Education and Skills

Schools have been notified of the arrangements for the allocation of SNA support in respect of students in mainstream classes for 2020/21.  The arrangements include the following provisions:

- 2019/20 mainstream class SNA allocations will be frozen, from the date of issue of Circular 0030/2020, and will automatically rollover into the 2020/21 school year. This means that no school will receive an allocation less than that which they have on the date of issue of this Circular and existing SNAs currently in standard SNA posts can continue in these posts for the next school year in the normal way.  

- Schools may apply to the NCSE for additionality where they can demonstrate that the current      allocation does not meet additional care needs within the mainstream classes in the school. Applications for additionality arising from significant new or emerging additional care needs, which cannot be catered within existing allocations, will be dealt with by way of an exceptional review process. 

- A diagnosis of a disability, or a psychological or other professional report, will not be necessary for this process.  

- The role of the SNA to support the care needs of students in mainstream classes, as set out in      Circular 0030/2014, remains unchanged.  

- It is expected that schools will review and reprioritise the deployment of SNAs within mainstream settings and allocate resources to ensure those with the greatest level of need receive the greatest level of support. Providing access to SNA support continues to be based on primary care needs as outlined in DES Circular 0030/2014.

Detailed information on the NCSE exceptional review process is published on the NCSE website www.ncse.ie.

- The NCSE will endeavour to respond to all applications for exceptional review received prior to 22nd May 2020 by 30th June 2020 and in that regard, it will prioritise applications from schools with no current SNA allocation and developing schools. Applications for an Exceptional Review received after 22 May 2020 will continue to be processed once all other applications have been completed.

- The exceptional review process for mainstream allocations will be available to schools throughout the 2020/21 school year.

- A new frontloading model for allocating Special Needs Assistants to primary and post primary schools for students in mainstream classes only was to be introduced in the 2020/21 school year as part of the phased roll out of the School Inclusion Model (SIM). Due to the disruption caused by the Covid-19 public health crisis, the introduction of the model has been deferred for one year.

Third Level Reform

Ceisteanna (194)

Thomas Byrne

Ceist:

194. Deputy Thomas Byrne asked the Minister for Education and Skills the status of an analysis conducted by the European Commission of the options outlined in the Cassells report; if it will be completed in quarter 2 of this year as previously stated; and if he will make a statement on the matter. [5856/20]

Freagraí scríofa

Minister for Education and Skills

The development of a sustainable funding model for higher education is essential in light of the centrality of higher education - both in terms of human capital development, research and innovation - to underpinning the future development of Ireland as a knowledge economy against the backdrop of rapid technological change. 

In that context, a comprehensive economic evaluation of the funding options presented in the Report of the Expert Group on Future Funding for Higher Education is underway supported under the European Commission DG Reform Programme.   

The Department is working closely with the European Commission and the consultants appointed by DG Reform, who are aiming to investigate methods of increasing the sustainability of higher and further education provision in Ireland, including an examination of the funding options as set out in the Expert Group’s Report on the Future Funding of Higher Education. This review, undertaken by an expert independent international consortium, commenced in Q4 2019 and is scheduled to be substantially complete in Q4 2020. 

The comprehensive and detailed analysis of funding options for higher education and the assessment of the appropriate balance between provision across the tertiary education system is expected to play a very important role in informing Government decision-making in this critical area.  It will provide the basis for a national consensus on the appropriate policy approach which is fundamental to Ireland's economic and social sustainability and progress and the delivery of key policy objectives under Project Ireland 2040 and Future Jobs Ireland.

DEIS Scheme

Ceisteanna (195)

Thomas Byrne

Ceist:

195. Deputy Thomas Byrne asked the Minister for Education and Skills the status of an ongoing review of the DEIS support scheme. [5857/20]

Freagraí scríofa

Minister for Education and Skills

As the Deputy is aware, my Department is in the final stages of refinement of the new DEIS identification model, based on school enrolment data and the latest data available from Census 2016 under the HP Deprivation Index.

This work is at an advanced stage and a consultation process with education stakeholder representatives on the technical aspects of the refined DEIS ID model is currently in progress. It is envisaged that this model will then provide the basis for development of a DEIS resource allocation system to match resources to identified need.

I am confident that the culmination of this work will facilitate the ultimate aim of matching resources to identified need and will allow us to target extra resources at those schools most in need. Until this work is complete, it is not intended to extend the DEIS programme to any further schools.

Covid-19 Pandemic

Ceisteanna (196)

Thomas Byrne

Ceist:

196. Deputy Thomas Byrne asked the Minister for Education and Skills the expected long-term impact of school closures in the upcoming school years on new entrants to primary school and secondary school and on senior cycles and students in year 1 of the senior cycle; if this issue is being examined; and if he will make a statement on the matter. [5858/20]

Freagraí scríofa

Minister for Education and Skills

My Department is taking a number of actions to minimise the impact on schools due to the Covid 19 crisis.

A range of guidance has already been published to assist schools and teachers to ensure continuity of learning to support students while out of school. This guidance has issued to schools to support the continuity of teaching and learning, to support those with special educational needs, to support those at risk of educational disadvantage and to support the wellbeing of students. Further guidance is being developed to support students at each of the key stages of transitions.

This guidance has been developed in consultation with all relevant stakeholders – including teachers, parents and learners. There is also ongoing consultation with the management bodies and unions from both sectors on all matters relating to Covid 19, which will continue for the foreseeable future.

Schools have adopted various ways to engage with their students and these will vary in accordance with the technology and broadband resources available in school and at the home. Schools are engaging with students and parents using various means such as by post, e-mails, communication apps or the school website. Where technology permits, students may have regular engagement with their teacher/s on platforms such as Google Classroom, Microsoft Office 365 and Edmodo or participate in live meetings through the use of tools such as Google Meet, Microsoft Teams and Webex.  Schools have been asked to be conscious of pupils who may not have access to online facilities and to adapt approaches so that these pupils continue to have the opportunity to participate in learning. The aim of these distant learning approaches is to ensure that children stay connected with learning to facilitate progression to the next level of their education.

A group has also been established within my Department to look at the reopening of schools in the Autumn. This involves two strands:

- the logistics of reopening; health and safety; hygiene; social distancing, etc. and

- curriculum considerations, i.e. what needs to be put in place to support ongoing progression for learners and addressing any shortfall that may result from school closures.

- The development of guidance on reopening of schools will be informed by this group and by learning from other jurisdictions who are further down the road of reopening their society, including their school systems.

- My department is continuing to review and monitor the situation in accordance with the advice from public health authorities.

Student Accommodation

Ceisteanna (197)

Thomas Byrne

Ceist:

197. Deputy Thomas Byrne asked the Minister for Education and Skills the status of the return of prepaid rents to students who are no longer in on-campus prepaid student accommodation; and if he will make a statement on the matter. [5859/20]

Freagraí scríofa

Minister for Education and Skills

My Department is working with representatives from the higher education sector to address the challenges faced by students in this difficult time. The Department understands based on the information available to it that the majority of students in university-owned accommodation will receive pro-rata refunds if they vacate their accommodation. I have indicated that I would wish to see this principle applied in the case of all students who have vacated their student accommodation however it is not within the remit of my Department to direct any accommodation provider to offer a refund.

Where students are receiving a refund from their accommodation provider they should contact the provider directly for details on how this refund will be facilitated.

Apprenticeship Programmes

Ceisteanna (198)

Thomas Byrne

Ceist:

198. Deputy Thomas Byrne asked the Minister for Education and Skills the additional measures taken to date to support apprentices who lost employment as a result of the Covid-19 pandemic; if specific measures are being introduced to support the apprenticeships which are close to completion in these circumstances; and if he will make a statement on the matter. [5860/20]

Freagraí scríofa

Minister of State at the Department of Education and Skills (John Halligan)

During the months of March, April and May 2020 inclusive, apprentices who have been prevented in engaging in their on-the-job or off-the-job training by the Covid-19 restrictions will not have their apprenticeship temporarily or otherwise suspended. The national restrictions will not affect apprentices’ record of time-served, where relevant. SOLAS will again review this approach with its key stakeholders at the end of May 2020.

In addition, Department is actively working with SOLAS and the education and training providers to put in place alternative learning and assessment solutions for apprentices while maintaining the quality and integrity of the apprenticeship programme. 

It is intended that the majority of craft apprentices who were close to completing an off-the-job phase of training will be offered an opportunity to complete outstanding theory assessments before the end of June.  An initial communication on this issued to relevant craft apprentices and employers on the 15th May, 2020.  

SOLAS are also providing updates for apprentices in regards to the Covid-19 situation on the apprenticeship website at www.apprenticeship.ie and also on Twitter @apprenticesirl.  A link to information on employment supports is also available from the site as well as on www.welfare.ie