Written Answers Nos. 141-151
142. Deputy Thomas Byrne asked the Minister for Education and Skills if he has reviewed the recent advice considerations for school-related public health measures in the context of Covid-19 by the WHO; the implications of this advice in the Irish context for preparations for the reopening of schools in September 2020; and if he will make a statement on the matter. [7192/20]
Amharc ar fhreagraOn the 1 May 2020, the Taoiseach announced as part of the "Roadmap for Reopening Society and Business" that schools will commence opening on a phased basis at the beginning of the 2020/2021 academic year.
My Department is engaging and working with the education partners and relevant stakeholders on planning arrangements for the re-opening of schools in accordance with the timeframe outlined in the roadmap. As part of this engagement, each of the education partners were given the opportunity to outline the key issues that they would like to have considered in the context of re-opening schools.
These will now be worked through in detail as part of the development of the roadmap for reopening schools. This work will also be informed by guidance and experience from other jurisdictions and from advice published by international bodies such as the World Health Organisation and the European Centre for Disease Prevention and Control (ECDC).
A core objective 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.
144. Deputy Thomas Byrne asked the Minister for Education and Skills the status of plans to allow SNAs to provide a service through their existing schools in view of issues identified with the HSE vetting process. [7196/20]
Amharc ar fhreagraThe Minister announced on 1st April a contingency plan for all Special Needs Assistants (SNAs) to be available for a new temporary assignment scheme as part of the Government’s response to Covid-19. In the normal course of events, the majority of children with disabilities access multidisciplinary therapy services through the HSE. Many of these services have been scaled down during the Covid-19 emergency situation as staff are redeployed. The reduction in these services, combined with school closures are putting substantial demands on children with disabilities and their families. It is intended that the temporary assignment of SNAs to support children’s disability services during this public health emergency will help to alleviate the stress being experienced by these vulnerable families.
My Department's ‘Guidance on Continuity of Schooling: Supporting Students with Special Educational Needs’ document provides a framework for SEN Teachers and SNAs to maintain contact with SEN students and to provide appropriate learning support. It is acknowledged and welcomed that many SNAs have been engaged in such work through their schools since the closure period began. It has been confirmed to school management that, in the interim period pending the assignment of an individual SNA to the HSE, that SNA is available to support their allocated students through their school.
The HSE has now finalised the details of a new service which SNAs will provide during the school closure period. The HSE has started assigning SNAs to families and children identified in their services.
There has been close cooperation between the Department of Education and Skills, the Department of Health and the HSE in establishing and managing the scheme to date. The Departments and the HSE hold weekly meetings with the Education Division of Fórsa (the trade union representing SNAs) to resolve any issues of concern.
SNAs will be asked to provide support to those students in receipt of HSE Disability services by way of remote working through the use of telephones, smart phones or laptops. They will work under the guidance and direction of the child’s ‘key point of contact’ who will be a clinician such as a speech and language therapist, psychologist or occupational therapist who is familiar with the student and will explain what support each student and family might require. The key point of contact will provide strategies for working with the child / family and will signpost the SNA towards any resources required. Communication channels between the school and the SNA will be facilitated where appropriate to ensure that SNAs can receive guidance where educational issues arise during the course of the suite of supports being provided by the HSE teams during this period.
SNAs will be matched with students, and wherever possible this will be their own allocated student(s). If this is not possible, SNAs may then be matched to support children with whom they are not familiar. Students and families requiring the greatest level of support will be prioritised.
To ensure that SNAs receive appropriate support and have regular opportunities to engage with the HSE’s multidisciplinary teams, SNAs will be able to access resources at the relevant HSE or disability service premises and will be provided with a letter identifying them as an essential worker to facilitate travel to these centres.
It is intended that the work of the SNAs will be underpinned by dedicated ICT supports. Therefore, where the SNA prefers to work remotely or has an underlying health condition or particular circumstances that impact on their ability to leave their home and has access to the appropriate technology this can be facilitated with the agreement of the Service Manager and key point of contact.
The HSE will provide induction for all SNAs who are asked to participate in the new service. Where possible they will ask SNAs to attend one of their offices to do this but where SNAs are self-isolating, have underlying health conditions or have childcare or other caring responsibilities, the induction can be done remotely.
The HSE are providing a dedicated IT platform which will allow the HSE to match SNAs to children / families. This platform will also allow the SNA to log their interactions with the family and to report on same. SNAs can use their own phone, tablet or laptop to carry out this work, and access to appropriate resources and technology will also be available at the HSE / disability premises.
At all times the HSE will take account of the public health restrictions in place and the Roadmap for Reopening Society and Business published by Government on 1 May.
145. Deputy Michael Healy-Rae asked the Minister for Education and Skills if he will address a matter regarding apprenticeships (details supplied). [7208/20]
Amharc ar fhreagraThe Department of Education and Skills, SOLAS and the education and training providers are actively working to put in place alternative learning and assessment solutions for apprentices while maintaining the quality and integrity of the apprenticeship programme.
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. For Phase 4 and 6 apprentices, this will be in June 2020. An initial communication issued to relevant craft apprentices and employers on the 15th May, 2020. Guidelines which explain the arrangements for alternative assessment have since been issued to these apprentices.
During the months of March, April and May 2020 inclusive, apprentices who have been prevented in engaging in their on-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.
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.
146. Deputy Ged Nash asked the Minister for Education and Skills the consideration that has been given to the HPAT exam and the way in which this may adversely affect their predicted grades; if the HPAT score can be carried forward to the following year for those who choose to avail of written exams; and if he will make a statement on the matter. [7211/20]
Amharc ar fhreagraThe HPAT is independently administered by the Australian Council for Educational Research (ACER) on behalf of the universities’ medical schools and the RCSI. The selection criteria and process for admission to medical schools is a matter for those institutions in line with their statutory autonomy in relation to academic affairs. Neither I nor my Department has a function in the administration of the HPAT, including the issuing of results.
Students who choose to sit the 2020 Leaving Certificate exams when it is safe to do so and who receive an improved CAO offer on foot of these results will receive a deferred offer to start their course in the 2021/22 academic year. However such offers are part of the 2020 application cycle, and will use the results of the 2020 HPAT sitting.
147. Deputy Thomas Byrne asked the Minister for Education and Skills if he will develop a single web platform for online skills learning in line with the recently established skills toolkit in the United Kingdom. [7224/20]
Amharc ar fhreagraCollege is a leading learning platform funded by SOLAS that provides a range of high quality interactive online learning and training courses in business, project management, information technology, graphic design, web design, digital marketing, software development and basic computer literacy. eCollege courses are temporarily being made available free of charge as an additional support to those impacted by Covid-19 containment measures. The courses may benefit those already doing a FET course who would like to augment their learning, those who have recently become unemployed or had their hours reduced, and those wishing to upskill and reskill. Courses are designed to give a flexible response to the specific skills needs of individuals who require training interventions with certification to assist them to re-enter or upskill in the labour market.
One of the recommendations of the Indecon Review of Career Guidance centred on strengthening and promoting a user friendly centralised careers portal. Information in relation to educational provision, including online provision would form part of the information populating any such portal.
On foot of the Review of Career Guidance, a Taskforce comprised of senior officials from my Department was established to oversee the implementation of the recommendations of the review. The Taskforce has met five times to date and is progressing with the work assigned to it. The Taskforce has considered how best to enable the coordination of guidanceservices within the Department, while also seeking to ensure the provision of the quality careersinformation recommended by Indecon. It is expected that proposals in this regard will be discussed with stakeholders shortly.
In the interim, the extensive range of further education and training courses offered across the country can be found at www.fetchcourses.ie. Comprehensive, annually updated information is also provided about further and higher education and training options in Ireland through Qualifax, Ireland’s National Learners’ Database the "one stop shop" for learners and the public.
148. Deputy Thomas Byrne asked the Minister for Education and Skills the units in his Department currently working remotely; the units still in situ; and if he will make a statement on the matter. [7225/20]
Amharc ar fhreagra149. Deputy Thomas Byrne asked the Minister for Education and Skills the activities of his Department which have been curtailed as a result of the transition to working from home; and if he will make a statement on the matter. [7226/20]
Amharc ar fhreagraI propose to take Questions Nos. 148 and 149 together.
Due to the recommendations of the National Public Health Emergency Team (NPHET) officials at my Department are in the main working from home remotely.
In advance of the pandemic restriction measures officials at the HR Unit of my Department engaged with the management of the various line sections within my Department in order to identify positions that could be accommodated with remote working and those positions where attendance at the office location was essential.
Under the Departments Business Continuity Plan, certain areas are identified as being essential such as IT, Payroll, and HR and these sections have measures in place with a combination of limited onsite working and remote working. Other areas of the Department in the main are operating remotely but some like the Pensions Unit and Payroll have arrangements in place to facilitate essential staff working from the office while observing all the relevant health and safety guidelines and advice. Arrangements are also in place to enable staff attend the offices in our various locations for short periods to drop off work completed remotely, view hard copy files, avail of printing facilities or collect new work to be completed remotely.
The arrangements that have been put in place have broadly enabled my Department to continue to deliver its services to the public. While certain key functions have temporarily ceased such as school inspection visits, and educational psychologist visits to schools as they are currently closed and the staff involved have been assigned other areas of work within those units. Although unable to up to recently, some Professional and Technical Staff of my Department have recommenced site visits in relation to essential school building projects.
Officials at my Department will continue to deliver essential services and they have been innovative to ensure such services are carried out. The HR Unit in conjunction with the Corporate Services Unit of my the Department will continue to monitor the situation in order that the Department can continue to deliver its services and plan for a return to business in accordance with all appropriate advice from the Government and the Health Authorities.
150. Deputy Thomas Byrne asked the Minister for Education and Skills if he accepts the findings of a recent report by the OECD (details supplied); and if he will make a statement on the matter. [7227/20]
Amharc ar fhreagraPISA aims to measure how well students, at age, 15, are prepared to meet the challenges they may encounter in future life, including education. In PISA 2018, 5,577 Irish students completed the assessment in Ireland. In addition to the 3 the tests of reading literacy, mathematics and science, questionnaires administered in Ireland included:
- the core student questionnaire
- optional short questionnaire for students on ICT
The information in the report referred to by the Deputy stems from responses from both students and teachers across the OECD countries to the optional short questionnaire on ICT for students. My Department notes and accepts the data in that context. There are no specific findings in the text accompanying the tables from the PISA survey relating to Ireland. The report concludes:
“In this moment of crisis, digital technology holds great promise to provide learners with access to high quality learning. However, most education systems need to pay close attention to ensure that technology does not amplify existing inequalities in access and quality of learning further. This is not only a matter of providing access to technology and open learning resources, but will also require maintaining effective social relationships between families, teachers and students, particularly for those students who lack the resilience, learning strategies or engagement to learn on their own. Technology can amplify the work of great teachers, but it will not replace them.”
As the Deputy will be aware, the Digital Strategy for Schools outlines my Department's vision to realise the potential of digital technologies to enhance teaching, learning and assessment so that Ireland's young people become engaged thinkers, active learners, knowledge constructors and global citizens to participate fully in society and the economy. A central theme of the Strategy is Teacher Professional Development, and a Digital Learning Framework, supported by an extensive programme of CPD, is now available. This Framework will enable teachers and schools to progress in their usage of digital technologies depending on their own circumstances and to identify their particular support requirements. My Department recognises that the embedding of digital technologies can enhance teaching and learning, through appropriate supports grounded in informed pedagogical best practice.
From the outset of school closure,s required under Covid-19 measures, schools and teachers were advised of the requirement to effectively engage with parents and learners to ensure continuity of teaching and learning for all their students. To enable this, extensive support material on distance learning has been made available through the Professional Development Service for Teachers (PDST), including the delivery of Webinars on relevant topics. My Department has published guidance for schools and teachers, to support remote learning and the continuity of teaching and learning for all students including students with special education needs and those at risk of educational disadvantage. Guidance has also been published for parents and is available on my Departments website in 12 languages. Schools are advised to ensure that in their approach to providing for the continuity of learning due consideration is given to put in place alternative arrangements where solutions involving digital technology may not be appropriate or available, to the learner. Key to this guidance is the requirement for ongoing engagement between schools, teachers, parents and learners.
€50m ICT grant funding has now issued to schools, and this can be used by schools to prioritise requirements arising out of the Covid-19 school closures, to support remote learning. This can include arrangements to loan school computing devices to teachers and learners who experience difficulties in accessing appropriate devices as well as putting in place appropriate learning platforms to deliver remote learning.
My Department continues to engage with stakeholders including management bodies, teacher representatives, parent and students representatives during the current period of school closures to provide supports to enable the continuation of teaching and learning.
151. Deputy Thomas Byrne asked the Minister for Education and Skills the monitoring undertaken by his Department of the number of children that do not have access to broadband or to high enough quality broadband to engage in digital learning initiatives; and if he will make a statement on the matter. [7228/20]
Amharc ar fhreagraSince the announcement that schools would close and the extension of that closure, my Department has provided guidance to schools and teachers in the education sector to ensure that they continue to work and to engage with their students to continue the delivery of education. A series of guidance notes to support schools to effectively support and engage with their students are published on my Department's website at: https://www.education.ie/en/covid-19/#guidance. Further guidance will continue to be compiled to address the various challenges that arise for schools in providing programmes of continued learning in the remote learning environment. Various surveys and studies has conducted across the education system has informed the development of guidance.
Schools have been asked to be conscious of students who may not have access to online facilities and to consider this actively in their responses. As part of reopening of society roadmap and the lifting of current restrictions, school and college buildings are now opened for access by teachers for the organisation and distribution of remote learning in line with public health advice and restrictions.
Officials in my Department have liaised with colleagues in the DCCAE to raise the issue of barriers to connectivity impacting access to remote learning. Minister Bruton has announced a package of additional supports from the telecoms companies including that access to healthcare and educational resource websites identified by the Government will be zero-rated for all customers where technically feasible. The Telecommunications industry has also introduced update for data limits for consumers to assist their customers during the Covid-19 to access online services without exceeding their data limits.
The Department will continue to work with the education partners to address challenges where digital and remote learning options may not be possible.
Information as to the broadband connectivity available to individual children in their homes would not be available to the Department. In the context of the National Broadband Plan Intervention area implementation, the Department of Communications, Climate Action and Environment are addressing the needs of those areas with poor connectivity.
