Written Answers Nos. 499-523
499. Deputy Denis Naughten asked the Minister for Education and Skills the options open to third level students whose private landlords refused to provide rent refunds to students forced to leave accommodation due to Covid-19; her plans to encourage landlords to provide refunds; and if she will make a statement on the matter. [14708/20]
Amharc ar fhreagra500. Deputy Denis Naughten asked the Minister for Education and Skills if all third-level institutions have provided rent refunds to students impacted by Covid-19; the supports available for students unable to obtain refunds from private landlords; and if she will make a statement on the matter. [14709/20]
Amharc ar fhreagraI propose to take Questions Nos. 499 and 500 together.
My Department is working with representatives from the higher education sector to address the challenges faced by students in this difficult time. I understand, based on the information available to me, that students who were residing in university-owned accommodation will receive pro-rata refunds if they vacated their accommodation due to the Covid-19 pandemic. While I would wish to see the same principle applied in the case of students who were residing in privately owned student accommodation, it is not within the remit of my Department to direct any accommodation provider to offer a refund.
Refund or cancellation policies in student accommodation should be set out in the licence agreement signed at the beginning of the academic year. In the first instance students should engage with their accommodation provider to see if an arrangement can be reached in regard to a refund.
If this is not possible, under the Residential Tenancies (Amendment) Act 2019 students have access to the Dispute Resolution Services of the Residential Tenancies Board (RTB). The relevant division of the RTB can be contacted by email at ssa@rtb.ie.
501. Deputy Denis Naughten asked the Minister for Education and Skills the supports that will be put in place for national schools (details supplied) with regard to children attending from a local direct provision centre; and if she will make a statement on the matter. [14745/20]
Amharc ar fhreagraMy Department is committed to supporting all schools in enrolling children residing in accommodation centres operated by the International Protection Accommodation Service (IPAS), under the system known as direct provision, in a fair and transparent manner.
All pupils enrolled qualify for capitation grants; pro-rata capitation is also provided for each pupil enrolled after 30th September, provided the child was not previously enrolled in a school in the State.
The Special Education Teaching allocation provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile. The Special Education Teacher allocation allows schools to provide additional teaching support for all pupils who require such support in their schools and for schools to deploy resources based on each pupil’s individual learning needs. It gives greater flexibility to schools as to how they can deploy their resources, to take account of the actual learning needs pupils have, as opposed to being guided by a particular diagnosis of disability, and schools are guided as to how they should make such allocation decisions.
My Department has published guidelines for schools as to how they should utilise and deploy their resources under the new allocation model, which are available at www.education.ie.
The guidelines support schools in how they identify pupils for additional teaching support and decide how much support to provide for pupils who need it.
In addition to the above, procedures are in place if schools can demonstrate that they have high concentrations of pupils requiring English as an Additional Language (EAL) support. Schools can lodge an appeal to the Staffing Appeals Board for a review of staffing allocation for EAL support in accordance with the procedures set out in the primary (0018/20) school staffing schedule circulars.
My Department’s National Educational Psychological Service works through a problem solving and solution oriented consultative approach to support schools to identify and meet the needs of individual pupils. NEPS psychologists can provide advice and guidance to Principals and teachers in relation to individual students’ needs and in the development of whole school approaches to support inclusion, participation and integration. In addition, NEPS psychologists support schools to implement early-intervention and prevention programmes, such as The Incredible Years Programme in Primary Schools and resilience building programmes, such as the FRIENDS Programmes at Primary and Post Primary levels. Should the schools, to whom the Deputy refers in his question, have concerns in relation to the social, emotional or educational development of any of their pupils it remains open to them to raise these issues with their assigned NEPS psychologist with a view to the psychologist becoming directly involved with the pupil, where appropriate.
The purpose of the School Transport Scheme for Children with Special Needs is to provide a reasonable level of transport service for children with a diagnosed disability and/or special educational need. My Department allocates funding to schools to enable them to employ escorts on school transport services, these escorts are specifically engaged by the schools to cater for children with special educational needs whose care requirements are such as to necessitate continuous support. While the children who were sanctioned the assistance of a school bus escort continue to remain on their existing services, my Department will continue to provide funding for the escorts appointed to continue to remain on these services with the child who has special educational needs.
502. Deputy Neasa Hourigan asked the Minister for Education and Skills her plans to review whether the age of vehicles operating school transport services can be safely extended to 25 years subject to six monthly CVRT testing; and if she will make a statement on the matter. [15005/20]
Amharc ar fhreagraSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
In the 2019/2020 school year over 120,000 children, including over 14,200 children with special educational needs, were transported in over 5,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres at a cost of over €219m in 2019.
With regard to extending the age of vehicles operating School Transport services, Bus Éireann sets the standard it requires in relation to services operating as part of the School Transport Scheme. In the interest of maintaining the highest standards of safety it is not permitted to operate any bus older than 20 years on school transport services. This standard applies to both vehicles operated by Bus Éireann and those procured from private operators. There are no plans at present to change the current age profile of vehicles operating services as part of the School Transport Scheme.
503. Deputy Neasa Hourigan asked the Minister for Education and Skills her plans to review whether the age limit for drivers within the school transport system can be safely increased to 75 years of age in line with other drivers on other services subject to medical certification; and if she will make a statement on the matter. [15006/20]
Amharc ar fhreagraSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
In the 2019/2020 school year over 120,000 children, including over 14,200 children with special educational needs, were transported in over 5,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres at a cost of over €219m in 2019.
It is Bus Éireann policy that the normal retirement age for all staff is currently 66 years. Bus Éireann part-time school bus drivers and drivers nominated by private operators as school bus drivers may continue to perform this role, subject to completing an annual medical examination up to the retirement age of 70 years.
This criteria is applied to all drivers who provide services as part of the School transport scheme that is operated by Bus Éireann, on behalf of the Department of Education and skills. As this age limit has been examined previously and the retirement age extended to 70 years, there are no plans to extend this limit further at this point in time.
504. Deputy Jennifer Murnane O'Connor asked the Minister for Education and Skills if a person over 70 years of age is permitted to drive a school bus; and if she will make a statement on the matter. [15319/20]
Amharc ar fhreagraSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
In the current 2019/2020 school year over 120,000 children, including over 14,200 children with special educational needs, were transported in over 5,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million kilometres at a cost of over €219m in 2019.
It is Bus Éireann policy that the normal retirement age for all staff is currently 66 years. Bus Éireann part-time school bus drivers and drivers nominated by private operators as school bus drivers may continue to perform this role, subject to completing an annual medical examination up to the retirement age of 70 years.
This criteria is applied to all drivers who provide services as part of the School transport scheme that is operated by Bus Éireann, on behalf of the Department of Education and skills. As this age limit has been examined previously and the retirement age extended to 70 years, there are no plans to extend this limit further at this point in time.
505. Deputy Cormac Devlin asked the Minister for Education and Skills the autistic spectrum disorder units at primary and post-primary level being funded in County Dublin in 2019 and 2020; the number, name and location of those approved for 2021; and if she will make a statement on the matter. [16089/20]
Amharc ar fhreagraThe list of special classes in County Dublin for the years referred to by the Deputy, including special classes for children with autism, is available on the NCSE website at https://ncse.ie/.
Ensuring that every child has a suitable school placement is a key objective of my Department. Significant resources are allocated each year to ensure that appropriate supports are available for children with special educational needs.
Since 2011, the number of special classes in mainstream schools has increased almost threefold, from 548 to 1,618 for the 2019/2020 school year; with 1,353 of these catering for children with autism.
Budget 2020 provided for an additional 265 special class teachers in 2020, which will allow for the opening of additional classes where required.
The National Council for Special Education has responsibility for coordinating and advising on the education provision for children nationwide; has well established structures in place for engaging with schools and parents; and seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special class placements.
The NCSE is planning a further expansion of special class and school places national to meet identified need for next year. This process is ongoing.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school. My Department works closely with the NCSE in this regard.
Normally, special class and school places are established with the full cooperation of the schools in areas where they are required. However there are some parts of the country where the NCSE has faced challenges in getting schools and their patrons to voluntarily agree to provide special class or school places.
As Minister I have a power under Section 37A of the Education Act 1998 to direct a school to provide additional provision where all reasonable efforts have failed. The legislation contains a procedure through which the capacity of schools in an area can be tested and through which ultimately a Ministerial direction can be made requiring a school to make additional special education provision available.
The legislation was used for the first time in 2019, in respect of the Dublin 15 area. Significant progress has been made in that area on foot of action taken under Section 37. A new Special School was established and six schools have agreed to open special classes thereby meeting the need for additional places in the area. The experience of Dublin 15 shows that real and practical challenges can be addressed by working together to provide additional special class and special school places.
The legislation was activated for a second time on 29 October 2019 following a report by the NCSE which identified children in South Dublin needing special education school places. Since then, the NCSE in consultation with the relevant education stakeholders, has been testing the capacity amongst schools in the South Dublin area.
On 21 April 2020 my Department received a report from the NCSE, pursuant to Section 37A(2) of the Education Act 1998 (as inserted by section 8 of the Education (Admissions to Schools) Act 2018) in respect of South Dublin, as the NCSE Council remains of the opinion that there is an insufficient number of special class and special school places within the South Dublin area for September 2020.
The report identifies the schools who it is considered have potential to provide additional places. These schools were identified following an extensive engagement with schools and their patron bodies and parents in the area.
Having considered the report, the Minister accepted the opinion of the NCSE and statutory notices have been served on 39 schools in the area on 26 June last.
I understand that already some progress has been made and the NCSE is working with a number of schools to establish classes for this coming school year.
My Department, in conjunction with the NCSE, will continue to work through the next steps in this process.
506. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills the statistical methods which will be used for the standardisation of results submitted by schools in the context of the calculation of grades within the leaving certificate; and the relevant mathematical equations. [14644/20]
Amharc ar fhreagraA system of Calculated Grades was put in place by my predecessor due to the inability to run the normal Leaving Certificate examinations. The purpose of this process is to allow as many students as possible to progress to employment, further education and training, or higher education in a way that is fair and equitable to all Leaving Certificate students.
For the calculated grades system to be operated with integrity, an estimated percentage mark, based on credible, satisfactory evidence, can only be accepted from an appropriate source. This is necessary to ensure fairness to all students.
Detailed guidance for schools on calculated grades was published on 21 May. The document sets out information on the process that was to be undertaken for estimating marks for students to receive calculated grades, and was sent to all schools. The document, together with Frequently Asked Questions, are available on www.gov.ie/leavingcertificate. Additional guidance to schools on the avoidance of unconscious bias, interpreting evidence of achievement in the case of students with disabilities, and further guidance on bonus marks that would have applied for answering the written examinations through Irish issued to schools on 28 May.
Schools have since returned estimated percentage marks for students to the Departments Calculated Grades Executive Office.
Research makes clear that because teacher judgments are made in the context of each school, they need to be examined and adjusted at a national level to ensure comparability across different schools and that a common national standard is applied.
In the national standardisation phase school-sourced data will be combined with historical data. This standardisation process will be used to ensure that the calculated grades reflect standards that are properly aligned across schools and with a common national standard. The key principles of objectivity, equity and fairness will be further underpinned within the national standardisation process and the process has been designed to arrive at fair representations of student performance which does not favour any type of student or school. These data sets allow the production of good calculations of the distributions of marks to be expected for each school and nationally.
The relevant Department data sets that support the process include mark data at:
- National level for both Leaving Certificate and Junior Certificate examinations for 2019 and previous years;
- School level for both Leaving Certificate and Junior Certificate examinations for 2019 and previous years;
- Candidate level for both Leaving Certificate and Junior Certificate examinations for 2019 and previous years;
- Candidate level for the Junior Certificate results of the 2020 Leaving Certificate cohort of candidates.
In advance of receiving the estimated percentage marks from schools the information about how the school has done in the past and the information about the strengths and weakness of the current group of students will all be assembled and will be used to predict the level of achievement that this particular group of students would have been expected to reach in that subject if those students had sat the Leaving Certificate examination in the normal way. This information is then combined with the estimates that the school has provided in order to generate the fairest possible result that can be calculated. Checks have to be made to ensure that the outcomes of the standardisation process are valid – this involves checking that the standardisation process has not been unfair to students.
An independent Steering Committee chaired by Dr Áine Lawlor, former Director of the Teaching Council, is overseeing the quality and integrity of the outcomes of the calculated grades system. It is intended to publish further details about the standardisation process following the issue of calculated grades to candidates.
After the national standardisation process, the calculated marks will be converted into calculated grades, and these grades will be issued to candidates. The calculated grades will be expressed in the same manner as currently applies to Leaving Certificate grades - H1, H2, O1, O2, etc.
507. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills the number of students who applied for calculated grades; and the number who have applied for same who will not receive a calculated grade for that subject. [14645/20]
Amharc ar fhreagraA system of Calculated Grades was put in place by my predecessor due to the inability to run the normal Leaving Certificate examinations. The purpose of this process is to allow as many students as possible to progress to employment, further education and training, or higher education in a way that is fair and equitable to all Leaving Certificate students.
Calculated Grades are based on an estimated percentage mark provided by schools. The estimated percentage mark is based on a teacher’s professional judgement of what the candidate would be expected to achieve had they sat the Leaving Certificate examination
Students were required to register for calculated grades using the student portal which was available between 26th and 28th May. 57,972 candidates for the established Leaving Certificate programme registered on the portal and 2,855 students for the Leaving Certificate Applied programme.
The system is also being used to provide Year 1 LCA students (5th years) with calculated grades for elements of the programme that they have completed in 2020. There are also 3644 such students entered.
The Calculated Grades Executive Office (CGEO) in the Department of Education has developed a comprehensive guide to calculated grades for out of school learners – the students who are studying entirely outside of school – and has contacted each student individually on 25 June to invite them to apply for calculated grades. The closing date for applications was last Thursday 2 July 2020 and applications are now being processed.
In cases where a student who is attending school, but who is studying one or more subjects outside of school, school principals were asked to make every effort to provide an estimated mark for that subject(s) provided there was sufficient, credible evidence available from an appropriate source. If the principal was unable to provide an estimated mark for any student they were asked to notify my Department. As part of its commitment to ensure that a calculated grade is provided to as many students as possible, the CGEO are currently undertaking a review of these reports with the schools involved to ensure that the correct procedures were followed.
While the aim of the Department is to provide a calculated grade for as many students as possible, despite every effort being made by schools and by the Department of Education, there will be a small number of cases where there is no credible evidence to support a calculated grade in a particular subject. To attempt to give a calculated grade in such cases would be unfair to all other candidates.
Such students will have an opportunity to sit the Leaving Certificate examinations when it is safe to do so.
No decisions have been issued by the Calculated Grades Office in respect of any of these students – either those studying independently, or those attending school but studying a subject (or subjects) outside school, to date.
508. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills the approach she plans to take to ensure that those in fifth year in the 2019-20 academic year are not disadvantaged by the impact of the Covid-19 pandemic; and the adjustments that will be made in terms of the exam or courses and various other matters to compensate for same. [14646/20]
Amharc ar fhreagraFollowing the school closure in March 2020, my Department published a range of guidance to assist schools and teachers in ensuring continuity of teaching and learning for students as well as supporting their wellbeing during the COVID-19 pandemic.
This guidance aimed, inter alia, to ensure regular engagement of students in lessons, tasks and learning experiences across the range of curriculum subjects, provision of regular assignments and regular, practical, supportive and customised feedback on work submitted.
Schools adopted various ways to engage with their students in accordance with the technology and broadband resources available in school and at home, including by post, e-mails, communication apps, the school website, use of other digital communicative platforms, including live meetings. Schools were asked to be conscious of pupils who may not have access to online facilities and to adapt approaches so that these pupils continued to have the opportunity to participate in learning.
The aim of these distance learning approaches, the guidance which issued to all schools and the regular engagement with students, was to ensure that students stayed connected with and progressed their learning. These actions will, therefore, have helped to minimise the impact of school closure. The reopening in time for the start of the new school year remains a top priority for my department.
In the context of planning for a return to school which is underway, the Department recently published a report to Government on Planning for reopening schools in line with the Roadmap for reopening. This report is available on my Department’s website.
My Department, in consultation with relevant agencies, including the National Council for Curriculum and Assessment (NCCA), identified the following key priorities in supporting students in re-engaging with the curriculum in the new school year:
1. The wellbeing and socialisation of students
2. Assessing where students are in terms of their learning
3. Identifying the additional supports that particular learners may require
4. Exploring options for remote provision that will compliment in-school provision and address curriculum gaps experienced during school closure
It is recognised that schools continue to be best placed to make decisions about how to support and educate all their learners during this period. My Department will continue to collaborate with the NCCA to develop guidance to schools to assist them in their planning for the next school year so as to ensure that curricular priorities are delivered and that teaching and learning is optimal in these circumstances, guided at all times by public health advice.
Students going into sixth year in post primary schools are a group that will receive a particular focus in the context of their preparations for the Leaving Certificate examinations in 2021. The State Examinations Commission (SEC) has statutory responsibility for the operation of the state examinations. My Department will engage with the SEC and the NCCA in the development of fair and robust assessment arrangements in relation to both the Junior Cycle and Leaving Certificate examinations for 2021.
My Department is acutely aware of the challenges faced by students at this difficult time, and how the current circumstances will continue to present challenges into the future. The welfare of students is, and will continue to be, front and centre in all decision making.
509. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills the steps that will be taken to ensure ongoing education of students or teachers and teaching staff in the event of a person being immunocompromised and unable to attend school buildings in the normal way or in the instance of students, teachers or teacher staff displaying symptoms. [14647/20]
Amharc ar fhreagraOn Wednesday 1 July 2020, I welcomed the publication of interim public health advice for the safe re-opening of schools in late August/ September. This interim health advice sets out the key public health requirements that will be required for a safe full reopening of schools and the measures that will be required to achieve this.
Receipt of the public health advice will underpin ongoing engagements with education partners and stakeholders in terms of planning and providing guidance for schools in relation to logistical, curricular arrangements and wellbeing, including the issues raised by the Deputy. This guidance will also outline the important measures required for infection prevention and control to ensure the return to school is safe for children and staff.
510. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills if steps are being taken to ensure standardisation and the establishment of best practice models for remote learning in the event of a further outbreak of Covid-19; and the additional investment in technology and online access in such an event. [14648/20]
Amharc ar fhreagraSchools are best placed to determine how best to support the learning needs of their students based on their own context and circumstances. Central to this is the role of the teacher, as mediator and facilitator, in ensuring the continuity of engagement regardless of the mechanism chosen for that purpose.
During the school closures teachers were provided with guidance to ensure that they continued to work and engage with their pupils to ensure the continuity of schooling in the home environment.
This guidance was developed in consultation with all relevant stakeholders – including teachers, parents and learners. There is ongoing consultation with the management bodies and unions from both sectors on all matters relating to Covid 19 including the reopening of schools for the coming school year. The current pandemic continues to have implications for all and this is likely to impact the operation of schools in the coming school year. Certain situations may give rise to a need for schools to develop alternative approaches to teaching and learning including the adoption of models of remote and blended learning in order to meet the needs of learners. My Department continues to work with all relevant stakeholders to inform further supports and guidance to schools to cater for this evolving situation. This will include relevant resources for schools on best practice models for remote/blended learning approaches and how to be plan contingency and appropriate responses in the event of future closure.
In relation to investment in technology and 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 to schools over the five years of the Strategy. Some €160m of funding has issued to date. This includes €50m issuing earlier this year in the form of a grant payment to all eligible schools and included €10m top-up funding issued to schools to enable them to specifically support any of their students experiencing difficulty in engaging with remote learning. In the context of the current public health crisis the funding can be focussed on assisting schools to address ICT needs including the purchases of digital devices, software, essential learning platforms and other ICT solutions as determined by the needs of the individual school.
511. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills when the roadmap for a full return to education will be published (details supplied). [14649/20]
Amharc ar fhreagraOn 12 June 2020 my Department published the report to Government “Planning for reopening schools in line with the Roadmap for reopening society and business”. The report set out the clear ambition to develop a sustainable plan to fully reopen schools at the start of the next school year.
Receipt of the public health advice on the 1st July will further underpin this important work and ongoing engagements with education partners and stakeholders in terms of planning and providing guidance for schools to ensure the return to school is safe for children and staff. It is envisaged that this guidance will be finalised by the end of July in order to allow time for schools to implement the necessary arrangements locally.
512. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills if all additional hygiene costs including refuse costs incurred by schools will be carried by her Department and not incurred by the school or passed on to parents. [14650/20]
Amharc ar fhreagraI recognise that enhanced cleaning will be required to support schools to prevent COVID-19 infections. My Department is engaging with the Department of Public Expenditure and Reform on the requirement to provide funding to support enhanced cleaning needs and we will provide further details of the support available once the arrangements are finalised.
My Department has also arranged for a drawdown framework to be established to enable schools purchase hand-sanitisers for use in the school and classroom. The procurement process for this framework has already commenced and it is intended these materials will be available in early August.
My Department will continue to engage closely with education partners and other key stakeholders on the plan for re-opening of schools for the 2020/21 school year with the aim of reducing the burden on schools at a local level by providing central guidance and supports to the greatest extent possible.
513. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills the reduction in the number of international students expected to attend third level institutions here in the 2020-21 academic year than in the previous academic year. [14651/20]
Amharc ar fhreagra514. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills the estimated number of students who will defer a course in third level institutions in the 2020-21 academic year compared to the previous academic year. [14652/20]
Amharc ar fhreagraI propose to take Questions Nos. 513 and 514 together.
Given the unprecedented circumstances brought about by the Covid-19 pandemic is difficult to make predictions about patterns of enrolment in third-level institutions in the 2020/2021 academic year, such as deferrals or international enrolments.
For international students, much depends on unfolding events such as all available national and international public health advice, particularly in respect of international travel for programmes where a physical presence in Ireland is needed. For domestic students factors such as the expected student experience, and the availability of other opportunities for employment or training will have an impact.
In addition, while a student may request to defer their place in a third-level institution, there is no guarantee this request will be granted. If the deferral is not granted the student will have to choose between taking up the offered place in the current academic year, or re-applying through the CAO the following year. The choice of whether to grant a deferral rests with the admissions office of the institution in question.
Ultimately international student enrolments, and student deferrals will depend on the choices of the individuals in question and are not within the power of my Department to predict but my Department is engaging with relevant stakeholders in this regard.
515. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills if she is considering expanding SUSI to take into consideration the fact that it has not been increased in recent years and in view of the uncertain employment situations of many workers at this point. [14653/20]
Amharc ar fhreagraThe eligibility criteria for student grants are reviewed annually by the Department and approved by the Department of Public Expenditure and Reform.
All proposals made in relation to higher education expenditure, including student grants for the 2021/22 academic year, will be considered in the context of Budget 2021.
I would like to re-assure the Deputy that I am conscious of the difficulties being experienced by students and their families as a result of the COVID-19 pandemic, and of the importance of the Student Grant Scheme and related supports, such as the Student Assistance Fund and the Fund for Students with Disabilities. These supports have a fundamental role in assisting families who are putting their children through further and higher education.
Accordingly, the following arrangements have been put in place:
For the 2020/21 academic year, student grant applications will be assessed based on gross income from all sources for the period 1 January 2019 to 31 December 2019.
If a student or party to their application experiences a change in circumstances that is not a temporary change and is likely to continue for the foreseeable future, they can apply to have their application assessed under the change in circumstances provision of the relevant Student Grant Scheme. Following such a review, the applicant may fall within the thresholds to become eligible for grant assistance or be entitled to an increased rate of grant or the special rate of grant.
The income threshold for the special rate of grant has been increased from €24,000 to €24,500 for the 2020 scheme, so as to ensure that students from families dependent on welfare will continue to be eligible for the special rate of grant. (This reflects the Budget 2019 increase to the maximum point of the weekly State Contributory Pension, plus maximum Qualified Adult Allowance for a person over 66 years).
My officials have been in contact with their counterparts in the Department of Social Protection, Community & Rural Development and the Islands. They have advised me that full-time students who had part-time employment when the COVID-19 Pandemic Unemployment Payment was introduced in March, can avail of this support payment.
The Pandemic Unemployment Payment (PUP) will now be extended from 9 June until Phase 5 of the Roadmap for Reopening Society and Business (currently scheduled to begin on 10 August). I welcome this decision which further supports students who have lost their income due to the pandemic.
Although there will now be a two level payment structure to link the Pandemic Unemployment Payment level to prior earnings, no person on the lower rate of payment will receive less on PUP than they were previously paid by their employer.
As well as the above Higher Education Institutions have the autonomy to maximise the flexibility in the Student Assistance Fund to enable HEIs to support students during the COVID-19 situation.
516. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills if further consideration has been given to or the status of a financial package for the third-level institutions; and if so, if it will include increased SUSI, HEAR, DARE and Access funding to ensure expansion of access to third-level education. [14654/20]
Amharc ar fhreagraI am conscious of the difficulties being experienced by students and their families as a result of the COVID-19 pandemic, and of the importance of the Student Grant Scheme and related supports, such as the Student Assistance Fund and the Fund for Students with Disabilities. These supports have a fundamental role in assisting families who are putting their children through further and higher education.
Accordingly, the following arrangements have been put in place:
For the 2020/21 academic year, student grant applications will be assessed based on gross income from all sources for the period 1 January 2019 to 31 December 2019.
If a student or party to their application experiences a change in circumstances that is not a temporary change and is likely to continue for the foreseeable future, they can apply to have their application assessed under the change in circumstances provision of the relevant Student Grant Scheme. Following such a review, the applicant may fall within the thresholds to become eligible for grant assistance or be entitled to an increased rate of grant or the special rate of grant.
The income threshold for the special rate of grant has been increased from €24,000 to €24,500 for the 2020 scheme, so as to ensure that students from families dependent on welfare will continue to be eligible for the special rate of grant. (This reflects the Budget 2019 increase to the maximum point of the weekly State Contributory Pension, plus maximum Qualified Adult Allowance for a person over 66 years).
My officials have been in contact with their counterparts in the Department of Social Protection, Community & Rural Development and the Islands. They have advised me that full-time students who had part-time employment when the COVID-19 Pandemic Unemployment Payment was introduced in March, can avail of this support payment.
The Pandemic Unemployment Payment (PUP) will now be extended from 9 June until Phase 5 of the Roadmap for Reopening Society and Business (currently scheduled to begin on 10 August). I welcome this decision which further supports students who have lost their income due to the pandemic.
Although there will now be a two level payment structure to link the Pandemic Unemployment Payment level to prior earnings, no person on the lower rate of payment will receive less on PUP than they were previously paid by their employer.
As well as the above Higher Education Institutions have the autonomy to maximise the flexibility in the Student Assistance Fund to enable HEIs to support students during the COVID-19 situation.
Mitigating the impact of Covid19 on Higher Education Providers and safeguarding that capacity against the backdrop of the broader economic crisis is a priority. By ensuring that core provision is maintained and in particular by assessing the level of financial vulnerability that may threaten the viability of any specific institution, the Department, the HEA and representative bodies are working together to respond to this crisis.
Accordingly, the HEA was requested by the Department to complete an assessment of the potential impact of Covid19 on individual institutions in consultation with key stakeholders. The HEA’s assessment of the position for individual HEIs is largely informing, the Department’s consideration of financial impact of Covid19 on Higher Education and the Tertiary Education system. The longer term financial impact and support required to assist the recovery of the Tertiary Education Sector to ensure that it can contribute fully to economic recovery and to meeting priority skill needs will con examined in the context of overall expenditure management and budgetary policy.
In addition, as set out above a review is currently underway under the European Commission DG Reform’s Structural Reform Support Programme regarding Increasing the Future Sustainability of Higher and Further Education Provision in Ireland. The review encompasses the review of the funding options for higher education included in the 2016 (Cassells) Report of the Expert Group on Future Funding of Higher Education. The study is scheduled to be substantially complete in Q4 2020.
517. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills the way in which adequate space will be ensured in the CAO process for the 2021-22 academic year, in view of the fact that there may be an increase in deferred applications and an increase in international places, to ensure that those studying the leaving certificate in 2020-21 will have adequate access. [14655/20]
Amharc ar fhreagraHigher education institutions are autonomous with regard to management of their academic affairs including admissions procedures. The CAO processes applications for undergraduate, and some postgraduate, courses on behalf of the HEIs. Decisions on admissions, including the number of places, are made by the HEIs which then instruct the CAO to make offers to successful candidates. This will remain the case for the 2021/2022 academic year.
Given the unprecedented circumstances brought about by the Covid-19 pandemic is difficult to make predictions changes in enrolments in third-level institutions in the 2020/2021 academic year, such as increased deferrals or decreased international enrolments. Arrangements for the 2021/2022 academic year will be examined the context of such changes when their extent becomes clear.
518. Deputy Donnchadh Ó Laoghaire asked the Minister for Education and Skills her views on whether there will be additional places available in third level places through the CAO process in 2020; and if so, the number. [14656/20]
Amharc ar fhreagraI understand that this is a time of uncertainty for students hoping to progress to third level and work is ongoing in ensuring that the third level entry process can progress as smoothly and equitably as possible. The National Co-ordination group for tertiary education is meeting on a regular basis, and is closely monitoring the impact that Covid-19 is having on third level institutions and their current and prospective students.
Higher education institutions are autonomous with regard to management of their academic affairs including admissions procedures. The CAO processes applications for undergraduate, and some postgraduate, courses on behalf of the HEIs. Decisions on admissions, including the number of places, are made by the HEIs which then instruct the CAO to make offers to successful candidates. This remains the case this year.
519. Deputy Sean Sherlock asked the Minister for Education and Skills the engagement that has taken place with schools on reopening in September 2020. [14664/20]
Amharc ar fhreagraMy Department has been engaging on an ongoing basis with our Partners and stakeholders since schools were first closed in March. Initially this engagement involved supporting the continuation of learning and in more recent times focusing on the planning necessary for a full reopening of schools in late August/September.
On Wednesday 1 July 2020, I welcomed the publication of interim public health advice for the safe re-opening of schools. This interim health advice sets out the key public health requirements that will be required for a safe full reopening of schools and the measures that will be required to achieve this. This advice will underpin ongoing engagements with education partners and stakeholders in terms of planning and providing guidance for schools to ensure the return to school is safe for children and staff.
520. Deputy Gino Kenny asked the Minister for Education and Skills if she will review the decision to locate new temporary Educate Together facilities and buildings on a site adjacent to a school (details supplied) that has been earmarked for a long-awaited extension to the school that had been agreed by her predecessor; if she will ensure the redevelopment of the school on the earmarked site and identify another location for the school, which is needed to bolster school places in the area; and if she will make a statement on the matter. [14670/20]
Amharc ar fhreagraA building project to provide a new 16 classroom school plus a 2 classroom Special Educational Needs Unit for the Gaelscoil in question is included in my Department’s school building programme. The new building will be provided on a site adjacent to its existing site in Rathcoole, Co. Dublin. This site is being acquired by my Department from South Dublin County Council.
The Educate Together National School referred to by the Deputy is to be located on a Department owned site at Coolamber Drive, Rathcoole, Co. Dublin. Access to this site will require the construction of a new road which is currently being planned by South Dublin County Council.
As the permanent site is not currently accessible and as my Department now has access to the land adjacent to the Gaelscoil, it was determined that the interim accommodation for the ETNS could be provided temporarily on that site.
My Department wrote to the Board of Management of the Gaelscoil earlier this year with regard to the proposed construction of a permanent school building for their school and outlined my Department’s plans in this regard.
The school was informed of my Department’s intention to commence the architectural planning process for the construction of its new school building. My Department also outlined that in tandem with this it would also initiate the architectural planning process for the construction of the new Educate Together NS. The letter outlined that the building projects for both schools would be advanced in parallel.
The letter further outlined the need for my Department to provide interim accommodation to facilitate the new start-up school accommodation for the ETNS and that this interim accommodation was intended to be temporarily placed on the additional site area being acquired for the Gaelscoil.
It outlined the process which was to take place including lodging a planning application for the interim accommodation for the ETNS and also advised that my Department plans to move this temporary accommodation for the new school to its Coolamber Drive site as soon as site access is secured and in order to facilitate the construction of the permanent building for the Gaelscoil.
My Department had also intended to arrange a meeting with the Gaelscoil to explain these matters in more detail but then the Covid 19 situation occurred and it was prevented from arranging this meeting to date. Now that the restrictions are being relaxed, my officials will be in contact shortly with the Gaelscoil to arrange that meeting.
The permanent school building projects for both schools were recently assigned to my Department’s Design & Build delivery programme. This delivery programme uses a professional external Project Manager to progress the project through the relevant stages of architectural planning and construction. Architectural Planning has now commenced with site surveys under way.
521. Deputy Emer Higgins asked the Minister for Education and Skills the additional supports that are available to children who have a dual diagnosis of autism and verbal dyspraxia; and if she will make a statement on the matter. [14672/20]
Amharc ar fhreagraMy Department's policy is to provide for the inclusive education of children with special educational needs, including those with Autism and dyspraxia, in mainstream school settings, unless such a placement would not be in the best interests of the child concerned, or the children with whom they will be educated.
This policy ensures that the majority of children with special education needs attend mainstream classes with their peers.
Such placements facilitate access to individualised education programmes which may draw from a range of appropriate educational interventions, delivered by fully qualified professional teachers, with the support of Special Needs Assistants, Special Education Teachers and the appropriate school curriculum.
But some students may find it difficult to manage full-time placement in mainstream and so placement in a Special Class or Special School setting where lower pupil:teacher ratios apply and there are other supports available.
There is therefore not one preferred educational environment for children with SEN, rather there is a continuum of provision which takes into account the assessed educational needs of individual pupils.
As such, my Department’s policy focuses on ensuring that all students can have access to an education appropriate to meeting their needs and abilities
My Department invests €1.9 Billion or almost 20% of its total educational budget annually on making additional provision for children with special educational needs.
This represents an increase of over 50% in total expenditure since 2011, at which point €1.247 Billion per annum was provided.
The range of supports and services this funding provides includes provision for:
- 13,500 additional Special Education Teachers in mainstream schools and
- 17,000 Special Needs Assistants by the end of this year.
Other resources which are provided to schools to support children with Special Educational Needs including Autism include the following:
- The National Educational Psychological Service (NEPS)
- Assistive technology.
- Continued Professional development for teachers.
- Access to the Special School transport scheme.
- Access to special equipment and furniture where required.
- Enhanced capitation grants.
- Adapted school buildings.
- Access to SEN summer programmes
522. Deputy Pearse Doherty asked the Minister for Education and Skills the process by which a student (details supplied) can secure a predictive grade for the leaving certificate having studied at home without a teacher or tutor; and if she will make a statement on the matter. [14676/20]
Amharc ar fhreagraA system of Calculated Grades was put in place by my predecessor due to the inability to run the normal Leaving Certificate examinations. The purpose of this process is to allow as many students as possible to progress to employment, further education and training, or higher education in a way that is fair and equitable to all Leaving Certificate students.
For the calculated grades system to be operated with integrity, an estimated percentage mark, based on credible, satisfactory evidence, can only be accepted from an appropriate source. This is necessary to ensure fairness to all students.
The Calculated Grades Executive Office in the Department of Education has developed a comprehensive guide to calculated grades for out of school learners – the students who are studying entirely outside of school – and has contacted each student individually on 25 June to invite them to apply for calculated grades. The closing date for applications was Thursday 2 July 2020 and applications are now being processed.
In cases where a student who is attending school, but who is studying one or more subjects outside of school, school principals were asked to make every effort to provide an estimated mark for that subject(s) provided there was sufficient, credible evidence available from an appropriate source. If the principal was unable to provide an estimated mark for any student they were asked to notify the Calculated Grades Executive Office of my Department.
As part of its commitment to ensure that a calculated grade is provided to as many students as possible, the CGEO are currently undertaking a review of these reports with the schools involved to ensure that the correct procedures were followed.
Despite every effort being made by schools and by the Department of Education, to provide calculated grades to as many students as possible, there will be a small number of cases where there is no credible evidence to support a calculated grade in a particular subject. To attempt to give a calculated grade in such cases would be unfair to all other candidates.
Such students will have an opportunity to sit the Leaving Certificate examinations when it is safe to do so.
No decisions have been issued by the Calculated Grades Office in respect of any of these students - either those studying independently, or those attending school but studying a subject (or subjects) outside school, to date.
The Department of Education has continued to engage with third level stakeholders regarding the Calculated Grades process for students seeking to progress to Higher Education. This has resulted in an agreed common approach in relation to students who have not been able to obtain calculated grades in one or more subjects. Students who have applied for a calculated grade, with a view to satisfying matriculation/basic minimum entry requirements and for whom the Department has been unable to award a Calculated Grade in the subject(s), will be granted an exemption in the subject(s) solely for matriculation/basic minimum entry purposes. The CGEO will notify the CAO of any student who cannot be provided with calculated grades, and of the subjects involved, and the exemption from matriculation/basic minimum entry will be granted automatically by the CAO. The subject(s) for which exemption is granted will not attract points and the exemption cannot be used to satisfy additional programme requirements over and above the matriculation/basic minimum entry requirements.
523. Deputy Emer Higgins asked the Minister for Education and Skills if she will request that private schools provide a partial refund on the fees parents have paid as a result of schools closing during the year in the same manner that insurance companies have provided partial refunds; and if she will make a statement on the matter. [14682/20]
Amharc ar fhreagraThe Board of Management of a School is charged with the direct governance of schools under the Education Act. The level and extent of schools fees charged or decisions regarding reimbursement of such fees is a matter for each school Board of Management to decide. My Department has no role in such matters.
