Written Answers Nos. 142-161
142. Deputy John Brady asked the Minister for Foreign Affairs when Ireland and the EU will have a detailed position on the UN treaty to regulate transnational corporations and other business enterprises and plans for engagement in the seventh session of the UN open-ended intergovernmental working group on transnational corporations and other business enterprises with respect to human rights; and if he will make a statement on the matter. [33738/21]
Amharc ar fhreagraFollowing its sixth session in October 2020, the Open-ended intergovernmental working group on transnational corporations and other enterprises with respect to human rights is continuing with its work. A third revised draft of the proposed legally binding instrument is due to be presented in July 2021.
Once this draft is presented, it will be considered by all UN members, including EU Member States, in advance of the seventh session of the Open-Ended intergovernmental Working Group in October 2021.
Having regard to the EU’s competences in this area, Ireland continues to encourage the European Commission to conduct a legal analysis of the proposed instrument and to continue facilitating detailed internal policy discussions.
We continue to follow the evolving policy discussions on Business and Human Rights at national, regional and international levels, and to engage closely with EU Member States that are particularly active in the area of Business and Human Right. We are also engaging actively with the UN Working Group on the issue of human rights and transnational corporations and other business enterprises.
143. Deputy Róisín Shortall asked the Minister for Foreign Affairs if he has engaged with the US Embassy about student visa applications and the postponement of interview appointments in view of some third-level courses requiring study in the United States of America in order to graduate; and if he will make a statement on the matter. [33943/21]
Amharc ar fhreagraThe processing of US student visas, and the provision of appointments at US Embassies, are solely a matter for the US authorities. My advice to those seeking to apply for a US student visa is to monitor the US Embassy in Dublin's website and to engage with them directly on visa appointment issues.
I understand, however, that this is a very difficult and uncertain time for those who wish to travel to the US to study. My officials have raised the issue with the US Embassy in Dublin, encouraging them to process student visas as soon as it is feasible and safe to do so. Together with other EU countries, we have also written to US Secretary of State Blinken requesting reconsideration of the US travel restrictions currently in place. This letter specifically references the plight of those wishing to apply for student visas.
Ireland is deeply committed to supporting exchanges between our two countries at every level. These play an essential role in building transatlantic understanding and extraordinary academic links. Such exchanges are also vital to our economic relationships, and for building people-to-people connections across the Atlantic. My Department has a very strong and positive working relationship with the US Chargé d’affaires and her team at the US Embassy in Dublin. We will continue to maintain regular contact with the Embassy, and with the US State Department via our Embassy in Washington D.C., including with regard to travel restrictions between our two countries.
144. Deputy Brendan Griffin asked the Minister for Defence if he will address a matter (details supplied); and if he will make a statement on the matter. [33626/21]
Amharc ar fhreagraIn the absence of specific information on the individual being referred to, the military authorities advise that applicants who have been previously unsuccessful on the basis of medical examination are not precluded from submitting further applications. The required medical standards must be attained by all applicants. Any new application will be processed in compliance with the standards laid out by the Director of the Medical Branch.
145. Deputy Peter Burke asked the Minister for Education if employees of education and training boards who are members of public bodies or local authorities have access to leave to attend county council meetings, in a similar way that teachers are allowed ten days leave for such purposes when meetings fall outside school hours; if her Department will review this in order to promote diversity and inclusivity among members of local authorities; and if she will make a statement on the matter. [33668/21]
Amharc ar fhreagraThere is no specific leave allowance for employees (other than teachers) of Education and Training Boards (ETBs) in respect of their attendance at county council meetings.
My Department has recently received a claim for leave for ETB employees relating to their membership and attendance at meetings of public bodies. The claim has been submitted to the ETB Industrial Relations Forum by unions representing ETB employees and will be examined by my Department under the relevant industrial relations processes and mechanisms.
146. Deputy Paul Donnelly asked the Minister for Education the exact catchment area for a new school (details supplied); and the reason students who live less than 2 km from the school but live in Dublin 7 will be excluded. [33625/21]
Amharc ar fhreagraIn order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
As the Deputy may be aware, on the basis of demographic demand identified by my Department, Edmund Rice College was established in 2017 to serve the Castleknock_D15 and Carpenterstown_D15 school planning areas as a regional solution, and the site for the school is the Castleknock_D15 school planning area.
New schools established since 2011 to meet demographic demand, such as the Edmund Rice College, are required, in the first instance, to prioritise pupil applications from within the designated school planning area(s) which the school was established to serve. This does not preclude schools from enrolling pupils from outside of the school planning area where they have sufficient places, rather it reflects the need to accommodate in the first instance the demographic for which the school was established.
Dublin 7 is in the Cabra_Phibsboro_Dublin 7 school planning area which is currently served by 8 post-primary schools. This includes Cabra Community College, which is under the patronage of City of Dublin Education and Training Board and has a current enrolment of some 120 pupils in the 2020/2021 school year, is co-educational and multi-denominational in nature and provides for the local community. This school is also within 2km of the Dublin 7 area to which the Deputy is referring.
147. Deputy Duncan Smith asked the Minister for Education the status of the provision of a new secondary school (details supplied) in County Kildare; and if she will make a statement on the matter. [33654/21]
Amharc ar fhreagraAs the Deputy is aware, Officials from my Department are currently in advanced negotiation with a landowner. This negotiation remains ongoing. Officials from my Department continue to work closely with Officials from Kildare County Council in order to progress the acquisition of a suitable site for the replacement Curragh post primary school.
As previously indicated, while a site acquisition process is underway, given the commercial sensitivities associated with land acquisitions generally I am not in a position to comment further at this time.
148. Deputy Michael Ring asked the Minister for Education when a lease will be finalised in respect of a school (details supplied) in County Mayo; and if she will make a statement on the matter. [33662/21]
Amharc ar fhreagraThe Chief State Solicitor's Office on behalf of the Department has been engaging with the property owners’ legal representative on the draft lease for the school property referred to by the Deputy for some time. The vast majority of the clauses in the draft lease are agreed. Work is continuing on addressing the final few outstanding terms of the draft lease and the Department expects that the lease will be finalised and executed in the short term.
149. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the estimated cost of designing and implementing an updated relationship and sexuality education curriculum across all primary and secondary schools. [33666/21]
Amharc ar fhreagraThe Programme for Government states that ‘this Government will develop inclusive and age appropriate curricula for Relationships and Sexuality Education (RSE) and Social, Personal and Health Education (SPHE) across primary and post-primary schools, including an inclusive programme on LGBTI+ relationships and make appropriate legislative changes, if necessary’.
In April 2018, then Minister for Education and Skills Mr. Richard Bruton asked the National Council for Curriculum and Assessment (NCCA) to undertake a major review of Relationships and Sexuality Education (RSE) in schools across all stages of education to ensure that it is fit for purpose and meets the needs of young people today in modern Ireland. The NCCA advises the Department and Minister in relation to the curriculum to be taught in schools.
The Final Report on the Review of RSE in Primary and Post-primary Schools was published by the NCCA in December, 2019.
The NCCA has established two development groups, one for primary and one for post-primary, to oversee the work in this area and support the development of guidance material for schools. Both the primary and post primary SPHE/RSE Development Groups have been meeting virtually on a monthly basis since the groups were convened in October 2020.
The immediate focus of the work is on creating support materials for teachers for publication online as part of the Interim Guidance Toolkit. The toolkit's purpose is to support effective teaching and learning of SPHE/RSE linked to the current curriculum. This work is progressing well and with sections of the toolkit (a portal repository of teaching and learning resources linked to the Primary SPHE Curriculum, the SPHE Junior Cycle Short Course and Senior Cycle SPHE Framework).
In tandem with the development of the online Toolkit, preparation for the broader redeveloping and updating of the SPHE curriculum as recommended in the NCCA Report has begun, with an initial focus on Junior Cycle. The review of the current Junior Cycle SPHE course has been completed and will be considered by the NCCA Council in June. This review contains a brief which will inform the work of the subject development groups in formulating an updated Junior Cycle SPHE specification, which will begin in September. A draft of the updated Junior Cycle SPHE specification will be available for public consultation in Q1 of 2022.
Excluding the cost of staff, the NCCA has spent €65,000 on the review of RSE and on the follow-on curriculum-related actions that were set out in the 2019 report.
Based on the NCCA’s 2021 Plan of Work, there will be an additional spend of approximately €50,000 this year which is related to our ongoing work on the RSE Toolkits and the work on updating Junior Cycle SPHE.
The current estimated cost for 2022 is approximately €50,000. This will support ongoing work on the Junior Cycle SPHE specification, the online toolkits for primary and post-primary schools, engagement with stakeholders, work with schools, research, consultation, and work with NCCA structures.
It is more difficult to estimate costs beyond 2022 as work on the new primary SPHE/RSE curriculum and work on senior cycle SPHE/RSE will take place in the context of the wider redevelopment of the primary curriculum and the redevelopments at senior cycle.
My Department promotes the quality of teaching and learning through the provision of continuing professional development (CPD) and supports for teachers and principals. The majority of this support is provided by the national teacher education support services and by local education centres. The national teacher education support services are the Professional Development Service for Teachers (PDST), Junior Cycle for Teachers (JCT), National Induction Programme for Teachers (NIPT) and the Centre for School Leadership (CSL). Funding provided to the main teacher education support services and education centres for continuous professional development for teachers and Principals in 2020 was €22.454m.
Given the range of areas and bodies impacted by design and implementation of an updated relationship and sexuality education curriculum across all primary and secondary schools, as well as the difficulty of disaggregating certain cost elements, it is not possible to provide a figure for the overall costs of its introduction in advance of the NCCA review being completed.
150. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the amount of funding allocated to schools for guidance counselling services from 2010 to 2020 and to date in 2021, in tabular form. [33695/21]
Amharc ar fhreagraMy Department has committed considerable resources towards the restoration of guidance counselling hours to post-primary schools, to the provision of CPD for guidance counsellors and to the provision of a national guidance counselling supervision service for post-primary guidance counsellors in recent times.
The guidance allocation is provided separately and transparently on each school's staffing schedule. These posts have been ring-fenced so they can only be used for guidance activities and to meet the guidance needs of the school.
As part of the COVID-19 operational supports to schools for the 2021/22 school year, approximately 120 posts have been provided for guidance to support student well-being.
There are currently 824 Guidance posts allocated to post primary schools. The corresponding figure for 2010/11 was 730 Guidance posts.
Current expenditure on guidance counsellors posts in second level schools stands at €55.2 million.
151. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the estimated cost of hiring an additional 100 SNAs. [33713/21]
Amharc ar fhreagraBudget 2021 increased the number of Special Needs Assistant (SNA) posts to over 18,000 by December this year. This represents an increase of increase of 70% in the number of SNAs provided since 2011 at which point 10,575 SNAs were available.
The pay at entry of a new entrant SNA, inclusive of employer PRSI, is €28,821 so the estimated cost of 100 SNAs would be €2,882,100.
152. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the amount of funding currently allocated to SNA provision. [33727/21]
Amharc ar fhreagraThe state will invest approximately €2 Billion, or over 20% of its total educational budget, in 2021 on making additional provision for children with special educational needs next year. This represents an increase of over 50% in total expenditure since 2011, at which time €1.247 billion per annum was provided.
The SNA scheme provides mainstream primary, post primary and special schools with additional adult support staff to assist children with special educational needs who also have additional and significant care needs to attend school.
SNAs are recruited specifically to assist schools in providing the necessary non–teaching services to pupils with additional and significant care needs. The role of the SNA is to support the classroom teacher and special education teachers, and to assist in the care needs of pupils with disabilities in an educational context.
There are currently over 17,000 SNA posts allocated to primary, post primary and special schools. Budget 2021 provided an additional 990 Special Needs Assistants. There will be over 18,000 SNA posts by the end of 2021 which is an increase of 70% since 2011.
For 2021 in excess of €601 million has been allocated to the payment of salaries to facilitate the provision of SNA support to primary, post primary and special schools.
153. Deputy Seán Crowe asked the Minister for Education if a review will be undertaken into the pilot of the school inclusion model including the in-school therapy demonstration project now that the 2020-2021 school year has ended; and when she expects such a review to be completed. [33735/21]
Amharc ar fhreagraThe School Inclusion Model (SIM) is based on policy advice from the National Council for Special Education based on the principle of providing the right support at the right time delivered by a range of personnel with relevant qualifications and skill-sets. Its purpose is to help students achieve better outcomes. Independent evaluation is a central part of the project and the outcome will inform future policy on extending the SIM. The project includes a number of elements:
- Provision of in-school therapies (speech and language, occupational)
- Allocation of SNAs on a frontloaded basis
- Additional professional supports for the school including psychology, behavioural and professional development
- Training of SNAs
In February 2019, the Government approved the trialling of the Model for the 2019/20 school year. Initially designed as a one year pilot involving up to 75 participating schools in the CHO 7 region, it was interrupted by Covid-19 with the closure of schools and the diversion of HSE therapists from the project to Covid related work. It was then extended to the 2020/21 school year which has also been interrupted by Covid.
Progress has been made on aspects of the Model but much remains to be done in terms of in-school implementation and evaluation.
As part of the 2021 Budget measures, funding is being made available to extend the School Inclusion Model to two other areas in 2021.
Planning is underway on the arrangements for the continuation and expansion of SIM and I expect to be in a position to make an announcement on the matter as soon as possible.
A demonstration project to provide in-school and preschool therapy services took place over the course of the 2018/19 school year.
The project was developed by the Departments of Education, Children and Youth Affairs, Health, and the Health Service Executive and managed and co-ordinated by the National Council for Special Education.
The purpose of the project was to test a model of tailored therapeutic supports by providing speech and language and occupational therapy within ‘educational settings’. This innovative pilot complemented existing HSE funded provision of essential therapy services.
The project was evaluated over the course of the 2018/19 school year. This evaluation report has now been completed and is available at www.ncse.ie/wp-content/uploads/2020/11/Demo-project-evaluation-fInal-for-web-upload.pdf
154. Deputy James O'Connor asked the Minister for Education if the building and design unit of her Department has had engagement with local authorities in the zoning of appropriate land for educational purposes in areas undergoing formation of new local authority area plans; and if she will make a statement on the matter. [33736/21]
Amharc ar fhreagraMy Department is a statutory consultee to the local authority development planning process and participates actively in the process. The Planning and Building Unit of my Department examines the draft development plans for each local authority to assess the implications in terms of projected school requirements. My Department then makes a submission at draft plan stage, identifying likely educational requirements and requesting appropriate zoning provision to cater for the projected needs of the particular settlements in a local authority. At present, local authorities are actively in the process of aligning their development plans to be consistent with the National Planning Framework and my Department is engaging with all draft plans in order to ensure that land is zoned appropriately to meet projected educational requirements.
155. Deputy James O'Connor asked the Minister for Education the status of a school project (details supplied); the timeline to begin the architectural process; and if she will make a statement on the matter. [33737/21]
Amharc ar fhreagraThe Deputy will be aware that a building project for the school in question is included in my Department's school building programme.
The brief for the proposed project is being completed with a view to progressing the project into the architectural planning process in the coming weeks. My Department will be in contact with the school at that point.
156. Deputy Emer Higgins asked the Minister for Education the reason it was not possible for her Department to acquire a property (details supplied). [33822/21]
Amharc ar fhreagraMy Department in undertaking assessment of potential acquisitions has regard to the suitability, deliverability and value for money of the property. My Department made contact with the owner of the property in this case expressing an interest in acquiring it. However, it did not prove possible to reach agreement with the owner on the sale of the property. Having regard to value for money and the use of public funds and what the acquisition of the additional property may add to the overall school site which was deemed to be of an ancillary nature and not essential to delivery of the project my Department is satisfied the existing site, including the additions which were acquired separately, is suitable to meet the requirements for the school project.
157. Deputy Mary Lou McDonald asked the Minister for Education the funding streams that are available for a school (details supplied) in Dublin 7; and if she will make a statement on the matter. [33823/21]
Amharc ar fhreagraAll primary and post primary schools may apply for funding to address a range of capital works, under my Department's capital schemes, including the Major Projects scheme, Additional Accommodation scheme, Summer Works scheme and Emergency Works scheme.
158. Deputy Brendan Griffin asked the Minister for Education if a decision has been made on an appeal to retain a teacher for academic year 2021-2022 for a school (details supplied) in County Kerry; and if she will make a statement on the matter. [33834/21]
Amharc ar fhreagraThe key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing schedule operates in a clear and transparent manner and treats all similar types of schools equally irrespective of location.
For the 2021/22 school year, an improvement of one point in the appointment threshold in primary schools has been introduced and schools will be provided with class teachers on the basis of 1 teacher for every 25 pupils. A three point reduction in the retention scale has also been introduced for September 2021. These measures will help to ensure that less pupils are required to recruit or retain a teacher.
The school referred to by the Deputy has been informed of the decision in respect of its appeal.
159. Deputy Sean Sherlock asked the Minister for Education further to Parliamentary Question Nos. 830 and 831 of 15 June 2021, the name of the schools in bundle of design and build projects; and the listed priority given to each school in tabular form. [33941/21]
Amharc ar fhreagraOn June 14th 2021, a total of 10 projects were tendered to the Design and Build Contractors Framework and are listed below in tabular form.
|
Roll Number |
School Name |
|
76333G |
Carrigtwohill Community School, Carrigtwohill, Co Cork |
|
20442U |
Scoil Chliodhna Community National School, Carrigtwohill, Co Cork |
|
18000W |
Scoil Mhuire Naofa, Carrigtwohill, Co Cork |
|
20017F |
Scoil an Spioraid Naoimh, Laytown, Co Meath |
|
20546J |
Ashbourne Community National School, Ashbourne Co. Meath |
|
62330U |
Patrician Academy, Mallow, Co Cork |
|
68346T |
Belmayne Educate Together Secondary School, Belmayne, Dublin |
|
20519G |
Stapolin Educate Together National School, Belmayne, Dublin |
|
68241F |
Stepaside Educate Together Secondary School, Dublin |
|
68309N |
Limerick Educate Together Secondary School, Limerick |
As the individual contracts will be awarded to different contractors it would not be possible at this time to identify individual projects as priorities across the above listing. The tender process means that all projects will be tendered under the same timeframe with receipt of all ten tenders on the same date.
Once individual Contractors are appointed the priority in each case will be to ensure that the schools are constructed in the shortest possible timeframe consistent with achieving the highest quality buildings in accordance with design and contractual requirements. As Contractors are appointed, the Department will keep each school informed of the construction programme underpinning the contract.
That being said, as Carrigtwohill is a campus and will be awarded to a single Contractor, the Department has identified the Community College as requiring priority in the construction programme for that campus.
160. Deputy Holly Cairns asked the Minister for Education her plans to ensure that the national training programme for SNAs is a fully accredited programme on the Irish National Framework of Qualifications; and if she will make a statement on the matter. [33957/21]
Amharc ar fhreagraSpecial Needs Assistants (SNAs) play a huge role in helping to ensure the inclusion of pupils with significant care needs in education and in school life. This was acknowledged in the Comprehensive Review of the Special Needs Assistant Scheme (SNAs) published by the National Council for Special Education (NCSE) in 2018.
The Review made a number of recommendations regarding SNAs and the need for a more broadly based set of supports including therapeutic supports for pupils with complex needs. The Review also referenced the training needs of SNAs. In this regard, the NCSE recommended that a new national training programme at Level 5 of the National Qualification Framework be developed for existing SNAs who do not have the requisite level of training and for new SNAs on appointment. The NCSE also recommended that training tailored to the specific complex needs of some students being cared for by SNAs would also be provided.
The policy advice has been considered by the Department. It was decided that priority should be given to the development of a training programme for SNAs who may not have had a recent opportunity to access a training programme tailored to their role.
A public procurement competition was held for the development and delivery of a new national training programme for SNAs. A detailed specification of need and learning outcomes was developed and published for the competition. Formal accreditation to the National Qualifications Framework was not a requirement for the programme. Following evaluation of the tenders received, the contract was awarded to University College Dublin (UCD) School of Education, in conjunction with UCD School of Nursing, Midwifery and Health Systems.
UCD has a strong reputation in the world of education and training. It brings with it a wealth of experience
and research knowledge in the training and has very strong quality assurance arrangements for its programmes. Feedback from programme participants is a key feature of this quality assurance process.
This new programme aims to enhance the knowledge, skills and expertise of SNAs whose work is central to the inclusion of students with additional care and complex needs in school life.
The programme consists of five modules, delivered online over a 10-month period. Flexibility is a key part of the approach to the delivery of the programme and participation is voluntary.
The programme is fully funded by the Department and delivered at no cost to the SNA.
Completion of the programme may serve as a stepping stone to further education opportunities in the area.
Each participant who completes the programme successfully will receive a certificate from UCD School of Education which may be of assistance in pursuing further education.
€2.45m will be allocated to this programme over the next 4 year period based on a full uptake of 3,500 SNAs. The first cohort of 500 SNAs enrolled in January and this phase was oversubscribed.
This is the first national training programme for SNAs employed in our schools and is tailored to their needs. The programme will be evaluated and the outcome will inform the approach to the training of SNAs in the future. There is no cost to serving SNAs working in schools. This course is fully funded by the Department of Education.
The Department recognises that a more strategic approach is required for the training of SNAs. This would deal with a number of matters including the identification of need and the provision of appropriate training programmes.
As this is the first programme, it is appropriate to take the time to review outcomes which will inform the future approach to ongoing training and professional development of SNAs. Part of that consideration will include accreditation.
161. Deputy Holly Cairns asked the Minister for Education the number of schools which requested full-time SNAs annually between 2015 and 2020; the number of schools which did not receive full-time SNAs after seeking same annually between 2015 and 2020; and if she will make a statement on the matter. [33958/21]
Amharc ar fhreagraThe numbers of special classes, special education teachers and Special Needs Assistants are at unprecedented levels.
My Department will spend approximately €2 Billion, or over 20% of its total educational budget on making additional provision for children with special educational needs in 2021.
This represents an increase of over 50% in total expenditure since 2011, at which point €1.247 Billion per annum was provided.
Budget 2021 provided for an additional 990 additional SNAs for allocation to schools, bringing the total numbers to 18,000 by December 2021.
This allocation of SNAs is to meet the care needs of pupils in 2021 and will enable the establishment of new special classes, creation of new places in special schools, support children in mainstream classes for the 2021/22 school year.
This will represent an increase of increase of 70% in the number of SNAs provided since 2011 at which point 10,575 SNAs were available.
The NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews. The Department does not have a role in making individual school determinations.
The NCSE publish statistics on SNA allocations to primary, post primary and special schools in tabular form, by county and by school, for each school year, this information is available on their website, www.ncse.ie.
As this question relates to the statistics on the allocation of SNA support, I have referred the question to the NCSE for their direct reply.
