Joe Carey
Ceist:449. Deputy Joe Carey asked the Minister for Education if a response will issue to a request (details supplied). [5104/22]
Amharc ar fhreagraCovid-19 Pandemic
Ceisteanna (449, 455)
Carol Nolan
Ceist:455. Deputy Carol Nolan asked the Minister for Education if she will address the concerns raised by a parent regarding the emotional and psychological and social impact of mask wearing during school hours and the need for risk assessments to be conducted with respect to same (details supplied); and if she will make a statement on the matter. [4254/22]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 449 and 455 together.
My Department has always been guided by public health advice in relation to appropriate COVID-19 infection prevention and control measures in place in schools. Current public health advice makes it a requirement for a face mask to be worn by teachers, staff in schools and students attending post-primary school. These measures protect students/pupils, their parents and school staff and are very effective when adhered to.
Public Health continue to advise that the two most important actions to prevent the introduction and spread of Covid-19 (and other respiratory viruses), is by ensuring no-one with new onset symptoms attend school, and that all recommended infection prevention and control measures are in place in line with school Covid-19 response plans.
Public Health have also confirmed that there is no change to infection prevention and control measures in place in schools at this time, but that they will be reviewed by mid-term in February. The infection prevention and control measures in place in schools have worked very effectively to prevent and control Covid-19 in schools.
Schools Building Projects
Ceisteanna (450)
Seán Canney
Ceist:450. Deputy Seán Canney asked the Minister for Education if she will provide a progress report on the development of a school (details supplied); and if she will make a statement on the matter. [5200/22]
Amharc ar fhreagraFreagraí scríofa
I am pleased to inform the Deputy that the project to which he refers has been devolved to Galway & Roscommon Education and Training Board (GRETB) for delivery.
I can confirm that a design team to deliver this project was appointed in March 2021, and GRETB, through this design team, is now preparing the Stage 1 report (preliminary design).
As the project is at an early stage in the delivery process, it is not possible at this time to give a date for its completion. GRETB will be engaging directly with the school authorities to keep them informed of progress.
I would like to take this opportunity to thank Galway & Roscommon ETB for its ongoing management and delivery of this campus project. This project will involve a very significant investment in the provision of new and very modern school facilities in Athenry and is very welcome.
Schools Amalgamation
Ceisteanna (451)
Seán Canney
Ceist:451. Deputy Seán Canney asked the Minister for Education the progress that has been made in relation to the proposals to amalgamate schools (details supplied); and if she will make a statement on the matter. [5199/22]
Amharc ar fhreagraFreagraí scríofa
I wish to advise the Deputy that the decision making authority for any amalgamation is the Patron / Trustees of the schools concerned and this is subject to the approval of my Department. The patron of the schools in question has confirmed agreement to an amalgamation.
A building project for the schools is being planned. Additional land is required to facilitate the project and the process for acquiring this is currently in train. I understand that it is intended that the amalgmation will take place whan the building project has been completed
In tandem with this, the Department is currently developing the project brief. The Department will continue to liaise with the schools patron regarding the building project.
State Examinations
Ceisteanna (452)
Seán Canney
Ceist:452. Deputy Seán Canney asked the Minister for Education if she will consider a hybrid format for the leaving certificate in 2022 given the serious disturbance to student education over the past three schools years; and if she will make a statement on the matter. [5198/22]
Amharc ar fhreagraFreagraí scríofa
I am very aware of the disruption experienced by students who are due to take their Leaving Certificate examinations this year. The State Examinations Commission, with my Department, has been progressing planning for these examinations, in consultation with the Advisory Group on Planning for the State Examinations. The group includes representatives of students, parents, teachers and school leaders, as well as the SEC, the National Council for Curriculum and Assessment, Higher Education and my Department.
My Department and the SEC have sought, through various measures, to take account of the disruption to learning experienced by Leaving Certificate 2022 students. These include adjustments to the assessment arrangements for the 2022 examinations that were announced in August 2021. The adjustments were designed to take account both of the disruption to learning experienced by students in the early part of 2021, as well as providing for some possible further disruption in 2021/22.
Revised arrangements for Leaving Certificate Language Oral Examinations and the practical performance tests in Leaving Certificate Music were announced before Christmas. These examinations will take place outside of school time over the first week of the school Easter holidays, minimising the disruption to teaching and learning, as this change will limit teacher absence from schools.
Timeframes for certain assessment elements of the Leaving Certificate Applied examinations have also been pushed out. Schools were also reminded of the flexibilities regarding the dates for completion and authentication of examination Coursework.
An alternative set of Leaving Certificate examinations are also scheduled to be run this year, shortly after the conclusion of the main set of examinations, for students who are unable to sit the main set of examinations for various reasons, including Covid-19 illness, bereavement or serious illness.
I am continuing to engage with stakeholders on all matters relating to the examinations. At last Thursday’s meeting of the Advisory Group a number of updates were received from group members, including reports of emerging and final results from surveys that members had conducted. All parties committed to continued engagement in the short period ahead, in order to provide clarity in relation to the examinations.
It was agreed that the members of the group would reflect on the contributions made at the meeting, and that engagement would continue between myself and the various stakeholders on a bilateral and intensive basis. This engagement has been continuing since late last week, over the weekend and into this week, with a view to reaching an appropriate solution which responds to the concerns and issues that have been raised. A further meeting of the Advisory Group will be held and I am working towards a decision in relation to the examinations being made as soon as reasonably practicable.
Departmental Programmes
Ceisteanna (453)
Michael Creed
Ceist:453. Deputy Michael Creed asked the Minister for Education the details of the operation of the ADAPT building programme of her Department; the way it operates in respect of taking projects from approval in principle to the construction stage; and if she will make a statement on the matter. [4239/22]
Amharc ar fhreagraFreagraí scríofa
The ADAPT programme is an innovative approach to project and programme delivery introduced by the Department in 2016. It uses a professional external Project Manager to coordinate and drive a programme of projects and to manage the respective design teams on each project.
The ADAPT programme seeks to accelerate the delivery of the respective projects through the stages of architectural planning and tendering. It is also intended, through the use of the external Project Manager, to alleviate the burden on school Principals and Boards of Management in the delivery of major school building projects.
Dependent on type and complexity, projects on the ADAPT Programme are expected to take approximately between 19 and 36 months to get from Design Team appointment up to, but not including, Construction Stage including all associated Stakeholder approvals. The construction period will vary depending on the scale, nature and complexity for each project.
School Funding
Ceisteanna (454)
Michael McNamara
Ceist:454. Deputy Michael McNamara asked the Minister for Education the position regarding an application for grant aid for major capital works by a school (details supplied) in County Clare; and if she will make a statement on the matter. [4253/22]
Amharc ar fhreagraFreagraí scríofa
I wish to confirm to the Deputy, that an application for Major Capital Funding, has been received from the school in question.
As the Deputy may be aware, the National Development Plan 2021-2030 which was published on 4th Oct 2021, provides capital funding of over €4.4bn for investment in school infrastructure during the period 2021 to 2025.
The key drivers of the education sector capital programme in the short term will continue to be demographic change, alignment with housing provision and national planning at school planning area level. The Department has a large pipeline of projects for delivery under the school building programme. The main elements of this pipeline currently involves in excess of 1200 projects for delivery under the Department’s Large Scale and Additional Accommodation Scheme.
The Capital Programme details the school projects that are being progressed under Project Ireland 2040. I wish to advise the Deputy that the current status of large-scale projects being delivered under project Ireland 2040, may be viewed on my Department's website at www.gov.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
The Capital Programme also provides for devolved funding for additional classrooms, including accommodation for pupils with special educational needs, if required, for schools where an immediate enrolment need has been identified or where an additional teacher has been appointed.
My Department is also in receipt of an application for funding under the Additional Schools Accommodation (ASA) scheme from the school in question. Officials from my Department have corresponded with the school authority and on receipt of their response the application will be progressed and the decision will issue to the school authority directly.
Question No. 455 answered with Question No. 449.
State Examinations
Ceisteanna (456)
Jennifer Murnane O'Connor
Ceist:456. Deputy Jennifer Murnane O'Connor asked the Minister for Education if a student with epilepsy that experiences a medical emergency such as a seizure immediately before or during a leaving certificate exam and is unable to complete the exam, will be given the opportunity to resit that exam within the same exam cycle or before such a time that CAO offers issue; if she accepts such a provision that has been introduced in recent years for students that experience a bereavement during their exams or test positive for Covid 19; and if she will make a statement on the matter. [4275/22]
Amharc ar fhreagraFreagraí scríofa
The State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
Legislative Reviews
Ceisteanna (457)
Jim O'Callaghan
Ceist:457. Deputy Jim O'Callaghan asked the Minister for Education when the review of the Education for Persons with Special Educational Needs Act 2004 will commence; the person or body to which interested parties can make submissions; and if she will make a statement on the matter. [4286/22]
Amharc ar fhreagraFreagraí scríofa
As announced in December 2021, I have sought a review of the Education for Persons with Special Educational Needs Act, 2004, which provides for the education of children aged under 18 years with special educational needs. The EPSEN Act 2004, is now in place for more than 17 years and there have been many significant changes and developments to policy relating to the education of children with special needs in that time.
The purpose of the review is to ensure that legislation on education for students with additional needs is up-to-date, fully operational, and reflective of the lived experiences of students and families.
Initial steps have been taken by my Department in relation to this important review of legislation. Establishment of a Steering Group and Advisory Group to oversee the process is due to commence in the coming weeks. Open collaboration and consultation will be at the heart of the review and all stakeholders will be invited to engage with the process.
There will be a formal consultation process as early as possible in this review and input at all stages from the Advisory Group, which will include representatives of key stakeholders, including parent and advocacy groups. Details shall be communicated as soon as possible in relation to these various stages of consultation and how submissions can be raised. It is envisaged that the full review will be completed by early 2023.
Special Educational Needs
Ceisteanna (458)
Jim O'Callaghan
Ceist:458. Deputy Jim O'Callaghan asked the Minister for Education the basis upon which the four autistic spectrum disorder classrooms designated for a new school (details supplied) are all to be based in the junior school rather than split evenly between the junior and senior school; and if she will make a statement on the matter. [4287/22]
Amharc ar fhreagraFreagraí scríofa
The school referred to by the Deputy is not designated as a Junior School and Senior School. The location of the SEN Unit will be determined as part of the design process for the new school extension.
Special Educational Needs
Ceisteanna (459, 460)
Colm Burke
Ceist:459. Deputy Colm Burke asked the Minister for Education if additional ASD secondary school places will be made available for pupils with ASD and mild or moderate intellectual disabilities in the northside of Cork city; and if she will make a statement on the matter. [4300/22]
Amharc ar fhreagraColm Burke
Ceist:460. Deputy Colm Burke asked the Minister for Education if additional secondary school ASD places in secondary schools will be made available for pupils attending a school (details supplied) due to the needs of pupils for more spaces; and if she will make a statement on the matter. [4301/22]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 459 and 460 together.
Enabling children with special educational needs to receive an education is a priority for this Government. I fully recognise that where parents have difficulties in securing an appropriate school placement for their child, particularly a child with special educational needs, it can be a stressful experience. My Department is working hard to ensure that there are sufficient school places, appropriate to the needs of all children, available on a timely basis nationwide.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs and my Department works in close collaboration with the NCSE to ensure that the necessary provision is available. There are Special Educational Needs Organisers (SENOs) located across the country and they have a specific remit in helping and supporting parents in accessing the education necessary for their children, including in identifying suitable school placements.
The policy approach of the Department is that children with additional needs should receive their education in placements which are appropriate to their needs alongside their peers wherever possible unless such an approach would be inconsistent with the best interests of the individual child or other children in the school. This approach is consistent with the provisions of the Education for Persons with Special Educational Needs (EPSEN) Act 2004.
This policy is supported by significant investment by this Government. This year, my Department will spend in excess of €2 billion, or over 25% of the Department’s budget on providing additional teaching and care supports for children with special educational needs. This includes funding for a wide range of schemes and supports including special classes, special school places, SNAs and teachers.
Only where it has been assessed that the child is unable to be supported in mainstream education, are special class placements or special school placements recommended and provided for.
Recognising some of the difficulties experienced by parents in securing appropriate school placements, my Department and the NCSE have worked closely on a more streamlined and joined up planning process which has ensured a targeted approach to meet demand for special education placements ahead of each new school year. This intensive intervention has seen an additional 301 special classes already opened nationwide for the 2021/22 school year.
There is currently a network of 357 special classes in Cork, including Cork City, of which 309 are special classes for children with autism. Of the 309 special classes for children with autism, 228 are at primary level including 21 Early Intervention classes and 81 are at post primary level. A total of 45 new ASD special classes were established in Cork for the 2021/2022 school year.
Additional special school places have been created by the establishment of the new Carrigaline Community Special School and a planned increase in places in existing special schools for September next. The NCSE continues to work with special schools in Cork to increase the number of available places.
My Department is committed, through the NCSE and network of local SENOs, to continue to work with parents and schools to ensure that there are sufficient appropriate places for children with additional needs and to support all children to achieve their potential.
I can assure the Deputy that the local SENOs remain available to assist and advise parents. Parents may contact SENOs directly using the contact details available at: https://ncse.ie/regional-services-contact-list .
Question No. 460 answered with Question No. 459.
Departmental Schemes
Ceisteanna (461)
Pa Daly
Ceist:461. Deputy Pa Daly asked the Minister for Education if the ex-gratia scheme for former pupils of a school (details supplied) is to be extended to include former boarders. [4380/22]
Amharc ar fhreagraFreagraí scríofa
A revised ex gratia scheme to implement the European Court of Human Rights (ECtHR) judgment in O'Keeffe v Ireland, which concerned sexual abuse in day schools, is now open for applications. The Scheme, which was developed in consultation with the Office of the Attorney General, provides for ex gratia payments to be made to those who qualify to apply for the Scheme and who satisfy the criteria as set out in the Terms of Scheme. To qualify for a payment, an applicant must demonstrate that the facts of their case come within the parameters of the ECtHR judgment and, in particular, will have to satisfy the following criteria –
- Were sexually abused while a pupil at a recognised day school and that this occurred before November 1991 in respect of a primary school or June 1992 in respect of a post-primary school
- That had the Guidelines for Procedures for Dealing with Allegations or Suspicions of Child Abuse, Department of Education 1991/1992 been in place at the time the sexual abuse occurred there would have been a real prospect of altering the outcome or mitigating the harm suffered as a result
Under the Terms of Scheme, a recognised school is defined as a school that is recognised under section 10 of the Education Act 1998, as amended.
Ireland is committed to fulfilling its obligations in implementing the ECtHR ruling. This means that the revised scheme is designed first and foremost to provide a remedy to those who had issued and discontinued their proceedings against the State in respect of day school sexual abuse prior to the ECtHR ruling in O'Keeffe v Ireland and who did not receive a payment under the 2015 Scheme. However, the revised scheme goes beyond that group in that all others who issued legal proceedings against the State at a later date and up to 1 July 2021 in respect of day school sexual abuse, whether these proceedings are still in being, were discontinued at any point, or who had settled with the State, may also apply for an award.
As well as broadening the scope of the Scheme, the type and nature of evidence that will be considered by the State Claims Agency in respect of individual applications (and as set out in the Terms of Scheme) broadens the means through which an applicant can demonstrate that they fall within the terms of the ECtHR judgment.
Full details in respect of the scheme are available at www.gov.ie/en/service/90a42-revised-ex-gratia-scheme/. Contact details for my Department for those wishing to apply for the scheme and who require any further documentation are also povided.
Special Educational Needs
Ceisteanna (462, 464)
Ruairí Ó Murchú
Ceist:462. Deputy Ruairí Ó Murchú asked the Minister for Education her plans for reviewing the minimum qualification for special needs assistants; and if she will make a statement on the matter. [4386/22]
Amharc ar fhreagraRuairí Ó Murchú
Ceist:464. Deputy Ruairí Ó Murchú asked the Minister for Education her engagements regarding a special needs assistants national training programme; and if she will make a statement on the matter. [4388/22]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 462 and 464 together.
Special 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 including referencing 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. The new first national training course for SNAs provided by UCD now in place 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 is fully funded by the Department and delivered at no cost to the SNA.
This is the first national training programme for SNAs employed in schools and is tailored to their needs. 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.
Raising the minimum qualification for appointment as a special needs assistant has been referred to the Workplace Relations Commission and the Department has been engaging in that process.
The recruitment and appointment of Special Needs Assistants is a matter for the individual school authority and the Department's circular 36/2020 and 51/2019 sets out the current educational requirements for appointment as a Special Needs Assistant (SNA). In addition, the actual requirements for a post will vary depending on the specific needs of the children and the school to which the SNA is to be appointed. The Department does not believe that the existing minimum qualifications has impacted on the calibre of person appointed and it is also the case that people with experience and/or higher qualifications than the minimum are often the successful candidate in competitions held by schools.
However, having considered the claim and, in particular, the period of time since they were set, the Department is open to reviewing the position. However, the Department is not yet in a position to indicate when that review might take place but is of the view that the forthcoming review of the SNA contract proposed as part of the Building Momentum national pay agreement should be carried out and implemented first.
Workplace Relations Commission
Ceisteanna (463)
Ruairí Ó Murchú
Ceist:463. Deputy Ruairí Ó Murchú asked the Minister for Education the expected timeframe for the conclusion of a process (details supplied); and if she will make a statement on the matter. [4387/22]
Amharc ar fhreagraFreagraí scríofa
Special 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 including 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 complex needs of some students would also be provided.
The recruitment and appointment of Special Needs Assistants (SNA) is a matter for each individual school authority. In addition, the actual requirements for a post will vary depending on the specific needs of the children and the school to which the SNA is to be appointed. My Department does not believe that the existing minimum qualifications has impacted on the calibre of person appointed and it is also the case that people with experience and/or higher qualifications than the minimum are often the successful candidate in competitions held by schools.
Raising the minimum qualification for appointment as an SNA has been raised by Fórsa with my Department and has been referred to the Workplace Relations Commission conciliation process. My Department has engaged in that process and having considered the claim and, in particular, the period of time since they were set, my Department is open to reviewing the entry requirements for SNAs. My Department has also agreed to a review of the SNA contract as part of the Building Momentum national pay agreement. My Department is prioritising the contract review and this will be followed by a review of the entry qualifications.
It is open to either party to seek a return to the conciliation process at any time on the qualifications matter.
Question No. 464 answered with Question No. 462.
Question No. 465 answered with Question No. 104.
Special Educational Needs
Ceisteanna (466)
Michael Ring
Ceist:466. Deputy Michael Ring asked the Minister for Education if her Department is strongly considering the proposals raised in a campaign (details supplied); if the entry level qualifications will be reviewed; when she expects to make a decision regarding same; and if she will make a statement on the matter. [4424/22]
Amharc ar fhreagraFreagraí scríofa
Special 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 including referencing 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. The new first national training course for SNAs provided by UCD now in place 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 is fully funded by the Department and delivered at no cost to the SNA.
This is the first national training programme for SNAs employed in schools and is tailored to their needs. 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.
Raising the minimum qualification for appointment as a special needs assistant has been referred to the Workplace Relations Commission and the Department has been engaging in that process.
The recruitment and appointment of Special Needs Assistants is a matter for the individual school authority and the Department's circular 36/2020 and 51/2019 sets out the current educational requirements for appointment as a Special Needs Assistant (SNA). In addition, the actual requirements for a post will vary depending on the specific needs of the children and the school to which the SNA is to be appointed. The Department does not believe that the existing minimum qualifications has impacted on the calibre of person appointed and it is also the case that people with experience and/or higher qualifications than the minimum are often the successful candidate in competitions held by schools.
However, having considered the claim and, in particular, the period of time since they were set, the Department is open to reviewing the position. However, the Department is not yet in a position to indicate when that review might take place but is of the view that the forthcoming review of the SNA contract proposed as part of the Building Momentum national pay agreement should be carried out and implemented first.
Education Policy
Ceisteanna (467)
Cian O'Callaghan
Ceist:467. Deputy Cian O'Callaghan asked the Minister for Education her plans to provide quality learning opportunities to non-religious students in schools with a religious ethos when they opt not to participate in religious education; and if she will make a statement on the matter. [4431/22]
Amharc ar fhreagraFreagraí scríofa
Under Article 44 of the Constitution and in accordance with Section 30 of the Education Act, 1998, parents have a right to have their children opt out of religious instruction classes if they so wish. It is expected that this right will be upheld by schools on foot of a parental request.
Under the provisions of the Education (Admission to Schools) Act 2018, where schools provide religious instruction, they must clearly set out in their admission policies the school’s arrangements for students, where the parent or in the case of a student who has reached the age of 18 years, the student, has requested that the student attend the school without attending religious instruction in the school.
The manner in which any school ensures that the right to opt out of religion classes is upheld is a matter for the school concerned. Each individual school must determine the particular arrangements which are most appropriate in its individual circumstances having regard to local issues such as available space, supervision requirements and how the school concerned organises classes etc.
Covid-19 Pandemic
Ceisteanna (468)
Jennifer Whitmore
Ceist:468. Deputy Jennifer Whitmore asked the Minister for Education when she anticipates that schools will see a corresponding easing of measures that have been put in place over the course of the Covid-19 pandemic; and if she will make a statement on the matter. [4444/22]
Amharc ar fhreagraFreagraí scríofa
My Department has always been guided by public health advice in relation to appropriate COVID-19 infection prevention and control measures in place in schools. Public Health continue to advise that the two most important actions to prevent the introduction and spread of Covid-19 (and other respiratory viruses), is by ensuring no-one with new onset symptoms attend school, and that all recommended infection prevention and control measures are in place in line with school Covid-19 response plans.
Public Health have also confirmed that there is no change to infection prevention and control measures in place in schools at this time, but that they will be reviewed by mid-term in February. The infection prevention and control measures in place in schools have worked very effectively to prevent and control Covid-19 in schools.
Covid-19 Pandemic
Ceisteanna (469)
Johnny Mythen
Ceist:469. Deputy Johnny Mythen asked the Minister for Education if her Department has a central monitoring system to collect data on teacher absences due to Covid-19; if so, the number of teachers that were recorded absent in 2020, 2021 and to date in 2022; and if she will make a statement on the matter. [4475/22]
Amharc ar fhreagraFreagraí scríofa
My Department has a centralised system, known as the Online Claims System (OLCS) which records absences, including COVID-19 related absences for teachers and non-teaching staff who are employed in recognised primary, secondary and, community and comprehensive schools. Absences for teachers employed in ETB schools are not recorded on the OLCS, as they have their own separate payroll systems.
For teachers paid on my Department’s Payroll system, COVID-19 related leave is recorded under 4 leave categories on the OLCS, as follows:-
1. Self-Isolation: Special Leave With Pay is granted where a teacher who is displaying COVID-19 symptoms has been advised to self-isolate.
2. Diagnosis: Special Leave With Pay is granted where a teacher has received a positive COVID-19 test (PCR or antigen depending on age, based on current HSE advice).
3. Restricted Movement: Teacher who is required to restrict their movements, in line with HSE advice, is facilitated to work from home.
4. Very High Risk: Teacher who is categorised by the Occupational Health Service as ‘Very High Risk’ of serious illness from contracting COVID-19, is facilitated to work from home.
The information requested by the Deputy in relation to the number of teachers absent on COVID-19 related leave in respect of 2020 and 2021 is attached. Similar data for 2022 is not yet available in my Department.
Covid-19 Related Leave Totals (excludes ETBs)
|
- |
Year |
|
|
Employee Type |
2020 |
2021 |
|
Primary Teacher |
9,967 |
26,522 |
|
Post Primary Teacher |
4,454 |
10,424 |
|
Total |
14,421 |
36,946 |