Written Answers Nos. 121-140
122. Deputy Neasa Hourigan asked the Minister for Education the details of the oversight process on progressing the delivery and implementation of accessible infrastructure for disabled students such as lifts and ramps, once funding has been approved and contractors appointed, in order that schools are fully inclusive; and if she will make a statement on the matter. [4716/22]
Amharc ar fhreagraOn major school building projects, delivery of accessibility infrastructure, is provided by the appointed contractor, overseen by the Design Team in accordance with a Disability Access Certificate (DAC), a statutory approval, secured at an advanced stage of architectural planning.
Part M of the Building Control (Amendment) Regulations 2009 (S.I. 351 of 2009) prescribes the procedures to be followed in this regard.
In respect of projects devolved to school authorities for delivery, once the critical infrastructure referred to by the Deputy has been approved by the Department, in the context of the architectural planning process, oversight of the delivery and implementation of same is a matter for the relevant school authority and its design team.
In the case of existing schools the Emergency Works Scheme provides funding for accessibility to the building for students or teachers who are enrolling/employed in the school on the advice of the Individuals Occupational Therapist/Consultant and in line with the Department’s guidelines for accessibility.
123. Deputy Donnchadh Ó Laoghaire asked the Minister for Education the details of her long-term plans to ensure that canteen and physical infrastructure is provided to all schools nationally. [4823/22]
Amharc ar fhreagraMy Department has in place detailed design guidelines for primary and post-primary schools. These guidelines, which are available on my Department's web-site, currently provide for a standard range of servery and eating facilities in the design of new and refurbished schools. In Primary schools, a servery of 8.0m² in area is provided. At Post Primary level a kitchenette, 25m² in area, is provided off the General Purpose/Dining Area. These facilities are not intended to be full commercial type kitchens where food is prepared or cooked.
During the NDP period 2018-2020, there were 526 completed building projects under the Large-Scale Capital Programme and the Additional Accommodation Scheme, including 180 completed in 2020. Many of these projects would have included PE hall or GP room provision, with the associated servery of 8.0m² in the case of primary schools and a kitchenette area of 25m² in the case of post primary schools, though the detail requested by the Deputy is not readily available.
There are currently 377 schools (338 projects) listed on the Large Scale Capital Programme which would be expected to provide new PE halls at post-primary level (where none exist already) or GP halls at primary level (where none exist already). The related servery and kitchenette areas would also be provided.
In relation to physical infrastructure, as the Deputy is aware, the main focus of resources over the last decade and for the coming period is on the provision of additional capacity to cater for increasing demographics. The second half of the NDP (from 2023 onwards) will see an increasing focus on the upgrade and refurbishment of the existing school stock. This will include a PE Hall/GP Room build and modernisation programme to ensure that students in all schools have appropriate facilities to support PE provision.
Details of large-scale projects being delivered under the school building programme 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.
124. Deputy Richard Bruton asked the Minister for Education her strategy for integrating digital technology into teaching and learning in Ireland; and the structures that are in place to oversee the rapid adoption of same. [4619/22]
Amharc ar fhreagraThe Digital Strategy for Schools 2015-2020 sets out my Department’s current policy on the use of digital technologies in teaching, learning and assessment and promotes the embedding of digital technologies in teaching, learning and assessment so that the use of digital technology becomes a seamless part of the whole education experience.
Extensive supports, resources and advice for teachers and schools on the embedding of digital technologies are available through the Department’s support service, the Professional Development Service for Teachers (PDST) and its Technology in Education team at www.pdsttechnologyineducation.ie.
Key achievements under the strategy include
- The development and rollout of the Digital Learning Framework (DLF), associated planning guidelines and supporting resources
- The inclusion by Higher Education Institutes of Digital Skills as a core element of their initial teacher education programmes
- The Introduction of Computer Science as a Leaving Certificate Subject
- Over 23,000 high quality curriculum tagged digital resources available at www.scoilnet.ie. The resources can be used by teachers, students and parents to support online learning
- All new and revised curricular specifications include clear statements that focus on the development of digital learning skills and the use of digital technologies as a resource in achieving specific outcomes across the curriculum
- Extensive support and advice for teachers, parents and students on online safety available at www.webwise.ie.
- A broad range of professional learning opportunities including differentiated models of CPD, are available to teachers and school leaders to guide on the effective use digital technologies in teaching and learning practices.
It is worth noting that this has been facilitated by ICT infrastructure grants totaling €210m issued to schools to support the implementation of the Digital Strategy over its five-year timeframe.
A new Digital Strategy is currently in the final phases of development and will build on the progress made to date, under the previous strategy, to harness the capacity of digital technologies in education to enhance engagement and digital skills development for our young people during their education in primary and post-primary school.
126. Deputy Niamh Smyth asked the Minister for Education the strategy to prevent and tackle bullying in schools, including plans to engage with relevant stakeholders; and if she will make a statement on the matter. [4667/22]
Amharc ar fhreagraThe Action Plan on Bullying, which was published in 2013, sets out my Department's approach to tackling bullying in schools. These actions focus on support for schools, teacher training, research and awareness raising and aim to ensure that all forms of bullying, including cyberbullying, are addressed.
As part of the implementation of the Action Plan anti-bullying procedures for all primary and post primary schools, which include a specific reference to cyberbullying, were published at the beginning of the 2013/14 school year. The procedures are designed to give direction and guidance to school authorities and school personnel in preventing and tackling school-based bullying behaviour amongst its pupils and in dealing with any negative impact within school of bullying behaviour that occurs elsewhere. They include specific requirements in relation to the use of prevention and education strategies and the consistent investigation, follow up and recording of bullying behaviour.
My Department provides extensive training and curricular supports through the Social Personal Health Education (SPHE) curriculum The Professional Development Service for Teachers (PDST) and The Webwise Programme to assist schools in the development of policies and practices on the safe use of the internet and on the prevention of bullying including cyber-bullying.
On the 19th January I provided an update to Cabinet on the measures to tackle and prevent bullying in schools including progress in relation to anti-bullying work currently being delivered by my Department and the commencement of a review of both the 2013 Action Plan on Bullying and the 2013 Anti-bullying procedures for Primary and Post-Primary schools. This review will take account of developments and relevant research since the action plan and procedures were published in 2013 and will specifically consider areas such as cyber bullying, gender identity bullying and sexual harassment.
The review will also give detailed consideration to the recommendations contained in the Oireachtas Joint Committee Report on School Bullying and the Impact on Mental Health.
It will involve significant consultation and collaboration across my Department, with other Government Departments and Bodies including the Ombudsman for Children, and will also involve consultation with a broad range of education stakeholders, including parents and students.
The Steering Committee for the review consists of senior officials from within my Department, including the Inspectorate and the National Educational Psychological Service, the National Parents Council Primary, National Parents Council Post-Primary, Irish Second Level Students Union, the Department of Children, Equality, Disability, Integration and Youth, the National Anti-bullying Research Centre in DCU and other external experts and representatives of advocacy organisations.
128. Deputy Richard Bruton asked the Minister for Education if she will report on the arrangements for the 2022 leaving certificate; and if planning is now being put in place to integrate modules of continuous assessment into the programme of those that will sit the exam in 2023. [4618/22]
Amharc ar fhreagraIn recent weeks, I have attended a meeting with the Advisory Group on State Examinations, which has representatives of students, parents, teachers, school managerial bodies, the further and higher education sector, and the State Examinations Commission. Following on from this meeting, I met with the members of the advisory group on a bilateral basis and also had further engagement with each of them thereafter. I have listened carefully to what each of these stakeholders has had to say and examined each of their points.
Following consideration of this matter by Government today, I announced the decision: to operate an examinations approach for Leaving Certificate in 2022, with significant further adjustments to the examinations; and to provide students with a commitment that the overall results of Leaving Certificate 2022 will not be lower than in 2021. As the Deputy may be aware, it would not have been possible to run Accredited Grades in the same manner as last year, as Junior Cycle data was unavailable for 25% of our students.
The further extensive changes I have announced to the examination papers, over and above those announced in August 2021, mean that candidates: have greater choice in the papers; have less questions to answer; and still have the same amount of time as in a normal year to complete the examination. For example, in mathematics on each paper, instead of having to answer all ten questions, candidates will only have to answer six.
This is in addition to previously announced changes, such as the running of the Leaving Certificate Oral Examinations and Music Practical over the first week of the Easter Break.
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.
I have also confirmed that Junior Cycle examinations will take place this summer. Adjustments to the assessment arrangements for Junior Cycle were published in August 2021 and provide for more teaching time in schools. They include a reduction in the number of Classroom Based Assessments to be completed, the removal of the requirement to complete Assessment Tasks, and adjustments to the requirements in coursework and practical performance tests.
I believe that the decision announced will provide Leaving Certificate students of 2022 with an opportunity for their learning and attainment at the end of their post-primary education to be assessed, and will enable them to progress to the next stage of their lives. It also provides the certainty and clarity in this matter that had been requested by schools and parents.
Planning for the 2023 examinations starts immediately after the 2022 examinations. I will be considering with the State Examinations Commission the issue of the marking and grading arrangements for 2023 at that stage.
129. Deputy Steven Matthews asked the Minister for Education the position regarding a site (details supplied); and if she will make a statement on the matter. [4684/22]
Amharc ar fhreagraI wish to advise the Deputy that my Department has initiated a site identification and assessment exercise for a 1,000 pupil post primary school in the area in question and its environs. While a site acquisition process is underway and, given the commercial sensitivities associated with land acquisitions generally, I am not in a position to comment further at this time
A similar exercise was undertaken a number of years ago which proved unsuccessful and the current exercise will establish if the situation has changed in the intervening period.
In the meantime, refurbishment works have been undertaken in the school's interim accommodation to provide further capacity for the school.
130. Deputy Joan Collins asked the Minister for Education when a school (details supplied) will have access to therapists. [4130/22]
Amharc ar fhreagraIn general, speech and language and occupational therapy supports in schools are provided by the HSE. My Department provides a range of specialist education, psychological and care supports for schools in line with the needs of each school.
As the Deputy is aware my Department opened the school in question this year in recognition of the significant demand for special school places in the local area. The establishment and opening of the school helped to ensure that children who required a special school place could access one, with priority in admissions given to those students who did not have a special school place previously.
The ground floor areas were completely renovated to provide classrooms with associated Assisted Use WCs and Quiet Spaces, staff and admin areas and support spaces to enable the school start up in September 2021. The layout was developed by the Department in consultation with the school and is based on optimising the space available. A sensory room has been provided as part of the extensive development undertaken at the school and external secure play area was also provided.
Special schools generally cater for children with the most complex needs. Accordingly, these schools have enhanced staffing levels with greatly reduced pupil/teacher and SNA staffing allocations.
On an ongoing basis, special schools also have access to the National Council for Special Education (NCSE) advisory support service which advises on children with the most complex needs, including behavioural needs.
Special schools in a start-up situation are targeted for specific support. Care is taken in the planning of these schools and the provision of specialist training and support. A bespoke package of CPD and professional learning for the staff of this new school is currently taking place with inputs from my Department, the National Educational Psychological Service (NEPS) and the relevant agencies including the NCSE. This school will also continue to be supported by NEPS.
I can assure the Deputy that my Department and the NCSE will continue to prioritise this school for support.
131. Deputy Michael Creed asked the Minister for Education if she will provide a progress report on her most recent efforts to provide certainty regarding enrolment in September 2022 for ASD pupils at a school (details supplied) in County Cork; the position regarding acquisition of a site for the school; and if she will make a statement on the matter. [4660/22]
Amharc ar fhreagraI would like to assure the Deputy that the provision of accommodation for pupils with special education needs is a priority for my Department and my officials are aware of the pressing requirement for the provision of post primary classes for pupils with special education needs in the area to which the Deputy refers.
My Department is considering all options for the school in question for its September 2022 interim accommodation, including SEN provision, and will keep the school authority and its patron updated in this regard.
In respect of the permanent accommodation solution for the school in question, my Department continues to engage with officials in the relevant local authority in relation to the identification and acquisition of a suitable site.
A potential suitable site has been identified in conjunction with the Local Authority and my Department is currently exploring all options available to it to obtain possession of this site.
132. Deputy Claire Kerrane asked the Minister for Education the status of the work of the DEIS technical group; if DEIS status will be extended to additional schools in 2022 following the funding included in Budget 2022; and if she will make a statement on the matter. [4595/22]
Amharc ar fhreagraBudget 2022 has provided for an allocation of €18million for 2022 and €32million for 2023 to extend the DEIS programme to further schools with the highest levels of disadvantage. This represents an increase of over 20% in funding for the DEIS programme and will enable an expansion in 2022 to additional schools.
This package follows an extensive body of work which has been under taken by the DEIS technical group in relation to the development of a model to identify the concentrated levels of disadvantage of schools. The refined DEIS ID model is an objective, statistics based process, based on school enrolment data and data available from Census 2016 under the HP Deprivation Index. It is important to note that there is no application process for the DEIS programme and all schools will be considered under the refined DEIS model when it is applied.
In advance of the implementation of the refined DEIS identification model, there will be further engagement with relevant stakeholders. The purpose is to ensure that, as far as possible, the refined DEIS identification model can provide an objective and independent means of identifying schools serving high concentrations of pupils at risk of educational disadvantage and also to ensure there is a full understanding of the refined model and its potential application.
133. Deputy Aodhán Ó Ríordáin asked the Minister for Education the status of the roll-out of the free schoolbooks scheme as announced in Budget 2022. [4690/22]
Amharc ar fhreagraFunding of €20 million is being made available in 2022 so as to enable all schools to purchase books, audio books and other media for the purposes of improving their existing literacy resource banks. This funding is additional to that already given for the school books rental scheme and book grants to all recognised primary and post primary schools within the Free Education Scheme in order to alleviate the cost of school books for parents.
An announcement will be made in the coming weeks on when the grant monies will be paid to the schools.
134. Deputy Peadar Tóibín asked the Minister for Education the amount of funding set aside for HEPA filters for classrooms; the amount of funding drawn down to date; and the breakdown of the funding drawn down by county. [4721/22]
Amharc ar fhreagraManaging ventilation is just one of a suite of public health measures in place to keep our schools safe. Updated guidance for schools on Practical Steps for the Deployment of Good Ventilation Practices in Schools was provided at the end of May following the work of an expert group that carefully considered the role of ventilation in managing COVID-19. The updated guidance for schools is also fully in line with the most recent guidance on non-healthcare building ventilation during COVID-19, published by the Health Protection Surveillance Centre November 2021.
To provide additional support in the context of Covid-19 the payment of a minor works grant totalling €45m for primary schools and special schools, plus a once-off Covid-19 minor works funding of €17m for post-primary schools, was issued in December 2021. All recognised schools in the free scheme have received their grants, a table of funding by county is provided below.
Given that each school setting is different, individual schools are best placed to decide how best to use this funding to address their particular needs. Specialist advice/assistance of a Chartered Engineer or Registered Architect is an important source of support for schools. This will help ensure that appropriate solutions are being put in place to address ventilation issues including advice on whether a HEPA Air Cleaner Unit is required to deal with a poorly ventilated room. There is no one solution that fits all scenarios, each application requires bespoke analysis and selection of the appropriate unit(s) matched to the specific room size and volume.
Air cleaning devices are not a substitute for good ventilation but can be considered pending the completion of interventions/works where poor ventilation persists. This is line with the Expert Group recommendations. Air filtration does not negate the need for natural ventilation and opening windows as required. Furthermore Mike Ryan of the World Health Organization’s Health Emergencies Programme has advised that schools not rely solely on air filters.
In the case where a school has difficulty engaging a Chartered Engineer or Registered Architect the Department can assist, with a dedicated ventilation team available to support school principals in this regard. Schools that identify inadequate ventilation in a room can utilise their minor work grant or apply for emergency works grant assistance to address ventilation enhancements where the minor work grant does not cover the full cost of the works required.
To date 19 schools have applied for additional funding under the emergency works scheme to assist with ventilation. Of these, 12 have been approved, 2 were returned to the school to review the scope of the application, 2 were incorrectly classified as ventilation related and assessed separately, 2 were rejected as the application form was not fully completed and 1 is currently being assessed by a member of the Department’s technical team. None of the 12 approved identified a need for an air filter.
|
County |
Total (€) |
|
Carlow |
0.88m |
|
Cavan |
1.23m |
|
Clare |
1.75m |
|
Cork |
6.97m |
|
Donegal |
2.74m |
|
Dublin |
12.91m |
|
Galway |
4.04m |
|
Kerry |
2.30m |
|
Kildare |
2.58m |
|
Kilkenny |
1.46m |
|
Laois |
1.11m |
|
Leitrim |
0.56m |
|
Limerick |
2.56m |
|
Longford |
0.71m |
|
Louth |
1.63m |
|
Mayo |
2.41m |
|
Meath |
2.45m |
|
Monaghan |
1.00m |
|
Offaly |
1.14m |
|
Roscommon |
1.20m |
|
Sligo |
1.08m |
|
Tipperary |
2.58m |
|
Waterford |
1.52m |
|
Westmeath |
1.34m |
|
Wexford |
2.00m |
|
Wicklow |
1.85m |
|
Total |
62m |
135. Deputy Rose Conway-Walsh asked the Minister for Education if officials of her Department will engage with Bus Éireann in relation to an altered school bus route (details supplied); and if she will make a statement on the matter. [4647/22]
Amharc ar fhreagraSchool Transport is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 121,400 children, including over 15,500 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country at a cost of over €289m in 2021.
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.
Bus Éireann is responsible for the planning and timetabling of school transport routes and endeavours, within available resources, to ensure that each eligible child has a reasonable level of school transport service in the context of the Scheme nationally.
Following a review of the service mentioned by the Deputy, Bus Éireann have advised that it is currently tendering for a new service to facilitate revised arrangements on this service.
These pupils reside 2.6 km from home to their current pick up point and are currently receiving transport within guidelines to a pick up point as set out in the rules of the Post Primary School Transport scheme. Home pick-ups are not a feature of the School Transport Schemes.
If the family in question require any further information they can contact School Transport Section of my Department. Information in this regard is available on my Department's website www.education.ie.
136. Deputy Donnchadh Ó Laoghaire asked the Minister for Education her views on the difficulties that new and developing schools are facing in accessing special educational supports. [4819/22]
Amharc ar fhreagraA new model for allocating Special Education Teachers to mainstream schools was introduced from September 2017, based on the profiled needs of schools.
The allocations were updated for schools with effect from September 2019, with limited readjustments being applied for at that time.
The allocations have remained in place for the 2019/20, 2020/21 and 2021/22 school years, with some adjustments made over the course of the model for schools which achieved developing status, or successfully appealed on the grounds of exceptional circumstances arising in their schools. Allocations are also provided for new schools which open each year.
DES Circulars 007 and 008 2019, stated that the allocations being made for 2019 would initially remain in place for a minimum of two years, following which, revised profiled allocations would be considered for schools from September 2021.
The NCSE Policy advice ‘A Proposed new Model for Allocating Teaching Resources for Students with Special Educational Needs (2014)’ on which the SET allocation model is based, recommended that ‘the additional teaching supports be left in place initially for a two-year period. As the new model becomes embedded in the system, this may be extended to three years.’
In order to minimise disruption for schools, given the circumstances, and to provide for continuity of allocations, the Minister for Education and the Minister for Special Education and Inclusion agreed to maintain the existing Special Education Teacher Allocations for schools for the 2021/22 school year, with re profiled allocations now due to be made from September 2022.
Additional allocations will continue to be made for new schools, schools which achieve developing status, or for exceptional circumstances arising in schools, in the interim.
The criteria for qualification for mainstream school developing school posts will be set out in the Primary and Post Primary School Staffing Schedule for the 2022/23 school year.
Schools who qualify for additional mainstream developing school posts in accordance with these criteria also qualify for additional Special Education Teaching Allocations to take account of this developing status.
It is also acknowledged that there are some circumstances, which may arise in schools, which fall outside the allocations for developing school status.
These relate to exceptional or emergency circumstances which could not have been anticipated e.g. where the school profile changes very significantly, or where other exceptional circumstances have arisen in a school and which may require a review of schools capacity to provide additional teaching support for all pupils who need it in the school, or of their utilisation of their allocations.
A process is available where schools can seek a review of their allocations by the National Council for Special Education (NCSE), including the utilisation of their allocations, in circumstances where a school considers that very exceptional circumstances have arisen subsequent to the development of the profile.
If a school wishes to make an exceptional needs review, they may do so at the following link: ncse.ie/for-schools.
137. Deputy Dara Calleary asked the Minister for Education the additional supports that could be put in place to raise awareness of the European Union for primary and secondary school students; and if she will make a statement on the matter. [4670/22]
Amharc ar fhreagraI can advise the Deputy that awareness of the European Union is raised through teaching and learning around citizenship at every level from Early Years to post primary.
Aistear, the curriculum for Early Years is based on twelve principles for early learning and development, one of which is Citizenship. It promotes the concept of citizenship and social justice with children and respects them as young citizens. The concept of Citizenship and Global Citizenship is integrated into the primary SPHE curriculum.
Aspects of a number of curricula at Post-primary level would reference the European Union. Examples include: Junior Cycle CSPE, Business Studies, Visual Art and Leaving Certificate English, Agricultural Science, Geography and Politics and Society.
The framework for Junior Cycle includes “values what it means to be an active citizen, with rights and responsibilities in local and wider contexts” as one of its 24 Statements of Learning. Learning experiences associated with this Statement of Learning would result in students learning how government and politics work in Ireland and elsewhere, including Europe, enabling students to develop an understanding that as citizens we all have rights and responsibilities who can contribute to building a better world within their local communities and in the wider world.
The Leaving Certificate Politics and Society curriculum includes a strand on Power and Decision making at national and European level and another on Human Rights and Responsibilities in Europe and the wider world.
The Professional Development Support Services also help to raise awareness of the European Union through Continuous Professional Development (CPD), workshops, seminars etc provided to teachers in terms of the relevant curriculum areas. For example, teachers are supported in demonstrating an understanding of, and the links between: the EU, sovereignty, intergovernmentalism and supranationalism. The Support Services and teachers alike reference the European Union as a lens through which to examine a variety of the learning outcomes, topics and key concepts. Current and emerging topics such as Brexit, immigration, democratic representation, sustainability and the “othering” of parts of our community are all examined through the European Union. Scoilnet.ie, the Department’s portal for teachers and schools hosts many resources in relation to the European Union. Scoilnet also engages with the EU Commission office in Dublin to promote awareness of Ireland's engagement with the EU.
In addition to the raising of awareness through the curriculum and the supports provided to teachers, there are a number of programmes with which schools can engage with learning about the European Union.
The Blue Star programme, funded by the Department of Foreign Affairs and supported by the Department of Education, allows primary school pupils to learn about our rich European heritage, diverse European cultures and languages, and the importance of the European Union today. The programme involves teachers and pupils carrying out projects and creative activities related to the History, Geography, Culture and Institutions of the EU. In 2021 nearly 240 schools took part from all 26 counties. Over the last ten years, more than 1,000 schools have taken part in this programme, which is managed by European Movement Ireland.
At post primary level, the European Parliament office in Ireland runs the European Parliament Ambassador school programme (Ambassador School Programme | Youth Outreach | European Parliament Liaison Office in Ireland (europa.eu)) which aims to raise awareness about European Parliamentary democracy and European citizenship values.
Finally, the Career for EU Strategy, approved by the Government in May 2021, will also help raise awareness of the European Union. The existing EU Jobs campaign will be expanded, including increased promotion and outreach to second level students in Ireland, including native Irish speakers and those who speak another EU language in the home. It is expected that it will encourage EU career opportunities and promote the learning of European languages at second level in conjunction with the Department of Education’s Languages Connect Strategy.
138. Deputy Jennifer Murnane O'Connor asked the Minister for Education her plans to provide for students with a serious illness to resit the leaving certificate prior to the CAO results being released; and if she will make a statement on the matter. [4665/22]
Amharc ar fhreagraStudents who are unable to take their 2022 Leaving Certificate examinations in June due to serious illness, Covid-related illness based on public health advice at that time, or due to close family bereavement, will have access to an alternative sitting of the examinations.
The alternative set of examinations is intended to commence shortly following the first set of examinations. There will be strict eligibility criteria appplying to this alternative sitting, to be determined by the State Examinations Commission, having regard to the prevailing public health advice and with due regard for the principles of equity, fairness and integrity which govern all aspects of the examinations system.
The State Examinations Commission will issue further details regarding the 2022 examinations.
140. Deputy Michael Moynihan asked the Minister for Education her strategy to support students in an alternative education setting, including its regulation; and if she will make a statement on the matter. [4668/22]
Amharc ar fhreagraThe Education (Welfare) Act 2000 provides for the registration of children being educated, and assessment of education provision, in places other than recognised schools. The register is maintained by Tusla Alternative Education Assessment and Registration service.
With regard to alternative education in “out-of-school” services, these are generally a provision of education, for children who have become disengaged from, or are unable to complete, mainstream education. This provision is an alternative option within the education system, when all other supports, options and pathways have been tried and have not proved successful. My Department provides funding for a small number of alternative education settings which provide education for the small number of young people who do not complete mainstream education.
These settings vary in structure and design but provide an important service for a small cohort of students. Students are often referred to these settings from a range of sources including the Education Welfare Service. Under Action 88 of the DEIS Plan my Department has undertaken a review of out-of-school education provision. This review was carried out by a Working Group chaired by my Department and comprised of representatives from stakeholders including the Department of Children, Equality, Disability, Integration and Youth, Tusla, Solas, Education and Training Boards Ireland and the National Educational Psychological Service. This review has been informed through the use of questionnaires, submissions from stakeholders and a public consultation process, including consultation with students.
I expect to soon be in a position to publish the report of the review and it is envisaged that the report will inform future policy in this area.
