Written Answers Nos. 295-309
295. Deputy Aodhán Ó Ríordáin asked the Minister for Education the number of State-funded primary schools that are complaint with the World Wide Web Consortium (W3C) WCAG 2.1 standards as is mandatory for mobile applications and websites under European Union and Irish legislation. [10562/22]
Amharc ar fhreagra296. Deputy Aodhán Ó Ríordáin asked the Minister for Education the number of State-funded post-primary schools that are complaint with the World Wide Web Consortium (W3C) WCAG 2.1 standards as is mandatory for mobile applications and websites under European Union and Irish legislation. [10563/22]
Amharc ar fhreagraI propose to take Questions Nos. 295 and 296 together.
Decisions regarding the use and deployment of digital technology in schools is a matter for the Board of Management of each school. The Board of Management of a school, under the Education Act 1998, has responsibility for the direct governance of a school, including developing policies on issues including accessibility and technology deployment. Schools are best placed to determine the most appropriate solution to adopt in terms of supporting the learning needs of their students based on school's own context and circumstances, and in accordance with their Digital Learning Plan.
In that context, my Department does not track or collect specific data on the commercially available apps in use by schools. Advice and support for schools regarding deployment of digital technologies, digital learning planning and related issues, is provided by the Department support service, the Professional Development Service for Teachers Technology in Education (PDST TiE).
My Department will work to provide advice and support to schools to enable them to adhere to these requirements and the Department will work with the National Disability Authority, the body with responsibility for the implementation of S.I. No. 358/2020 - European Union (Accessibility of Websites and Mobile Applications of Public Sector Bodies) Regulations 2020 (including W3C WCAG 2.1 Standards) to develop appropriate information for schools.
297. Deputy Johnny Guirke asked the Minister for Education if she will establish an expert review group to examine the minimum essential qualifications for SNAs and issue appropriate recommendations; if a commitment will be given to implementing these recommendations; and if she will make a statement on the matter. [10569/22]
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 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 policy advice has been considered by my Department. It was decided that priority would 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 first national training programme for SNAs is now in place and it 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 my Department and delivered at no cost to the SNA.
As this is the first programme, it is appropriate to take the time to review outcomes and this 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 raised by the FORSA union and has been referred to the Workplace Relations Commission. My Department is engaging in that process.
The recruitment and appointment of Special Needs Assistants 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.
However, having considered the claim and, in particular, the period of time since they were set, my Department is open to reviewing the position. My Department has also agreed to a review of the SNA contract which was agreed as part of the Building Momentum national pay agreement. My Department is of the view that the forthcoming review of the SNA contract should be carried out and implemented first.
I am satisfied that the approach outlined fully recognises the important place of SNAs in our schools. The forthcoming review of the SNA contract along with the new training programme for SNAs that is now in place will help to enhance the experience of children with special needs in our schools.
298. Deputy Carol Nolan asked the Minister for Education the number of engagements, including online meetings, webinars, briefings and in-person meetings she or officials from her Department have had with the National Women’s Council of Ireland from 1 January 2019 to date; and if she will make a statement on the matter. [10573/22]
Amharc ar fhreagraThe NWCI have not requested a meeting or briefing through my office . As far as I know none of my officials have met with the group directly.
299. Deputy Bernard J. Durkan asked the Minister for Education the progress that has been made to date in the provision of a new primary school (details supplied); when the school will commence enrolment; and if she will make a statement on the matter. [10590/22]
Amharc ar fhreagraI am pleased to inform the Deputy that the school to which he refers is one of 18 schools recently added to the programme of school building projects that have been devolved for delivery to the National Development Finance Agency (NDFA) under its Devolved Schools Building Programme 2. The project for the school in question provides for the construction of a 32-classroom new school building on a new site including a 4-classroom special education needs base.
The school is currently accommodated in an existing school building and the project that has recently been approved provides for the increase of enrolments for the school as outlined. The NDFA will commence the process of appointing a project management and design team shortly for the project which is being progressed with projects for five other schools as one bundle entitled Project Lee.
300. Deputy Cathal Crowe asked the Minister for Education the detailed reasons that a school (details supplied) recently had an application for a new SNA post refused by the National Council for Special Education; and if she will make a statement on the matter. [10598/22]
Amharc ar fhreagraThe NCSE has responsibility for planning and coordinating school supports for children with special educational needs including the allocation of SNAs and reviews.
The Special Needs Assistant (SNA) scheme is designed to provide schools with additional adult support staff who can assist children with special educational needs who also have additional and significant care needs. Such support is provided in order to facilitate the attendance of those pupils at school and also to minimise disruption to class or teaching time for the pupils concerned, or for their peers, and with a view to developing their independent living skills.
SNAs are not allocated to individual children but to schools as a school based resource. The deployment of SNAs within schools is a matter for the individual Principal/Board of Management of the school. SNAs should be deployed by the school in a manner which best meets the care support requirements of the children enrolled in the school for whom SNA support has been allocated.
It is a matter for schools to allocate support as required, and on the basis of individual need, which allows schools flexibility in how the SNA support is utilised.
In light of the disruption caused by the Covid-19 pandemic, the introduction of the new Frontloaded Allocation Model for SNAs for students in mainstream classes in primary and post -primary schools is to be deferred for a further year to the beginning of the 2022/23 school year.
In order to minimise disruption for schools, in the current circumstances, and to provide for continuity of allocations the following arrangements for the allocation of Special Needs Assistants for mainstream classes for the 2021/22 school year:
- Existing mainstream class SNA allocations in schools on 30 April 2021 will be maintained and will automatically rollover into the 2021/22 school year.
- No school will therefore receive an allocation less than that which they had on 30 April 2021.
- SNAs currently in mainstream settings can continue in post for the next school year in the normal way.
- Priority consideration will now be given by the NCSE to applications for increased support for the 2021/22 school year, in particular, applications from schools with no SNAs and developing schools will be orioritised. Determinations will be made before 30 June. Other applications will be processed in order of date received.
- As in previous years, where circumstances change during the course of the 2021/22 school year that materially increase the level of care need in a school to the extent that the school can clearly demonstrate that it cannot be met within the existing SNA allocation, the school may apply to the NCSE for a review. Detailed information on the NCSE exceptional review process is published on the NCSE website, ncse.ie/for-schools
The NCSE have published the SNA allocations on their website www.ncse.ie.
SNA allocations for special classes and special schools are not affected by this arrangement.
Circular 0029/2021 has been published and advises schools of the arrangements for the allocation of SNAs for the 2021/22 school year.
Provisions set out in Circular 0030/2020 has been extended for the 2021/22 school year.
Circulars 29/2021 and 30/2020 are available on the Gov.ie website. www.gov.ie/en/circulars/?organisation=department-of-education
My Department does not have a role in making individual school determinations. Accordingly your correspondence has been forwarded to the NCSE for direct reply.
301. Deputy Brendan Griffin asked the Minister for Education if she will provide clarification on a matter (details supplied) on the extension of an allowance; and if she will make a statement on the matter. [10603/22]
Amharc ar fhreagraAt the outset, I want to acknowledge the key role played by student teachers in supporting our schools throughout the Covid-19 pandemic, particularly in providing substitution cover. This support was vitally important to ensure that our schools remained open for pupils.
In this regard, the Deputy will be aware that a framework for adapted School Placement arrangements was developed by the Department of Education and the Teaching Council, together with the relevant Initial Teacher Education (ITE) providers, in order to ensure that student teachers at primary level could continue to support schools during periods of planned school placement from the beginning of January up to the February mid-term break. During this period, student teachers continued to be located in their host school for school placement, but were also available to support other schools where required.
The Education Stakeholders, including the Department of Education, HEIs providing initial teacher education (ITE) and the Teaching Council, have continued to work together to maintain the integrity of the students’ ITE experiences and support students in satisfactorily completing their ITE programmes.
The adapted School Placement arrangements were an exceptional measure introduced as part of a suite of measures to support schools to minimise the risk associated with COVID-19 and in light of the prevalence of the Omicron variant, with the understanding that these would be unwound as soon as possible. The Department understands that student teachers will now return to experiencing the more typical School Placement arrangements, and associated assessments, which are a critical part of their ITE programmes.
While the adapted School Placement arrangements are no longer in place, student teachers will, if they wish, still be able to support schools by providing substitution cover when they have availability outside of their ITE programme requirements.
302. Deputy Réada Cronin asked the Minister for Education if she will examine the situation in which female clerical officers in secondary schools who are part of the pension scheme are not entitled to entry to the spouse and children’s part of same (details supplied); and if she will make a statement on the matter. [10605/22]
Amharc ar fhreagraThe Comprehensive and Community Schools Widows’ and Children’s Contributory Pension scheme 1981 commenced with effect from 1st April 1982. At that time membership was limited to male members of the Contributory Pension scheme for full-time non-teaching employees serving on the staff of Community and Comprehensive schools.
While the terms of this scheme have not been updated to provide for the admission of female members they are permitted access to the scheme on the same basis as their male colleagues.
Queries in relation to access to the scheme can be forwarded to my Department by email at sdfinfo@education.gov.ie.
303. Deputy Réada Cronin asked the Minister for Education the way in which a child (details supplied) can get an appropriate school place; and if she will make a statement on the matter. [10606/22]
Amharc ar fhreagraEnabling children with special educational needs to receive an education is a priority for this Government.
This year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing a wide range of schemes and supports for children with special educational needs. This includes additional teaching and care supports.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with additional needs nationwide. The NCSE, through the local Special Educational Needs Organiser (SENO), is available to support both families and schools regarding a suitable placement.
I can assure the Deputy that my Department is working in close collaboration with the NCSE to ensure that the necessary provision is put in place on a timely basis throughout the country.
As the query refers to an individual placement case, I will arrange to have it referred to the NCSE for their attention and direct reply.
304. Deputy Peter Burke asked the Minister for Education if there are funding streams available for professional development courses for teaching staff to support them and enable them to upskill. [10610/22]
Amharc ar fhreagraMy Department has a wide range of support structures in place across the primary and post primary sectors to enable teachers to meet the ever-evolving needs of the education sector and to support improvements in the quality of teaching and learning generally through 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). These support services and the national network of Education Support Centres provide a range of continuing professional development supports for schools and teachers.
My Department also funds the Teacher Fee Refund Scheme. This scheme is administered by Marino Institute of Education (MIE) on behalf of the Department and provides funding to serving teachers towards the cost of course participation and examination fees on successful completion of professional development courses that are directly relevant and of benefit to schools and that are subject to certification/award by an appropriate accreditation authority recognised by the Department.
Applications for funding under the Scheme are made retrospectively for a course undertaken during the previous academic year.
Following a review of the Teacher Fee Refund Scheme, in 2021 the Department announced that funding would be prioritised under the scheme for the following areas:
a. Upskilling for post primary teachers leading to registration with the Teaching Council in an additional subject, to support teacher supply at post-primary level
b. Inclusion and tackling disadvantage
c. Promoting well-being
d. Digital technologies in teaching, learning and assessment
e. Improving students’ literacy and numeracy
f. Curricular initiatives including pre-identified areas of systemic need endorsed by school management (identified in the annual circular relating to the period in which course/year of course is completed).
Recently published Circulars 0001/2022 and 0015/2021 relate to this Scheme.
305. Deputy Neasa Hourigan asked the Minister for Education the progress of a new building for a school (details supplied); and if she will make a statement on the matter. [10613/22]
Amharc ar fhreagraThe school to which the Deputy refers is currently out to tender and tenders are due back this week. The Design Team will prepare a Tender Report which will identify a recommended bidder. Subject to no issues arising, it is anticipated works could commence on site in Quarter 3 of 2022.
306. Deputy Richard O'Donoghue asked the Minister for Education if her attention has been drawn to the fact that private public partnership schools were not included for funding to assist with ventilation works which was issued through schools through a minor works grant recently; and if she will make a statement on the matter. [10622/22]
Amharc ar fhreagraThe delivery of PPP schools includes provision for facilities management services such as building maintenance. These are designed to maintain quality of service delivery over the service period, in most cases 25 years.
To fund these services the Department issues monthly unitary payments, as a result PPP schools are not eligible to apply for Emergency Works, Summer Works or the receipt of a Minor Works Grant.
Due to exceptional circumstances in 2020 PPP schools were granted a once off minor works grant. Circa €2.4 million issued to PPP schools to assist in their work on the full implementation of COVID-19 Response Plan. These works may have included, but were not limited to, reconfiguration of classroom space, re-purposing rooms to provide additional space, adapting storage facilities, purchasing furniture, altering desk layouts, adapting toilet areas, short term rental of additional space and so on. All of which would lie outside the prevailing building management service for PPP schools.
In December 2021 an enhanced minor works grant issued to eligible schools to enable them to address small-scale ventilation improvements. With regard to PPP school, items such as windows and vents fall under the prevailing building management service. As a result PPP schools did not automatically qualify for the enhanced minor works grant. However, it is accepted that some PPP schools may require works to improve ventilation outside the remit of the prevailing building management service and will therefore be considered for financial assistance on a case by case basis.
307. Deputy Richard O'Donoghue asked the Minister for Education her views on whether the transition year of secondary should be more class-based (details supplied); and if she will make a statement on the matter. [10623/22]
Amharc ar fhreagraTransition Year (TY) offers students a broad educational experience with a view to the attainment of increased maturity, before proceeding to further study and/or vocational preparation. It provides a bridge to help pupils make the transition from a highly-structured environment to one where they will take greater responsibility for their own learning and decision making. TY students participate in learning strategies which are active and experiential and which help them to develop a range of transferable critical thinking and creative problem-solving skills. Transition Year also provides an opportunity for students to reflect on and develop an awareness of the value of education and training in preparing them for the ever-changing demands of the adult world of work and relationships.
The National Council for Curriculum and Assessment (NCCA) provide guidance on TY via a handbook that is available on their Website: ncca.ie/en/senior-cycle/programmes-and-key-skills/transition-year/ However, the structure of TY programmes, including the balance between classroom and non-classroom based units, is a matter for individual schools.
As the Deputy will be aware, between 2016 and 2020 the NCCA undertook an extensive review of senior cycle programmes and vocational pathways. The NCCA’s Advisory Report on the Senior Cycle has been submitted to my Department for consideration.
The Advisory Report, which includes consideration of the TY Programme, maps out, in broad terms, an ambitious programme of work, which would enable the development and construction of the components that would make up a Framework for Senior Cycle and will involve further ongoing stakeholder engagement and consultation. Research published during the review by the Economic and Social Research Institute (ESRI) revealed that students, teachers and parents all viewed the TY programme as a positive feature of senior cycle, with the year perceived as enhancing maturity and personal development among students, providing them with a variety of learning experiences and allowing them to reflect on their pathways for the future.
I am currently focusing on what the implementation of the NCCA Report would involve and what we can do to best ensure the further evolution of Senior Cycle. My officials and I have been considering the Report carefully, with a view to delivering a Senior Cycle programme that meets the needs of the students of today and the future, and the Report will be published once those considerations are complete.
308. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais céard iad na hacmhainní airgid breise atá á gcur ar fáil in 2022 leis an mbeartas nua don Oideachas lán-Ghaeilge lasmuigh den Ghaeltacht a fhorbairt; agus an ndéanfaidh sí ráiteas ina thaobh. [10641/22]
Amharc ar fhreagraTá polasaí nua don oideachas lán-Ghaeilge lasmuigh de cheantair Ghaeltachta á fhorbairt ag mo Roinn faoi láthair. Is í aidhm an pholasaí nua seo ná creat a chur ar fáil chun oideachas lán-Ghaeilge ar ardchaighdeán a sholáthar lasmuigh de cheantair Ghaeltachta. Tá forbairt an pholasaí nua mar ghníomh tosaíochta chun cuspóirí na Straitéise 20 Bliain don Ghaeilge agus Chlár an Rialtais a bhaint amach chun soláthar oideachais don Ghaeilge a neartú.
Bunaíodh grúpa oibre ionrannach laistigh de mo Roinn in 2021 chun an obair thábhachtach seo a chur chun cinn. Beidh an grúpa oibre seo ag díriú ar phróiseas comhairliúcháin a fhorbairt chun rannpháirtíocht fhorleathan na bpáirtithe leasmhara a spreagadh chun bonn eolais a chur faoin bpróiseas forbartha polasaí. Tá sé i gceist freisin go ndéanfar athbhreithniú ar litríocht náisiúnta agus idirnáisiúnta trí phróiseas tairisceana.
Tá Grúpa Stiúrtha á bhunú freisin chun maoirseacht, treoir agus tacaíocht a chur ar fáil don phróiseas forbartha polasaí.
309. D'fhiafraigh Deputy Éamon Ó Cuív den Aire Oideachais cé mhéad airgid a caitheadh go sonrach ar chur i bhfeidhm an bheartais Oideachais Gaeltachta anuraidh; cé mhéad atá curtha ar fáil chuige seo i mbliana; agus an ndéanfaidh sí ráiteas ina thaobh. [10642/22]
Amharc ar fhreagraIs iad seo a leanas na buiséid bhliantúla do chur i bhfeidhm an Pholasaí don Oideachas Gaeltachta, ó seoladh é in 2017:
Tá meastachán iomlán de €6.7m curtha ar fáil ag mo Roinne don bhliain reatha do chur i bhfeidhm an Pholasaí in 2022.
|
Bliain |
Buiséad |
|
2017 |
€1m |
|
2018 |
€2.3m |
|
2019 |
€4.8m |
|
2020 |
€5.8m |
|
2021 |
€6.4m |
Annual budgets for the implementation of the Policy on Gaeltacht Education, since its launch in 2017 have been as follows.
|
Year |
Budget |
|
|
2017 |
€1m |
|
|
2018 |
€2.3m |
|
|
2019 |
€4.8m |
|
|
2020 |
€5.8m |
|
|
2021 |
€6.4m |
My Department’s estimates for the current year provide €6.7 million for the implementation of the Policy in 2022.
