Written Answers Nos. 473-492
473. Deputy Thomas Pringle asked the Minister for Education when a reply to correspondence will issue to this Deputy in relation to Gaeltacht placements (details supplied); and if she will make a statement on the matter. [11230/22]
Amharc ar fhreagraThe Deputy will note that a reply to this correspondence issued last week, which was within the timeframe for written replies to correspondence which my Department strives to achieve, as set out in the Department of Education Customer Charter.
Under the Teaching Council Standards for initial teacher education (ITE) at primary, all student teachers must complete a 4 week Gaeltacht learning period (GLP) (2x 2 weeks) as part of their programme. This is compulsory in order to graduate. Due to the Covid-19 pandemic, the traditional Gaeltacht learning periods could not go ahead as planned and my Department and Teaching Council agreed that these could take place online. This ensured that there were no barriers to students completing their ITE programme and graduating as planned in 2020 and in 2021.
Both my Department and other key stakeholders expect that Irish language courses in the Gaeltacht for student teachers will be in a position to resume in the traditional manner this year.
While the primary responsibility for the overall administration of Gaeltacht-based Irish language courses rests with the relevant Gaeltacht college authorities – both the Department of Tourism, Culture, Arts, Gaeltacht, Sport and Media and my Department together play a key role in overall support of the sector. My Department will continue to keep this matter under review, taking account of the evolving public health guidance at all times and will continue to consult as necessary with stakeholders on the matter - including the Teaching Council, the Department of Tourism, Culture, Arts, Gaeltacht, Sport and Media, Higher Education Institutions and the representative body for the Gaeltacht Colleges.
474. Deputy Mairéad Farrell asked the Minister for Education if schools can continue to operate staggered breaktimes if a board of management agrees that such a decision is in the best interests of the school community; and if she will make a statement on the matter. [11325/22]
Amharc ar fhreagraOn 17th February 2022, NPHET reviewed the remaining public health measures including the infection prevention control measures and restrictions in school settings. The Government has accepted the recommendations of the NPHET to remove remaining restrictions relating to mask-wearing and physical distancing in schools with effect from Monday 28th February.
The Department has published updated guidance to schools providing for the continued use of infection prevention and control measures such hygiene and enhanced cleaning. The guidance also recognises that physical distancing measures has had an impact on teaching and learning and the normal socialising and mixing between classes and year groups. The guidance provides that physical distancing measures are no longer necessary, including for staggered drops offs or pickups or breaks.
475. Deputy Mick Barry asked the Minister for Education if she will establish an expert review group to examine the minimum essential qualification for special needs assistants; if so, if she will provide a commitment to implement the recommendations made by the expert group; and if she will make a statement on the matter. [11334/22]
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 the 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.
476. Deputy Cian O'Callaghan asked the Minister for Education if full-time staff refers to both SNAs and teachers in relation to the criteria for pay grades for school secretaries paid by her Department; if not, the reason; the steps she is taking to address same; and if she will make a statement on the matter. [11339/22]
Amharc ar fhreagraThe process referred to by the Deputy is outlined in a letter to school management bodies on 12 August 1998. The issue was part of the agreement on the pay and conditions of school secretaries, considered under Clause 2 (iii) of the Programme for Competitiveness and Work, and subsequent revisions of this agreement have been agreed through standard union engagement, most recently in 2020. Additional amendments to this agreement can only be achieved through engagement and collective bargaining agreements between the Government and the public service unions.
For clarity, the rationale of linking grading to the calculation of the number of WTE teaching staff that a school is entitled to reflects the fact that this calculation relates strongly to the number of students enrolled in a school and other supports as outlined in the agreement. It is not the actual number of staff in the school which underpins the grading.
477. Deputy Cian O'Callaghan asked the Minister for Education the reason school secretaries who are paid by her Department do not get time off in the same way as most other school staff during mid-term break unless they use annual leave days; the steps she is taking to address the issue; and if she will make a statement on the matter. [11340/22]
Amharc ar fhreagraSchool secretaries are valued members of our school communities and my Department is fully aware of the vitally important role played by them in the running of our schools.
The majority of primary and voluntary secondary schools receive assistance to provide for these staff under grant schemes. Where a school employs a staff member to support those functions those staff are employees of individual schools and responsibility for terms of employment rests with the school.
The Department with school management bodies have been engaging with Fórsa on a claim on terms and conditions for grant-funded school secretaries and caretakers. On the 27th of October 2020, under the auspices of the Workplace Relations Commission (WRC), an understanding was agreed on a pathway to progress the issues. Several key strands were identified, and a phased approach was being taken to the development of proposals.
On the 24th February, following a series of engagements at the WRC, a package to settle the claim was proposed which Fórsa have agreed to recommend to its members. A ballot will now be undertaken and we await the outcome.
The main elements of the package offered include, in recognition of the invaluable work carried out by school secretaries, moving their pay rates to a scale which is aligned with the Clerical Officer Grade III pay scale on a pro rata basis according to a secretary’s current working pattern. This process will provide for pay increases (backdated to 1 September 2021) to school secretaries who choose to move to the new terms. It also provides for lower-paid but longer serving secretaries to be placed higher up the salary scale.
Secretaries may also choose to receive additional pay to ensure they no longer need to apply to the Department of Social Protection for payment of benefits for periods when they are not working due to school holidays. Proposals have also been made in relation to issues surrounding to annual leave, maternity benefit and sick pay.
I welcome Fórsa’s decision to ballot their members on this agreed suite of measures for school secretaries who are the beating heart of our school community. This important step forward is the result of great co-operation on the part of all concerned, and a generosity and willingness to come to the table to engage in discussion and find the pathway forward. This agreement is further acknowledgment of the excellent and often unheralded work carried out on the ground by secretaries in our schools.
478. Deputy Neale Richmond asked the Minister for Education if he will provide an update on the provision of a permanent location and building for a school (details supplied); and if she will make a statement on the matter. [11346/22]
Amharc ar fhreagraThe acquisition of the permanent site for the schools in question, (known locally as the “Glass Bottle” site) on the Goatstown Road, was completed by my Department in June 2019. The site will provide for a campus development of a new 1,000 pupil post-primary school with 4 class Special Education Needs Unit (SENU) and a new 16 classroom primary school building with a 2 class SENU for the school referred to by the Deputy.
The permanent school building project has been assigned to the Department’s Design & Build delivery programme which uses a professional external Project Manager to progress the project through the relevant stages of architectural planning, tender and construction.
A pre-planning meeting with the Planning Department of the local authority was to discuss the design proposals for the permanent school building project. These discussions will inform the plans for developing the planning application documentation.
The next key milestone for the project will be the submission of the planning application. It is not possible to provide a timeframe for the progression of the project to tender and construction stages until such time as the necessary statutory approvals have been secured.
My Department will continue to address the interim accommodation requirements for the school and will continue to keep the patron body and the school community updated as the project progresses.
479. Deputy Richard Bruton asked the Minister for Education if she has considered regrading school secretaries paid by her Department to take account of the fact that the staff ratio including SNAs has vastly grown since 1979 when the grading system was established, and with those numbers, that the responsibilities of school secretaries have also grown. [11444/22]
Amharc ar fhreagraThe process referred to by the Deputy is outlined in a letter to school management bodies on 12 August 1998. The issue was part of the agreement on the pay and conditions of school secretaries, considered under Clause 2 (iii) of the Programme for Competitiveness and Work, and subsequent revisions of this agreement have been agreed through standard union engagement, most recently in 2020. Additional amendments to this agreement can only be achieved through engagement and collective bargaining agreements between the Government and the public service unions.
For clarity, the rationale of linking grading to the calculation of the number of WTE teaching staff that a school is entitled to reflects the fact that this calculation relates strongly to the number of students enrolled in a school and other supports as outlined in the agreement. It is not the actual number of staff in the school which underpins the grading.
480. Deputy Michael Healy-Rae asked the Minister for Education if she will address a matter (details supplied) regarding the provision of a special class; and if she will make a statement on the matter. [11537/22]
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 additional teaching and care supports for children with special educational needs.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.
It is open to any school to make an application to the NCSE for the establishment of a specialised provision and where sanctioned, a range of supports, including capital funding, is made available to the school.
Parents seeking special class placements for their children are advised to contact NCSE locally so that their needs can be taken into account for planning purposes.
The local SENOs remain available to assist and advise parents of children with special educational needs. Parents may contact SENOs directly using the contact details available at: ncse.ie/regional-services-contact-list .
As the Deputy's query refers to the provision of a special class in a specific school, I will arrange to have the details referred to the NCSE for their attention and direct reply.
481. Deputy David Cullinane asked the Minister for Education the current staffing composition of the National Council for Special Education; and if she will make a statement on the matter. [11550/22]
Amharc ar fhreagra482. Deputy David Cullinane asked the Minister for Education her plans to increase staffing of the National Council for Special Education; and if she will make a statement on the matter. [11551/22]
Amharc ar fhreagraI propose to take Questions Nos. 481 and 482 together.
The National Council for Special Education was set up to improve the delivery of education services to persons with special educational needs arising from disabilities with particular emphasis on children. It was formally established under the Education for Persons with Special Educational Needs Act 2004 (EPSEN Act). The NCSE performs a number of roles in our educational system and key amongst these are the provision of supports to our schools to promote a continuum of educational provision, so as to ensure that what is delivered is inclusive and meets the needs of students with special educational needs. The NCSE plays a critical role in ensuring that policy and provision develops and evolves, so that students with special educational needs are helped to perform to their potential and achieve good education and life outcomes. Recruitment of administration and professional staff is carried out by the NCSE as provided for in section 25 (1) of the Epsen Act 2004.
At year end, 2021, the number of staff employed in the NCSE was 230. This is comprised of 141 employees in executive, administration, therapist and Special Education Needs Organiser (SENO) posts, and 89 advisors & visiting teachers.
As part of the annual budget preparation cycle, staffing requirements in the NCSE are addressed in the estimates process. The NCSE will be asked to review their current requirements and project the resource requirements anticipated for the next year, based on their programme of work. The projected requirements will be subject to detailed examination and review, by both the Department of Education and the Department of Public Expenditure and Reform prior to sanction.
483. Deputy David Cullinane asked the Minister for Education her plans for increasing the resources of the National Council for Special Education following the Court of Appeal decision in C.M v the HSE [2021] IECA 283 (details supplied);; and if she will make a statement on the matter. [11552/22]
Amharc ar fhreagraI am aware of the recent Court of Appeal Judgement referred to by the Deputy. The implications of the Judgement are currently being considered. In this regard, my Department is engaging with other the Departments of Health and Children, the NCSE and the HSE and I expect t receive a proposal on the matter shortly.
484. Deputy Robert Troy asked the Minister for Education if she will approve SNA supports for a student (details supplied) as a matter of urgency. [11561/22]
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 prioritised. 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.
485. Deputy Barry Cowen asked the Minister for Education the policy instructions or policy documents that she has brought to the attention of An Bord Pleanála since coming into office [11595/22]
Amharc ar fhreagraMy Department's engagement with An Bord Pleanála lies principally in the context of :
- appeal lodgement in relation to an application by the Department for planning permission for a school building project. In such a case, the Department's engagement is in accordance with standard planning appeal procedures.
- the Board's determination of applications for Strategic Housing Developments where the Department wishes the Board to take account of the consequence of the proposed development on educational provision. The Department may also be nominated by the Board as a prescribed body to be consulted in regard to such proposed development.
Submissions in connection with these matters are in the public domain.
My Department does not have a need, as a matter of course, to bring policy instructions or policy documents to the attention of An Bord Pleanála.
486. Deputy Gary Gannon asked the Minister for Education if the review into the pilot for the free school books scheme for the academic year 2020-2021 has commenced; the timeline for the completion of the review; if the scheme will be reintroduced and expanded for the academic year 2022-2023. [11791/22]
Amharc ar fhreagraMy Department provides a book grant to all recognised primary and post primary schools within the Free Education Scheme in order to provide assistance for books including Book Rental Schemes. Under this scheme, the Department provided funding of €17.2 million in 2021 to all of these schools.
School book rental schemes have an important role to play in reducing the cost of school books for parents and in order to support the establishment of book rental schemes my Department provided €15.7 million seed capital in 2014, 2015 and 2016 to primary schools. Circa. 96% of primary schools and 69% of post-primary schools operate a book rental scheme.
It is a matter for the Board of Management of each individual school to decide on its own policy in relation to the use of book grant funding in the school but they are expected to adopt a cost-conscious approach to the selection of books for use in their classes. The current arrangement relies on the local knowledge of the school in order to ensure a fair allocation of funds to those most in need.
Additional funding of €1million provided under Budget 2020 was allocated to 102 Primary DEIS schools for a new pilot programme for the 2020/21 school year. This funding continued this for the 2021/22 school year.
The aim of this pilot is to provide free school books for students in the schools involved, and to support these schools in eliminating the cost of school books for parents. It will continue to run for the 2021/22 school year and it’s effectiveness and impact will be monitored and evaluated before any decision is made as regards its possible extension or continuation. It is my intention to complete this process as soon as possible. Under Circular 46/2013, DEIS schools receive a book grant of €21 per student. This pilot provided an additional €64 per student to increase the overall book grant rate to €85 per student enrolled in the school.
487. Deputy Gary Gannon asked the Minister for Education if she will provide a report on the progress in relation to school secretaries and caretaker terms and conditions; and when it is expected that a resolution will be reached. [11793/22]
Amharc ar fhreagraSchool secretaries and caretakers are valued members of our school communities and my Department is fully aware of the vitally important role played by them in the running of our schools.
The majority of primary and voluntary secondary schools receive assistance to provide for these staff under grant schemes. Where a school employs a staff member to support those functions those staff are employees of individual schools and responsibility for terms of employment rests with the school.
The Department with school management bodies have been engaging with Fórsa on a claim on terms and conditions for grant-funded school secretaries and caretakers. On the 27th of October 2020, under the auspices of the Workplace Relations Commission (WRC), an understanding was agreed on a pathway to progress the issues. Several key strands were identified, and a phased approach was being taken to the development of proposals.
On the 24th February, following a series of engagements at the WRC, a package to settle the claim was proposed which Fórsa have agreed to recommend to its members. A ballot will now be undertaken and we await the outcome.
The main elements of the package offered include, in recognition of the invaluable work carried out by school secretaries, moving their pay rates to a scale which is aligned with the Clerical Officer Grade III pay scale on a pro rata basis according to a secretary’s current working pattern. This process will provide for pay increases (backdated to 1 September 2021) to school secretaries who choose to move to the new terms. It also provides for lower-paid but longer serving secretaries to be placed higher up the salary scale.
Secretaries may also choose to receive additional pay to ensure they no longer need to apply to the Department of Social Protection for payment of benefits for periods when they are not working due to school holidays. Proposals have also been made in relation to issues surrounding to annual leave, maternity benefit and sick pay.
This offer relates only to school secretaries presently. As set out in the framework agreement of 14 September 2021, while there is agreement in principle to take the same approach to the consideration of appropriate pay and conditions of grant funded caretakers there remains a deficit of data on working terms and conditions of such staff. Should the proposal be agreed and an implementation plan put in place, intensive engagement will begin on regularising the pay and conditions of grant funded caretakers.
I welcome Fórsa’s decision to ballot their members on this agreed suite of measures for staff who are the beating heart of our school community. This important step forward is the result of great co-operation on the part of all concerned, and a generosity and willingness to come to the table to engage in discussion and find the pathway forward. This agreement is further acknowledgment of the excellent and often unheralded work carried out on the ground by secretaries and caretakers in our schools.
488. Deputy Gary Gannon asked the Minister for Education the number of additional schools by primary and post primary which will be provided DEIS status under the proposed planned extension of DEIS; and if she will make a statement on the matter. [11794/22]
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.
489. Deputy Noel Grealish asked the Minister for Social Protection the reason persons in receipt of the blind pension are regularly reassessed for eligibility, when their medical condition is permanent and many visually impaired persons rarely have a change in financial circumstances and find this process stressful and difficult; and if she will make a statement on the matter. [10850/22]
Amharc ar fhreagraBlind Pension is a means-tested payment payable to persons who are blind and to certain other persons with low vision, aged between 18 and 66 years, who are habitually resident in the State.
Under the means test, assessable income includes any income from employment or self-employment (including income of spouse/partner, where applicable), income from a social security pension from another country and maintenance payments. Recipients are encouraged and supported to pursue employment or self-employment through earning disregards applied at means assessment stage. For example, a recipient can earn up to €140 per week from employment or self-employment without their payment being affected, while weekly earnings of between €120 and €350 are assessed at 50%. Capital assessed as part of the means test includes all monies held in financial institutions or otherwise, the market value of any shares, property, houses or premises owned by a claimant which may or may not be put to commercial use. The first €20,000 of capital held is not assessable as means. The family home is never assessed as part of the means test, regardless of the legal ownership.
Continuous eligibility assessments are generally undertaken every three years in line with Departmental policy to ensure that the customers of the Department continue to receive their correct entitlement.
I trust this clarifies the matter for the Deputy.
490. Deputy Denis Naughten asked the Minister for Social Protection when an application by a person (details supplied) will be processed; the reason for the delay in same; and if she will make a statement on the matter. [10875/22]
Amharc ar fhreagraThe claim for the One Parent Family payment referred to has been awarded and put into payment from 27/01/2022. The customer has been notified by post and payment will be issued by EFT to the nominated Bank account this week.
Financial statements were requested from the person concerned on the 8/2/22 and these statements were received and associated to the claim on the 22/2/22, allowing the deciding officer to finalise a decision and award the claim.
I trust this clarifies the position for the Deputy.
491. Deputy Bernard J. Durkan asked the Minister for Social Protection if an exceptional needs payment will urgently issue to a person (details supplied) in view of the circumstances; and if she will make a statement on the matter. [10879/22]
Amharc ar fhreagraThe purpose of the Exceptional Needs Payment (ENP) is to assist people with essential, once-off, exceptional expenditure, which a person could not reasonably be expected to meet out of their weekly income.
The ENP scheme is demand led and payments are made at the discretion of the officers administering the scheme taking into account the requirements of the legislation and all the relevant circumstances of the case in order to ensure that the payments target those most in need of assistance.
Applications for ENPs are made under the Supplementary Welfare Allowance Scheme administered by Designated Persons in the Community Welfare Service in my Department.
According to the records of my Department, the person concerned applied for an ENP with effect from 22/02/2022. In order to progress the application, a request for further information issued to the person concerned on 22/02/2022.
On receipt of the requested information, the application will be assessed, and the person concerned advised of the outcome.
The person concerned is currently in receipt of a State Pension Contributory of €253.30, Household Benefits package of €24.50 and a Fuel Allowance payment of €33 per week.
I trust this clarifies the matter.
492. Deputy Michael McNamara asked the Minister for Social Protection the statutory basis for requiring an applicant for the free travel scheme to have a Public Services Card in order to apply; and if she will make a statement on the matter. [10881/22]
Amharc ar fhreagraThe free travel scheme provides free travel on the main public and private transport services for those eligible under the scheme. These include road, rail and ferry services provided by companies such as Bus Átha Cliath, Bus Éireann and Iarnród Éireann, as well as Luas and services provided by over 80 private transport operators. There are currently approximately 1,023,000 customers with direct eligibility. The estimated expenditure on free travel in 2022 is €95 million.
The free travel scheme is a non-statutory scheme and is not governed by legislation. Decisions in relation to applications for non-statutory schemes are made by Officers of my Department based on published guidelines setting out the conditions of entitlement in detail.
Although establishment of a customer’s entitlement to Free Travel is made on a non-statutory basis, delivery of Free Travel to customers is by way of a free travel token embedded in the customer’s PSC, which the customer presents when availing of free travel on a range of public transport services.
The Department introduced the new Public Services Card Free Travel (PSCFT) in December 2013. In excess of 94% of Free Travel customers have now registered for a PSCFT card. Whilst a small number of legacy paper passes remain in circulation, paper passes are no longer issued.
This wide saturation of the PSCFT is having a hugely positive impact on travel operators’ ability to authenticate the identity and eligibility of Free Travel customers. While no date has been fixed yet for the withdrawal of the paper free travel pass, discussions are ongoing.
In 2019 the Data Protection Commission (DPC) published a report on the processing of personal data in relation to SAFE registration and the issuing of PSCs. In the report, the DPC stated that nothing in the findings made by the DPC impacts the validity or use by individuals of PSCs already issued and that nothing in the findings impacts existing free travel users or prevents DSP from processing and issuing further free travel variants of the PSC.
I hope this clarifies the matter for the Deputy.
