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Thursday, 10 Mar 2022

Written Answers Nos. 62-80

Schools Building Projects

Ceisteanna (68)

Aindrias Moynihan

Ceist:

68. Deputy Aindrias Moynihan asked the Minister for Education the-up-to-date position on the delivery of new building for a school (details supplied); and if she will make a statement on the matter. [13407/22]

Amharc ar fhreagra

Freagraí scríofa

The project to which the Deputy refers has been devolved for delivery to Cork Education and Training Board (CETB).  Coláiste Ghobnatan, Baile Mhic Íre, Co. Chorcaí is a vocational inter-denominational  mixed post primary Gaelcholáiste located in the village of Ballyvourney. The school and site are currently owned by Cork ETB which is the patron body of the school.

The brief for this project is to provide the appropriate extension(s) to the existing school buildings necessary to satisfactorily develop the post primary school on its existing site for a Long Term Enrolment (LTPE) of 300 pupils.

This project is currently at Stage 2a of the architectural planning process. The Department understands from CETB that its design team is currently preparing the Stage 2a report for submission to the Department and this process is nearing completion. Subject to the Department being satisfied with same, and once this submission has been approved in that respect, the next step for CETB and its Design Team will be to obtain the requisite statutory planning approvals. The project can then be expected to move onward to tender and construction in due course.

While at this early stage it is not possible to provide a timeline for completion of the project, CETB will be engaging directly with the school authority to keep it informed of progress. I can assure the Deputy that all efforts are being made to progress this project as soon as possible.

Question No. 69 answered orally.

Education Policy

Ceisteanna (70)

Peadar Tóibín

Ceist:

70. Deputy Peadar Tóibín asked the Minister for Education the number of Gaelscoileanna at both primary and secondary level nationally by county from 2017 to 2021, in tabular form; and her plans to increase the number of Gaelscoileanna by 2030. [13169/22]

Amharc ar fhreagra

Freagraí scríofa

The provision of Irish-medium education is a priority for the Department and the Government, and we share a strong commitment to increasing the number of Irish-medium places available and providing suitable accommodation in this regard. 

My Department is currently developing a new policy on Irish-medium education outside of Gaeltacht areas.

The key objectives of the policy are in accordance with the 20-Year Strategy for the Irish language 2010-2030 and the Programme for Government 2020 and include:

- Provision of a framework for the delivery of high-quality Irish-medium education in schools and in early learning and care settings, primary and post-primary schools outside of the Gaeltacht

- Increasing the proportion of young people in Irish-medium schools by building on the foundations in early learning and care settings (naíonraí)

- Looking at ways to deepen community engagement around Irish-medium early learning and care settings and schools

- Examining how the supply of those with a high standard of Irish to work in Irish-medium education settings across the board can be increased

- Considering how opportunities for the establishment of Gaelscoileanna and Gaelcholáistí can be increased

- Developing a clear policy on the establishment of Aonaid lán-Ghaeilge in existing English-medium post-primary schools to strengthen Irish-medium educational provision and on the establishment of new gaelscoileanna, gaelcholáistí and aonaid lán-Ghaeilge as part of the new patronage process.

The new policy will complement the Policy on Gaeltacht Education which will continue to support early learning and care settings and schools in the Gaeltacht, the extended use of Irish in local communities, and the implementation of local Gaeltacht language plans, as set out in the Gaeltacht Act, 2012.

The aim of this new policy is to provide a framework for the delivery and growth of Irish-medium education of a high standard across all sectors outside of Gaeltacht areas. 

An intradepartmental working group was established within my Department in 2021 to progress this important work. This working group will focus on developing a consultation process to encourage widespread stakeholder engagement to inform the policy development process. A review of national and international literature will also be carried out. A Steering Group is being established also to provide oversight, guidance and support for the policy development process. 

The work will include detailed analysis of relevant demographic data from the Department’s Geographical Information System. 

Question No. 71 answered orally.

State Examinations

Ceisteanna (72)

Matt Carthy

Ceist:

72. Deputy Matt Carthy asked the Minister for Education when the National University of Ireland, Galway is expected to complete its work analysing responses to the consultation on the new draft specifications for leaving certificate Irish; if the analysis will be published; and if she will make a statement on the matter. [12503/22]

Amharc ar fhreagra

Freagraí scríofa

Consultation by the National Council for Curriculum and Assessment (NCCA) on new draft specifications for Leaving Certificate Irish closed at the end of November 2021. The current development of draft specifications for Leaving Certificate Irish is part of the ongoing cycle of curriculum review and redevelopment.  

The NCCA has developed draft L1 and L2 curriculum specifications for Leaving Certificate Irish. The L1 specification is aimed at students in Irish medium schools including native speakers, while the L2 specification is aimed at students in English medium schools where Irish is taught as a second language. Under the draft proposals schools participating in the Gaeltacht recognition scheme will be required to provide at least the L1 specification and English medium schools will have the option of providing the L1 and/or the L2 specification, depending on the needs of students.

The model of curricular provision provided for in the draft specifications reflects the provision made for Irish in Irish-medium (L1)  and in English-medium (L2) schools at primary and junior cycle levels, and provides learners with continuity in their Irish language learning experience, addressing their language learning needs as they progress along their Irish language learning journey in specific settings.   

In response to concerns raised and requests made by some education stakeholders the NCCA extended the timeframe for the consultation on the Leaving Certificate Irish specifications from the end of August to the end of November 2021, in order to facilitate greater stakeholder engagement in the process. To support stakeholder participation, the NCCA employed a wide range of consultation tools including an online survey, bilateral and focus group meetings and written submissions. This extension of the closing date has also allowed the NCCA to commence an early enactment review of the Junior Cycle Irish L1 and L2 subject specifications.

The NCCA awarded a tender to the National University of Ireland, Galway (NUIG) to analyse responses to the consultation. NUIG are analysing feedback from two aspects of the consultation, namely the online survey and written submissions. This work will be completed in April. It will then be combined with feedback from the three other aspects of the consultation, namely focus groups, bilateral meetings and interviews with teachers, to form the consultation report on the draft specifications L1 and L2 for Leaving Certificate Irish. It is anticipated that a draft report will be available for consideration before the end of this academic year. Consistent with all other consultations conducted by the NCCA, the report will be published on their website following its approval by the NCCA Council.

School Facilities

Ceisteanna (73)

Paul Murphy

Ceist:

73. Deputy Paul Murphy asked the Minister for Education if her attention has been drawn to a letter from a union (details supplied) pointing out that the advice of her Department that CO2 concentrations of above 1,400-1,500 parts per million are likely to be indicative of poor ventilation was being publicly challenged by experts in the field and that the union noted that experts maintained that a concentration of 1,000ppm is a more appropriate upper limit for CO2 concentration; and if she will make a statement on the matter. [13319/22]

Amharc ar fhreagra

Freagraí scríofa

Updated guidance for schools on Practical Steps for the Deployment of Good Ventilation Practices in Schools was provided at the end of May 2021 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.

The Expert Group note in its own report that very good advice is contained in the Department of Education’s Practical Steps for the Deployment of Good Ventilation Practices in Schools. They also note that it must be emphasised that ventilation should be delivered as part of a layered strategy of protective measures to control the spread of the virus that causes COVID-19. Along with these preventative actions, ventilation further reduces the risk of COVID-19 transmission in schools.

To date in excess of 42,000 monitors have been dispatched to schools nationwide. Moreover the Department continues to consider requests for additional CO2 monitors. 

The CO2 monitors provided to schools are portable which allows schools to focus their use to those rooms where most beneficial to inform strategies for optimising ventilation in the school.

As noted in the published guidance by the Department in May 2021, “What you need to know about your school’s new carbon dioxide (CO2) monitors”, The monitor can provide information to occupants to indicate levels of poor ventilation. Both the Chartered Institute of Building Services Engineers and the Air infiltration and Ventilation Centre advise that CO2 concentrations above 1400 – 1500 ppm are likely to be indicative of poor ventilation and therefore require ventilation to be increased by opening windows, doors etc. 

 As you may be aware Deputy, 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.

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.  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.

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.

Questions Nos. 74 and 75 answered orally.

School Facilities

Ceisteanna (76)

Neale Richmond

Ceist:

76. Deputy Neale Richmond asked the Minister for Education the work of her Department to ensure that full use is made of educational facilities outside of school hours; and if she will make a statement on the matter. [13328/22]

Amharc ar fhreagra

Freagraí scríofa

As schools are often the centre of sustainable communities there can be mutual benefits in building links with the local community. It is recognised that schools play an important role in their wider communities and many schools make their facilities available outside of school hours for a variety of different uses and users. The co-operation between schools and local sporting organisations in applying for sports grants is one example of this.

The policy of my Department is to support the use of school premises and facilities for community, recreational, education-related and other relevant purposes where possible.

My Department is engaging with local authorities in respect of county development plans which are currently being put in place. As part of this process my Department is commited to working closely with the local authorities where there are opportunities to develop social and community infrastructure. Where possible, this may lead to the development of schools in conjunction with local sporting and other community facilities.

In 2017 guidance, which was developed in consultation with school authorities, on the use of school buildings outside of school hours was published. A copy of this guidance is available on my Department's website.

The purpose of these guidelines is to provide information for schools in relation to the use of school buildings outside of school hours and for those schools who are considering putting such arrangements in place.

Any decision to make school facilities available lies with the relevant Trustees/ Property owners having regard to the requirements of the school, staff and students.

The guidelines provide information to assist schools in processing applications and putting appropriate arrangements in place to support the use of their facilities. Schools in deciding to make their facilities available have to consider a number of factors, such as indemnity, insurance, drafting of legal licensing agreements, logistical and operational matters.

Where the proposed use is of a commercial nature such as can occur in pre-school or after-school arrangements the school has to further ensure that the process for applications is transparent, has clear criteria set for the assessment of applications and publishes locally and/or via the school’s website that the school will accept applications for the use of their facilities in certain circumstances.

My Department plans to undertake a review of these guidelines in the third quarter of 2022. The purpose of this review is to identify measures which may further encourage schools to make their facilities available for community, recreational and educational uses.

As part of this review process my Department will consult with relevant stakeholders, including representatives of schools and other government Departments which engage with the community and voluntary sectors.

My Department will also undertake a survey of schools as part of this review to obtain information on the current use of school facilities for community, recreational and other uses, their experience in making their facilities available since the guidelines were published and to identify any further measures that would assist schools in making their facilities available.

 

Question No. 77 answered orally.

State Examinations

Ceisteanna (78)

Neasa Hourigan

Ceist:

78. Deputy Neasa Hourigan asked the Minister for Education the forms of assistive technology available to students sitting their leaving certificate; and if she will make a statement on the matter. [12676/22]

Amharc ar fhreagra

Freagraí scríofa

The State Examinations Commission provides a scheme of Reasonable Accommodations at the Certificate Examinations, known as the RACE Scheme. The scheme supports students with a diverse range of special educational needs.  It allow students who have special educational needs that interfere with their capacity to engage with the standard examination arrangements to demonstrate what they know and can do, without compromising the integrity of the assessment. In common with similar schemes which operate in other jurisdictions, the focus of the RACE scheme is on the need to remove examination access barriers, while retaining the need to assess the same underlying skills and competencies, and to apply the same standards of achievement as apply to all other students.

In order that the examinations system continues to be fair to all students and to be operated with integrity, reasonable accommodations can only be provided in accordance with the principles and requirements of the scheme, to eligible students based on the level of need of the student and the accommodation-specific eligibility criteria.

The SEC recognises the role of Assistive Technology in enabling independent access to the examinations by students who are eligible for RACE. The main forms of Assistive Technologies available to students under the scheme are:

- Word processors, laptops or tablets;

- Recording devices;

- Examination reading pens which convert text to speech; and

- Provision of Digital Coursework Booklets in a wide range of Leaving Certificate subjects to students eligible to use a laptop/word processor/tablet.

 The SEC is also open to receiving applications for use of Assistive Technologies other than those I have mentioned. Such applications are decided upon by the SEC, having due consideration to a number of factors. These include the candidate’s normal way of working; examinations integrity; the overhead of developing test instruments in alternative formats; and the principles and requirements of the RACE Scheme.

The RACE scheme was comprehensively reviewed from the 2017 examinations, following a review process initiated by the Board of the SEC and in consultation with stakeholders. The scheme is subject to further review in the context of reform at Senior Cycle. A priority in the next phase of review will be increasing the use of Assistive Technology to enhance access and integrity and to further support independent learning.  

Outside of the RACE Scheme, since 2018, second assessment components in new Leaving Certificate subjects have been designed for digital completion. Digital coursework is available to all students taking the subjects Politics and Society, Physical Education, Computer Science, Economics and Agricultural Science. The subject Design and Communications Graphics features coursework that is completed using Computer Aided Design. Consideration is being given to migrating to the digital completion and submission of the coursework reports in History, Geography and Religious Education for all Leaving Certificate students.

Bullying in Educational Institutions

Ceisteanna (79)

Jackie Cahill

Ceist:

79. Deputy Jackie Cahill asked the Minister for Education the status of progress on developing a new action plan on bullying; the planned consultation and timeframe for same; and if she will make a statement on the matter. [13500/22]

Amharc ar fhreagra

Freagraí scríofa

As the Deputy may be aware, I recently established a Steering Committee to review the 2013 Action Plan on Bullying. This Steering Committee is chaired externally by Dr. Noel Purdy of Stranmillis University College in Antrim.

The Steering Committee consists of senior officials from the Department of Education, including the Inspectorate and the National Educational Psychological Service, representatives of the National Parents’ Council Primary, National Parents’ Council Post-Primary, Irish Second Level Students’ Union (ISSU), 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 which include BelongTo, Webwise, Parentline National Traveller Women’s Forum, Women’s Aid and the Independent Living Movement Ireland.

The Steering Committee held their first meeting, which I attended, on 16th February 2022. It is envisaged that the work of the Steering Committee will be concluded within a period of six months.

This review 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, school management bodies and teacher and school staff unions.

The review will take account of the significant developments and relevant research since the action plan was published in 2013. It will specifically consider cyber bullying, gender identity bullying and sexual harassment, among other areas.

The review will give detailed consideration to the recommendations contained in the Oireachtas Joint Committee Report on School Bullying and the Impact on Mental Health which was published last August.

The Anti-bullying procedures for Primary and Post Primary Schools will also be reviewed and updated in parallel with this work. A working group has been established to undertake this work. The working group is comprised of representatives from each of the relevant management bodies and teacher and school staff unions, along with representatives from the National Parents’ Council Primary, National Parents’ Council Post-Primary, Irish Second Level Students’ Union (ISSU) and the National Anti-bullying Research Centre in DCU.

State Examinations

Ceisteanna (80)

Matt Carthy

Ceist:

80. Deputy Matt Carthy asked the Minister for Education her views on the concerns of an association (details supplied) regarding the leaving certificate syllabus; and if she will make a statement on the matter. [12504/22]

Amharc ar fhreagra

Freagraí scríofa

A new subject specification for Leaving Certificate Agricultural Science was introduced to schools in 2019 and was developed by the National Council for Curriculum and Assessment (NCCA). Members of the Irish Agricultural Science Teachers Association (IASTA) were represented on the NCCA’s Subject Development Group set up to develop the new specification.   

Officials from my Department and from the NCCA met with IASTA in early 2021 where some concerns of IASTA regarding aspects of the new specification were discussed.  Following this meeting, IASTA later attended a meeting of an 'Agricultural Science in Practice Group' which was convened by the NCCA.  

The purpose of the 'Agricultural Science in Practice Group' is to act as a forum that can be used to generate and collate early insights and authentic examples from practice of Agricultural Science as it is enacted in classrooms, and to publish these in an NCCA document.

A further meeting of the group took place last month, on 9 February. This meeting was due to take place earlier but this was not possible for reasons related to Covid-19.

A variety of areas were discussed at the most recent meeting. These included the adoption of non-linear teaching approaches, using the eight cross-cutting themes in the specification to bring together learning outcomes and specified practical activities, and building on the investigative and report writing skills that students are now bringing with them from the new Junior Cycle Science specification.

The NCCA have acknowledged the professionalism and commitment of the teachers who have shared their practice in the group. The group is due to meet again in May.

I would also like to advise the Deputy that the State Examinations Commission (SEC) published an Information Note in relation to the completion of the Leaving Certificate Agricultural Science Individual Investigative Study 2022. In light of the ongoing Covid-19 related circumstances for the 2022 cohort of candidates, the SEC introduced Additional Flexibilities to the arrangements for the completion of the Study.  The study accounts for 25% of the total marks for the subject. In addition, further adjustments to the Agricultural Science examination papers published by the SEC last month provide increased choice to candidates through the inclusion of additional questions, and a reduced number of questions which candidates are required to complete.

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