Written Answers Nos. 225-239
225. Deputy Bernard J. Durkan asked the Minister for Defence the extent to which training of the Army Reserves or part-time Defence Forces continues to be brought up-to-date on par with international standards; and if he will make a statement on the matter. [24058/22]
Amharc ar fhreagraThe primary function of training and education in both the Permanent Defence Force (PDF) and the Reserve Defence Force (RDF) is to develop and maintain capabilities necessary to enable personnel to fulfil the roles laid down by Government. The principal role of the Reserve is to augment the PDF in crisis situations. As such, the RDF undertakes training in preparation to assist the PDF when required.
The scheduling of training in the Defence Forces, including the Reserve, is underpinned by an analysis of training needed to meet operational output requirements and capability development needs. Members of the Army Reserve (AR) and Naval Service Reserve (NSR) are volunteers who undertake training in their spare time. In order to facilitate the voluntary nature of Reserve Service and to maximise attendance of Reserve personnel, training continues to be organised both in and out of normal working hours, at weekends and during academic and traditional holiday periods.
The current budget for the RDF is €2.150m, of which €2.068m is allocated to paid training, which provides for seven days annual paid training for each effective member of the AR and NSR. The budget also provides for fourteen days paid training for all additional personnel recruited, along with career and specialist courses for selected members of the Reserve in line with Reserve priorities. This provision is sufficient having regard to the existing strength of the RDF and the voluntary nature of Reserve training.
RDF recruits undergo varied training in areas such as combat first aid, military law and tactical training. A major part of Recruit training is in the use of the Steyr 5.56mm Assault Rifle. After recruit training is complete, personnel are then trained in the operation of basic radio communications, map reading, Nuclear, Biological & Chemical warfare defence and the Light Machine Gun. Each Corps also carries out specialist training in its particular field. For example, the Infantry and Cavalry Corps train in weapons and tactics and the Corps of Engineers train in engineering tasks, such as demolition, construction and mine warfare.
I am satisfied that members of the AR and NSR are afforded the opportunity to avail of training and update their skills on an ongoing basis and that the extensive and professional training provided to the Reserve is a major motivating factor.
Finally, the Deputy will be aware that the recently published Commission on the Defence Forces contained a number of recommendations on the role and structure of the Reserve Defence Forces. These, in line with the totality of the recommendations are currently under deliberation.
226. Deputy Bernard J. Durkan asked the Minister for Defence the degree to which it is intended to upgrade and update or re-equip all sea-going vessels available to the Naval Service in line with the need to carry out coastal surveillance for obvious reasons; and if he will make a statement on the matter. [24059/22]
Amharc ar fhreagraMy priority as Minister for Defence is to ensure the operational capacity of the Army, Air Corps and Naval Service is maintained and developed. This is to enable the Defence Forces to carry out the roles assigned by Government, as set out in the White Paper on defence. Equipment priorities for the Army, Air Corps and Naval Service are being considered in the context of the lifetime of the White Paper on defence as part of the capability development and equipment development planning, EDP, process. Further additions to the equipment development plan are under consideration.
The Department of Defence has received a capital allocation under the national development plan of €566 million over the 2022 to 2025 timeframe. Within that capital allocation, the defence annual capital budget for 2022 is €141 million. Over recent years the capital budget has also been augmented through the reallocation of a pay underspend within the Defence Vote.
The Naval Service Vessel Renewal and Replacement Programme is ongoing, this programme includes radar and other equipment upgrades along with the replacement of Naval Service Reserve motor launches. The programme of works for the midlife refit and upgrade of LÉ Róisín has been completed, while works are ongoing on LÉ Niamh. Marine Advisers have been appointed to support the procurement of multi-role vessel to replace the flagship, LÉ Eithne, with work underway that will inform a public tender competition in due course. Two Inshore Patrol Vessels have been purchased from the New Zealand Government to replace LÉ Orla and LÉ Ciara, it is expected these vessels will be transported to Ireland in 2023 following the completion of a programme of works.
The Naval Service is equipped with a various surveillance equipment in order to undertake the roles assigned by Government, including certain capabilities that allow for underwater search and surveying, for example, an underwater remotely operated vehicle, ROV, and a magnetometer system. As part of the ongoing development of capabilities, further capabilities that will enhance the Naval Service’s under-sea situational awareness, such as multibeam echo sounder systems, are also being developed.
The Government established an independent Commission on the Defence Forces in December 2020. The work of the Commission encompassed the identification of appropriate capabilities, structures and staffing and their report will inform decisions regarding the future development of the Defence Forces. The Commission's recommendations are currently being considered.
227. Deputy Bernard J. Durkan asked the Minister for Defence the degree to which it is intended to upgrade and update or re-equip all equipment and aircraft available to the Army Corps in line with the need to carry out coastal surveillance for obvious reasons; and if he will make a statement on the matter. [24060/22]
Amharc ar fhreagraMy priority as Minister for Defence is to ensure that the operational capability of the Defence Forces, including the Air Corps, is maintained to the greatest extent possible to enable them to carry out their roles as assigned by Government.
The Equipment Development Plan (EDP) published in June 2020, completed through extensive joint civil-military work, provides a comprehensive list of planned equipment projects by means of a five-year rolling plan. The EDP builds on the intentions set out in the White Paper in relation to equipment acquisition, modernisation and upgrade and has been developed to ensure that the Defence Forces have the major equipment platforms, ancillary equipment and force protection equipment to carry out their important roles both at home and overseas.
The White Paper provides for the replacement of the two CASA 235 maritime patrol aircraft with consideration to be given to their replacement with larger more capable aircraft which would enhance maritime surveillance and provide a greater degree of utility for transport and cargo carrying tasks. A contract for the supply of two C295 Maritime Patrol Aircraft was entered into with Airbus Defence and Space in December 2019, with delivery of the aircraft expected in 2023. The cost of the contract including ancillary support is €229m inclusive of VAT. The project is progressing well.
This significant investment in maritime patrol aircraft is an example which demonstrates my commitment to update and upgrade the Defence Forces equipment and capability, within the financial envelope available.
In this context, the principal aim over the period of the White Paper is to replace and upgrade, as required, capabilities in order to retain a flexible response for a wide range of operational requirements at home and overseas. The Department of Defence has received a capital allocation under the National Development Plan of €566m over the 2022-2025 timeframe. Within that capital allocation the Defence annual capital budget for 2022 is €141m. This level of capital funding will allow the Defence Organisation to undertake a programme of sustained equipment replacement and infrastructural development across the Army, Air Corps and Naval Service as identified and prioritised in the Defence White Paper and builds on the significant investment programme over recent years.
The Deputy will be aware that the Government established an independent Commission on the Defence Forces in December 2020. The work of the Commission encompasses the consideration of appropriate military equipment capabilities, structures and staffing, and their report will inform decisions regarding the future development of the Defence Forces.
I am satisfied that the Defence Forces have a modern and effective range of equipment which is line with best international standards, to enable them to meet operational requirements.
229. Deputy Bernard J. Durkan asked the Minister for Defence the degree to which the Irish Defence Forces can and will be updated sufficiently to accommodate an early scramble of all branches of the services in the event of a threat to national security; and if he will make a statement on the matter. [24062/22]
Amharc ar fhreagraIn accordance with the Framework for Major Emergency Management, primary responsibility for responding to emergencies, including security events, rests with the three designated principal response agencies, namely, the relevant Local Authority, An Garda Síochána, and the Health Service Executive. The Defence Forces provide the fullest possible assistance to the appropriate Lead Department in the event of an emergency situation in its Aid to the Civil Authority role.
At National level, representation on the Government Task Force on Emergency Planning, by both the Department of Defence and the Defence Forces, ensures the fullest coordination and cooperation in the event of an emergency and that the command structure within the Defence Forces is compatible with the requirements in this area.
Major Emergency Plans have been developed by local and regional authorities and these plans identify the procedures for requesting assistance from the Defence Forces.
The Defence Forces retains a wide range of specialist skills which can be deployed in such circumstances, including for a natural disaster or terrorist incidents. The Operations Directorate in Defence Forces Headquarters manages the necessary cross-service coordination in responding to both emergency and security issues. These arrangements have proved effective in all emergencies encountered to date.
With regard to security threats, primary responsibility for the internal security of the State rests with the Department of Justice and Equality and An Garda Síochána. Among the roles assigned to the Defence Forces in the White Paper on Defence is the provision of Aid to the Civil Power (ATCP), which, in practice, means to provide assistance and support to An Garda Síochána when requested to do so.
There is ongoing and close liaison between An Garda Síochána and the Defence Forces regarding security matters, including ATCP deployments and a wide variety of military training activities are specifically designed to counter or respond to possible security emergencies. Regular coordination and liaison meetings take place between the Defence Forces and An Garda Síochána in relation to ATCP issues.
The full spectrum of Defence Forces personnel and equipment is available for deployment in response to any security and other emergencies that may arise. Within the Defence Forces, both the Ordnance Corps and the Army Ranger Wing specialise in providing an immediate response to emergency incidents that might require their highly specialised capabilities. The role of the Defence Forces in these situations is dependent on the nature of the incident and the type of assistance requested.
The Defence Forces Alert System provides joint and coherent direction regarding responses to any potential national threat. This system ensures a quick, uniform and appropriate response to situations and enables the response to be phased, or brought to maximum effect as required. The readiness of Army, Air Corps and Naval Service personnel and assets are scalable in terms of size and timeliness, and can be adjusted to suit specific threats or situations.
I can confirm that the Defence Forces keep their operational plans and response capabilities for dealing with a wide range of threats under constant review. It is my priority as Minister with responsibility for Defence to ensure that the operational capacity of the Defence Forces is maintained to the greatest extent possible to enable the Defence Forces to carry out their roles both at home and overseas.
There is an ongoing requirement to consider whether the capabilities we maintain are appropriate, having regard to the security environment, the roles that we wish the Defence Forces to undertake, and likely risks. This is the work that the Commission on the Defence Forces were requested to undertake. The report of the Commission on the Defence Forces was published in February 2022. It is a substantial report running to over 180 pages and 69 main recommendations many of which have sub recommendations. It recommends significant changes for the Defence Forces and Defence provision in Ireland. It covers high level Defence Forces structures, defence capabilities, organisation, culture and human resources, the Reserve Defence Force and funding.
The Commission's report is being fully considered, in consultation with Ministerial colleagues and other stakeholders. The intent is to revert to Government with a proposed response and a high-level action plan in advance of the summer recess.
232. Deputy Gary Gannon asked the Minister for Education the status of the work by the National Council for Curriculum and Assessment to redevelop and update the social personal and health education curriculum for primary, junior cycle and senior cycle; and if she will make a statement on the matter. [24028/22]
Amharc ar fhreagraAccess to Relationships and Sexuality Education, or RSE, is an important right for students. This is reflected in the Programme for Government, which states that this Government will develop inclusive and age appropriate curricula for RSE and Social, Personal and Health Education across primary and post-primary schools.
The National Council for Curriculum and Assessment was requested to conduct a review of RSE provision in Irish schools, focussing on a range of topics including healthy positive, sexual expression and relationships and LGBTQ+ matters. The NCCA published “The Report on the Review of Relationships and Sexuality Education in primary and post-primary schools” in December, 2019.
This report resulted in the NCCA establishing two development groups, one for primary and one for post-primary, to oversee the work of developing an updated curriculum materials in this area and supporting the development of guidance material for schools. These groups have met frequently since their initial establishment.
The immediate focus of the NCCA work has been on creating support materials for teachers as part of an Interim Guidance Toolkit. This Toolkit aims to support effective teaching and learning of SPHE/RSE and to deepen teachers' understanding and skills in addressing important and sensitive topics.
The NCCA Toolkit is being expanded in 2022 to include further age and stage appropriate guidance for teachers on how to address these topics within the SPHE classroom.
In tandem with this work, preparation for the broader redeveloping and updating of the SPHE curriculum has begun. Updated curricula will be developed for Primary, Junior Cycle and Senior Cycle.
A draft revised Junior Cycle specification is due to be agreed at NCCA Council in early Summer, with a public consultation to follow. The final revised specification is due to be completed by the end of 2022.
Preparation to update the Senior Cycle SPHE/RSE specification has commenced and it is intended that a meeting of the Senior Cycle development group will be convened in the next week. This group will prepare a background paper and brief which will form the basis of their work of redeveloping the Senior Cycle SPHE/RSE specification.
Following publication of the Primary Curriculum Framework, expected in early 2023, NCCA will establish a development group for the curricular area of Well-being. Learning pertaining to RSE in primary school will be addressed within the curricular area of Well-being and the subjects of Physical and Health Education and Social, Personal and Values Education. This development group will work on the development of a specification for the curricular area and corresponding subjects. This advice will be developed through research, deliberation, consultation, and engagement with networks.
In redeveloping the SPHE curriculum, the NCCA will be making explicit the importance of fostering young people's self-awareness and self-esteem and building the foundational skills and dispositions needed for building caring and healthy relationships (including respectful communication, showing empathy, and appreciating difference).
Professional Development Service for Teachers (PDST) Health and Well-being Advisers provide bespoke, tailored in-school support for RSE and SPHE in a range of ways that best suit the needs of the school. CPD for SPHE within the remit of the Junior Cycle for Teachers (JCT) support service is specifically informed by the NCCA Short Course in SPHE and the associated Assessment Guidelines. The content of the CPD is also informed by teacher feedback on the SPHE CPD provision. The PDST and JCT made a number of supports available to schools in the 2020/21 school year.
In addition to this, I have recently announced my Department's intention to provide funding for a new postgraduate programme to upskill registered post-primary teachers teaching SPHE/RSE.
This programme will provide a pathway for progression for post-primary teachers interested in developing their skills in teaching SPHE/RSE and in so doing build capacity and leadership within the teaching profession in relation to the teaching of SPHE/RSE. The intention to provide teachers with access to a new postgraduate course to be developed for teachers in post-primary schools teaching SPHE/RSE. Schools and teachers will be supported to access the upskilling programme and course fees will be covered by Department funding.
This programme will upskill registered post-primary teachers in SPHE/RSE. In the course of the programme, it is intended that each participant will be provided with high quality pedagogical content knowledge and will be empowered to become an effective and enthusiastic teacher of this subject. The design and delivery of the programmes should recognise recent curricular and other reforms.
My Department has recently engaged with higher education institutions (HEIs) and it is hoped that a number of HEIs will be interested in designing and developing an upskilling programme.
The Request for Tender notice for the Provision of a Postgraduate NFQ Level 9 SPHE/RSE Programme for Post Primary Teachers was published on the etenders website last month and HEIs are required to submit tenders by 30th May. Any tenders received will then be reviewed by an evaluation panel and it is envisaged that a tender(s) could be awarded for the design and development of a programme during the summer. Previously, HEIs have indicated that they may require at least a six month period to design and develop an upskilling programme. It is hoped that a new upskilling programme will be available to teachers by Q1 2023.
233. Deputy Bernard J. Durkan asked the Minister for Education the extent to which children continue to be protected from bullying directly or through social media platforms; and if she will make a statement on the matter. [15143/22]
Amharc ar fhreagraThe Action Plan on Bullying, which was published in January 2013, sets out my Department's approach to tackling bullying and promoting an anti-bullying culture in schools. The Action Plan contains 12 actions that focus on the provision of support for schools, teacher training, research and awareness raising and aims to ensure that all forms of bullying are addressed. A number of these actions have been implemented in full while others, which by their nature involve continuous action, are the subject of ongoing implementation.
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.
Support and resources in the area of online safety and digital citizenship are provided by Webwise. Webwise promotes the autonomous, effective and safer use of the internet by young people through a sustained information and awareness strategy targeting school leaders, teachers, parents/guardians and learners themselves with consistent and relevant messages.
There are also extensive training and curricular supports, including through the Social Personal Health Education (SPHE) curriculum and the Professional Development Service for Teachers (PDST), 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.
As the Deputy may be aware, in February of this year I 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.
This review involves significant consultation and collaboration across my Department, with other Government Departments and Bodies including the Ombudsman for Children, and also involves 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, identity bullying and sexual harassment, among other areas.
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 which was published last August.
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 has held five meetings to date.
The Anti-bullying procedures for Primary and Post Primary Schools will also be reviewed and updated in parallel with this work. A working group 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 has been established to review the anti-bullying procedures for schools.
234. Deputy Niamh Smyth asked the Minister for Education the availability of modern foreign languages in primary schools; and if she will make a statement on the matter. [23657/22]
Amharc ar fhreagraFollowing publication of Languages Connect, Ireland’s Strategy for Foreign Languages in Education 2017 – 2026 (Action 1.E.2) , the Department asked the National Council for Curriculum and Assessment (NCCA) to consider including foreign languages in senior classes as part of the review of the primary curriculum.
The NCCA published the Draft Primary Curriculum Framework (PCF) for public consultation in 2020.
This draft Framework acknowledges the language-learning journey that all children are on in English and Irish. It also acknowledges and harnesses the diversity of languages spoken in Irish primary schools. It supports the introduction of modern foreign languages in senior classes, incrementally building on children’s existing knowledge and awareness of language and progressing competency.
The initial plan was for the consultation to take place between January and June of 2020. However, the impact of Covid required changes to be made with the data gathering ultimately taking place over two phases between February 2020 and March 2022. The data from the consultation is currently being analysed and will be reported on in the coming months. The Department will consider this report when available later in 2022.
Last year I invited expressions of interest from English-medium and Irish-medium primary and special schools to participate in a new language sampler module. The ‘Say Yes to Languages’ sampler module allows schools identify a modern foreign language of their choice, or Irish Sign Language (ISL). Schools are supported by Post-Primary Languages Ireland (PPLI) in providing a six-week sampler module across a range of additional languages including Irish Sign Language (ISL).
This six-week sampler module is targeted at pupils in 3rd to 6th class for up to 1 hour per week within the normal school timetable. It is open to schools to participate on a voluntary basis. Schools will have the autonomy to determine the language they wish to introduce to the children and to secure a language tutor e.g. language teacher/language assistant from a post-primary school /a member of the school/wider community who is fluent in the target language.
PPLI have developed the module content in consultation with the National Council for Curriculum and Assessment (NCCA) and the National Council for Special Education (NCSE). PPLI also provide a short online training programme for the language tutors identified by each school. There is additional training for schools management and class teachers who are hosting the module, should they wish to access it. Delivery of the sampler module could be online or by way of a blended approach. PPLI are providing advice on sourcing language tutors/teachers.
There was huge interest in the sampler module with 470 schools and some 40,000 pupils participating in the scheme in 2021/22 and 12 different languages have been selected including: French, German, Irish Sign Language, Spanish, Italian, Mandarin Chinese, Lithuanian, Romanian, Polish, Portuguese, Arabic and Tamil. A grant of up to €1,000 has been provided to each participating school.
The module has now been extended for a second year 2022/23 and is currently open for applications from primary schools until May 25. Details of the scheme are outlined in Circular 0028/2022: www.gov.ie/en/circular/88a1a-say-yes-to-languages-language-sampler-module-202223/. The module will be extended to 8 weeks in 2022/23 and the grant will be increased to €400 per classroom up to a maximum of €1,600.
The sampler module aims to:
- Generate awareness among pupils of the range of languages used by their peers, including Irish Sign Language, in their schools and communities which may help support greater inclusion and appreciation of diversity in society
- Encourage uptake of languages at post-primary level
- Provide opportunities for increased levels of collaboration among the school community with regard to the celebration of languages and cultures
- Support implementation of Languages Connect, Ireland’s Strategy for Foreign Languages in Education 2017 – 2026.
The sampler module will also inform future developments in the area of language acquisition and development of the Primary Curriculum Framework. I would encourage primary and special schools to explore this opportunity to take part in this new module.
Language classes may also be provided by primary schools through extra-curricular classes which are organised locally by schools.
235. Deputy Niamh Smyth asked the Minister for Education the status of the development of new specifications for the relationships and sexuality education and social, personal and health education curricular across primary and post-primary schools; if upskilling programmes are available for teachers; and if she will make a statement on the matter. [23658/22]
Amharc ar fhreagraAccess to Relationships and Sexuality Education, or RSE, is an important right for students. This is reflected in the Programme for Government, which states that this Government will develop inclusive and age appropriate curricula for RSE and Social, Personal and Health Education across primary and post-primary schools.
The National Council for Curriculum and Assessment was requested to conduct a review of RSE provision in Irish schools, focussing on a range of topics including healthy positive, sexual expression and relationships and LGBTQ+ matters. The NCCA published “The Report on the Review of Relationships and Sexuality Education in primary and post-primary schools” in December, 2019.
This report resulted in the NCCA establishing two development groups, one for primary and one for post-primary, to oversee the work of developing an updated curriculum materials in this area and supporting the development of guidance material for schools.
The immediate focus of the NCCA work has been on creating support materials for teachers as part of an Interim Guidance Toolkit. This Toolkit aims to support effective teaching and learning of SPHE/RSE and to deepen teachers' understanding and skills in addressing important and sensitive topics.
The NCCA Toolkit is being expanded in 2022 to include further age and stage appropriate guidance for teachers on how to address these topics within the SPHE classroom.
In tandem with this work, preparation for the broader redeveloping and updating of the SPHE curriculum has begun. Updated curricula will be developed for Primary, Junior Cycle and Senior Cycle.
A draft revised Junior Cycle specification is due to be agreed at NCCA Council in early Summer. The final revised specification is due to be completed by the end of 2022.
Preparation to update the Senior Cycle SPHE/RSE specification has commenced and it is intended that a meeting of the Senior Cycle development group will be convened in the next week. This group will prepare a background paper and brief which will form the basis of their work of redeveloping the Senior Cycle SPHE/RSE specification.
Following publication of the Primary Curriculum Framework, expected in early 2023, NCCA will establish a development group for the curricular area of Well-being. Learning pertaining to RSE in primary school will be addressed within the curricular area of Well-being and the subjects of Physical and Health Education and Social, Personal and Values Education. This development group will work on the development of a specification for the curricular area and corresponding subjects. This advice will be developed through research, deliberation, consultation, and engagement with networks.
In redeveloping the SPHE curriculum, the NCCA will be making explicit the importance of fostering young people's self-awareness and self-esteem and building the foundational skills and dispositions needed for building caring and healthy relationships (including respectful communication, showing empathy, and appreciating difference).
Professional Development Service for Teachers (PDST) Health and Well-being Advisers provide bespoke, tailored in-school support for RSE and SPHE in a range of ways that best suit the needs of the school. CPD for SPHE within the remit of the Junior Cycle for Teachers (JCT) support service is specifically informed by the NCCA Short Course in SPHE and the associated Assessment Guidelines. The content of the CPD is also informed by teacher feedback on the SPHE CPD provision. The PDST and JCT made a number of supports available to schools in the 2020/21 school year.
In addition to this, I have recently announced my Department's intention to provide funding for a new postgraduate programme to upskill registered post-primary teachers teaching SPHE/RSE.
This programme will provide a pathway for progression for post-primary teachers interested in developing their skills in teaching SPHE/RSE and in so doing build capacity and leadership within the teaching profession in relation to the teaching of SPHE/RSE. The intention to provide teachers with access to a new postgraduate course to be developed for teachers in post-primary schools teaching SPHE/RSE. Schools and teachers will be supported to access the upskilling programme and course fees will be covered by Department funding.
This programme will upskill registered post-primary teachers in SPHE/RSE. In the course of the programme, it is intended that each participant will be provided with high quality pedagogical content knowledge and will be empowered to become an effective and enthusiastic teacher of this subject. The design and delivery of the programmes should recognise recent curricular and other reforms.
My Department has recently engaged with higher education institutions (HEIs) and it is hoped that a number of HEIs will be interested in designing and developing an upskilling programme.
The Request for Tender notice for the Provision of a Postgraduate NFQ Level 9 SPHE/RSE Programme for Post Primary Teachers was published on the etenders website last month and HEIs are required to submit tenders by 30th May. Any tenders received will then be reviewed by an evaluation panel and it is envisaged that a tender(s) could be awarded for the design and development of a programme during the summer. Previously, HEIs have indicated that they may require at least a six month period to design and develop an upskilling programme. It is hoped that a new upskilling programme will be available to teachers by Q1 2023.
236. Deputy Niamh Smyth asked the Minister for Education if she will outline her Department’s strategy to tackle cyberbullying and harassment, particularly of children; and if she will make a statement on the matter. [22104/22]
Amharc ar fhreagraThe Action Plan on Bullying, which was published in January 2013, sets out my Department's approach to tackling bullying and promoting an anti-bullying culture in schools. The Action Plan contains 12 actions that focus on the provision of support for schools, teacher training, research and awareness raising and aims to ensure that all forms of bullying are addressed. A number of these actions have been implemented in full while others, which by their nature involve continuous action, are the subject of ongoing implementation.
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.
Support and resources in the area of online safety and digital citizenship are provided by Webwise. Webwise promotes the autonomous, effective and safer use of the internet by young people through a sustained information and awareness strategy targeting school leaders, teachers, parents/guardians and learners themselves with consistent and relevant messages. Webwise and PDST Technology in Education are currently developing a new online cyberbullying course which seeks to inform teachers and school leaders about cyberbullying and outlines a school’s role in relation to creating an anti-cyberbullying culture and promoting student well-being including online well-being. This course aims to provide both primary and post-primary teachers with the knowledge, resources and confidence needed to teach about cyberbullying and deal with cyberbullying incidents as they arise.
There are also extensive training and curricular supports, including through the Social Personal Health Education (SPHE) curriculum and the Professional Development Service for Teachers (PDST), 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.
A new Digital Strategy for schools, the Digital Strategy for Schools to 2027, was published in April. The Strategy will advance the embedding of digital technologies across teaching, learning and assessment, building on the work under previous strategies.Online safety and the safe and ethical use of digital technologies is a key component of the new Strategy. The Strategy will continue to work towards ensuring that learners have the opportunity to develop their digital skills so that they can navigate the digital world in a confident and competent manner and that their voices are heard and taken into account in further developments in this area.
As the Deputy may be aware, in February of this year I 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. This review involves significant consultation and collaboration across my Department, with other Government Departments and Bodies including the Ombudsman for Children, and also involves 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, identity bullying and sexual harassment, among other areas.
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 which was published last August.
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 has held five meetings to date.
The Anti-bullying procedures for Primary and Post Primary Schools will also be reviewed and updated in parallel with this work. A working group 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 has been established to review the anti-bullying procedures.
237. Deputy James O'Connor asked the Minister for Education the progress that has been made on the development of a new action plan on bullying; and if she will make a statement on the matter. [23664/22]
Amharc ar fhreagraAs the Deputy may be aware, in February of this year I 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 has held five meetings to date.
This review involves significant consultation and collaboration across my Department, with other Government Departments and Bodies including the Ombudsman for Children, and also involves 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, identity based 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.
238. Deputy Réada Cronin asked the Minister for Education the date for the commencement of works on a school (details supplied); if it is envisaged that such works would be completed allowing the school to be fully operational for the 2023-2024 academic year; and if she will make a statement on the matter. [23900/22]
Amharc ar fhreagraThe permanent accommodation for the school referred to by the Deputy is being delivered under my Department’s Design and Build Programme. This delivery programme uses a professional external Project Management team to progress the project through the stages of architectural planning, tendering and construction.
It is anticipated that the project for the school referred to by the Deputy will be included in the next bundle of projects to proceed to tender later this year. In the interim, my Department will continue to liaise with the school's patron body in relation to the school’s accommodation needs pending delivery of the permanent accommodation.
239. Deputy Mark Ward asked the Minister for Education the options that are available to the parents of a child (details supplied) who have been unable to get a secondary school place for their son in the Lucan area. [23924/22]
Amharc ar fhreagraAs the Deputy may be aware, for school planning purposes, my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.
Having considered the projected requirements in each school planning area, my Department then makes an assessment of the existing capacity within that particular area and its ability to meet any increased demand.
Where data indicates that additional provision is required at primary or post primary level, the delivery of such additional provision is dependent on the particular circumstances of each case and may be provided through either one, or a combination of, the following:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
My Department's projections of post primary school place requirements in Lucan show an anticipated continued growth in enrolments in the short- to medium-term.
However, in response to projected future need and to enrolment pressures in the area, my Department currently has 3 major projects underway for schools in this School Planning Area as follows:
- St. Joseph’s College Lucan – project at stage 2b – project is extension/refurbishment to cater for 1,000 pupils (current enrolment of 904 pupils in 2021/22)
- Lucan Community College – project at stage 2b – project is extension/refurbishment to cater for 1,000 pupils (current enrolment of 926 pupils in 2021/22)
- Griffeen Community College – project at stage 2b – project is new school for 1,000 pupils. There has also been additional interim accommodation approved for this school for 2022/23 (current enrolment of 286 pupils in 2021/22)
While my Department is aware of increasing pressures and demand for additional school places in Lucan, it is important to note that where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:
- Duplication of applications – pupils have applied for a place to a number of schools in the area
- School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area
- Some towns/areas have single sex schools and while places are available in the school they are not available to all pupils
- External draw – pupils coming from outside the local area
My Department is working to establish the true extent of any capacity issues through ongoing discussions with the relevant school authorities. In that context, similar to the process adopted in advance of the current academic year, my Department is engaging with patron bodies, including patrons of schools in Lucan, to identify particular capacity requirements for the forthcoming years which may necessitate further action to that already in train including, where required, the provision of modular accommodation solutions.
I understand that principals of schools in the area have had a number of meetings to establish an overall picture of school place requirements for the next academic year. My Department will continue to have close engagement with the relevant school patrons and authorities in order to monitor the situation and implement any solutions which may be required.
Additionally, my Department will continue to work to advance the planned and current projects in Lucan and to ensure sufficient places for both mainstream provision and for pupils with special education requirements both for the coming academic year and into the future.
It is the responsibility of my Department to ensure that schools in an area can, between them, cater for all pupils seeking school places in an area. Parents can choose which school to apply to and where the school has places available the pupil should be admitted.
It is the responsibility of the managerial authorities of all schools to draft, publish and implement a school admission policy in accordance with the Education Acts 1998 to 2018. In schools where there are more applicants than places available a selection process may be necessary. This may result in some pupils not obtaining a place in their school of first choice.
The admission policy, including the selection criterion to be used where the school is oversubscribed, must comply with the Education Acts 1998 to 2018, be non-discriminatory and be applied fairly in respect of all applicants.
Where a board of management make a decision to refuse admission, a parent/guardian can appeal that decision under section 29 of the Education Act, 1998, and an independent appeals committee will be appointed to consider the appeal. The role of the section 29 hearing committee is to examine the application for enrolment and consider if it was correctly processed by the school, in accordance with the school’s Enrolment Policy. The section 29 appeals committee cannot consider matters that are not provided for within the school’s Enrolment policy. If a parent/guardian considers that a school has erred in their processing of an enrolment application, a section 29 appeal committee can examine how the application was processed by the school and identify if the school did not follow its Enrolment policy. In cases where an error occurred the section 29 appeal committee will consider if the error had a material effect on the application. Where an error had a material effect on an enrolment application, the section 29 appeal committee can direct the school to enrol the student or adjust the students ranking on the waiting list. My Department has no authority to compel a school to admit a student, except in circumstances where an appeal under section 29 of the Education Act, 1998 has been allowed and the appeals committee directs that the school admit the child concerned.
A section 29 appeal must be made no later than 63 calendar days from the date of the school’s decision to refuse admission.
It is important to note that if refused admission is due to the school being oversubscribed, and the parent/guardian wishes to appeal this decision they must first make a written request to the school seeking a review of the board of management’s decision. This request for a review to the board of management is time bound and must be made within 21 calendar days from the date of the decision by the school to refuse admission to the child.
If refused admission is for a reason other than the school being oversubscribed, a parent/guardian may, but are not required to, request a review by the board of management within 21 calendar days from the date of the decision by the school to refuse admission to the child. Where a parent/guardian has been refused admission for a reason other than the school being oversubscribed and chooses not to seek a review by the board of management they may make an appeal to an independent appeals committee no later than 63 calendar days from the date of the school’s decision to refuse admission.
Full details on the section 29 appeals process for refused enrolment are available on the Gov.ie website at the links below:
www.gov.ie/en/publication/8248c-appeals-in-relation-to-refusal-to-admit-a-student-due-to-a-school-being-oversubscribed/
www.gov.ie/en/publication/31c4f-appeals-in-relation-to-refusal-to-admit-a-student-for-a-reason-other-than-the-school-being-oversubscribed/
In addition, Tusla Education Support Services (TESS) the Educational Welfare Service is the legal body which can assist parents who are experiencing difficulty in securing a school placement for their child. Contact details for TESS are available at the following link www.tusla.ie/tess/get-in-touch/ or by email at tessinfo@tusla.ie
