Written Answers Nos. 94-113
94. Deputy Aindrias Moynihan asked the Minister for Education the engagements that she has had with the State Exams Commission in addressing the shortage of State examiners; her plans to avoid this issue for 2023; and if she will make a statement on the matter. [34756/22]
Amharc ar fhreagraThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations.
In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
95. Deputy Aodhán Ó Ríordáin asked the Minister for Education if the total State support for a second level DEIS school is the combination of State grant and budget for the running cost of the school and funding under the DEIS programme; if the derived total State support per DEIS student is consequently less for such a student in a voluntary secondary school compared with the total State support for their peer attending an education and training board or community and comprehensive school in the same area; the respective levels of such combined State support per student in DEIS schools in the different second level school sectors; the measures her Department would suggest to address the disparity in total State funding levels per student for DEIS students in the voluntary school sector; and if she will make a statement on the matter. [34757/22]
Amharc ar fhreagraDEIS - Delivering Equality of Opportunity in Schools is the main policy initiative of my Department to address educational disadvantage at school level. My Department will spend approximately €170million on supports for schools under the DEIS programme in 2022.
In the region of €16.2 million was provided to primary and post primary schools in the form of a DEIS grant for the 2021/22 school year. The purpose of this DEIS specific funding is to support the objectives of the DEIS programme, including retention, attendance, literacy and numeracy. The DEIS programme provides a suite of supports to specifically support educational disadvantage. DEIS grant funding and supports are applied equitably across all DEIS post-primary schools, irrespective of the patronage or governance model for a given school.
DEIS supports are targeted at supporting the educational outcomes of those pupils most at risk of educational disadvantage, and are not intended to cover the day to day costs of the school as is the case with capitation funding.
With regards to the funding arrangements for the day to day running of post primary schools, these arrangements reflect the sectoral division of the second-level system. Funding provided to schools in the ETB, Community & Comprehensive sectors is primarily based on budgets determined by my Department. Voluntary Secondary schools in the Free Education Scheme are funded by way of per capita grants. At the core of these arrangements is reliance upon capitation as a key determinant of funding and enrolments are the main driver in the level of funding provided.
There are historical arrangements in place whereby the Capitation Grant funding for Voluntary Secondary Schools is reduced by the School Salary grant. This deduction amounted to €563 per teaching post.
It is estimated that up to €21m has been provided in equalisation funding in the period up to 2009. Furthermore, as agreed with the Joint Managerial Body (JMB), future improvements in equalisation funding is to be directed in the first instance at the elimination of the School Salary grant deduction from the capitation payable to Voluntary Secondary Schools. Therefore, Budget 2020 provided additional funding to cater for a 20% reduction in the School Salary Grant deduction from 1 September 2020. This brought the deduction down from €563 to €450.40 per whole-time equivalent teaching post.
I was delighted to have secured further funding in Budget 2022 to complete the elimination of this deduction. This means that all of the Voluntary Secondary Schools in the Free Education Scheme will see capitation funding increase resulting in an estimated additional €1.4 million being made available to these schools in 2022 and €5.7 million in 2023.
96. Deputy Jennifer Whitmore asked the Minister for Education if she will outline possible funding avenues for a project (details supplied); and if she will make a statement on the matter. [34770/22]
Amharc ar fhreagraThe current policy in my Department is not to endorse any products, publications or services from individual providers and hence, it is not possible for us to support or publicise the project referenced to schools. Choices regarding educational materials, textbooks and other educational products as well as digital and online services are made by individual schools and their boards of management, not by my Department.
Access 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.
Social, Personal and Health Education (SPHE) is a mandatory curriculum subject in all primary schools and in post-primary junior cycle. Relationships and Sexuality Education (or RSE) is required at all levels, from primary through to senior cycle. Topics covered at post-primary include: sexual harassment; healthy and unhealthy relationships; consent; domestic gender-based and sexual violence; dating violence and rape.
The Programme for Government commits to the development of inclusive and age appropriate curricula for RSE and SPHE across primary and post-primary schools, including an inclusive programme on LGBTI+ relationships.
Following a review of RSE in schools across all stages of education the NCCA has established two development groups, one for primary and one for post-primary, to oversee the work in this area and support the development of guidance material for schools.
The immediate focus of the NCCA work has been on creating support materials for teachers for publication online as part of an Interim Guidance Toolkit. The toolkit's purpose is to support effective teaching and learning of SPHE/RSE linked to the current curriculum and to provide guidance on how SPE/RSE may be approached in a comprehensive way that meets the needs of young people today. These resources cover all topics including many of the topics that have been raised recently as important for young people's education - there are resources to help teachers in teaching about rights and responsibilities in relationships, how to recognise healthy, unhealthy and abusive relationships, how to interact safely and respectfully the influence of the media on young people's understanding and expectations, sexual consent and assertive communication.
The NCCA Toolkits will be expanded during 2022 to include further age and stage appropriate guidance for teachers on how to address these and other related topics within the SPHE classroom. The Toolkit provides practical help designed to deepen teachers' understanding and skills so that they feel more confident in addressing important and sensitive topics.
In tandem with the development of the online Toolkit, preparation for redeveloping and updating the SPHE curriculum is progressing. 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 by the summer, with a public consultation to follow when schools return in September. The final revised specification is due to be completed by the end of 2022 and rolled out in schools from September 2023. Updated specifications for primary and senior cycle will follow afterwards.
I have announced a review of the 2013 Action Plan on Bullying and procedures on bullying. This review will take account of developments and relevant research since the action plan and procedures were published and will specifically consider areas such as cyber bullying, gender identity bullying and sexual harassment.
The review will also give detailed consideration to the recommendations contained in the Oireachtas Joint Committee on Education, Further and Higher Education, Research, Innovation and Science Report on School Bullying and the Impact on Mental Health which was published in August 2021.
My Department continues to work with the Department of Justice in formulating and implementing the Third National Strategy for Domestic, Sexual and Gender-Based Violence (DSGBV). Proposed actions for my Department include enhancing understanding of gender and relationships, and enabling frontline professionals and support staff, with the assistance of the support services for teachers, to have the necessary analysis, skills, and expertise to identify potential DSGBV dangers and make appropriate preventative interventions. As well as being done through developing and implementing update SPHE and RSE curricula, it will also be achieved by building on continuing professional development (CPD) and anti-bullying procedures.
The proposed actions are intended to reflect the ambition of my Department to play its part in realising the aim of eradicating domestic, sexual and gender-based violence from society and I look forward to continuing to work with the Department of Justice in furtherance of this.
97. Deputy John McGuinness asked the Minister for Education if a place will be provided at a school for a student (details supplied); and if speech therapy, occupational therapy and other services will be provided for them; and if she will make a statement on the matter. [34785/22]
Amharc ar fhreagraEnabling children with special educational needs to receive an education is a priority for this Government.
This year, my Department will spend in excess of €2 Billion, or over 25% of the Department’s budget on providing a wide range of schemes and supports for children with special educational needs.
This includes additional teaching and care supports.
As a result, the number of special education teachers, special needs assistants and special class and school places are at unprecedented levels.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children nationwide.
Over the last two years, my Department and the NCSE have worked closely on a more streamlined and joined up planning process which has ensured a targeted approach to meet demand for special needs placements ahead of each new school-year.
I am satisfied that this more joined up approach is delivering. Through this intensive intervention, we have seen over 300 special classes, providing over 1,800 new places, opened nationwide for the 2021/22 school-year.
I also acknowledge that notwithstanding the extent of this investment, there are some parts of the country where increases in population and other issues have led to concerns regarding a shortage of school places.
NCSE has well established structures in place for engaging with schools and parents and seeks to ensure that schools in an area can, between them, cater for all children who have been identified as needing special class placements.
NCSE is continuing to engage with schools regarding the establishment of additional special classes for 2022/23 and beyond. There are specific plans in place to open additional special classes and every support will be made available to progress their opening in the shortest possible timeframe with a particular focus on September next.
It is of course open to any school to engage with the NCSE to establish a special class.
My Department is committed, in conjunction with the NCSE, to continue to work with parents, schools, patrons and all stakeholders to ensure that there are sufficient appropriate places for students with additional needs and to support all students to achieve their potential.
I want to reassure you also that my Department will continue to support the NCSE and schools through the provision of the necessary funding and capital investment to ensure all children are successful in accessing an education
While a full list of special classes and special schools is available on the NCSE website at the following links, I will also arrange to forward the details you have provided to the NCSE for their attention and direct reply.
ncse.ie/wp-content/uploads/2021/12/NCSE-Special-School-Allocations-21-22-website-03-12-2021.pdf
ncse.ie/wp-content/uploads/2022/04/Final-2021_2022-Sp-Class-list-25_03_22.pdf
The provision of health-related supports, including speech and language therapy services and occupational therapy services are the responsibility of the Health Service Executive, and matters in relation to the provision of health-related services should therefore be directed to that body or to the Department of Health.
98. Deputy Michael Healy-Rae asked the Minister for Education if her Department has plans to introduce a new programme on alcohol education (details supplied) for primary level students; and if she will make a statement on the matter. [34813/22]
Amharc ar fhreagraThe current Social Personal and Health Education Curriculum (SPHE) is for children from junior infants to sixth class. It provides particular opportunities to foster the personal development, health and well-being of the individual child, to help him/her to create and maintain supportive relationships and become an active and responsible citizen in society. Through an SPHE programme that is planned and consistent throughout the school, children can develop a framework of values, attitudes, understanding and skills that will inform their decisions and actions both now and in the future. As children progress through an SPHE programme, they will encounter a wide range of issues. These will include substance misuse, relationships, sexuality, child abuse prevention, prejudice and discrimination. The SPHE curriculum is structured in such a way that these issues are not explored in isolation; rather the emphasis is on building a foundation of skills, values, attitudes and understanding relevant to all these issues, with specific information provided where necessary.
The SPHE Curriculum is divided into three strands Myself, Myself and Others, Myself and the Wider World at all levels, where topics are dealt with in an age and stage appropriate manner. From third class, under the area of ‘Myself’, through the strand unit ‘Taking Care of My Body’, children should be enabled to understand and appreciate what it means
- to be healthy and to have a balanced lifestyle,
- to realise that each individual has some responsibility for his/her health and that this responsibility increases as he/she gets older
- to be aware of the dangers in using tobacco or alcohol and explore the reasons why people may choose to smoke or drink
-to distinguish between legal and illegal substances, identifying those that are most commonly used, and examine and understand the effects they can have alcohol,
- explore some of the reasons why people smoke, drink alcohol, misuse any kind of substances or take drugs that have no medical use.
- The Programme for Government states that ‘this Government will develop inclusive and age appropriate curricula for Relationships and Sexuality Education (RSE) and Social, Personal and Health Education (SPHE) across primary and post-primary schools. The immediate focus of the work of the NCCA has been on creating support materials for teachers for publication online as part of an Interim Guidance Toolkit. The toolkit's purpose is to support effective teaching and learning of SPHE/RSE linked to the current curriculum and to provide guidance on how SPHE/RSE may be approached in a comprehensive way that meets the needs of young people today.
- The primary curriculum is currently undergoing a period of review and redevelopment, lead by the National Council for Curriculum and Assessment (NCCA). There are calls for the primary curriculum to do more. To include new areas of learning such as: Education about Religions and Beliefs (ERB) and Ethics, coding and computational thinking, and modern foreign languages, and more time for existing areas such as wellbeing (including SPHE and PE). In February 2020 the NCCA published the Draft Primary Curriculum Framework for public consultation. The impact of COVID-19 required changes to the consultation timeline, with a revised two-phased approach which was completed by the end of February 2022. It is intended that the finalised document will be sent from NCCA to the Minister for approval in early 2023 with publication by end Q1 2023. This framework will then guide the NCCA’s work in developing a specification for each curriculum area. It will be the 2025/26 school year before these are introduced to schools
-Other programmes, such as the Garda Schools Programme deal with issues relating to substance misuse, including alcohol. This is a joint Department of Education and An Garda Síochána initiative which commenced in 1991. Specially trained Gardaí in each Garda Division are tasked with the implementation of the Programme. The programme is currently being updated and will be relaunched at the start of the next school year. The current primary and post-primary Garda Schools Programme provides lessons on the following topics:
- An Garda Síochána - Role, Uniform and Equipment
- Vandalism
- Personal Safety – including substance misuse
- Road Safety
- Cycle Safety
- Respectful online Communication (Primary School)
- Connect with Respect (post-primary School)
More information can be found on www.garda.ie/en/crime-prevention/community-engagement/community-engagement-offices/garda-schools-programme-office.html.
99. Deputy Michael Healy-Rae asked the Minister for Education if alcohol education will continue throughout at least the first three years of post-primary school (details supplied); and if she will make a statement on the matter. [34816/22]
Amharc ar fhreagraThe issue of alcohol harm is addressed in the Social Personal and Health Education (SPHE) programme. As students’ progress through an SPHE programme, they will encounter a wide range of issues. These include substance misuse. Schools have a role to play in supporting their students to develop the key skills and knowledge to enable them to make informed choices when faced with a range of difficult issues, including drugs, alcohol and gambling.
This is mainly done through the SPHE programme, which has a specific module on the use and misuse of a range of substances. SPHE is currently mandatory in all primary schools and in junior cycle. It also forms part of the mandatory 'Wellbeing' area of learning for the new junior cycle which was introduced in September 2017. Schools are also encouraged to deliver the SPHE programme in senior cycle.
Relevant topics in SPHE include student decision-making skills and safety and protection. Students learn how to exercise judgement, weigh up different possibilities, examine the steps and choices that guide them towards considered decision-making, begin to understand their own rights and the rights of others, and explore decision-making. In respect of safety, students’ ability to assess the consequences of risky behaviour is developed.
The SPHE curriculum is currently being redeveloped across all levels. A draft revised Junior Cycle specification has recently been approved by NCCA Council, with a public consultation to follow, running from July to October. It is expected that the finalised specification will be presented to Council for approval early 2023, and subject to my approval, will be implemented in schools in September 2023.
Work in preparing a background paper that will inform the updating of senior cycle SPHE/RSE is underway. This paper will be finalised and presented to Council for approval for consultation in September 2022. It is intended that the curriculum redevelopment work will commence in September 2022 and a draft updated specification for senior cycle SPHE will be ready for public consultation by summer 2023 and finalised in early 2024 for implementation in schools in September 2024.
Following publication of the Primary Curriculum Framework, expected in early 2023, the NCCA will establish a development group which is due to commence development on updated primary specifications in Quarter 4 2022, with a draft estimated to be available for public consultation in Quarter 1 2024.
100. Deputy Aodhán Ó Ríordáin asked the Minister for Education the number of deaf and hard of hearing children in each year in deaf schools and units for deaf and hard of hearing children in mainstream schools. [34848/22]
Amharc ar fhreagraThe following link gives the data for pupils enrolled in special schools for the deaf. We have supplied data for academic years 2010-2011 to 2020-2021, the last year we have final enrolment data. We expect to publish the final enrolment data for 2021-2022 by the end of June 2022.
In relation to the number of pupils in mainstream schools who have a hearing impairment, The National Council for Special Education have provided us with the following figures for those pupils supported by Visiting Teachers for deaf and hard of hearing children. In 2021 this included:
- Babies/pre-school/other: 658
- Primary School: 2,405
- Post Primary School: 1,721
- Special School: 607
- Total: 5,391
104. Deputy Darren O'Rourke asked the Minister for Education the date on which a school (details supplied) in County Meath will have its SNA exceptional review conducted and a final decision on SNA allocation for 2022-2023; and if she will make a statement on the matter. [34853/22]
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 relation to SNA support the NCSE have confirmed that the school has an allocation of SNA support to provide support for children with primary care needs.
The following arrangements for the allocation of SNA support in respect of students in mainstream classes for 2022/23 will apply:
a) The SNA allocations for mainstream classes in schools on 31st May 2022 will be maintained for 2022/23. This will provide greater certainty for schools.
b) A process for schools, whereby if they consider their SNA allocation is in excess of the required care needs, to engage with the NCSE. Schools should contact their local NCSE Special Education Needs Organiser (SENO) to commence the process.
c) The exceptional review process undertaken by NCSE will remain in place throughout the 2022/23 school year, where schools can seek a review of their SNA allocations which will result in one of the following outcomes:
i. No change in the level of care need identified (and no change in the resultant SNA allocation);
ii. Increase in the level of care need identified (which if significant would see an increase in the SNA allocations to the schools) ;
iii. Decrease in level of care need identified in the school (which if significant would result in a reduction in SNA allocations as the care need could be managed with less resources than are currently allocated); In relation to outcome iii, the SNA allocation will be adjusted at the end of the relevant school term.
It is expected that schools will review and reprioritise the deployment of SNAs within mainstream settings and allocate resources to ensure those with the greatest level of need receive the greatest level of support. Providing access to SNA support continues to be based on primary care needs as outlined in DES Circular 0030/2014: circulars.gov.ie/pdf/circular/education/2014/30.pdf. Following such a review and reprioritisation, it is expected that a small number of schools, e.g. developing schools, may not have a sufficient SNA allocation to meet the needs of their students. These schools can apply to the NCSE for an Exceptional Review of their allocation.
Detailed information on the NCSE Exceptional Review process is published on the NCSE website, ncse.ie/application-for-sna-exceptional-review.
The NCSE will endeavour to respond to all applications for Exceptional Review received as expediently as possible and in that regard, it will prioritise applications from schools with no current SNA allocation and developing schools. The Exceptional Review process for mainstream allocations will be available to schools throughout the 2022/23 school year.
The NCSE has developed an appeal mechanism for schools who are not satisfied with the outcome of the Exceptional Review. Local Special Educational Needs Organisers (SENOs) will provide information and clarification to schools on the outcome where requested. Where schools wish to appeal the outcome of the review, they must do so using the prescribed form provided by the NCSE, ncse.ie/ncse-appeals-process.
The NCSE have published the SNA allocations for the 2022/23 school year and they are available at ncse.ie/set-hours-and-sna-allocations.
All schools have the contact details of their local SENO, and the SENO is available to offer assistance and advice to the school. Parents may also contact their local SENO directly to discuss their child's special educational needs, using the contact details available on www.ncse.ie.
My Department does not have a role in making individual school determinations. Accordingly your correspondence has been forwarded to the NCSE for direct reply.
105. Deputy Darren O'Rourke asked the Minister for Education the date on which a school (details supplied) in County Meath will have its SNA exceptional review conducted and a final decision on SNA allocation for 2022-23; and if she will make a statement on the matter. [34854/22]
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 relation to SNA support the NCSE have confirmed that the school has an allocation of SNA support to provide support for children with primary care needs.
The following arrangements for the allocation of SNA support in respect of students in mainstream classes for 2022/23 will apply:
a) The SNA allocations for mainstream classes in schools on 31st May 2022 will be maintained for 2022/23. This will provide greater certainty for schools.
b) A process for schools, whereby if they consider their SNA allocation is in excess of the required care needs, to engage with the NCSE. Schools should contact their local NCSE Special Education Needs Organiser (SENO) to commence the process.
c) The exceptional review process undertaken by NCSE will remain in place throughout the 2022/23 school year, where schools can seek a review of their SNA allocations which will result in one of the following outcomes:
i. No change in the level of care need identified (and no change in the resultant SNA allocation);
ii. Increase in the level of care need identified (which if significant would see an increase in the SNA allocations to the schools) ;
iii. Decrease in level of care need identified in the school (which if significant would result in a reduction in SNA allocations as the care need could be managed with less resources than are currently allocated); In relation to outcome iii, the SNA allocation will be adjusted at the end of the relevant school term.
It is expected that schools will review and reprioritise the deployment of SNAs within mainstream settings and allocate resources to ensure those with the greatest level of need receive the greatest level of support. Providing access to SNA support continues to be based on primary care needs as outlined in DES Circular 0030/2014: circulars.gov.ie/pdf/circular/education/2014/30.pdf. Following such a review and reprioritisation, it is expected that a small number of schools, e.g. developing schools, may not have a sufficient SNA allocation to meet the needs of their students. These schools can apply to the NCSE for an Exceptional Review of their allocation.
Detailed information on the NCSE Exceptional Review process is published on the NCSE website, ncse.ie/application-for-sna-exceptional-review.
The NCSE will endeavour to respond to all applications for Exceptional Review received as expediently as possible and in that regard, it will prioritise applications from schools with no current SNA allocation and developing schools. The Exceptional Review process for mainstream allocations will be available to schools throughout the 2022/23 school year.
The NCSE has developed an appeal mechanism for schools who are not satisfied with the outcome of the Exceptional Review. Local Special Educational Needs Organisers (SENOs) will provide information and clarification to schools on the outcome where requested. Where schools wish to appeal the outcome of the review, they must do so using the prescribed form provided by the NCSE, ncse.ie/ncse-appeals-process.
The NCSE have published the SNA allocations for the 2022/23 school year and they are available at ncse.ie/set-hours-and-sna-allocations.
All schools have the contact details of their local SENO, and the SENO is available to offer assistance and advice to the school. Parents may also contact their local SENO directly to discuss their child's special educational needs, using the contact details available on www.ncse.ie.
My Department does not have a role in making individual school determinations. Accordingly your correspondence has been forwarded to the NCSE for direct reply.
106. Deputy Pádraig Mac Lochlainn asked the Minister for Education if she will allow a school (details supplied) to retain the current staffing allocation for 2021-22 for the 2022-23 school year; and if she will make a statement on the matter. [34855/22]
Amharc ar fhreagraThe key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September.
For the 2022/23 school year, the staffing schedule for primary schools has been improved by one point and schools will be provided with class teachers on the basis of 1 teacher for every 24 pupils which is a historical low ratio, with lower thresholds applying to DEIS Urban Band 1 schools.
The staffing process contains an appeals mechanism for schools to submit a staffing appeal under certain criteria to an independent Primary Staffing Appeals Board. Details of the appeal process are available in Circular 25/2022.
The school referred to by the Deputy has been informed that its staffing appeal has been successful, pending confirmation of the school's enrolment reaching the required retention figure on 30th September.
107. Deputy Ciarán Cannon asked the Minister for Education further to Parliamentary Question No. 442 of 24 May 2022; if she has received the available data on post-primary schools that received funding for each of the years 2016 to 2021 for the purposes of developing a sports hall; and if she will forward same. [34965/22]
Amharc ar fhreagraI wish to advise the Deputy that investment and expenditure on PE halls is an element of the overall expenditure and investment in the School Building Programme. The provision of PE halls form part of the accommodation brief for all new post primary school buildings or where a major building or refurbishment project is being delivered and the costs are therefore not readily available.
Under Project Ireland 2040, the education sector will receive a total of approximately €4.4 billion capital investment over the period 2021-2025. This significant investment allows us to move forward with certainty on our ambitious plans and deliver high quality building projects, with a real focus on sustainability, for school communities across Ireland. This investment will also build on the good progress being made on adding capacity to cater for demographic changes and provision for children with special educational needs. This investment will also facilitate an increased focus on the modernisation of existing school stock and help transition the school system for an era of net zero c
Investment and expenditure on PE halls is an element of the overall expenditure and investment in the School Building Programme. The main focus of resources over the last decade has been on provision of additional capacity to cater for increasing demographics, particularly at post-primary level and for special education needs provision. However, under Project Ireland 2040 there will be an increasing focus on the upgrade and refurbishment of the existing school stock. This will include a PE Hall build and modernisation programme to ensure that students in all post-primary schools have access to appropriate facilities to support PE provision, as committed to in the Programme for Government.
The current status of all projects being delivered is listed on a county by county basis on www.gov.ie and is updated on a monthly basis to reflect their progress through the stages.
108. Deputy Brendan Smith asked the Minister for Education the advice that will be provided to leaving certificate students who hope to study abroad when entry requirements for such colleges need to be finalised before the end of August 2022; and if she will make a statement on the matter. [34966/22]
Amharc ar fhreagraThe SEC has announced that it intends to issue Leaving Certificate results this year on September 2 which is in line with the date results issued in both 2020 and 2021.
In similar fashion to the last two years, contacts with international counterparts will take place and will continue over the Summer to ensure Irish students continue to have all options available to them. However, at this stage, it is important that applicants to Institutions outside the State advise the Admissions Office of that institution of the results date. Further information can be found on www.gov.ie - Leaving Certificate 2022.
Specifically in relation to applications to UK colleges, officials from my Department have had contact with their counterparts in the UK and I understand this year’s results will allow students who are seeking places in the UK and elsewhere to meet the relevant admission requirements.
109. Deputy Richard Bruton asked the Minister for Social Protection if she will change the practice whereby a person who has an entitlement to retire from their public service job is obliged to sign on weekly for jobseeker’s benefit in order to obtain their entitlement under co-ordinated pension as in the case of a person (details supplied). [34617/22]
Amharc ar fhreagraThe Jobseeker's Benefit scheme is a payment available to people under 66 years of age who become fully or partly unemployed, irrespective of the nature of their previous employment, and have paid enough pay-related social insurance (PRSI) contributions.
The issue raised by the Deputy refers to the requirements as regards a public service pension. The policy for public service pensions is a matter for my colleague the Minister for Public Expenditure and Reform.
I hope that this clarifies the position for the Deputy.
110. Deputy Emer Higgins asked the Minister for Social Protection the number of PPS numbers that have been allocated to date in 2022; and the breakdown of figures by category, newborn child and so on. [34623/22]
Amharc ar fhreagraFor the period, 1st January to 31st May 2022, an overall total of 129,634 (66,416 female, 63,218 male) Personal Public Service Numbers (PPSNs) have been issued by my Department.
Of this overall total, 25,458 PPSNs were allocated for children (12,378 female, 13,080 male) whose births were registered with the General Register Office.
Details on PPSN allocations by nationality to the end of May 2022 can be viewed at www.gov.ie/en/collection/a78027-statistics-on-personal-public-service-pps-numbers-issued/#2022
I trust this clarifies the matter for the Deputy.
111. Deputy Brendan Griffin asked the Minister for Social Protection if a decision has been made on an application for a domiciliary care allowance by a person (details supplied) in County Kerry; and if she will make a statement on the matter. [34658/22]
Amharc ar fhreagraDomiciliary Care Allowance (DCA) is a monthly payment for a child, aged under 16 with a severe disability who requires continual or continuous care and attention substantially over and above the care and attention usually required by a child of the same age.
An application for DCA in respect of their child was received from the person concerned on 26 May 2022.
Processing times for DCA new applications are currently 10 weeks approximately.
The person concerned will be notified in writing, once a decision has been finalised.
I hope this clarifies the position for the Deputy.
112. Deputy Michael Creed asked the Minister for Social Protection if a person (details supplied) who has recently been approved for domiciliary care allowance payment can have this payment backdated to the date of diagnosis. [34675/22]
Amharc ar fhreagraDomiciliary Care Allowance (DCA) is a monthly payment for a child aged under 16 with a severe disability who requires continual or continuous care and attention substantially over and above the level of care and attention usually required by a child of the same age.
Where an application for DCA is awarded, payment is effective from the first of the month following receipt of the application. However DCA applications may be backdated in cases, where good cause for the delay in making a claim can be shown to the satisfaction of a deciding officer or an appeals officer. This backdating period is governed by social welfare legislation and cannot exceed 6 months. The onus is on all applicants to apply for DCA when they consider that they and their child meet the qualifying conditions for the payment.
An application for DCA in respect of their child was received from the person concerned in November 2021. Their application was awarded and backdated 6 months, (effective from 1 June 2021) which is the maximum period allowable as provided for under social welfare legislation. Backdating of payment was allowed, as provided for under legislation following consideration of the evidence provided by the person concerned relating to the good cause for not making an earlier application.
The person concerned has been notified of this decision and their right of review and/or appeal to the independent Social Welfare Appeals Office.
I hope this clarifies the position for the Deputy.
113. Deputy Catherine Connolly asked the Minister for Social Protection further to Parliamentary Question No. 502 of 17 May 2022, if she will provide an update on her Department’s consideration of the Report of the Commission on Pensions; when she plans to bring the recommended response and implementation plan before the Government; and if she will make a statement on the matter. [34676/22]
Amharc ar fhreagraThe Pensions Commission’s Report was published on the 7th October 2021. It contained almost 250 pages of analysis, consideration and recommendations. The report established that the current State Pension system is not sustainable into the future and it has set out a recommended approach for Government.
In the interests both of older people and future generations of older people, I can assure the Deputy that the Government is considering the comprehensive and far reaching recommendations in the Commission’s Report very carefully and holistically. My officials are examining each of the recommendations and I am consulting across Government through the Cabinet Committee system with meetings scheduled over the coming weeks. The views of the Joint Committee on Social Protection, Community and Rural Development and the Islands and the Commission on Taxation and Welfare will also be considered as part of these deliberations.
Once we have considered all of these matters in detail and taken on board the views of my Ministerial colleagues, I intend bringing a recommended response and implementation plan to Government. While this is somewhat later than initially planned, I am sure that the Deputy will understand that the issues raised and views expressed by the Joint Committee and others require careful consideration.
It is clear from the Commission’s work that State Pension reform is necessary and it is complex. It would be a strategic risk not to plan and provide for projected demographic changes, not least in terms of income adequacy for older people. The State Pension is the bedrock of the pension system in Ireland. It is extremely effective at ensuring that our pensioners do not experience poverty. This Government is committed to ensuring that this remains the case for current pensioners, those nearing State Pension age and today’s young workers including those who are only starting their careers.
I hope this clarifies the matter for the Deputy.
