Written Answers Nos. 101-120
101. Deputy Neale Richmond asked the Minister for Education the steps that she is taking to ensure that there are sufficient Irish-speaking schools in south Dublin; and if she will make a statement on the matter. [57656/22]
Amharc ar fhreagraAs part of the 20 Year Strategy for the Irish Language 2010-2030, my Department has committed to creating opportunities for expanding Irish-medium education outside the Gaeltacht in the context of the announcements since April 2018 on the establishment of 47 new schools from 2019, which affords particular consideration to the establishment of Gaelscoileanna, Gaelcholáistí, and Aonaid Lán-Ghaeilge as part of the patronage process for new schools.
In order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, be provided through:
- Utilising existing unused capacity within a school or schools,
- Extending the capacity of a school or schools,
- Provision of a new school or schools.
A patronage process is run after it has been decided, based on demographic analysis, that a new school is required. The patronage process is open to all patron bodies and prospective patrons. Parental preferences, as well as other considerations such as the extent of diversity of provision in an area (including Irish-medium provision), are key to the decision-making process and to whether at post-primary level a school would take the form of an Irish-medium Gaelcholáiste or whether, if English-medium, the school would include an Irish-medium unit.
The year of establishment, patronage model and language of instruction have yet to be determined for the new post-primary schools announced to serve the following school planning areas in the general South Dublin area: Dublin 2_Dublin 4 and Sallynoggin_Killiney_DLR/Cherrywood.
While it is expected that the existing Gaelcholáistí in the general South Dublin area between them have sufficient school places to accommodate demand in the short term, given the number of new gaelscoileanna which have opened in recent years or are planned to open in this area, my Department is keeping the position under active review as these schools grow and the number of sixth class pupils in gaelscoileanna increases. The opportunities for expansion of provision at existing Gaelcholáistí is also relevant in this regard.
My Department is currently developing a new policy for Irish-medium education outside of Gaeltacht areas. The policy will be informed by a consultation process. Phase 1 of the consultation process was launched on 27 October 2022 and will run until 16 January 2023. A review of national and international literature on minority language education provision has been commissioned, along with research on Aonaid/Sruthanna in Irish-medium education. This research will also inform the policy development process.
102. Deputy Alan Dillon asked the Minister for Education the plans that are in place to deal with teacher shortages given that larger classes are being combined with no substitute teachers to cover illness or leave; and if she will make a statement on the matter. [58443/22]
Amharc ar fhreagraI am aware that some schools are currently experiencing challenges in recruiting teachers and I am conscious of the impact this potentially has on our schools.
Newly qualified teachers (NQTs) represent an additional source of supply for substitute and full-time posts in 2022/23 with over 3,600 primary and post-primary NQTs registered with the Teaching Council this year.
The Department of Education runs a comprehensive programme of work to support the supply of teachers and engages closely with the school management bodies and other education stakeholders to inform this work.
Higher Education Institutions have developed new 4-year initial teacher education undergraduate programmes in a number of post-primary priority subject areas including Irish, mathematics, computer science and modern foreign languages.
In addition, the Department funds upskilling programmes for post primary teachers in mathematics, physics, and Spanish. Approximately 170 teachers are expected to graduate from these programmes this year and over 300 teachers in 2023.
The Department also has a scheme to allow post-primary schools to share teachers, the aim of which is to recruit teachers in high demand subjects and give teachers a full time teaching contract. I would strongly urge schools to explore this option as a way of meeting teacher demand.
In May 2021, the Department published an updated technical report “Developing a Teacher Demand and Supply Model for Ireland 2020-2038”, which includes projections of teacher supply and demand at a general level to 2038.
The report projects a decrease in demand for primary teachers to 2036 while at post-primary level the downward trend in demand starts from 2024.
Work is ongoing to produce projections of post-primary teacher demand and supply on a subject level basis. It is intended to publish a draft report, for consultation with the education stakeholders, in the coming weeks.
The Irish Primary Principals’ Network (IPPN), in line with the Teacher Supply Action Plan, has developed a portal for the recruitment of teachers to long-term teaching positions which I understand will be available in the coming weeks.
IPPN also operates Sub Seeker, a service matching primary and post-primary teachers with substitute vacancies. Almost 12,000 teachers have registered with Sub Seeker to date.
Significant additional posts have been allocated to the primary substitute teacher supply panels in areas where significant challenges in sourcing substitution continue, bringing the total to 610 posts on 151 panels, covering more than 2,840 schools.
For the current school year, job sharing teachers may be employed to work in a substitute capacity and the limit on substitute work applying to teachers on career break has been suspended.
3rd and 4th year student teachers can now register with the Teaching Council and over 2,100 student teachers have applied for registration. Once registered, student teachers can be employed by a school to cover substitutable vacancies.
At post-primary level the Department has recently put in place a scheme that allows teachers teach additional hours in their subject area over the usual 22-hour weekly limit, up to a maximum of 20 additional hours per term.
Furthermore, retired teachers who maintain their registration, can provide substitute cover and the Department has agreed a waiver of abatement with the Department of Public Expenditure and Reform for such teachers for up to 50 days in each of the three calendar years, 2021 to 2023 inclusive.
These measures are underpinned by the Teaching Transforms campaign, which promotes the teaching profession and encourages students to follow a career in teaching. The campaign is supported by a dedicated webpage on Gov.ie entitled teachingtransforms .
The Department of Education will continue, with the cooperation and input of the education partners, to develop and implement measures to address challenges faced by schools and to continue to support the supply of teachers.
103. Deputy Joan Collins asked the Minister for Education her views on reports that some secondary schools are charging parents to have their child put on a waiting list for the school. [58417/22]
Amharc ar fhreagraUnder the provisions of the Education Act, 1998 the Board of Management is responsible for the day to day running of a school.
Apart from those recognised fee-charging second level schools, recognised primary and post primary schools are precluded from charging school fees. Section 64 of the Education (Admission to Schools) Act 2018, which was commenced in October 2018, explicitly prohibits the charging of fees or seeking payment or contributions for admission to or for continued enrolment in a school.
The Department has contacted the school referred to by the Deputy. They have accepted that these fees should not have been included as part of the admissions process. The school have advised the Department that this fee is no longer being requested and that changes have been made to the school website to reflect the position that there is no enrolment fee requested.
104. Deputy Paul McAuliffe asked the Minister for Education the progress that she has made to date in bringing school completion officers back under the remit of her Department; and if she will make a statement on the matter. [57489/22]
Amharc ar fhreagraOn 1 January 2021, responsibility for education welfare functions, including the administration of the home school community liaison scheme and the school completion programme, SCP, transferred from the Minister for Children, Equality, Disability, Integration and Youth to my Department. The SCP forms part of the Tusla education support service, TESS. While the arrangements between Tusla and the SCP are not impacted by the change in ministerial responsibility, Tusla now reports to my Department in respect of the SCP, which is funded by my Department via Tusla.
The SCP was introduced in 2002 by my Department and the programme is now a central element of DEIS, my Department’s main policy initiative to address educational disadvantage at school level. The SCP delivers a range of local interventions in disadvantaged communities that support the retention of young people in education. The programme enables local communities to develop tailored strategies to maximise the participation levels of those at risk of early school-leaving in the education process. It entails targeting individual young people of school-going age, both in and out of school, and arranging supports to address inequalities in education access, participation and outcomes.
There are currently 122 school completion projects with local management committees. The 2022 allocation for the programme is €26.9 million and additional funding will be provided later this year to allow new DEIS urban primary and post-primary schools to access the SCP service. At present, management of the school completion programme initiatives, including the employment of staff, occurs at local level.
Since my Department took over responsibility for the school completion programme in January 2021, I have secured additional funding to provide for an extension of SCP supports to 28 additional schools that were included in DEIS for the first time in September 2017 and a 5% overall increase in funding for the school completion programme, effective from September 2021. In addition, I negotiated a further increase of 5% for the SCP under budget 2023.
The initial focus of the transfer of the school completion programme has been very much on the development of the legislative platform to support the transfer of functions from the Department of Children, Equality, Disability, Integration and Youth, and the process in that respect was recently completed. My Department is now moving on to consider all aspects of the programme, including governance and structures for SCP and all aspects involved therein.
105. Deputy Paul Murphy asked the Minister for Education if her attention has been drawn to the recent OECD report titled ‘Education at a Glance’ that ranked Ireland in last place out of 36 OECD countries for investment in secondary education as a percentage of GDP; and if she will make a statement on the matter. [58218/22]
Amharc ar fhreagraAs the Deputy will be aware, senior academics have raised questions regarding the use of GDP as the most appropriate measure of the size of the Irish economy. My department published a paper on this matter in October of this year to assist users of these statistics to understand this issue (see : gov.ie - OECD Briefing Notes (www.gov.ie)). The paper outlines how the very large increase of 34% in GDP between 2014 and 2015 raised questions about the usefulness of GDP as an accounting standard for Ireland and how this in turn led to the development of GNI*. GNI* is an economic indicator that provides a measure of the size of the Irish economy adjusted to lessen the impact of the globalisation activities that disproportionately affect Irish economic aggregates. GNI has been used instead of GDP in national policy for example, the National Development Plan, 2021-2030.
The paper referenced above outlines how, using the alternative measure of GNI*, education expenditure in 2019 as a percentage of GNI* stood at 5.3%. This is well above the equivalent measure using GDP. It also compares favourably to the OECD average for education expenditure as a percentage of national income, which stood at 4.9 per cent in 2019. The document also looks at Ireland’s spend on education as a percentage of total Government spending and this also compares well internationally.
Since 2019, funding for school level education has increased by around €1.6 billion – 19 per cent.
Input measurement is just one element in examining education systems; other measures, such as indicators that examine the quality of the system, outputs, and outcomes are important in making international comparisons and assessing the performance of Ireland’s schools, and wider education system.
Ireland consistently performs well in International studies such as PISA and PIRLS. For example, as regards literacy and numeracy, Ireland ranked 4th out of 36 OECD countries in literacy and 16th out of 37 OECD countries in mathematics (PISA 2018).
For the transition to adulthood and further/higher education, the enrolment rates (at all levels) among 15-19-year olds in 2020 in Ireland, at 90 per cent, exceed the OECD and EU22 averages and place Ireland seventh. Ireland shares, in common with some other OECD countries, a pronounced pattern of completion of upper-secondary education and commencement of further and higher education around the age of 18.
106. Deputy Neale Richmond asked the Minister for Education the steps that she is taking to promote the learning of foreign languages among Irish students; and if she will make a statement on the matter. [57655/22]
Amharc ar fhreagraI can advise the deputy that ‘Languages Connect – Irelands Strategy for Foreign Languages in Education’ aims to increase and diversify the range of foreign languages taught and learned across the education system: https://www.gov.ie/en/publication/52f94d-framework-for-consultation-on-a-foreign-languages-in-education-strat/
Post Primary Languages Ireland (PPLI) is fully funded by my Department (circa €5m in 2022) and is charged with implementation of a wide range of actions in the Languages Connect. Its Annual Report sets out many of the achievements to date: https://ppli.ie/about-us/
Implementation of the strategy is overseen by the Foreign Languages Advisory Group (FLAG) which was established in early 2018. Members of FLAG include relevant government departments and agencies, representatives from the education sector, parents, industry and language experts and the Students Union. Terms of Reference and minutes of meetings are available on the website at the link above.
There are also two working groups, one at primary level (FLAG P) concerned with the “Say Yes to Languages” sampler module, and a second at post primary level (FLAG PP) concerned with a range of actions in post primary schools. The Department of Further and Higher Education, Research, Innovation and Science has responsibility for the promotion of foreign languages at third level.
An interim review of the strategy is currently being commenced and a follow up implementation plan 2023 – 2026 will be developed.
Some of the key achievements to date under Languages Connect include:
- Introduction of 4 new leaving certificate (LC) curricular languages in September 2020: Mandarin Chinese, Lithuanian, Portuguese and Polish bringing the total number of Modern Foreign Languages available at LC to 11: (also French, Spanish, German, Italian, Russian, Japanese and Arabic)
- These 4 languages were examined for the first time in summer 2022 and the following LC sits are recorded: Mandarin Chinese: 291 Lithuanian: 191 Polish: 824 Portuguese: 145.
- In accordance with the Nice Treaty, students are able to sit a Leaving Certificate non-curricular examination in any EU Language. In 2022, students sat a leaving certificate examination in 24 non-curricular languages in addition to the 11 curricular languages.
- A proposal to include foreign languages in the Primary Languages Curriculum is contained in the draft Primary Curriculum Framework
- Roll out of the “Say Yes to Languages” sampler programme to senior classes at primary level. Circa. 700 schools are expected to participate in the second year of the programme (22/23) using 16 different languages including ISL and Ukrainian.
- Introduction of the #thinklanguages event for TY students – promoting the uptake of foreign languages for senior cycle. In November 2022, 15,000 students from 180 school participated in the 5th annual #thinklanguages event.
- Increase in the number of Foreign Language Assistants from 110 to 180.
- Introduction of the Visiting Spanish Teacher (VST) programme on a pilot basis (2 VSTs in 21/22 and 3 VSTs in 22/23)
- Content and Language Integrated Learning (CLIL) programme for Foreign Languages run in conjunction with PPLI and Maynooth University.
- New upskilling programme for Spanish teachers in UCC
- Publication of intercultural guidelines, designed to support schools in responding to the intercultural dimension of the modern classroom and to promote home languages.
- Ukrainian as a Non-Curricular Language will be developed by the State Examinations Commission. The first examination will be available for students sitting the Leaving Certificate in June 2025.
107. Deputy Michael Lowry asked the Minister for Education if she will provide an update on her Department's ongoing engagement with both the HSE and the Department of Health to ensure that no alcohol industry-funded literature produced by a website (details supplied) is used in schools to educate school-aged children regarding the dangers of alcohol; if she has formally directed or informed schools through a circular for them not to utilise and discard any material received from the website; and if she will make a statement on the matter. [58409/22]
Amharc ar fhreagraIt is not appropriate that resources or materials produced or funded by the drinks industry, for education and awareness on alcohol, are in use in our schools.
My Department is giving active consideration to how best to ensure that this position is reflected across our schools, including liaison with colleagues in the Department of Health and the HSE, and this process remains ongoing.
108. Deputy Pauline Tully asked the Minister for Education the status of the review of the school transport system; and if she will make a statement on the matter. [58432/22]
Amharc ar fhreagra136. Deputy Claire Kerrane asked the Minister for Education her plans for the school transport scheme going forward; and if she will make a statement on the matter. [58437/22]
Amharc ar fhreagra142. Deputy Marc Ó Cathasaigh asked the Minister for Education if she has considered the possibilities afforded by integrating the school transport system into the wider public transport network to unlock efficiencies of scale and network design; and if she will make a statement on the matter. [57828/22]
Amharc ar fhreagraI propose to take Questions Nos. 108, 136 and 142 together.
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of my Department. In the last school year over 121,400 children, including over 15,500 children with special educational needs, were transported on a daily basis to primary and post-primary schools throughout the country. The cost of the scheme in 2021 was €289m.
The School Transport Scheme is a vital service for families and children.
In July 2022, Government announced funding for the waiving of school transport scheme fees for the coming school year as part of a wider package of cost of living measures.
Ticket registration for the 2022/23 school year closed on 29 July by which time almost 130,000 applications/registrations were received for mainstream school transport. This figure includes 44,299 new applications as well as roll-overs from the previous school year.
As you are aware my Department commenced a review of the School Transport Scheme in February 2021. The review is being conducted with a view to examining the current scheme, its broader effectiveness and sustainability, and to ensure that it serves students and their families adequately.
The review encompasses the School Transport Scheme for Children with Special Educational Needs and the Primary and Post-Primary School Transport Schemes to include an examination of eligibility criteria, trends, costs and cost drivers, and overall effectiveness in meeting scheme's objectives.
The review will also examine the potential for integration of different strands of the scheme and a more co-ordinated approach with other Government Departments that also use transport services. The review will consider issues such as climate action, supporting rural development and promoting where possible initiatives that encourage walking and cycling to school.
Wider considerations relating to operation of the scheme are now taking place in the second phase of the review. The Technical Working Group has undertaken extensive consultation over the last number of months; including running a public survey for parents/guardians and students who use the service and those who do not use the service but who would like to. The Group has also consulted with a broad array of stakeholders including schools, special education interest groups, industry representatives and other Government Departments.
The Steering Group will continue to report to me on an interim basis as the review progresses.
While work on the review is being impacted somewhat by challenges including the pandemic and the impact on resources arising from the ongoing crisis in Ukraine, it is anticipated that the completion of the final phases of the review will be in the shortest timeframe possible. I will then examine and consider the final recommendations once received from the steering group on the future operation of the Department’s School Transport Scheme.
109. Deputy Richard Bruton asked the Minister for Education if she is taking measures to fast-track the reform of the Leaving Certificate. [58418/22]
Amharc ar fhreagraAs the Deputy is aware, I announced an ambitious programme of work for a reimagined Senior Cycle of education where the student is at the centre of their Senior Cycle experience.
Introducing significant change at Senior Cycle needs to be thought through carefully and it is essential to ensure that the National Council for Curriculum and Assessment (NCCA), State Examinations Commission (SEC), the Department and schools, in particular, as well as the teacher support and other services can work through the changes with all stakeholders over a sustained period of time.
I know that there is an appetite for change in respect of different aspects of the Senior Cycle and specifically the Leaving Cert experience and that this desire has been massively accelerated and strengthened since the arrival of the pandemic.
Considerable work has been ongoing regarding Senior Cycle redevelopment in my Department, the National Council for Curriculum and Assessment (NCCA) and the State Examinations Commission (SEC) in particular since the March announcement, and two million euro has been allocated in Budget 2023 to advance this programme in 2023.
Some of the changes I announced on 29 March will be felt very quickly with Irish and English Paper One being sat at the end of fifth year starting with students entering fifth year next September. I have asked the SEC to undertake an evaluation of the 2022 experience of holding Oral and Music Practical examinations at Easter so as to inform our approach for this year and subsequent years.
Changes have also started to be seen by students pursuing the Leaving Certificate Applied (LCA) programme and Leaving Certificate Vocational Programme (LCVP). From the start of the current school year, LCA students have been able to access Maths from the Leaving Certificate Established programme, while LCVP students are no longer required to satisfy subject specific criteria in order to be eligible for the programme.
Other changes will be introduced on a phased basis including through using network schools to trial the revised assessment arrangements and new subjects.
Nine new and revised subject specifications will be introduced in September 2024 into Network Schools, and a revised Transition Year Programme Statement will be developed and available for schools from early 2024. A new Senior Cycle Social, Personal and Health Education (SPHE) programme will also be introduced in the same timeframe.
Subject background papers for the two new subjects of Drama, Film and Theatre Studies and Climate Action and Sustainable Development; as well as for Business have already been the subject of public consultation which was completed in recent weeks. The Subject Development Groups within the NCCA for those subjects and other strands of work, through which the new and revised curricula will be developed, have been convened and their first meetings have been held.
In addition, the NCCA will publish by September 2023 a schedule of dates by which individual subject specifications will be completed with new and revised specifications to be delivered in annual blocks following the first tranche described above.
It is also necessary to ensure that there is extensive consultation throughout the process, with all stakeholders, to ensure confidence in these changes. My officials have engaged with key stakeholders on Senior Cycle redevelopment including providing a number of online information sessions to parents.
Significant curricular change takes time but it also takes commitment and it works best where all of those affected can work together. That is our tradition for how we introduce curricular change in this country.
Ireland has a very successful model of curriculum development which incorporates involvement with practitioners and extensive consultation, and timelines for the curriculum development process in Ireland are in line with best international practice.
110. Deputy Richard Boyd Barrett asked the Minister for Education the way that she intends to address the recruitment issues in schools, particularly in the cities and the commuter belt around Dublin; and if she will make a statement on the matter. [57935/22]
Amharc ar fhreagraI am aware that some schools are currently experiencing challenges recruiting teachers.
Newly qualified teachers (NQTs) represent an additional source of supply for substitute and full-time posts in 2022/23 with over 3,600 primary and post-primary NQTs registered with the Teaching Council this year.
My Department runs a comprehensive programme of work to support the supply of teachers.
HEIs have developed new 4-year ITE undergraduate programmes in a number of post-primary priority subject areas, including Irish, mathematics, computer science and modern foreign languages.
In addition my Department funds upskilling programmes for post primary teachers in mathematics, physics, and Spanish. Approximately 170 teachers are expected to graduate from these programmes this year and over 300 teachers in 2023.
My Department also has a scheme to allow post-primary schools to share teachers, the aim of which is to recruit teachers in high demand subjects and give teachers a full time teaching contract. I would strongly urge schools to explore this option as a way of meeting teacher demand.
In May 2021, my Department published an updated technical report “Developing a Teacher Demand and Supply Model for Ireland 2020-2038”, which includes projections of teacher supply and demand at a general level to 2038.
The report projects a decrease in demand for primary teachers to 2036 while at post-primary level the downward trend in demand starts from 2024. The report’s projections are based on high level demographics.
Work is ongoing to produce projections of post-primary teacher demand and supply on a subject level basis. It is intended to publish a draft report, for consultation with the education stakeholders, in the coming weeks.
The Irish Primary Principals’ Network (IPPN) has developed a portal for the recruitment of teachers to long-term teaching positions which I understand will be available in the coming weeks. IPPN also operates Sub Seeker, a service matching primary and post-primary teachers with substitute vacancies. Almost 12,000 teachers have registered with Sub Seeker to date.
Significant additional posts have been allocated to the primary substitute teacher supply panels in areas where significant challenges in sourcing substitution continue, bringing the total to 610 posts on 151 panels, covering more than 2,840 schools, including in all major urban centres.
On a temporary basis for the 2022/23 school year, job sharing teachers may be employed to work in a substitute capacity and the limit on substitute work applying to teachers on career break has been suspended.
3rd and 4th year student teachers can now register with the Teaching Council and more than 2,100 student teachers have applied for registration. Once registered, student teachers can be employed by a school to cover substitutable vacancies.
At post-primary level my Department has recently put in place a scheme that allows teachers teach additional hours in their subject area over the usual 22-hour weekly limit, up to a maximum of 20 additional hours per term.
Furthermore, retired teachers who maintain their registration, can provide substitute cover and my Department has agreed a waiver of abatement with DPER for such teachers for up to 50 days in each of the three calendar years, 2021 to 2023 inclusive.
These measures are underpinned by the Teaching Transforms campaign, which promotes the teaching profession and encourages students to follow a career in teaching. The campaign is supported by a dedicated webpage on Gov.ie entitled teachingtransforms .
The Department of Education will continue, with the cooperation and input of the education partners, to develop and implement measures to address challenges faced by schools and to continue to support the supply of teachers.
111. Deputy Pádraig O'Sullivan asked the Minister for Education further to Parliamentary Question No. 457 of 17 May 2022, if NEPS assessments are still being undertaken through a school (details supplied); if not, if she can ensure going forward that children in this school will be eligible through the NEPS programme for assessments; and if she will make a statement on the matter. [57356/22]
Amharc ar fhreagraAs the Deputy is aware, my Department’s National Educational Psychological Service (NEPS) provides educational psychological support to all primary and post-primary schools. This involves direct support in the event of a critical incident, access to national and regional support and development work to build school capacity to support students, access to a NEPS psychologist for responses to queries arising, and access to individual pupil casework where there is need via a NEPS psychologist or through the Scheme for the Commissioning of Psychological Assessments (SCPA).
NEPS does not maintain waiting lists, but in common with many other psychological services and best international practice, has adopted a consultative model of service. The focus is on empowering teachers to intervene effectively with pupils whose needs range from mild to severe and transient to enduring. Psychologists use a problem solving and solution oriented consultative approach to maximise positive outcomes for these pupils. NEPS encourages schools to use a continuum based assessment and intervention process whereby each school takes responsibility for initial assessment, educational planning and intervention for pupils with learning, emotional or behavioural difficulties. Teachers may consult their NEPS psychologist should they need to at this stage in the process. Where reasonable progress is not made, following a school's best efforts in consultation with NEPS, a psychologist will become involved with an individual child for intensive intervention or assessment. This system allows psychologists to give early attention to urgent cases and also to help many more children indirectly than could be seen individually.
The NEPS psychologist assigned to the school to which the Deputy refers is providing comprehensive support to the school in collaboration with the school Principal.
112. Deputy Niamh Smyth asked the Minister for Education the number of applications for assistive technology for students with special educational needs received by the National Council for Special Education since the inception of the scheme by county; the number of these applications that have been successful; and if she will make a statement on the matter. [57647/22]
Amharc ar fhreagraThe Assistive Technology Scheme is provided by my Department to supplement the overall approach to providing funding to schools for digital technology and equipment to support children for education purposes. All equipment provided under this scheme supports children with more complex disabilities who require essential specialist equipment in order to access the school curriculum.
It is vital that all learners have the opportunity to reach their potential, with digital technologies providing the means to overcome traditional barriers to learning, and to support inclusion across education.
Additional €2 million funding was secured in Budget 2023 for this scheme. This represents an increase of almost 60% on funding allocated previously to this essential support. This increased allocation supports my Department’s commitment to ensure that a full range of resources, not just teachers and SNAs, are available to support children who most need it.
The Assistive Technology Scheme is currently being reviewed by my Department to ensure that it is still working for these children and that the resources are allocated appropriately and support other Department ICT funding as efficiently as possible. The review in ongoing and is expected to complete by mid-2023. As I have mentioned, this scheme is part of an overall approach. Last April, my Department announced the Digital Strategy for Schools to 2027 and associated grant funding for all recognised primary and post-primary schools for digital technology infrastructure.
This strategy will advance the embedding of digital technologies across teaching, learning and assessment, building on the work under previous strategies. It aims to further support the school system so that all students across our schools have the opportunity to gain the knowledge and skills they need to navigate an ever-evolving digital world successfully.
As part of this strategy an ICT Grant will be provided to schools, with €200 million committed over the period of the Strategy, €50m of which has already been provided to schools. This approach facilitates multi-annual planning by schools to allow them to plan effectively for all of their children.
The information the Deputy has requested is currently being collated by officials in my Department and will be sent to the Deputy directly upon completion.
113. Deputy Gino Kenny asked the Minister for Education if her attention has been drawn to the recent statement by a person (details supplied) that there is a crisis in teacher recruitment and that special education needs teachers are being diverted to other classes simply to keep schools open; and if she will make a statement on the matter. [58364/22]
Amharc ar fhreagraI am aware of the statement to which the Deputy refer which details challenges some primary schools are facing in recruiting teachers.
The Department of Education runs a comprehensive programme of work to support the supply of teachers at primary level.
It is important to note that recent policy decisions to support primary schools have seen significant additional posts allocated, such as the expansion of the primary substitute teacher supply panels in areas where significant challenges in sourcing substitution is reported. There are currently 610 posts allocated on 151 panels, covering more than 2,840 schools, including the majority of schools in Dublin.
The supply panels work alongside the existing methods of sourcing substitute teachers and schools can also make local arrangements to have their own regular substitutes to call on if needed.
Newly qualified teachers (NQTs) represent an additional source of supply in 2022/23. Nearly 1,900 primary NQTs have had their registrations finalised by the Teaching Council in 2022.
Following from the Department’s Action Plan on Teacher Supply, the Irish Primary Principals’ Network (IPPN) has developed a portal for the recruitment of teachers to long-term teaching positions. The portal will facilitate the matching of demand and supply and provide an efficient and user-friendly recruitment process for both schools and teachers. I understand that the portal will be available in the coming weeks.
In addition, Sub Seeker a central portal for short-term substitute vacancies, was jointly developed by IPPN and the National Association of Principals and Deputy Principal’s (NAPD) in accordance with my Department's Teacher Supply Action Plan and launched in December 2019. The portal matches available primary and post-primary teachers with short-term substitute vacancies. Almost 12,000 teachers have registered with Sub Seeker to date.
A number of measures to enhance teacher supply have also been put in place for the current school year.
Job sharing teachers may be employed to work in a substitute capacity during the period they are rostered off, in their own or in other schools
The limits on substitute work applying to teachers on career break have also been temporarily suspended for the 2022/23 school year.
Retired teachers who have kept their Teaching Council registration represent a source of substitute cover for schools. In that regard the Department agreed with the Department of Public Expenditure and Reform a waiver of abatement for retired teachers returning to teach for up to 50 days in each of the three calendar years, 2021 to 2023 inclusive. In 2021, almost 800 retired primary teachers provided substitute cover in schools.
The Teaching Council made regulations allowing for the registration of 3rd and 4th year undergraduate student teachers under a new registration route, Route 5 (Student Teachers). More than 2,100 student teachers applied to date for registration under Route 5. 1,245 have registered and more than 900 applications are currently being processed. Once registered with the Teaching Council, student teachers can be employed by a school to cover substitutable vacancies.
The provision of education for children with special needs is an ongoing priority for Government. The additional Special Education Teaching (SET) Resources which are provided to a school under the SET model are specifically allocated to support our most vulnerable learners. These resources cannot therefore be used for mainstream class teaching, or to reduce the pupil teacher ratio in mainstream classes, or to provide additional subjects for pupils who do not have special educational needs.
It is essential that schools must ensure that the additional SET supports are used in their entirety to support pupils identified with special educational needs, learning support needs, and additional literacy needs.
The SET resources provided to schools are based on special education needs of the pupils enrolled in the school and the resources must be utilised to ensure that students with special education needs are supported so that they can achieve the best possible educational outcome.
Any redirection of these resources to other school roles has a direct impact on those students in our educational system with greatest need of SET support.
The various measures to support teacher supply are underpinned by the Teaching Transforms campaign, which promotes the teaching profession and encourages students to follow a career in teaching. The campaign uses digital, radio and video media, and is supported by a dedicated webpage on Gov.ie.
The Department of Education will continue, with the cooperation of the education partners, to develop and implement measures to address challenges faced by schools and to continue to support the supply of teachers.
114. Deputy Emer Higgins asked the Minister for Education her plans to increase the availability of ASD specific school places at primary school level in the Dublin mid-west area; and if she will make a statement on the matter. [57485/22]
Amharc ar fhreagraI would like to thank the Deputy for the question and would like to advise the following.
Enabling children with special educational needs (SEN) to receive an education appropriate to their needs is a priority for this Government.
It is also a key priority for me as Minister for Special Education & Inclusion, for my Department and for the National Council for Special Education (NCSE).
For 2022, my Department will spend in excess of €2.3 Billion, or over 25% of the Department’s budget on providing a wide range of schemes and supports for children with special educational needs.
For 2023, this spend will be substantially increased, by over 10%, meaning that my Department will spend over €2.6 billion on special education.
This level of educational funding and support is unprecedented and represents in excess of 27% of the Department’s total allocation for 2023.
This includes funding for new special classes, new special school places, additional special educational teachers and special needs assistants.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.
Over the last two to three years, my Department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.
These initiatives are bearing fruit with over 600 new special classes sanctioned at primary level, almost 300 new special classes sanctioned at post-primary level and five new special schools established over the last three years. Across the Dublin region, the NCSE have sanctioned 156 new special classes and primary and 52 new special classes at post-primary over the last 3 years.
My Department is engaging intensely with the NCSE in relation to the forward planning of new special classes for the next school year 2023/2024. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
At local level, the NCSE is continuing to engage with schools regarding the establishment of additional special classes for the next school year 2023/2024. Every support will be made available to schools to progress the opening of special classes in the shortest possible timeframe.
The NCSE have sanctioned a total of 2,545 special classes nationwide, with 1,803 at primary and 742 at post-primary.
As of 31st October, there have been 393 new special classes open for the 2022/2023 school year, bringing the total of special classes to 2,545 opened nationwide. The 393 new special classes for 2022/23 is broken down by 260 at primary level and 133 at post primary level.
For 2023, at least a further 370 special classes will open, taking the total number of special classes to over 2,900 in 2023.
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.
It is important to note that where possible, children with special educational needs should be accommodated in mainstream education, but where the needs of the children are greater, special classes and indeed special schools are provided. Every effort should be made where special classes exist within a mainstream school to integrate the children and young people in this class with their peers in mainstream classes.
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 appropriate education.
Information on the list of schools with special classes, the types and locations of these classes is published on the NCSE website and is available at www.ncse.ie.
115. Deputy Pádraig O'Sullivan asked the Minister for Education if she will provide a progress report on a special education site in Glanmire, County Cork (details supplied); and if she will make a statement on the matter. [57355/22]
Amharc ar fhreagraOver the last two years, the Department and the National Council for Special Education (NCSE) have worked closely on a more streamlined and joined up planning process which has ensured a targeted approach to meet demand for special education placements ahead of each new school year.
This intensive intervention has seen the establishment of a new special school in Cork, Rochestown Community Special School, as well as providing for increased capacity in existing special schools in Cork. Planning for the opening of the new special school has begun. The new school will be located in Rochestown, in a premises expected to become available in early 2023 and will support children and young people with autism and complex learning needs up to 18 years of age.
The Department and NCSE are satisfied that these measures will meet requirements for places in special schools in Cork, including those that have no place for the current school year.
In addition, and as part of future proofing of provision, the acquisition of a site at Brooklodge, Glanmire is progressing. Approval has been granted by the Elected Members of Cork City Council to dispose of this site and the conveyancing process and transfer of this land to the Minister is ongoing.
The Department continues to work with the NCSE in relation to the short-term requirements for special class and special school places and also the more strategic and longer-term requirements.
This year, my Department will invest in excess of €2 billion, or over 25% of the Department’s budget in the area of special educational needs support. As a result the numbers of special education teachers, special needs assistants and special class and school places are at unprecedented levels.
116. Deputy Catherine Connolly asked the Minister for Education further to Parliamentary Question Nos. 77 and 138 of 11 October 2022, if she will provide an update on the development of a new policy on Irish-medium education outside of the Gaeltacht; the timeline for the public consultation; the topics that were discussed at the October 2022 meeting of the steering committee; the timeline for the publication of the new policy; and if she will make a statement on the matter. [58253/22]
Amharc ar fhreagraThe public consultation process to inform the development of the new policy on Irish-medium education outside of the Gaeltacht was launched on 27 October 2022. The first phase of the consultation, which involves an online questionnaire and written submissions, will be open until 16 January 2023. The questionnaire is available on gov.ie/POLG and is open to all who wish to make submissions.
Further phases of the consultation will commence in 2023 and will involve further engagement with stakeholders in the form of focus groups, bilateral meetings and a Policy Forum. The consultation process will gather the views of stakeholders, including young people, parents, school staff and leaders, education stakeholders and Irish-language stakeholders.
The Steering Committee overseeing the development of the policy last met in October 2022. The main topic of discussion was the progress on the work on developing the policy and included:
- Report on existing Irish-medium education provision
- An outline of the public consultation process
- Review of national and international research and literature
- Research on Aonaid/Sruthanna
It is expected that the new policy will be published some time in 2023. This will depend on the outcome of the consultation process and on the recommendations from the review of national and international research currently being conducted on behalf of my department by Sealbhú in DCU.
I look forward to progressing this important work of strengthening Irish-medium educational provision and building on the positive outcomes already being achieved in the implementation of the Policy on Gaeltacht Education. I also look forward to working with relevant stakeholders in the development of this policy.
117. Deputy Brendan Smith asked the Minister for Education the total funding that has been provided for the DEIS Programme in 2022; the projected drawdown on this funding at end year; the total funding provided for this Programme in 2023; and if she will make a statement on the matter. [58365/22]
Amharc ar fhreagraDEIS – Delivering Equality of Opportunity in Schools is the main policy initiative of the Department of Education to address educational disadvantage at school level.
The DEIS Plan, published in 2017, sets out the vision for future interventions in the critical area of educational disadvantage policy and builds on what has already been achieved by schools who have benefitted from the additional supports available since the introduction of the DEIS programme in 2005.
Funding for the DEIS programme in 2021 was over €150 million. Budget 2022 provided for an allocation of €18million for 2022 and €32million for 2023 to extend the DEIS programme to further schools with the highest levels of disadvantage.
In March 2022 an expansion of the DEIS programme was announced which provided for the inclusion of 322 additional schools in the DEIS programme from September 2022. This means that the DEIS programme now supports over 240,000 students in over 1,200 schools. This represented an increase of over 20% in funding for the DEIS programme.
My Department will spend in the region of €170 million in 2022 on providing supports to DEIS schools and this funding will increase to over €180m in 2023.
In addition I secured in Budget 2023, €8 million to address the impacts of COVID-19 and increase retention rates of students in schools, especially those from groups at risk of educational disadvantage. This will include a 5% increase in the funding for the School Completion Programme.
I am very conscious of the benefit of the DEIS programme. Analysis has shown that since the programme began in 2006, it has had considerable impact in our schools and helped to close the gap in achievement between DEIS and non-DEIS schools.
118. Deputy Joan Collins asked the Minister for Education if schools (details supplied) in Dublin 12 will have classes open for 2023; and if she will make a statement on the matter. [58392/22]
Amharc ar fhreagraI would like to thank the Deputy for the question and would like to advise the following.
Enabling children with special educational needs (SEN) to receive an education appropriate to their needs is a priority for this Government.
It is also a key priority for me as Minister for Special Education & Inclusion, for my Department and for the National Council for Special Education (NCSE).
For 2022, my Department will spend in excess of €2.3 Billion, or over 25% of the Department’s budget on providing a wide range of schemes and supports for children with special educational needs.
For 2023, this spend will be substantially increased, by over 10%, meaning that my Department will spend over €2.6 billion on special education.
This level of educational funding and support is unprecedented and represents in excess of 27% of the Department’s total allocation for 2023.
This includes funding for new special classes, new special school places, additional special educational teachers and special needs assistants.
The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs nationwide.
Over the last two to three years, my Department and the NCSE have introduced a number of strategic initiatives to plan for and provide sufficient special class and special school places.
These initiatives are bearing fruit with over 600 new special classes sanctioned at primary level, almost 300 new special classes sanctioned at post-primary level and five new special schools established over the last three years. Across the Dublin region, the NCSE have sanctioned 156 new special classes and primary and 52 new special classes at post-primary over the last 3 years.
My Department is engaging intensely with the NCSE in relation to the forward planning of new special classes for the next school year 2023/2024. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
At local level, the NCSE is continuing to engage with schools regarding the establishment of additional special classes for the next school year 2023/2024. Every support will be made available to schools to progress the opening of special classes in the shortest possible timeframe.
The NCSE have sanctioned a total of 2,545 special classes nationwide, with 1,803 at primary and 742 at post-primary. As the demand for new special classes at post-primary level is expected to increase significantly over the next few years, my Department and the NCSE are engaging with post-primary stakeholders in relation to the provision of special classes. My Department has also recently written to all post-primary schools to advise them of the need to begin planning to provide additional special classes.
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.
It is important to note that where possible, children with special educational needs should be accommodated in mainstream education, but where the needs of the children are greater, special classes and indeed special schools are provided. Every effort should be made where special classes exist within a mainstream school to integrate the children and young people in this class with their peers in mainstream classes.
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 appropriate education.
Information on the list of schools with special classes, the types and locations of these classes is published on the NCSE website and is available at www.ncse.ie
119. Deputy Paul Murphy asked the Minister for Education if her attention has been drawn to the serious school building repair, maintenance, security and facilities needs at a school (details supplied), which are outstanding for up to 12 years; and if she will make a statement on the matter. [58215/22]
Amharc ar fhreagraI can confirm to the Deputy, that my Department has received an application, under the Additional School Accommodation (ASA) scheme, from the school authority in question.
The purpose of the ASA scheme is to ensure that essential mainstream classroom and Special Education Needs (SEN) accommodation is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation.
This application was assessed by my officials and a provisional offer was issued to the school authorities for the following accommodation:
- 2 Classrooms for students with special education needs
- User Assisted Toilet
- Front Entrance Door Replacement and 1 No Fire Door
- Front Entrance Lobby and Fire Escape Adjustment
This offer was accepted by the school authorities, but concerns were raised about other matters within the exiting school building.
The main focus of my Department’s resources over the last decade and for the coming period is on provision of critical additional capacity to cater for increasing demographics. However, my Department is working towards an increasing focus on the upgrade and refurbishment of the existing school stock, with particular focus on climate action goals.
In the interim, my Department will continue to engage with the school authorities with respect to its accommodation needs and having regard to the educational requirements of the area more broadly.
120. Deputy Catherine Connolly asked the Minister for Education the status of her Department’s review of the summer programme, formerly known as the July provision; if she will provide details of the international best practice models being considered as part of the review; the terms of reference for the review; when the review will be completed and published; and if she will make a statement on the matter. [58254/22]
Amharc ar fhreagraThe Summer Programme is an important scheme for pupils with complex special educational needs and those at greatest risk of educational disadvantage. It provides these students with an opportunity to maintain their connection with education and helps to ensure they continue their journey in September either in school or in further/higher education or training.
The Summer Programme has made significant progress over the last few years. Until 2020, the programme was previously known as July Provision and for many years catered for children in special schools and classes with autism. When the provision was significant expanded it then became known as the Summer Programme.
To support and facilitate schools and principals with organising and running the programme, the 2022 Summer Programme allowed principals to delegate these functions to other members of staff. Capitation funding and preparation hours were provided to schools who participated in the programme, with additional funding and hours provided to schools that run the Special Class and Special School Programme. Further funding was also made available to special schools, in recognition of the extra complexities in running programmes in their schools.
Participation with the programme has grown over the last number of years with 2022 seeing more schools and more students participate than ever before. This year’s figures show that more than 41,000 students will have benefitted from the programme with over 1,000 schools running a programme. This is an increase in of over 7% on the 2021 numbers of participating students.
Funding has been approved under Budget ’23 to continue the expanded summer programme for 2023. The delay in announcing the Summer Programme in previous years has meant that some schools had insufficient time to adequately prepare and were not able commit running the programme. This early announcement, for 2023, affords schools every opportunity schools and gives several extra months to plan for a summer programme next year.
The Department is very conscious that parents want this programme to be available in more schools in 2023. The on-going development of the Summer Programme aim remains, is that children with the highest level of need have access a school based programme.
The Department has already started intensively, through the review process, to engage with the management bodies, schools, the sectors as a whole, with a view to encouraging schools and supporting them to participate in next year’s programme. We want to support schools fully in terms of organisation, workforce availability, administration, resources and training to make it as successful as possible.
It must be noted, while it is important to support a summer based programme in our special schools and special classes, it is also essential to ensure that the children with complex special educational needs who are in our mainstream settings also have access to this critical support. As our system has become more inclusive and many of these children with more complex needs now attend mainstream settings, it is recognised that they too will be impacted by school holidays and require that additional support to ensure that they achieve their potential.
Also, as part of this review the Department is engaging with stakeholders including the Special Education Consultative Forum in order to ensure voices on the ground are being heard. The Department has already met with officials from Malta to utilise some of the learnings from their system in terms of the planning and organisation and will be engaging directly with parents through the National Parents Council.
The Inspectorate in the Department has also visited schools, including special schools as part of that process, and are liaising with staff, parents and the children who participated to help ensure that the review takes account of the lived experience. The Department will also look at innovative way to promote and publicise the programme for next summer to further raise awareness of the scheme and publicise the benefits of running a scheme. Alternative solutions to how schools can accommodate the summer programme will also form part of the approach for the programme in 2023.
Following the review of this year's programme and finalisation of planning for next year, the details of the 2023 Summer Programme are intended to be published by the end of January 2023.
