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Thursday, 2 Feb 2023

Written Answers Nos. 161-167

Scrúduithe Stáit

Ceisteanna (161)

Aengus Ó Snodaigh

Ceist:

161. D'fhiafraigh Deputy Aengus Ó Snodaigh den Aire Oideachais cén dáta faoin bhfuil sé i gceist aici an tuarascáil de chuid na Comhairle Náisiúnta Curaclaim agus Measúnachta (CNCM) maidir le sonraíochtaí T1 agus T2 don Ardteist a fhoilsiú; an bhfuil aon nuashonrú le tabhairt aici faoin tuarascáil athbhreithnithe de chuid CNCM maidir le sonraíochtaí T1 agus T2 don Teastas Sóisearach; agus an n-aithníonn sí go mbeidh díspreagadh ann do dhaoine tabhairt faoi chúrsa T1 atá níos dúshlánaí mura bhfuil buntáiste, spreagadh nó pointí breise ar leith i gceist leis. [5037/23]

Amharc ar fhreagra

Freagraí scríofa

Tugadh curaclam reatha Gaeilge na hArdteistiméireachta (bunaithe) isteach i scoileanna i 1995. Bunaithe ar thaighde agus ag tógáil ar an tsamhail soláthair atá i bhfeidhm cheana féin ag leibhéil na bunscoile agus na sraithe sóisearaí, bhunaigh an Chomhairle Náisiúnta Curaclaim agus Measúnachta (CNCM) grúpa forbartha ionadaíoch don ábhar in 2018 chun tús a chur le hobair ar dhréacht-sonraíochtaí T1 agus T2 a fhorbairt do Ghaeilge na hArdteistiméireachta (bunaithe). D’oscail an CNCM comhairliúchán ar dhréachtshonraíochtaí T1 agus T2 i mí Feabhra 2021. Tugadh aird sa phróiseas comhairliúcháin ar na dúshláin atá roimh mhúinteoirí, scoláirí, cheannairí scoile, agus a bpobail mar thoradh ar phaindéim Covid-19. Mar fhreagairt ar aiseolas agus éilimh ó pháirtithe leasmhara, cuireadh síneadh leis an spriocdháta don chomhairliúchán seo go deireadh mhí na Samhna 2021. Cuireadh cóip den tuarascáil chomhairliúcháin faoi bhráid mo Roinne le déanaí dá breithniú.

Ag freagairt d’iarratais a fuarthas ó pháirtithe leasmhara tríd an gcomhairliúchán a tharla le déanaí ar dhréacht-sonraíochtaí T1 agus T2 do Ghaeilge na hArdteistiméireachta, rinne Comhairle an CNCM cinneadh athbhreithniú a dhéanamh ar achtú luath-sonraíochtaí na Gaeilge, T1 agus T2 sa tSraith Shóisearach. Tá Comhairle an CNCM fós i mbun a breithniúcháin ar thorthaí an athbhreithnithe achtaithe luaith seo faoi láthair.

Teacher Training

Ceisteanna (162)

Gary Gannon

Ceist:

162. Deputy Gary Gannon asked the Minister for Education if she will consider paying teachers in training for their work in placement schools. [5164/23]

Amharc ar fhreagra

Freagraí scríofa

The Teaching Council, as the professional regulatory body for teaching, has statutory responsibility for the accreditation of initial teacher education programmes and for the registration of primary and post-primary teachers.

Revised standards for the accreditation of programmes of initial teacher education, Céim – Standards for Initial Teacher Education (ITE), were published by the Teaching Council in November 2020. Céim sets out the requirements that all ITE programmes in Ireland must meet in order to gain accreditation from the Teaching Council. It is also a benchmark for anybody seeking to register as a teacher in Ireland. In line with these revised standards, primary and post primary student teachers must spend between 24 and 30 weeks on school placement as part of their ITE programme.

During school placement, student teachers are welcomed and supported by HEI tutors, school principals, class teachers and the school community. It provides student teachers with an opportunity to reflect on their identity as teachers, to develop it and become socialised into the profession. It is underpinned by a shared professional understanding that collaborative engagement with school placement provides professional learning opportunities for all involved.

I want to acknowledge the key role played by student teachers in supporting schools in recent years by providing substitution cover. This support was vitally important to ensure that our schools remained open for pupils.

Student teachers can, if they wish, still support schools by providing substitution cover when they have availability outside of their ITE programme requirements.

Students providing substitution cover, outside of their ITE programme requirements, will be paid at their appropriate personal rate.

However, there are no plans to introduce payment to student teachers during their periods of school placement as part of their ITE programme requirements

Special Educational Needs

Ceisteanna (163)

Michael Moynihan

Ceist:

163. Deputy Michael Moynihan asked the Minister for Education the allocation of resource hours and supports for schools under the National Council for Special Education that are for the 2023-2024 academic year; when these resources will be made known to schools; and if she will make a statement on the matter. [4937/23]

Amharc ar fhreagra

Freagraí scríofa

I would like to thank the Deputy for his question and would advise the following.

Special Education Teachers (SET) provide additional teaching support for students with special educational needs enrolled in mainstream classes in primary and post primary schools.

The Special Education Teaching allocation model provides a single unified allocation for special educational support teaching needs to each school, based on each school’s educational profile.

The model encourages schools to support students with SEN in mainstream classes alongside their peers. In fact most students with SEN are enrolled these classes.

In April 2022, the Department issued updated staffing allocations for the 2022/23 school year to include SET allocations. This ensured that schools were aware of their teaching resources and this allowed them to make the necessary arrangements to ensure that the teaching and learning needs for pupils with SEN can be properly supported.

The next scheduled updating of a schools profile is in 2024 for the allocation for the 2024/25 school year.

In the intervening period to the next scheduled re-profiling should a school believe that there has been a changed of a significant or unexpected extent in their school’s profile they may apply to the NCSE for a SET Exceptional Review.

School Enrolments

Ceisteanna (164)

Cathal Crowe

Ceist:

164. Deputy Cathal Crowe asked the Minister for Education if her attention has been drawn to enrolment challenges in the primary and secondary schools in Shannon, County Clare; and if she will make a statement on the matter. [4539/23]

Amharc ar fhreagra

Freagraí scríofa

For school planning purposes, the Department of Education divides the country into 314 school planning areas and uses a Geographical Information System (GIS) to anticipate school place demand. Information from a range of sources, including Child Benefit Data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform the Department’s projections of school place requirements.

Having considered the projected requirements in each school planning area, the Department then makes an assessment of the existing capacity within that particular area and its ability to meet any increased demand.

Where data indicates that additional provision is required at primary or post primary level, the delivery of such additional provision is dependent on the particular circumstances of each case and may be provided through either one, or a combination of, the following:

- Utilising existing unused capacity within a school or schools,

- Extending the capacity of a school or schools,

- Provision of a new school or schools.

The Department's projections of post primary school place requirements in Shannon show an anticipated continued growth in enrolments in the short to medium-term.

While the Department is aware of increasing pressures and demand for additional school places in Shannon, it is important to note that where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:

- Duplication of applications – where pupils have applied for a place to a number of schools in the area

- School of choice – where pupils can’t get a place in their preferred school while there are places in other schools in the town or area.

- Some towns or areas have single sex schools and while places are available in the school they are not available to all pupils

- External draw – that is, pupils coming from outside the local area

The Department is working to establish the true extent of any capacity issues across school planning areas, including those in the Shannon area through ongoing discussions with the relevant school patrons and authorities.

This close engagement will allow the Department to identify at an early stage particular capacity requirements for the forthcoming years which may necessitate further action to that already in train including, where required, the provision of modular accommodation solutions

The requirement, however, for additional school places is kept under on-going review. Additionally, the Department will continue to liaise with the Local Authority in respect of its review of Development Plans with a view to identifying any potential long-term school accommodation requirements.

The Department will continue to work with schools and patrons to ensure that there is appropriate provision for all students in Shannon for the 2023/24 school year.

Question No. 165 answered with Question No. 120.

School Enrolments

Ceisteanna (166)

Paul Murphy

Ceist:

166. Deputy Paul Murphy asked the Minister for Education her views on the policy of schools which require a utility bill for proof of address, and the difficulty this presents for families in emergency accommodation. [5210/23]

Amharc ar fhreagra

Freagraí scríofa

In relation to school admissions, it is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998 and the Education (Admission to Schools) Act 2018.

Under the provisions of the Education (Admission to Schools) Act 2018, all schools are required to have admissions policies, which have been approved by the patron, following consultation with staff and parents of children who are attending the school. The school’s admissions policy is published on the schools website. It is a key requirement of the act that all school admission policies are fair and transparent.

Parents have the right to choose which school to apply to and where the school has places available for the relevant year, the pupil/student should be admitted. However, in schools where there are more applicants than places available, a selection process will be necessary. This selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils/student not obtaining a place in the school of their first choice.

The act requires schools to clearly set out their selection criteria in their admission policies. Schools have discretion in relation to their admission criteria and how they are applied. Where an Applicant has a difficulty, such as the one referred to by the Deputy they can contact the school to discuss how information requested by the school can be provided. 

School Facilities

Ceisteanna (167)

Donnchadh Ó Laoghaire

Ceist:

167. Deputy Donnchadh Ó Laoghaire asked the Minister for Education her plans to ensure energy use in schools is addressed, with particular reference to installation of solar panels and retrofitting. [5249/23]

Amharc ar fhreagra

Freagraí scríofa

As part of my Budget 2023 announcement, and as part of the Cost of Living measures to be enacted this year, €90m is being provided in one-off additional funding to support increased running costs for primary and post-primary schools in the free education scheme in dealing with challenges they face in light of rising energy costs. This will be paid at a rate of 40% of schools’ basic and enhanced rates of capitation. 

Schools account for a very small proportion of overall energy usage across the public sector – circa 5% of reported energy consumption.  It is also worth noting that the school day is finished during the national peak energy usage period of 5pm to 7pm.

My Department has also ensured that centrally negotiated rates are available to schools for electricity and bulk heating fuels. These rates are available through existing frameworks sourced by the Office of Government Procurement (OGP). OGP has run competitions specifically for Schools at a national level and the Schools Procurement Unit and the Department has communicated with schools and school management bodies informing them of the options available to them through these national arrangements. Information on how to avail of these arrangements is available via the Schools Procurement Unit website, www.spu.ie.

The Energy in Education website portal and advice programme (Joint programme between SEAI and Dept. of Education) also assists schools reduce their energy consumption and empowers participating schools and pupils to learn the benefits of sustainability. www.energyineducation.ie. Typically savings of between 5 to 10% are identified through low and no cost measures, while some schools participating have identified potential savings of up to 15 % or more.

My Department has a strong record with respect to sustainable energy in school buildings and this performance has been recognised at both National and International level with sustainable energy awards for excellence in Design and Specification.

The National Development Plan 2021-2030 published on 4th Oct 2021, provides capital funding of over €4.4bn for investment in school infrastructure during the period 2021 to 2025. There continues to be a strong Climate Action dimension to this additional and modernisation programme.

Schools designed and built in accordance with the Department’s schools technical guidance documents have been achieving A3 Building Energy Ratings since 2009 with current schools typically achieving up to 20% higher energy performance and 25% better carbon performance than required by the current Building Regulations, along with 10% of primary energy provided via photovoltaics and infrastructure provision for electric vehicle charging.

As the Deputy is aware Budget 2023 provided for the provision of funding from the Climate Action Fund in relation to the provision of Photovoltaic Panels in schools up to 6KW output.

This is really positive news for our schools and will assist with their energy needs and costs along with supporting the decarbonisation of our school buildings.

My Department's Officials are working closely with the Department of Environment, Climate and Communications colleagues in relation to the arrangements for this scheme and details will be announced in due course.

It is intended the provision of the solar panels will be fully funded for schools.  

I will also be announcing in due course a Climate Action Summer Works Programme to progress climate action specific initiatives which will assist with rollout of smaller scale energy retrofit works in schools.

The Summer Works Programme has for many years featured categories that assist in improving energy reduction in schools such as the heating system upgrades, roof insulation upgrades, high performance window upgrades and electrical upgrades.

My Department  and the Department of Environment, Climate and Communications established a jointly funded pathfinder programme, which is administered by the Sustainable Energy Authority of Ireland (SEAI) and the Planning and Building Unit in the Department of Education with delivery support from Limerick Clare ETB. It is being used to evaluate and demonstrate the approach to energy retrofit and carbon reduction in the schools’ sector.

This government-funded energy retrofit pathfinder programme will target energy use and CO2  emission reduction by 51%, testing deep retrofit and low carbon heating solutions.

The pathfinder programme has retrofitted 47 schools across Ireland to date with work on an additional 15 schools currently at various stages of progress in partnership with SEAI.

This pathfinder is a great example of collaboration ensuring the deployment of new design approaches and technologies are introduced to the educational environment on an evidence based approach.p 

It is facilitating research on a range of typical retrofit options, which will have been tried and tested. It is providing valuable development information for a solution driven delivery strategy which will be founded on a solid evidence base that has proven the robustness and scalability of renewable solutions within the schools’ sector.

 The pathfinder is paving the way for, and informing, a much larger schools national programme for decarbonisation and retrofit and will play a key part of meeting delivery of the Climate Action Plan.

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