Written Answers Nos. 310-328
311. Deputy Catherine Connolly asked the Minister for Education if she will provide details of any analysis carried out by her Department with a view to addressing the shortage of home economics teachers; the consideration that has been given to provide grants for teachers to upskill in this subject; and if she will make a statement on the matter. [6533/23]
Amharc ar fhreagra353. Deputy Violet-Anne Wynne asked the Minister for Education if she will consider providing funding for registered post-primary teachers to upskill in order to teach home economics; and if she will make a statement on the matter. [7006/23]
Amharc ar fhreagraI propose to take Questions Nos. 311 and 353 together.
In 2018, my Department established a Steering Group on Teacher Supply to facilitate multi-agency engagement and to lead on a coordinated programme of actions to support the supply of teachers. Arising from the work of this Group and its various substructures, the Teacher Supply Action Plan was published in November 2018.
The Action Plan called for the development of upskilling programmes in targeted subject areas for existing teachers and, following a request from my Department, the HEA issued a funding call to providers of initial teacher education for upskilling programmes in mathematics, physics and Spanish in late 2019. These were identified by the Steering Group as among the most challenging subjects in terms of teacher recruitment. Following the successful completion of the funding call, these programmes commenced in January 2021.
Upskilling programmes are provided over two years on a part-time basis. They are free of cost to participants. The first cohort of participants, approximately 170 teachers, completed these programmes in 2022 and some 300 teachers are due to graduate in 2023. My Department has agreed to extend funding in 2023 and to provide for additional capacity.
Funding for these programmes was put in place following a competitive call to all initial teacher education providers for proposals. It is intended to commence an upskilling programme in Irish in 2023/24 and consideration will be given to programmes in other subjects. The allocation of funding for any future programmes will be dependent on a competitive process for potential providers.
Separate to the direct funding to these upskilling programmes, the Teacher Fee Refund Scheme provides funding to teachers towards the cost of participation and examination fees on successful completion of professional development courses. Funding under the scheme is being prioritised for those taking courses in particular areas, including upskilling for post primary teachers leading to registration with the Teaching Council in an additional subject. The maximum refund under the scheme is €5,000 per year and the level of refund depends on the volume of eligible applications that are received. Department Circulars 0005/2023 and 0015/2021 relate to this Scheme.
313. Deputy Paul Kehoe asked the Minister for Education the number of face-to-face and online meetings and engagements he has had with representatives of an organisation (details supplied) in each of the years from 2011 to date, in tabular form; and if she will make a statement on the matter. [6543/23]
Amharc ar fhreagraThe diaries for the Minister for Education from 2016 are published on line at www.gov.ie - Department of Education Ministers' Diaries (www.gov.ie)
These provide details of all meetings including those with the organisation referenced by the Deputy.
The diary records from 2011 to the end of 2015 are not readily available.
314. Deputy Paul Kehoe asked the Minister for Education for an update on the progress of a new school building project for a school (details supplied); and if she will make a statement on the matter. [6544/23]
Amharc ar fhreagraThe major building project for the school referred to by the Deputy will be delivered under my Department's ADAPT Programme.
The ADAPT Programme uses a professional external Project Manager to co-ordinate and drive the Design Team to achieve the best possible timeframe for the project through the stages of Architectural Planning to Tender and Construction.
The tender process to appoint the Design Team for this major project is currently underway.
The Project Manager is in contact with the school authorities in relation to the appointment of the Design Team, which is anticipated to be completed early Quarter 2 of 2023.
Upon appointment, the Design Team will proceed to the initial stage of Architectural Planning, Stage 1 – Preliminary Design, where the Design Team will assess the site and prepare their initial sketch schemes. A preferred design option, including the scope and extent of works to be carried out will be established during this early stage.
Until the project design is at a stage where statutory approvals, planning permission, etc are secured by the Design Team, it will not be possible to provide an estimated onsite date.
315. Deputy Kathleen Funchion asked the Minister for Education the options available to a child (details supplied). [6560/23]
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 2023, the spend by my Department on special education will be substantially increased by over 10% on last year, meaning that for 2023 my Department will spend over €2.6 billion providing supports to children and young people with special educational needs and their schools.
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 to support children with SEN in mainstream classes; funding for new special classes and 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 mainstream, 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.
The NCSE have sanctioned 9 new special classes in Co. Carlow over the last 3 years. Of these, 7 special classes are at primary level and 2 are at post primary level.
There are a total of 45 special classes in Co. Carlow. Of these, 30 special classes are at primary level and 15 are at post primary level.
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 which children can be supported to attend a mainstream class and with regard to 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.
In relation to the student referred to by the Deputy, the NCSE have advised my Department of the following:
As ASD Early Intervention classes are for children aged 3 – 5 years, once a child turns 5 they’re no longer eligible to continue in the class the following September.
It is expected that the student would enrol in a primary school for 2023/24. The school where the class is currently hosted is a junior boys school, except for the ASD Early Intervention classes, which are co-educational.
The local SENO has engaged with the student’s parents and has outlined the continuum of educational provision, the resources available in a mainstream setting and the criteria for enrolling in either a special class or a special school.
The SENO has advised the student's parents that enrolment in a special class should only be considered where it has been demonstrated that a student is unable to learn effectively in a mainstream class for most or all of the school day even with additional supports
To access a special ASD class place for junior infants a student must have a recent report from a psychologist or psychiatrist stating that s/he has ASD as per DSM or ICD criteria and s/he has complex or severe learning needs that require the support of a special class setting and the reasons why this is the case. Where the professional gives a suite of options, the most inclusive educational placement recommended would be considered the appropriate placement in keeping with the spirit of the EPSEN Act (2004).
Based on the documents available to the SENO, it was recommended to the parent that the most inclusive option would be a mainstream placement.
The local SENO remains available to assist and advise the parents. The SENO can be contacted directly using the contact details available at: ncse.ie/regional-services-contact-list.
It is of course open to any school to engage with the NCSE to establish a special class.
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
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 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.
316. Deputy Paul Murphy asked the Minister for Education the data and rationale for the newly announced changes to online CPD summer courses for teachers, requiring online courses to have eight hours synchronous time, increasing to 15 hours by 2025; and if she will make a statement on the matter. [6573/23]
Amharc ar fhreagra317. Deputy Paul Murphy asked the Minister for Education if equity of access and childcare issues in a mainly female profession were taken into consideration in deciding to change the requirements for online CPD summer courses for teachers, in order that online courses will have to have 8 hours synchronous time, increasing to 15 hours by 2025; and if she will make a statement on the matter. [6574/23]
Amharc ar fhreagra318. Deputy Paul Murphy asked the Minister for Education if the impact of significantly reduced numbers being able to participate in online CPD summer courses for teachers was taken into consideration in the decision to change the requirements; and if she will make a statement on the matter. [6575/23]
Amharc ar fhreagra319. Deputy Paul Murphy asked the Minister for Education the data on which her Department is basing the preference for synchronous learning in the new requirements for online CPD summer courses for teachers; and if she will make a statement on the matter. [6576/23]
Amharc ar fhreagra320. Deputy Paul Murphy asked the Minister for Education if she will reverse the announced changes to online CPD summer courses for teachers, given the discriminatory impact the requirements will have on teachers with caring responsibilities, and the likely reduction in numbers taking the courses that will result; and if she will make a statement on the matter. [6577/23]
Amharc ar fhreagra324. Deputy Seán Canney asked the Minister for Education if her attention has been drawn to the changes proposed by her Department to professional development courses for primary school teachers outside of school time; the impact it is having on teachers; the consultation that was had with an organisation (details supplied); and if she will make a statement on the matter. [6618/23]
Amharc ar fhreagra347. Deputy Catherine Connolly asked the Minister for Education her plans to meet with a group (details supplied) with regard to the proposed changes to professional development courses for teachers; and if she will make a statement on the matter. [6953/23]
Amharc ar fhreagra348. Deputy Catherine Connolly asked the Minister for Education if she will provide details of any analysis carried out by her Department with regard to the proposed changes to professional development courses for teachers; if she will provide details of any impact assessment carried out in this regard; and if she will make a statement on the matter. [6954/23]
Amharc ar fhreagra349. Deputy Catherine Connolly asked the Minister for Education if she will provide details of any engagement she or her Department have had with teachers, or teachers’ representative bodies, with regard to the proposed changes; and if she will make a statement on the matter. [6955/23]
Amharc ar fhreagra351. Deputy Seán Canney asked the Minister for Education if her attention has been drawn to the difficulty that the changes to summer courses will have for teachers as they now require online courses to have 8 hours synchronous time, increasing to 15 hours by 2025; if her attention has been drawn to the difficulties that this is causing for teachers who have childcare responsibilities during the summer; the rationale for the change; if it will result in fewer teachers being able to access summer courses; if she will reconsider the change; and if she will make a statement on the matter. [6991/23]
Amharc ar fhreagra378. Deputy Holly Cairns asked the Minister for Education if she will ensure that primary school teachers can still avail of online versions of courses during the summer months to contribute to their continuing professional development. [7426/23]
Amharc ar fhreagraI propose to take Questions Nos. 316 to 319, inclusive, 320, 324, 347 to 349, inclusive, 351 and 378 together.
The summer course programme for teachers contributes to the continuum of teachers’ professional learning, promotes innovation and excellence in teaching, learning and assessment, and is supportive of the goals set out as per the new national priorities. The principal objective of the summer course programme is to improve the learning experiences of teachers and to ensure that their learning has a lasting impact on pupils’ learning outcomes and experiences.
Having considered the findings of a review of the Summer Course Programme my Department introduced some changes to the format of online summer courses. Providers, including the INTO, and teachers have expressed concerns regarding some of these changes and a meeting was held to discuss their concerns further.
Following consideration of the issues raised during the meeting, my Department has decided to adjust the 2023 Summer Course Programme to include the reintroduction of the former asynchronous model as an option for summer 2023. The providers have been advised of these adjustments today. The adjustments will be reflected in a revised 2023 handbook.
321. Deputy Richard O'Donoghue asked the Minister for Education if discussions are expected to introduce more outdoor educational activities at primary school level (details supplied); and if she will make a statement on the matter. [6583/23]
Amharc ar fhreagra322. Deputy Richard O'Donoghue asked the Minister for Education if discussions are expected to introducing more outdoor educational activities at primary school level (details supplied); and if she will make a statement on the matter. [6583/23]
Amharc ar fhreagraI propose to take Questions Nos. 321 and 322 together.
As the Deputy may be aware my Department will be publishing a new primary curriculum framework shortly. The Primary Curriculum Framework will set out the vision, principles and components of the redeveloped primary school curriculum. The framework links with learning experiences provided through the themes of Aistear: the Early Childhood Curriculum Framework and connects with the subjects, key skills and statements of learning in the Framework for Junior Cycle. The Primary Curriculum Framework reflects a shared understanding of, and trust in, the many positive features of education in our primary and special schools, while also providing for the enhancement of learning, teaching and assessment. Drawing on work with the Schools Forum, research, and work with education partners and wider stakeholders to include teachers, school leaders, parents and guardians, the Framework highlights what is important in primary education and provides a description of what should be prioritised in children’s learning.
Pedagogies which promote active, engaged learning for all young people to include preparation of the learning environment are essential to the enactment of curriculum. The Primary Curriculum Framework includes the Learning Environment as one of the principles of learning, teaching and assessment with reference to indoor and outdoor diverse environments encouraging children’s independence and stimulating and supporting their learning. Teachers’ preparation of the learning environment, both indoor and outdoor, and the resources that will provide opportunities for the children to play, explore, inquire, experiment, and discover, are critical contributions to pedagogy. Teachers professional preparation, is supported through Preparation for Teaching and Learning - Guidance for All Primary and Special Schools (Government of Ireland, 2021).
Furthermore, the second National Strategy on Education for Sustainable Development – ESD to 2030, aims to ensure that all learners acquire the knowledge and skills required to promote sustainable development. The accompanying implementation plan 2022 – 2026 includes a number of actions aimed at promoting outdoor learning. In 2022, ESD to 2030 funding was provided to schools to support the development of outdoor gardens and outdoor learning spaces. Aligned with this commitment to sustainable development is a core competency of ‘becoming an active citizen ’ for children under the Primary Curriculum Framework, with learners understanding of nature and the environment is core to this.
The Primary Curriculum Framework will guide the National Council for Curriculum and Assessment in developing a specification for each of the curriculum areas and their associated subjects and these specifications will be available for the 2025/2026 school year.
I hope this information is of assistance to the Deputy.
323. Deputy Éamon Ó Cuív asked the Minister for Education when approval will be given by her Department for transport for Ukrainian students who are at present resident in Oughterard to a school (details supplied) given that the nearest school in Oughterard is already at full capacity; the reason for the delay with this approval; and if she will make a statement on the matter. [6604/23]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 147,900 children, including over 18,000 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country.
In addition, school transport scheme services are being provided in the current school year for over 3,800 children who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2022 was €332.
Applications continue to be received on a daily basis as families are relocated or as new families arrive.
School transport can only be arranged once the School Transport Section have been made aware of transport needs for children arriving from Ukraine. Applications continue to be submitted from REALT co-ordinators to School Transport Section. Every effort is being made to ensure school transport services are up and running as they are required. However, given the ongoing movement and arrival of families, it may in some cases take time to arrange services for families.
Applications for school transport were recently received for pupils attending the schools referenced by the Deputy. These applications have been submitted to Bus Éireann and a transport solution is being assessed.
325. Deputy James Lawless asked the Minister for Education is she will provide an update on school transport for a child (details supplied) who has been travelling with their twin brothers and has had their ticket rescinded; and if she will make a statement on the matter. [6646/23]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 147,900 children, including over 18,000 children with special educational needs, are transported on a daily basis to primary and post-primary schools throughout the country.
In addition, school transport scheme services are being provided in the current school year for over 4,200 children who have arrived to Ireland from Ukraine. .
The total cost of the scheme in 2022 was €332.2m.
The purpose of my Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remote from their nearest school.
The National Council for Special Education acts in an advisory role to the Department of Education on the suitability of placements for children with special educational needs. Under the terms of the School Transport Scheme for Children with Special Educational Needs, the Department will consider the report of the Special Education Needs Organiser (SENO). School transport is provided to children with special educational needs who are attending the nearest school to their place of residence that is or can be resourced to meet their educational needs, as identified by the SENO.
Bus Eireann has advised that they require further information from the Deputy in order to provide a comprehensive report on the matter. Bus Eireann require the names of the siblings referred as well as the email address of the parent/s. School Transport Section in my Department have contacted the Deputy to request the additional information and are awaiting a reply, the family can provide the required information to school_transport@education.gov.ie where officials in School Transport Section will be happy to assist.
326. Deputy Denise Mitchell asked the Minister for Education if an appropriate school place will be found for a person (details supplied) for the academic year beginning September 2023 [6652/23]
Amharc ar fhreagraAs the Deputy will be aware, for school planning purposes, my Department divides the country into 314 school planning areas and utilises a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit data, school enrolment data and information on residential development activity is used for this purpose. Additionally, Project Ireland 2040 population and housing targets inform my Department's projections of school place requirements.
While the Department is aware of increasing pressures and demand for additional school places in the Clontarf area, it is important to note that where enrolment pressures arise, it may not be as a result of lack of accommodation but may be driven by the following factors:
- Duplication of applications – pupils have applied for a place to a number of schools in the area
- School of choice – pupils can’t get a place in their preferred school while there are places in other schools in the town/area
- Some towns/areas have single sex schools and while places are available in the school they are not available to all pupils
- External draw – pupils coming from outside the local area
The Department is working to establish the true extent of any capacity issues through ongoing discussions with the relevant school authorities. In that context, similar to the process adopted in advance of the current academic year, the Department is engaging with patron bodies and school authorities, to identify particular capacity requirements for the forthcoming years which may necessitate further action to that already in train.
Additionally, the Department will continue to work to advance the planned and current projects in the Clontarf area and to ensure sufficient places for both mainstream provision and for pupils with special education requirements both for the coming academic year and into the future.
327. Deputy Michael Ring asked the Minister for Education when a contractor will be appointed to a project (details supplied) in view of the very severe lack of adequate facilities currently available; and if she will make a statement on the matter. [6655/23]
Amharc ar fhreagraThe school to which the Deputy refers to was approved funding under the Additional Schools Accommodation (ASA) Scheme for the provision of a 3 classroom special educational needs (SEN) base, Toilets, Staff room, DCC room, and ancillary accommodation. I can confirm to the Deputy that the school has recently submitted a tender report for review by my Department Official's.
My Department has a strong track record of delivery of school building projects and this was achieved again in 2022 notwithstanding the wider construction sector environment of high inflation, labour shortages and supply chain issues. There were circa. 180 school building projects delivered during 2022 and a further 273 school building projects continued in construction at the start of 2023 - most of which will be completed in 2023.
I am very appreciative of the strong support provided by Government for our education budget. As part of the supplementary budget, €300m additional capital funding was provided in 2022. This helped to alleviate capital funding pressures that arose in 2022 which was reflective of the strong delivery by the Department of school building projects – particularly to support mainstream provision and special education needs provision. My Department’s overall capital outturn for 2022 was €1.12 billion.
My Department's Planning and Building Unit is currently assessing its work programme and priorities for 2023 in the context of its available funding. My Department's published NDP allocation for 2023 is €0.86 billion. High construction inflation remains a continuing feature of the construction sector for 2023. As part of its planning ahead for 2023, my Department is engaging with the Department of Public Expenditure, NDP Delivery and Reform in relation to capital funding pressures in order to continue to be able to adequately support the operation of the school system with rollout of school building projects to construction in 2023.
328. Deputy Sean Sherlock asked the Minister for Education if she will ensure an early date for the results for the Leaving Certificate for a family (details supplied). [6659/23]
Amharc ar fhreagraThe State Examinations Commission (SEC) has responsibility for the operation, delivery and development of the State examinations. No date has been confirmed as of yet for the issue of Leaving Certificate 2023 results.
The Deputy may wish to note there were a number of factors that affected the timing of the issue of results for State examinations in 2022. These included a challenge in recruiting sufficient examiners, the provision of a set of deferred examinations at Leaving Certificate for candidates who experienced serious injury, accident, illness or due to close family bereavement, and the implementation of a post-marking adjustment, also at Leaving Certificate, which gave effect to my commitment that results in 2022 would be no lower in the aggregate than in the previous year.
Availability of teachers to mark the examinations had been challenging for a number of years prior to the COVID pandemic but became acute in 2022. My Department approved increased rates of payment for examiners in 2022 and additional payments were made which recognised the cooperation, flexibility and support needed in the delivery of the examinations.
I am pleased to advise the Deputy that €11m was provided on Budget Day this year to maintain these increased examiner pay rates for 2023. Recruitment and retention of teachers as examiners is of critical concern and the SEC is undertaking a review of this issue with all of the second level stakeholders with the objective of substantially increasing the number of teachers involved.
Over the last three years, by working collectively with education stakeholders, it was possible for the Irish education system to respond to the needs of students wishing to continue their education and training abroad. I am confident that this will be the case again should the need arise in 2023.
