Written Answers Nos. 512-524
512. Deputy Emer Higgins asked the Minister for Education further Parliamentary Question No. 100 of 30 November 2023, for an outline of and update on the smaller student accommodation projects which are at various stages of planning and delivery throughout Dublin mid-west. [56825/23]
Amharc ar fhreagraI can confirm to the Deputy that the purpose of my Department's Additional School Accommodation (ASA) scheme is to ensure that essential mainstream and special education classroom accommodation is available to cater for pupils enrolled each year and where the need cannot be met by the school’s existing accommodation or at other schools in an area. Where there is a need for accelerated delivery of such accommodation my Department utilises Modern Methods of Construction, including my Department's Modular Accommodation Framework, to meet the accommodation need. My Department has additionally put Project Management provision in place to support schools in the expedited delivery of this accommodation.
My Department has a large pipeline of projects for delivery under the school building programme, including the Dublin mid-west area. The main elements of this pipeline currently involve in excess of 1,300 school building projects for delivery under the Department’s Large Scale and Additional School Accommodation (ASA) scheme. These projects are currently in progress across the various stages of planning, design, tender and construction.
Details of large-scale and ASA projects being delivered under the school building programme may be viewed on my Department's website at www.gov.ie and this information is updated regularly. In addition, a list of large-scale projects completed from 2010 to date may also be viewed on the website.
For ease of reference, the current status of recent ASA projects in the Lucan, Clondalkin and Newcastle_Rathcoole School Planning Areas is listed below:
|
Roll Number |
School Name |
Total Project Brief |
Current Stage Of Project |
|
76065H |
Colaiste Cois Life, Lucan |
Refurbishment works to create 4 teaching spaces |
Stage 5 (Complete) |
|
76065H |
Colaiste Cois Life, Lucan, Co. Dublin |
7 X 49sqm General Classrooms, 1 X 100sqm Science Room & Prep Area, 1 X 120Sqm Technology Room |
Stage 5 (Complete) |
|
70042L |
St Kevins Community College |
3x General classrooms & 2 Classroom SEN base and Ancillary. |
Stage 1 (Preliminary Design) |
|
60264A |
Colaiste Phadraig CBS |
Refurbishment for Home Economics Room |
Stage 4 (On site) |
|
60121B |
Moyle Park College, Clondalkin |
4 MCR,1 SET |
Stage 4 (On site) |
|
20402I |
Citywest Educate Together NS |
3 x 80m2 mainstream classrooms, Roof Repairs, Completion of conversion works |
Stage 5 (Complete) |
|
20398U |
Citywest & Saggart CNS & Citywest Educate Together NS |
Provision of 5 x mainstream classrooms and 2 x resource rooms |
Stage 5 (Complete) |
|
19940G |
Gaelscoil Naomh Padraig |
1 Mainstream Classroom |
Stage 3 (Tender) |
|
20274C |
Esker ETNS |
1x Mainstream, 2x SEN base, 2x SET room |
Stage 2a (Design) |
|
00714P |
St Marys BNS |
4 MCR, 3 SET, 2 Class SEN Base, 1 UA Toilet and reconfiguration works for SEN in the interim. |
Stage 1 (Preliminary Design) |
|
13447Q |
Scoil Mhuire Lucan |
Refurbishment for SEN |
Stage 1 (Preliminary Design) |
|
19799I |
Sacred Heart School, Sruleen, Clondalkin |
2 x classroom SEN |
Stage 5 (Complete) |
|
18655C |
Scoil Naomh Seosamh |
1 Class SEN Base |
Stage 4 (On site) |
|
19221U |
Scoil Naomh Aine |
Renovation to existng SEN Class and construction of 1 additional SEN Class |
Stage 4 (On site) |
|
19510E |
Talbot SNS |
Reconfiguration for SEN class |
Stage 4 (On site) |
|
19220S |
SCOIL NAOMH IDE |
1X SEN Reconfiguration |
Stage 4 (On site) |
|
20390E |
Ballydowd High Support Special School |
Refurb works to Home Economics Room |
Stage 4 (On site) |
513. Deputy Sorca Clarke asked the Minister for Education the number of times an organisation (details supplied) has requested a meeting with her; and the number of meetings that have actually taken place. [56831/23]
Amharc ar fhreagraThe ETBsNPA initially requested a meeting in April 2023 and has since followed up on this request on two further occasions. As advised to the ETBsNPA in response, my Department is in the process of arranging a meeting with the National Parents Council Post Primary to finalise a number of outstanding issues. Once these matters are resolved, the Department intends to meet, as appropriate, with other parties, including the ETBsNPA.
The voice of parents is of critical importance to the Department of Education. In December 2022, in order to ensure continuity of support for parents, the Department of Education requested the National Parents’ Council primary to extend its remit and support to post-primary parents. Parent councils or associations in schools are not impacted by this decision.
I understand the National Parents Council primary is actively working to ensure that post-primary parents receive a comprehensive support service and is reaching out to post-primary parents and other interested stakeholders, - including former constituent bodies of the NPCpp, such as the ETBsNPA - in this respect. The Department urges everyone with an interest in the voice of the parent (and student) in Irish education to engage positively with this new arrangement in the interest of ensuring a strong parent voice in education.
514. Deputy Niamh Smyth asked the Minister for Education if matters raised in correspondence (details supplied) will be reviewed; and if she will make a statement on the matter. [56838/23]
Amharc ar fhreagraThe School to which the Deputy refers, was approved a project under my Department’s Additional School Accommodation (ASA) scheme to provide a one classroom SEN base and one SET room.
The project has been devolved to the school authority for delivery.
My Department has received a Stage 2b (post planning approval) report from the school. This report is currently under review from both a technical and cost perspective in accordance with the requirements of the Public Spending Code.
My Department will be in contact with the school authority directly, once its review of this report has been completed.
515. Deputy Richard Bruton asked the Minister for Education whether the extra resources in special education will be used to extend the pilot whereby a team of therapists' team with clusters of schools and pre-schools to offer a more integrated approach than is possible with the traditional referral to the HSE. [56861/23]
Amharc ar fhreagraThe provision of therapies for those with disabilities is the responsibility of my colleague Minister Rabbitte and the Department of Children, Equality, Disability, Integration and Youth.
However, supporting the provision of appropriate education for children with additional needs is a key priority for the Department of Education. One example of such support is the School Inclusion Model (SIM) approved for trialling in the 2019/20 school year. The School Inclusion Model (SIM) provides a systematic approach to building the capacity of school communities to meet the needs of students. SIM comprises two main sources of additional support for schools; a team of in-school therapists and enhanced support from NEPS.
SIM was initially designed as a one year pilot involving up to 75 participating schools in the CHO 7 region. It was interrupted by Covid-19 with the closure of schools and the diversion of HSE therapists from the project to Covid-related work. It was then extended to the 2020/21 school year which was also interrupted by Covid. The Pilot recommenced in November 2021 in CHO7. Progress has been made on aspects of the model but much remains to be done in terms of in-school implementation, evaluation and expansion.
Preliminary longer-term data indicates that when therapists collaborate with schools in the delivery of teacher-led interventions, schools can sustain this support in the absence of the therapist. These examples are representative of the potential long-term impact of SIM therapists working in collaboration with schools. This data illustrates that intervention approaches can build teacher capacity, influence culture, and provide educational staff with the skills to manage challenges without needing to link with the HSE.
While the Department’s initial intention was to expand SIM to other areas, pressures relating to workforce supply (therapists and psychologists) have resulted in SIM being limited to one CHO area. The Department has experienced a number of challenges and barriers to continuing the roll-out of SIM in CH07 and expanding SIM to other areas at this time. The single biggest challenge is the availability of therapists and psychologists.
To this end, The National Council for Special Education and the Department are currently proposing progressing an expansion of the in-school therapy programme in SIM. The NCSE propose to de-couple the current temporary allocation of NCSE therapists (39) from the SIM region and geographically re-deploy and embed them across the rest of the NCSE’s regional team structure. This proposal, if progressed, will result will ensure that schools can access the right educational supports at the right time from Advisors, visiting teachers, SENO’s and therapists. Therapists will work with their NCSE team as well as collaborating with other service providers such as NEPS and HSE funded services (Primary Care, CDNT, CAMHS etc.) My Department is currently engaging with DPER in relation to the resourcing of this expansion plan.
As indicated by the above engagement my Department welcomes any initiatives to support increased supply and retention of therapists into the Disability Services and into the education system. Further, the Department is committed to continuing the close working relationship with the Department of Children, Equality, Disability, Integration and Youth and other key government departments and agencies to support measures to increase the supply and retention of these key staff.
516. Deputy Seán Canney asked the Minister for Education if her Department will provide funding for additional accommodation at a school (details supplied); and if she will make a statement on the matter. [56878/23]
Amharc ar fhreagraI wish to advise the Deputy that my Department has no current record of receiving an application for additional accommodation from the school in question.
The purpose of my Department’s Additional School Accommodation (or ASA) scheme is to ensure that essential mainstream classroom accommodation and accommodation for pupils with special education needs is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation or at other schools in the area.
At primary level, this situation generally arises to cater for a school’s accommodation requirements where an additional teaching post has been sanctioned by Teacher Allocation Section, or the requirement for a new class for pupils with special education needs has been identified by the NCSE, and all available alternative accommodation within the school is already being used for classroom purposes.
The Department works very closely with the NCSE in relation to forward planning for increased special education provision in the form of additional special classes and special school places.
This includes working to ensure that all appropriate available capacity is maximised in the first instance, before considering any applications for further accommodation needs.
The school in question should engage with the NCSE regarding the requirement for additional classes, if it has not done so already. Should there be a requirement for additional classes at the school, beyond what can be facilitated within existing accommodation, it is open to the school authority to make an application for additional accommodation through the 'Additional School Accommodation scheme (ASA)' which is available at www.education.ie.
517. Deputy Denis Naughten asked the Minister for Education if she will list the ongoing research commissioned under the remit of her Department through the North-South Ministerial Council, Shared Island Initiative or through other all-island arrangements; if she will outline the research that has been completed; the date of publication of the research since the signing of the Good Friday Agreement; and if she will make a statement on the matter. [56910/23]
Amharc ar fhreagraThe work of my Department in North-South and all-island issues feeds into the Education Sectoral meetings under the North-South Ministerial Council. There is currently no ongoing research commissioned by my Department in this area.
Substantial research in the North-South space is funded under the Shared Island Fund.
My Department liaises with the Shared Island Unit of the Department of Taoiseach to support the development of a more ambitious agenda for education cooperation and connection on the island to deliver a comprehensive research programme. Research will continue to be published that focusses on opportunities to deepen cooperation across a range of domains including Education. Further information is available at www.gov.ie/SharedIsland/Research.
At the 2021 Standing Conference on Teacher Education North South (ScoTENS), I announced the awarding of two research projects commissioned by the Shared Island-ScoTENS Research Partnership on educational underachievement issues. These are:
• “BUDDIES”: Published Oct 2022. This study was led by Dr Glenda Walsh, Stranmillis University College, Belfast, in collaboration with Dr Seaneen Sloan, University College Dublin and Clíodhna Martin, Marino Institute of Education, Dublin. Building on discussions of the role of Home-School Community Liaison at the Shared Island Dialogue on education, this study will seek to gain a clearer understanding of the valuable but under-researched work of HSCLs across the island. scotens.org/site/wp-content/uploads/BUDDIES-Report.pdf
• “SHARED”: Published Oct 2022. This study was led by Dr Melanie Ní Dhuinn and Dr. Julie Uí Choistealbha from Marino Institute of Education, Dublin, in collaboration with Julie Hamilton, from St. Mary’s University College, Belfast. This project explores how teacher educators can prepare and support student teachers to negotiate and engage with the challenges of educational underachievement while on their school placement. scotens.org/site/wp-content/uploads/SHARED-Research-Report.pdf
and they receive funding from the Shared Island Fund.
There were 3 further research projects funded by Shared Island on curriculum delivery themes published in 2023/2024 under theme: How we teach: acknowledging, understanding and learning with others and from others on a shared island.
• SRASI: Shared Responsibility Across a Shared Island: Published in 2023. Teaching social justice in initial teacher education – led by Prof. Ann MacPhail, University of Limerick, and Dr. Paul Mc Flynn, Ulster University, Coleraine. This project will develop and share, through practitioner research, a teaching approach to social justice across the initial teacher education programmes in UL and UU. researchrepository.ul.ie/articles/report/Shared_Responsibility_Across_a_Shared_Island_SRASI_teaching_social_justice_in_initial_teacher_education/24241960
• CRiTERiA: Cultural Responsivity in Teacher Education: Research in Action (for Publicaton in 2024) – led by Dr. Patricia Eaton, Stranmillis University College, Belfast, and Dr. Martin Brown and Dr. Paddy Shevlin, Dublin City University, in collaboration with Dr. Manuela Heinz, National University of Ireland, Galway, and Prof. Joanne Hughes, Queen’s University Belfast. This project will work with teacher educators and student teachers to design and develop an Open Access Online course (for teachers of all levels of experience, including student teachers) to enhance culturally responsive educational skills and competencies, recognising that teaching takes place in culturally diverse learning environments. This Open Access Online course will benefit education professionals on the island of Ireland and internationally.
• EDUCATE: Educating about Difference Uniting Classrooms and Teacher Education (for publication in 2024) – led by Dr. Patricia Kieran, Mary Immaculate College, Limerick, and Dr. Stephen Roulston, Ulster University, Coleraine, in collaboration with Dr. Emer Nowlan, Sandra Irwin Gowran and Vera Shanahan, Educate Together, Séamus Conboy and Megan Whyte, Education and Training Boards Ireland, Cliodhna Scott-Wills, Northern Ireland Council for Integrated Education, and Dr. Matthew Milliken, Ulster University, Coleraine. This project will equip primary school initial teacher education students with the teaching skills, knowledge, and resources to explore and teach, in diverse primary classrooms, about respect for identity, difference, and fostering mutual understanding
The Centre for Cross Border Studies
My Department liaises with the Centre for Cross Border Studies which is a policy research and development institute. However, there is currently no ongoing research commissioned. The CCBS has published a number of reports on education matters over the years since 1998. Further information is available at crossborder.ie.
518. Deputy Claire Kerrane asked the Minister for Education the stage at which a new building project for a school (details supplied) is at; when the project will move to the next stage; if funding is available for same; and if she will make a statement on the matter. [56947/23]
Amharc ar fhreagraThe project to which the Deputy refers has been devolved for delivery to Galway and Roscommon Education and Training Board (GRETB) and is part of a campus project.
The project is currently at Stage 2a (detailed design) of the architectural design process.
GRETB have advised that they expect to be in a position to submit the Stage 2a Report to the Department for review in Quarter 1, 2024. Following the Stage 2a meeting and approval of the Stage 2a report, the project will then progress to Stage 2b. This stage allows for detailed design/planning, obtaining the necessary statutory permissions and the preparation of tender documents. When this stage is finalised, the next stage is tendering for a contractor and then onwards to construction, in due course.
As the project is at an early stage in the delivery process, it is not possible at this time to give a date for its completion. The ETB will be engaging directly with the school authority to keep it informed of progress.
519. Deputy Claire Kerrane asked the Minister for Education if she will ask her Department's rental section to cover the cost of rent for a school (details supplied) until such time as their new school build is completed and to take financial pressure of the school who are forced to use very limited resources for rent in order to provide additional much needed school space; and if she will make a statement on the matter. [56948/23]
Amharc ar fhreagraMy Department has been in contact with the school referred to by the Deputy.
I can confirm that the Department is awaiting an application under the Additional School Accommodation scheme from the school. The purpose of the Additional School Accommodation scheme is to ensure that essential mainstream and special education classroom accommodation is available to cater for pupils enrolled each year and where the need cannot be met by the school’s existing accommodation or by other schools in the area.
Once the application has been assessed, officials from my Department will be in contact with the school authority to notify them of a decision.
There is also a Major Project for the school referred to by the Deputy which forms part of a Shared Education Campus and my Department is awaiting the Stage 2B report in this regard.
520. Deputy John Lahart asked the Minister for Education the reason school curricula are not audibly accessible to children who struggle with reading; and if plans are in place to facilitate this across the board; and if she will make a statement on the matter. [56950/23]
Amharc ar fhreagraEnabling children with special educational needs to receive an education 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).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
In 2023, my department spent over €2.6 billion on special education and further progress will be made this year as an additional €113m will be dedicated to providing supports for children with special educational needs.
This funding supports children with special educational needs in mainstream classes; funding for new special classes and new special school places; additional special educational teachers, special needs assistants (SNAs) and funding for the National Educational Psychological Service (NEPS).
In 2024, the number of teaching and SNA posts in our schools will increase with an additional 744 teachers and 1,216 SNAs added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.
The National Council for Curriculum and Assessment (NCCA) advises the Minister for Education on curriculum and assessment for early childhood education, primary and post-primary schools. This advice is developed through four processes: Research; Deliberations; Consultation; and Networks. Throughout these processes NCCA instils a focus on inclusion by considering the diverse ways in which children and students experience education.
It is my department’s policy, in accordance with the principles of inclusive education, that pupils with additional learning needs are supported in mainstream classes along with their peers, with additional supports provided as necessary.
This is supported through a Universal Design for Learning (UDL) framework that facilitates the inclusion of all learners to access the school curriculum in a meaningful way.
UDL is used in schools by reducing barriers to learning for all students and promoting inclusion by:
• Creating multiple ways that teaching is represented
• Facilitating multiple ways that students can access their learning.
• Supporting the multiple ways that students can demonstrate their knowledge which supports the diversity and variability of all learners in our schools.
Just like architects design schools to be accessible to all, teachers embed UDL in their teaching by designing lesson plans that are accessible to all learners in any given day.
The department provides for a range of placement options and supports for schools, which have enrolled pupils with special educational needs in order to ensure that wherever a child is enrolled, they will have access to an appropriate education.
The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs.
The functions of the NCSE include planning and coordinating the provision of education and support services to children with special educational needs in conjunction with schools and the Health Service Executive (HSE).
The NCSE, through its network of local special educational needs organisers (SENOs), is responsible for processing applications from schools for special educational needs supports as required. The NCSE is aware of emerging need from year to year and where special provision is required it is planned and established to meet that need.
The allocation of special education teachers allows schools to provide additional teaching support for all pupils who require such support in their schools and for schools to deploy resources based on each pupil’s individual learning needs. In addition, Special Needs Assistants (SNAs) play a central role in the successful inclusion of students with additional and significant care needs into mainstream education, special classes and special schools ensuring that these students can access an education to enable them to achieve their best outcomes and reach their full potential.
When allocating resources schools take into account the learning needs of students as evidenced by performance in schools but also supported where relevant by information provided regarding the nature of a condition that a student may have. Specific interventions are therefore tailored, by the school, to the individual’s needs, rather than being generic to a specific difficulty, disability or condition.
The NCSE provides support for teachers with additional training needs in the area of special education, through the NCSE support service which manages, co-ordinates and develops a range of supports in response to identified teacher training needs.
This support service provides teacher professional learning (TPL) to teachers of pupils with a variety of special educational needs. The NCSE continues to update current TPL courses for teachers and design new TPL courses in response to the needs of teachers.
In addition to ensuring schools are properly resourced and that teachers are fully supported in their role my department also provides funding for assistive technologies under the Assistive Technology Scheme.
All equipment provided under this scheme supports children with more complex learning needs who, in order to access the school curriculum, require essential specialist equipment.
In 2023, approximately €4.7m was provided to schools through the Assistive Technology Scheme which supported approximately 5,300 individual students nationwide.
The type of equipment provided under the Assistive Technology Scheme is varied, and includes audiological supports for students with hearing impairment, braille equipment for children with visual impairment, and computer equipment with associated modified software for students with physical or severe communicative incapacities.
The list of technology covered under the scheme is not exhaustive due to the exceptionally wide range of technological or software support available which can provide assistance to pupils in schools and which has potential to assist children in their academic performance, learning, completion of homework, or which could assist them to achieve a degree of improvement to their educational performance.
The NCSE offer courses in certain aspects of the use of assistive technology and support the use of relevant technologies through their network of visiting teachers, SENOs and advisors.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
521. Deputy Carol Nolan asked the Minister for Education if she will provide an update on the new building works for a school (details supplied); if she will provide assurances that works will proceed as a matter of urgency; and if she will make a statement on the matter. [56975/23]
Amharc ar fhreagraThe large-scale capital project at the school referred to by the Deputy is assigned to my Department’s ADAPT programme. ADAPT is an acronym for Accelerated Delivery of Architectural Planning and Tendering.
Prior to the commencement of the main contract, necessary enabling works under the contract are progressing on site for a number of months. The Enabling works contractor completed the ground works for the ESB ducting in October 2023, and remaining works for the diversion of the ESB overhead wires will be co-ordinated by ESB Networks Ireland and the Design Team.
There are two individual ESB line installation works to be completed at the new site - the first was completed in December 2023, we are currently awaiting the works programme from the ESB in relation to the second line, the HSE issued the signed and sealed SWA1 (deed of transfer easement for underground cables) to the ESB 9th January 2024.
On completion of the ESB works, the enabling works Contractor will have approximately 1 weeks’ work remaining to make the site safe and to decant from the site to enable the main contractor to commence.
The Invitation to Tender issued in April 2023 and the tenders to build the new school itself were received from contractors in late September 2023. Recent experience has shown that a Tender stage can take between 8-12 months from the initial Invitation to Tender, subject to no issues arising.
The Tender Report was received from the Kolbe Board of Management and the Design Team is currently under review. Only when the Letter of Acceptance has issued is there a contract in place and all the contract terms and conditions apply.
However, in this particular instance it will not be possible to issue the Letter of Acceptance until the enabling works contract is completed and unencumbered possession of the site is available to the incoming contractor for the new school building.
Under Project Ireland 2040, the Department of Education is investing well in excess of €5 billion over the period 2021 to 2025, to add capacity and develop and upgrade school facilities across the country for the almost one million students and over 100,000 staff that learn and work in our schools every day.
The Department has a strong track record of delivery of school building projects and this was achieved again in 2023 notwithstanding the wider construction sector environment of high inflation, labour shortages and supply chain issues.
522. Deputy Michael Healy-Rae asked the Minister for Education if she will address the case of a person (details supplied); and if she will make a statement on the matter. [56998/23]
Amharc ar fhreagraI wish to advise that the teacher referred to by the Deputy was granted a Carer's Leave of absence from her school for a specified period of time. The teacher applied to the Department to cancel the absence and return to work early. Officials from my Department liaised with the school regarding the cancellation of the Carer’s leave as the cancellation has an impact on teacher’s salary. The payroll schedule for 2023 has now completed and the teacher has been advised that the earliest possible payment date for salary is 18th January 2024. Any arrears due will be paid on the 18th January 2024 also.
523. Deputy Peadar Tóibín asked the Minister for Education the funding available to parents who home school their children in cases in which there is a knowledge gap and external assistance may be needed to cover a specific subject required by the curriculum to an appropriate standard as in the case of a student (details supplied). [57002/23]
Amharc ar fhreagraUnder Article 42 of the Constitution, the State acknowledges that the primary and natural educator of the child is the family. The State guarantees to respect the right and duty of parents to provide, according to their means, for the religious and moral, intellectual, physical and social education of their children. Parents are free to provide this education in their homes or in private schools or in schools recognised by my Department.
Under Section 14 of the Education (Welfare) Act 2000, the Alternative Education Assessment and Registration Service (AEARS) in Tusla is responsible for maintaining a register of all children who are home schooled or who attend a non-recognised school.
There is no funding available from my Department, to assist with the cost of education, where parents choose to educate their child in a place other than in a recognised school.
524. Deputy Jennifer Whitmore asked the Minister for Education for a timeline for the roll-out of the school solar panel scheme, by county; the number of schools to receive panels in each instance; and if she will make a statement on the matter. [57057/23]
Amharc ar fhreagraOn the 23rd November, the first phase of the Schools PV Programme was launched by Minister for Education Norma Foley TD and Minister of State at the Department of the Environment, Climate and Communications, Ossian Smyth.
It will provide eligible schools with 6 kilowatts of roof-mounted solar PV, which equates to approximately 16 solar panels.
The scheme will be funded from the Government’s Climate Action Fund, in line with the Government’s recognition that taking action on climate change is central to Ireland’s social and economic development.
The scheme will assist schools in reducing their energy costs and their carbon footprint as part of the response to meeting the 2030 and 2050 Climate Action Plan targets for the schools sector.
The solar PV panels in schools will also be connected to the electricity grid, so that the schools can generate income by powering other homes and businesses with clean energy when schools are closed at weekends and during school holidays.
Monitoring software will also be provided to each school, to allow review and discussion of the energy generated each day for staff and students.
The first phase of the Schools Photovoltaic Programme, which includes over 1,600 schools opened for applications on 30th November 2023. All schools in the first phase have been contacted by the Department and invited to apply from that date.
Schools in the following counties are included in the first phase and have been invited to apply for the scheme:
Co. Clare, Co. Donegal, Dublin City Council Area, Co. Galway, Co. Kerry, Co. Kilkenny, Co. Leitrim, Co. Limerick, Co. Offaly, Co. Waterford and Co. Wicklow.
To date over 57% of the schools in the first phase have registered their interest in the scheme. The intention is to include a further eight counties in phase two in Q2 2024 and the remaining eight counties in Q4 2024. It is intended that all eligible schools across the country will have the opportunity to apply to the scheme by end 2024.
The Schools Photovoltaic Programme is a devolved programme based on programme guidance prepared by the Department of Education.
School authorities will be provided with funding from the Department of Education to have the PV panels installed by a registered contractor, with guidance from the Department.
The new scheme is designed to be as streamlined as possible for schools using an online system to facilitate communications with schools. In this regard the Department of Education has set up School Hub, a new online platform which is part of the Department’s geographic information system (GIS).
The online platform will provide a simple, clear and efficient application and approvals process for schools applying for the Solar for Schools Programme.
Schools will be required to get three quotes from suppliers and submit to the Department of Education via the School Hub for review.
The Department of Education has developed detailed guidance documentation for schools and contractors availing of this programme which are now available at the following link: www.gov.ie/en/publication/562dd-schools-photovoltaic-programme/.
