Written Answers Nos. 114-131
114. Deputy Alan Farrell asked the Minister for Education to provide an update on her Department’s efforts to increase the level of students involved in sport in schools; and if she will make a statement on the matter. [30494/24]
View answerUnder the provisions of the Education Act, 1998 the board of management is the body charged with the direct governance of a school and the principal is responsible for the day-to-day management of the school, including arrangements for co-curricular and extra-curricular activities. The decision taken to become involved in organised school sports is a matter for each school.
However, the Deputy may wish to note some of the developments that are in train in relation to physical education and physical activity in schools.
PE Curriculum and Time Allocation
All schools are required to deliver physical education as part of the curriculum.
The current Physical Education (PE) curriculum was introduced as part of the Primary School Curriculum (1999). It provides a balanced range of activities for children through the six strands: Athletics; Dance; Gymnastics; Games; Outdoor and Adventure Activities; and Aquatics.
Through the new Primary Curriculum Framework (PCF), published in March 2023, the suggested minimum curriculum time for Wellbeing, which includes PE, has increased: junior infants to senior infants will increase from 1.5 hours to 2.5 hours per week; first to sixth class will increase from 1.5 hours to 3 hours per week. The new Primary Wellbeing curriculum, which includes Social, Personal and Health Education (SPHE) and PE, is currently under development by the National Council for Curriculum and Assessment.
At Junior Cycle, schools develop their programme of study based on the physical activity areas of: Health Related Activity; Athletics; Adventure; Aquatics; Dance; Gymnastics; and Games. School are required to provide a minimum of 135 hours of timetabled PE over three years of Junior Cycle, as part of the 400 hours of wellbeing.
There are two options for PE at Senior Cycle – Leaving Certificate Physical Education (LCPE), which is an examinable subject, and the Senior Cycle Physical Education (SCPE) Framework which is non- examinable.
In LCPE, students learn about the different theoretical perspectives through their engagement in different physical activities. Each activity must be selected from one of six distinct physical activity areas, these areas are: Athletics; Artistic and Aesthetic Activities; Adventure Activities; Games; Aquatics; and Personal Exercise and Fitness. LCPE is designed to be taught in approximately 180 hours over two years.
The SCPE Framework provides a flexible planning tool for physical education for all students in senior cycle and is not assessed as part of the Leaving Certificate examination. Learners can be encouraged to undertake different roles and responsibilities, including leadership, coaching and officiating roles. They can learn to plan, organise, participate in and reflect on their experiences in physical activity. In relation to SCPE, schools are required to ensure that a double class period (totalling 80 minutes per week), or its equivalent, of Physical Education is timetabled for all senior cycle students.
Oide, the new Integrated Teacher Education Support Service, was launched on 1 September 2023. It promotes the quality of teaching and learning through the provision of Teacher Professional Learning and support for our physical education teachers.
Physical Activity in Teaching and Learning Pilot Programme
The Physical Activity in Teaching and Learning Pilot Programme was launched on Thursday 22 February 2024 by the Minister for Sport and Physical Education, Thomas Byrne TD. The purpose of the Pilot Programme is to provide an opportunity for schools to be innovative and creative in integrating physical activity into the teaching and learning of a subject area. This is in addition to the physical activity experienced by learners during designated physical education lessons.
The projects undertaken by schools as part of this Pilot Programme will also be used to inform future Department of Education policy developments in relation to physical activity in teaching and learning in schools.
Active School Flag
The Active School Flag (ASF) programme is an initiative of the Department of Education and is jointly funded with the Department of Health (Healthy Ireland) as part of the National Physical Activity Plan.
The aim of the programme is to get ‘More Schools. More Active. More Often’. The Active School Flag initiative provides schools with a framework to guide, support and incentivise them to work towards achieving a physically educated and physically active school community.
Active School Flag is awarded to schools that strive to achieve a physically educated and physically active school community. Once awarded at primary, Active School Flag remains valid for a period of three years. In addition, 46 schools are currently involved in the co-design of a new whole-school programme at post-primary, with student voice and student leadership at its core.
As part of Budget 2024, increased funding has been made available for the expansion of the Active School Flag programme.
School Building
Investment and expenditure on sports facilities is an element of the overall expenditure and investment in the School Building Programme. The provision of outdoor play areas form part of the accommodation brief for all new school buildings or where a major building or refurbishment project is being delivered for an existing school.
My Department’s Design Guidelines for all new schools provides for outdoor multi use games areas (hard play areas) and the level of play space provided varies with the size of school. The play space also includes specific provision designed to meet the needs of children with special educational needs.
115. Deputy Mary Lou McDonald asked the Minister for Education when the review of school secretaries’ new contracts will be completed; and if that review will be complete before work on new contracts for caretakers begins. [29882/24]
View answerAt present, the majority of primary and post-primary schools receive assistance to provide for caretaker services under ancillary grant funding. Under the February 2022 agreement the implementation of revised salary and annual leave entitlements for school secretaries is now fully operational, and lessons learned from that process are now playing a key role in the drafting and implementation of a similar deal to be offered to grant funded school caretakers.
The Department is committed to ensuring that school caretakes will be afforded the opportunity to avail a similar package offered to school secretaries of revised salary and annual leave entitlements in the near future.
A survey has now been issued to schools for completion which will enable my officials to confirm their understanding of the current working patters as well as terms and conditions of work for school caretakers. The closing date for this survey has been extended to Friday 26th July.
The rate of return to date has been very promising and will provide information which will be crucial in understanding the working arrangements of caretakers as well as the practical needs of schools.
In parallel with this, the Department are actively in communication with Fórsa on this important issue and regular bilateral meetings are occurring.
117. Deputy Aindrias Moynihan asked the Minister for Education if the emergency works scheme could be available to schools to address issues of urgent road safety measures required at school gates; and if she will make a statement on the matter. [30011/24]
View answerThe main purpose of the Emergency Works Scheme (EWS) is to ensure the availability of funding to provide for unforeseen emergencies that impact on school buildings that are in need of resources as a result of an emergency situation.
An emergency is a situation which poses an immediate risk to health, life, property or the environment, which is sudden, unforeseen and requires immediate action and, in the case of a school, if not corrected would prevent the school or part thereof from opening. If the school in question is not affected to the extent that it would fall under the remit of an emergency as outlined above, the school also has the option to apply for funding under the Summer Works Scheme (SWS).
The purpose of the Summer Works Scheme is to devolve funding to individual school authorities to undertake small-scale building works which, ideally, can be carried out during the summer months or at other times that avoid disrupting the operation of the school.
The Summer Works Scheme plays an important role in the maintenance and upgrade of the condition of our schools. It provides important opportunities for enhancing the facilities in a school such as upgrading science laboratories and enhancing the energy efficiency of schools through upgrade works to roofs, windows, heating systems etc.
As part of it’s planning for 2024 and beyond, my Department officials are considering and planning for the next phases of the summer works programme and the opportunities this may create to support the sustainability agenda. In this regard, it is envisaged at this stage that, a Multi-Annual Summer Works Scheme with a focus on climate action and energy conservation will be the focus for the next summer works scheme to be opened for applications.
The arrangements and timing of that SWS is still under consideration and schools will be updated in due course.
Works that are not eligible for funding under the Summer Works Scheme are works such as painting or replacement of floor coverings etc. as this is work that should be addressed by routine maintenance using the school’s minor works grant.
While the option is open to the school to apply for EWS or SWS funding for external environment works it should be noted that if the area that the school intends to carry out works is outside of the school boundary then it may be an issue that pertains to the relevant Local Authority and the school should engage with the Local Authority in the first instance. Traffic calming measures on roads come within the ambit of the relevant Local Authority.
118. Deputy Brendan Smith asked the Minister for Education the progress to date in advancing a proposal in relation to primary school provision (details supplied); and if she will make a statement on the matter. [30497/24]
View answerI can confirm to the Deputy that my department has received a request from the patron of the schools under reference for the amalgamation of the two schools.
As the Deputy will be aware the decision making authority for school amalgamations belongs to the patron or trustees of a school, and this is subject to the approval of the Minister for Education. Any proposed change must involve extensive negotiations at local level and must be well planned and managed in a manner that accommodates the interests of students, parents, teachers, local communities and contributes to an inclusive education system.
Officials from my Department are in contact with the Patron body in respect of the proposed amalgamation.
The Department’s technical team have carried out an assessment of the two schools. The consideration of the accommodation requirements for the schools in question forms part of the Planning and Building Unit’s overall assessment of its work programme and priorities in the context of available capital funding.
The provision of required school places, including for children with special educational needs, is a priority for my Department. My officials are working to ensure that there is sufficient provision to meet the school place needs in the school in question and the wider area for 2024/25 and future years.
119. Deputy Cathal Crowe asked the Minister for Education if she will provide an overview of current capacity of secondary schools in south Clare (details supplied); if she will consider establishing a new secondary school in the area to meet current demands and future population projections; and if she will make a statement on the matter. [29937/24]
View answerI can assure the Deputy that requirements for school places are kept under ongoing review in the context of available information on population, enrolments and residential development activity.
My Department is aware of enrolment pressures and demand for additional school places in some areas and Department officials have been working very closely with patrons, management bodies and schools to work solutions in the small number of cases where additional places are required for the coming school year. 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 other factors such as duplication of applications, school of choice, single sex schools and external draw.
Notwithstanding the above, in some areas demographic pressures and other factors are driving a requirement for additional school places.
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 CSO Census data, Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
Major new residential developments have the potential to alter the demand for school places at a local level. In that regard, as part of the demographic demand analysis, my Department monitors planning and construction activity in the residential sector. This involves the analysis of data sources from Local Authorities and the CSO along with the engagement with local authorities and the construction sector. In this way, up-to-date information on significant new residential developments is obtained and factored into the demographic analysis exercise. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes, at a local level, where there is a constantly evolving picture with planned new residential development.
The 2023 demographic exercise indicates that 79% of the 314 school planning areas at primary level show static or decreasing enrolments for the period to 2027 compared with 2022. At post-primary level some 78% of school planning areas are anticipated to have increased enrolments for the period to 2030, with most expected to reach a peak within the next two or three years.
The Department’s 2023 demographic projections exercise forecasts that there will be a slight increase in demand for post primary school places in the Shannon SPA with the projected peak year in 2025. First year enrolments are projected to peak in 2024.
The Department’s 2023 demographic projections exercise forecasts that there will be a slight increase in demand for post primary school places in the Ennis SPA with the projected peak year 2024. First year enrolments projected to peak in 2023. Demographic projections are kept under review on an ongoing basis.
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.
If additional accommodation is required, the aim to try and facilitate this, as much as possible, by way of expansion of existing schools rather than establishing new schools. The expansion of existing schools is consistent with wider Government objectives under Project Ireland 2040 for an increased emphasis on compact growth. In respect of post primary schools, new post primary schools must have a student enrolment capacity of 600-1,000 students and must be co-educational. A lower threshold of 400 students may apply to Gaelcholáistí, having regard to the alternative of establishing an Irish-medium unit (Aonad) in an English-medium school.
New schools are only established in areas of demographic growth as the resources available for school infrastructure have to be prioritised to meet the needs of areas of significant population increase so as to ensure that every child has a school place.
My Department will continue to keep the school place requirements in the Clare School Planning Areas, as with other areas across the country, under review.
120. Deputy Pádraig O'Sullivan asked the Minister for Education for an update on an application for an ASD class for a school (details supplied); and if she will make a statement on the matter. [30145/24]
View answerI can confirm to the Deputy, that my Department is in receipt of an application for capital funding, under the Additional Schools’ Accommodation (ASA) scheme, from the school in question.
The National Council for Special Education (NCSE) has a statutory function to plan and co-ordinate the provision of education and support services to children with special educational needs, in consultation with the relevant education partners and the Health Service Executive (HSE). This includes the establishment of special class and special school placements in various geographical areas where there is an identified need.
I am pleased to advise that planning for school place requirements in special classes and special schools for the coming 2024/25 school year is now largely concluded with just a few remaining special classes to be approved.
The Department’s Modular Accommodation Programme is an important mechanism for facilitating accelerated delivery of necessary additional capacity – including in relation to special classes. However, as part of maximising existing capacity and managing within budgetary parameters this is targeted at schools where there is no existing capacity in the general area to facilitate the establishment of urgently required special classes.
Project Manager supports are being used to ensure that any necessary accommodation works are being done as quickly as possible and in a manner that eases some of the workload for the individual schools.
In relation to special classes that require modular accommodation, it should be noted that there can be a significant lead in period to provide same – depending on scale and complexity of the project. The Department’s approach is to advise schools that it is prudent to have contingency plans in place for modular accommodation projects that are approved by the Department. This contingency planning is supported by training, guidance and support from the NCSE in relation to the establishment of the special class.
The key factor for prioritisation is to ensure that every child has a school place. In practical terms this means there is a strong emphasis on maximising existing capacity in the school system as much as possible and adding additional capacity as needed. In this regard, the re-purposing of any existing spare classroom accommodation in relevant schools helps to facilitate the early establishment of special classes. The scope to achieve this is more common at primary level where national demographics have peaked and are reducing significantly over the short to medium term (albeit local and regional demographic pressures continue with housing roll-out). There are less opportunities for utilising spare classroom accommodation at post-primary level given the continued upward position on overall demographics combined with the need to significantly scale up provision of special classes to an average of 4 special classes in each post-primary school.
Since 2020, my department has invested in the region of €4.9 billion in our schools throughout the country, involving the completion of over 900 school building projects and with construction currently underway at approximately 300 other projects, which includes 30 new school buildings. These 300 projects currently at construction involve a total State investment of over €1.2 bn.
The application from the school in question is currently being considered by my officials. Once the assessment process has been finalised the school authority will be notified of the decision directly.
121. Deputy Paul Donnelly asked the Minister for Education the supports available for teachers from special schools who are attacked by pupils; the extended supports available if they continue to suffer from effects, either physically or mentally, from the attack; and if she will make a statement on the matter. [26988/24]
View answerIn accordance with Section 14 of the Education Act 1998, it is the duty of the Patron to appoint, where practicable, a Board of Management. The Board of Management is the body of persons or the person appointed by the Patron to manage the school on his/her behalf, including issues surrounding health and safety.
While the Department of Education has statutory functions in the setting of terms and conditions for teachers, the Department of Education is not the employer.
Where a teacher injured as a result of physical contact from a third party causing physical injury in the course of their duties and during approved school activities, they may apply for leave under the “Leave of absence following Assault Scheme”. The provisions of this scheme are contained in the Department’s Circular Letter 0061/2017 . It provides for special leave with pay (subject to specified limits) to a teacher who is unable to perform their duties due to a physical injury following an assault that happened in the course of their duties and during approved school activities.
The leave available under the Scheme for Leave of Absence following Assault is 3 months (92 days) at full pay in a rolling 4-year period. In exceptional cases, such as where a significant period of hospitalisation is required or in situations of a second or subsequent incident of assault, the leave may be extended for a further period not exceeding 3 months (91 days) at full pay, subject to an overall limit of 6 months (183 days) at full pay in a rolling 4-year period.
The Department of Public Expenditure, NDP Delivery and Reform (DPENDR) determines the terms and conditions of Leave Schemes for Public Servants, which includes teachers. In this regard, the limits imposed in the Assault Leave Circular for Teachers was agreed with Education Partners in conjunction with DPENDR.
A Teacher who has exhausted the maximum period of paid leave under the Scheme for Leave of Absence following Assault and who is still medically unfit to resume duty may avail of Sick Leave under the Sick Leave Scheme, subject to the normal rules of that scheme.
The Employee Assistance Service, which is currently provided by Spectrum.Life, is available as a supportive resource for teachers. The freephone confidential helpline is 1800 411 057 and is available 24 hours a day, 365 days a year.
Supportive resources may include short term counselling (up to six sessions). If the EAS recommends additional short-term counselling sessions with the teacher , the Department can facilitate this request.
122. Deputy Seán Canney asked the Minister for Education if her Department will provide the temporary accommodation necessary to allow a school (details supplied) carry out its proposed works; and if she will make a statement on the matter. [27215/24]
View answerThe school referred to by the Deputy was approved to enter the department’s pipeline of school buildings for a project to provide 2 mainstream classrooms, 1 special education teaching room and the refurbishment of 4 existing classrooms into 2 mainstream classrooms. The responsibility for delivery of the project has been devolved to the school authority.
The initial architectural design stage of the project was approved after a thorough review by professional and technical officials in my department. The restricted nature of the site posed challenges and the department were ultimately informed that the school authority has acquired additional land which prompted a request for a revised Stage 1/2a architectural report to be submitted outlining alternative options to be considered.
My Department is anxious to provide as much practical assistance and advice to the school as possible in order to deliver the best long term accommodation for the school community while minimising the acknowledged disruption to any school undergoing large capital investment. My professional and technical officials have already met the school and its design team twice in this regard. This engagement is now ongoing with the school’s design team in order to obtain an updated cost plan and detailed design from the school. The requirement for temporary accommodation will be considered in this context.
123. Deputy Mairéad Farrell asked the Minister for Education the work her Department is undertaking to improve supports for Gaeltacht schools, gaelscoileanna and gaelcholáistí as schools which operate through a minoritised language; and if she will make a statement on the matter. [30191/24]
View answerThe Policy on Gaeltacht Education was published in 2016 with the aim of supporting and promoting the use of the Irish language in Gaeltacht communities by strengthening Irish-medium educational provision in Gaeltacht language-planning areas.
The Gaeltacht School Recognition Scheme is the cornerstone of the Policy on Gaeltacht Education. It gives schools in Gaeltacht language planning areas the opportunity to seek recognition as Gaeltacht Schools. Schools must meet specific language-based criteria in order to achieve that recognition. Additional targeted supports are provided to schools to support them in implementing the Scheme. 102 primary schools and 29 post-primary schools in the Gaeltacht are participating in the Scheme in the 2023/24 school year.
The following supports are provided to schools participating in the Scheme:
• an annual grant of €1,200 for the purchase of Irish-language resources
• additional language support hours for Irish in accordance with school enrolment
• allocation of additional teaching hours and a once-off grant of €5,000 for post-primary Gaeltacht schools participating in the e-Hub project for Leaving Certificate Physics and/or Chemistry
• allocation of an additional teacher to each of the two post-primary Gaeltacht schools selected to participate in the Forás pilot language development project for junior cycle students
• targeted advisory support from the Inspectorate
• additional support provided by COGG’s education officers.
Work on the development a new policy on Irish-medium education outside of the Gaeltacht is continuing in my Department. This work will build on the achievements of the Policy on Gaeltacht Education.
A public consultation process has been conducted to gather the views of stakeholders, including young people, parents, education professionals, education stakeholders and Irish-language organisations. The consultation process consisted of three phases: an online questionnaire and a call for written submissions, a series of focus groups (including focus groups in primary and post-primary schools), and bilateral meetings with key stakeholder organisations.
Sealbhú, a research centre in DCU, has carried out an analysis of the information gathered throughout the consultation and has prepared a series of reports to inform the development of the policy. These reports, which were published in May 2024, provide an overview of the views, opinions and recommendations shared with the Department in the various stages of the public consultation.
A review of national and international literature has also been conducted by Sealbhú and the research focuses on teaching through the medium of minority languages in various jurisdictions.
In developing the new policy, the Department will draw on these reports and research, as well as the information shared by stakeholders in bilateral meetings. This information will be considered in light of existing provision for Irish-medium education and estimated demand within the education system, as well as the context of the Department’s budgetary and legislative conditions.
I look forward to progressing this important work of strengthening Irish-medium education provision and building on the positive outcomes already being achieved in the implementation of the Policy on Gaeltacht Education.
124. Deputy Seán Canney asked the Minister for Education the progress that is being made with the development of the proposed new national school (details supplied) in Tuam, County Galway; and if she will make a statement on the matter. [27216/24]
View answerThe building project for the school to which he refers will provide for the construction of a 41 classroom primary school as well as the development of a second and separate 8 classroom primary school on the same site. Special Education Needs classes are being provided for both schools. The project has been devolved for delivery to Galway & Roscommon Education and Training Board (GRETB) and it has appointed a design team last year to progress the project through the various stages of architectural design, planning, procurement and construction.
The larger primary school will facilitate the provision of accommodation for three existing primary schools which amalgamated and are currently operating on separate sites.
The Design Team are currently preparing the Stage 1 architectural report (preliminary design) and this will be reviewed by my Department officials once submitted.
The project will involve a very significant investment in the provision of new and very modern school facilities in Tuam and is very welcome. It is too early in the process to provide a reliable timeline for completion of the works. GRETB will update the school communities directly on progress throughout the project.
125. Deputy Violet-Anne Wynne asked the Minister for Education to provide an update on the current SET allocation system; the reason her Department is no longer considering the complex needs of students; and if she will make a statement on the matter. [30481/24]
View answerI would like to thank the Deputy for the question.
The mainstream class teacher has primary responsibility for the progress and care of all children in their classrooms, including children with additional needs. In addition to this there are in excess of 14,600 SET posts to support children with additional needs across our schools.
Furthermore I would like to clarify that the SET model is an allocation model to provide schools with additional teaching hours to support the needs of their students. When the 2017 model was introduced it replaced a diagnosis led model with one based on need. This has not changed for 2024 and the allocation to schools is to support all of the children in school who require additional support.
The guidance to schools on the proper deployment and usage of special education teaching hours remains unchanged, schools must deploy their SET resources in line with the Continuum of Support. The guiding principle of the continuum is that the student with the greatest level of need should receive the greatest level of support.
There has been some commentary that students with complex needs are not catered for in this model and that schools do not have the resources to support children with complex needs. This is not the case.
The review of the model identified concerns in relation to the completeness and accuracy of the data being provided by the HSE to the Department of Education, which meant that schools for whom no data was returned, even where there was significant need, might lose out. This data would also not encompass the significant numbers of children on HSE waiting lists, many of whom are in school.
The model is now utilising data provided to the Department of Education by individual schools so as to ensure resources are in the right place at the right time to meet the needs of children with complex needs in mainstream schools.
Complex need is now measured in two ways. Firstly, students who are performing at the lower levels in standardised tests, which indicate the greatest level of need for additional teaching support and secondly, the pupils with more complex needs and who have been exempted are given the highest weight. Once again, it is very important to clarify that the inputs to the model do not prescribe which children should receive support through the additional teaching resources, schools must adhere to the guidance on the use of SET hours and support all children with additional teaching needs. This was the position in 2017 and remains the position now.
The allocation model for 2024/25 distributes the total available number of special education teaching hours in line with each school’s profile of need. It seeks to distribute teaching resources in the fairest possible manner, taking into account quality, robust evidence in respect of individual schools.
Existing complex needs hours in each school have not been removed from the model. To ensure that schools are not negatively impacted all existing hours assigned for complex needs are being maintained for each school.
Of course every school is different, and schools can experience unique circumstances that may be difficult to reflect in any standardised method in respect of 4,000 schools. For this reason the review process for special education teaching hours has been streamlined and schools who feel that they have received an inappropriate allocation can make an application to the NCSE.
A total of 158 valid applications for review were received by the NCSE. All of these reviews have now been completed.
On completion of the reviews, the NCSE made a recommendation to the department that 135 schools warranted an increased allocation. The NCSE also advised the quantum of the increase required.
In all case the department accepted the recommendation and advised the NCSE of the approval of the additional hours.
The 135 schools received increased allocated hours of 1,232 with increases ranging from 2.5 to 27.5 hours. The average increase across the schools is in excess of 9 hours.
126. Deputy Patrick Costello asked the Tánaiste and Minister for Foreign Affairs if he will personally raise the issue of Casement Park in his first meeting with the new British prime minister and Northern Ireland secretary of state to ensure the funding needed is committed and the project completed in time to host the upcoming European soccer championships as proposed; and if he will make a statement on the matter. [30601/24]
View answerOn 20 February, the Government announced an allocation of €50 million from the Shared Island Fund as its contribution towards the redevelopment of Casement Park. The Government has been clear that we would like to see Casement Park redeveloped in time to host EURO2028 matches in Belfast.
The Government remains committed to achieving this goal and will work with the Northern Ireland Executive and the British Government towards its realisation. The redevelopment of Casement Park was among the priority issues requiring close cooperation between our governments which I discussed with the new Secretary of State for Northern Ireland, Hilary Benn, when we spoke on his first day in office on Friday, 5 July.
The joint hosting by Ireland and the United Kingdom of the UEFA EURO2028 Championship presents a wonderful opportunity to showcase the world-class tourism and sports offerings on these islands, and is a priority for both governments. In broader terms, the redeveloped stadium will deliver enduring benefits beyond the tournament, offering all communities in Belfast a valuable sporting amenity far into the future.
127. Deputy Patrick Costello asked the Tánaiste and Minister for Foreign Affairs if he will personally raise the issue of legacy issues in his first meeting with the new British prime minister and Northern Ireland secretary of state, specifically to ensure that the Labour Party commitment to revoke the previous amnesty under Northern Ireland Troubles (Legacy and Reconciliation) Act is repealed, and explicitly to push for the establishment of the independent commission on information retrieval agreement by both governments and the parties in the North under the Stormont House Agreement. [30602/24]
View answerI discussed the issue of legacy in my calls with both the new Foreign Secretary David Lammy MP and the new Secretary of State for Northern Ireland Hilary Benn MP on July 5, their first day in office. I assured them that the Government remains steadfast in its opposition to the UK Legacy Act as it currently stands but that I looked forward to working closely with the Secretary of State on legacy issues as a matter of urgency to find a better way forward that complies with the European Convention on Human Rights and which meets the needs of victims. In this context, I welcomed the commitments to repeal and replace the unilateral UK Legacy Act which the British Labour Party made in its recent election manifesto.
It is clear from our initial conversations that the new UK Government wishes to return to working in partnership, as co-guarantors of the Good Friday Agreement, in the manner which has enabled peace and reconciliation on this island and between these islands.
128. Deputy Niamh Smyth asked the Tánaiste and Minister for Foreign Affairs to review a passport application (details supplied); and if he will make a statement on the matter. [30612/24]
View answerWith regard to the specific application about which the Deputy has enquired, the Passport Service has issued a passport to the applicant.
129. Deputy Brendan Smith asked the Tánaiste and Minister for Foreign Affairs the outcome of his recent discussions with Secretary of State Hilary Benn MP; the plans for future meetings; and if he will make a statement on the matter. [30734/24]
View answerI had a positive first call with Secretary of State for Northern Ireland, Hilary Benn, on 5 July immediately following his appointment, to congratulate him on his appointment and to welcome his Government's commitment to reset the East-West relationship. We agreed to meet in person as soon as possible.
In our conversation I expressed my desire to work with the new Secretary of State with a sense of renewed purpose as partners and guarantors of the Good Friday Agreement. A strong and visible joint approach is foundational to securing positive progress on a range of issues related to Northern Ireland. In that context I warmly welcome the new British government's strong statement of its enduring commitment to the Good Friday Agreement in all its dimensions.
We had a constructive initial conversation on legacy issues and committed to work together on a path forward. I welcomed the British Government’s intention to return to the principles of the Stormont House Agreement. We agreed on the importance that any next steps fully respect the European Convention on Human Rights and the needs of victims and families.
The redevelopment of Casement Park was also among the priority issues discussed. On 20 February, the Government announced an allocation of €50 million from the Shared Island Fund as its contribution towards the redevelopment of Casement Park in time to host EURO2028 matches in Belfast. The Government will work with the Northern Ireland Executive and the British Government towards this objective.
I look forward to working closely with the Secretary of State, bilaterally and through the institutional structures of the Good Friday Agreement, including and in particular the British Irish Intergovernmental Conference.
130. Deputy Brendan Smith asked the Tánaiste and Minister for Foreign Affairs the outcome of his recent discussions with Foreign Secretary David Lammy MP; the plans for future meetings; and if he will make a statement on the matter. [30735/24]
View answerI was pleased to have my first call with Foreign Secretary David Lammy MP on Friday 5 July following his appointment to the role earlier that afternoon.
I congratulated the Foreign Secretary on the Labour party's success in the elections and on his appointment. The focus of our call was on both the bilateral relationship and international issues.
Reflecting on the breadth of relations between our two countries, we agreed that there is now a significant opportunity for a reset of the bilateral relationship. We agreed, in particular, on the vital importance of the two Governments working in partnership as co-guarantors of the Good Friday Agreement in order to safeguard peace and promote prosperity for people across these islands,
The Foreign Secretary and I also exchanged views on a range of foreign policy issues. This included the conflict in Gaza, which we agreed must end, and our continued shared support for Ukraine.
I very much welcome this positive early engagement with the Foreign Secretary. Both he and I agreed on the importance of now finding an early date to meet in-person. There is much for us to discuss, including the importance of EU-UK relations as a positive context for bilateral relations. I look forward to working closely with the new Foreign Secretary and his Government colleagues over the period ahead.
131. Deputy Bernard J. Durkan asked the Tánaiste and Minister for Foreign Affairs to indicate the extent to which single market provisions continue to prevail throughout the European Union; the exceptions thereto; and if he will make a statement on the matter. [30872/24]
View answerThe European single market is one of the EU’s crowning achievements, and seeks to guarantee the free movement of goods, capital, services, and people. These are known collectively as the ‘four freedoms’.
It has been a significant economic growth engine for the EU, providing for a shared approach to?the challenges of migration, terrorism and climate change, and helping deliver better infrastructure, digitalised public services, and cutting-edge medical treatment. It also creates the basis for a strong Europe based on solidarity, democracy and the rule of law. Ireland strongly supports the Single Market.
All of the above is achieved through common rules and standards that all participating states are legally committed to follow. The provisions of the Single Market extend across the EU and it is a key priority of the EU that its integrity be protected. EU Member States and the European Commission continue to work together to remove and prevent barriers to trade within the Single Market, particularly for services.
Over recent years, the departure of the United Kingdom from the European Union, and from the single market as well as the customs union, has presented challenges. The EU and the UK have agreed, through the Protocol on Ireland/Northern Ireland, and later the Windsor Framework, a set of specific facilitations and related safeguards to allow Northern Ireland to retain access to the Single Market for trade in goods, thus protecting the all-island economy, while maintaining the integrity of the Single Market.
Single market provisions are tracked through the EU’s Annual Single Market and Competitiveness Report (formally known as the Annual Single Market Report). The European Commission published the latest Annual Single Market and Competitiveness Report on 14 February 2024. This is available at this link.
The report details the competitive strengths and challenges of the Single Market, tracking yearly developments according to the nine competitiveness drivers identified in the EU's 2023 Long-term competitiveness Communication.
Those are the functioning of the Single Market, access to private capital, public investment and infrastructure, research and innovation, energy, circularity, digitalisation, education and skills, and trade and open strategic autonomy. The 2023 Communication established a set of Key Performance Indicators (KPIs) to serve as a dashboard of progress regarding these drivers.
While it is too early to establish stable trends, the report notes that nine KPIs have improved, against five that have disimproved; three are stable, and two do not yet have new data. Those areas which have seen a decline include:
• Venture capital investments as share of GDP
• R&D expenditure as a percentage of GDP
• Electricity prices for non- household consumers
• Average PISA (Programme for International student assessment) scores for 15-year-olds
• Exports of goods and services as a share of the rest of the world imports.
Findings made by Ireland’s National Competitiveness and Productivity Council echo the Single Market and Competitiveness Report. Ireland agrees that there is a need for Member States to prioritise the deployment of a true and deep Capital Markets Union, and in particular to facilitate improved access to venture capital to better enable scaling up of companies across the EU.
Improvement on energy costs is critical for Irish competitiveness as well as the EU’s. Continued high energy costs are having significant impacts on industrial activity. Similarly, Ireland agrees that increased investment in research and innovation, and in translating this research into practical business applications is needed for the continued ability of the EU to compete globally.
It is also important for Ireland to continue to thrive in digital, clean tech and other strategic sectors as outlined by the report. Regulatory burden continues to be a significant concern for Irish businesses. Ireland welcomes progress made on this KPI and hopes for further progress in this area.
