Written Answers Nos. 61-83
68. Deputy Ruairí Ó Murchú asked the Minister for Education if consideration will be given to increasing funding for primary schools to align that funding to the OECD average; if consideration will be given to providing primary schools with a consistent funding schedule in order to help them better budget; and if she will make a statement on the matter. [29897/24]
View answerMy Department’s voted estimate for capital and current expenditure for 2024 stands at €10.9 Billion. This represents an increase of over €2.8 Billion or 35% since 2019. This is the third largest budget across Government, and the largest ever investment in our schools. This indicates the strong commitment to investment in education by this Government.
In the lead up to the 2025 Budget, as Minister for Education, I will continue to deliver on the priorities outlined in the Programme for Government and to continue to support the students, staff and families in the education sector. Over the last four years, I have delivered substantial increases in investment in our Education system, and I remain committed to this vision of a world class education system for all.
The Deputy has referenced the OECD average investments in education, as set out in the annual ‘OECD Education at a Glance’ report. This report uses GDP as the base against which to compare investment in education across different OECD members. As the Deputy will be aware, senior academics and other independent analysts have raised questions regarding the use of GDP as the most appropriate measure of the size of the Irish economy. To assist with this, my department published a paper on this matter in October 2022 to assist users of these statistics to understand this issue. This paper is available on gov.ie website.
This paper outlines how the very significant variation (34%) in GDP between 2014 and 2015 raised questions about the usefulness of GDP as an accounting standard for Ireland and its distorting effects on measures such as spend per capita on education. In order to help in analysis of the Irish macroeconomy and in the derivation of other such development indicators, a special measure, GNI-Star (GNI*), which excludes these distorting factors by, for example, excluding the net profits of companies that have been sent abroad, rather than staying in the Irish economy. GNI* has been calculated by the Central Statistics Office and is available as a continuous series from 1995. For context, according to the CSO, in 2021 GNI* was about 30 per cent below the level of GDP. An indication of the more appropriate value of GNI* versus GDP is that GNI* is now being used instead of GDP in national policy for example, the National Development Plan, 2021-2030. The Department of Finance uses GNI* in meeting the Government’s European budgetary requirements with debt-to-GNI* figures rather than debt-to-GDP. The Department of Education briefing paper referenced above outlines how, using the alternative measure of GNI*, education expenditure in 2020 as a percentage of GNI* stood at 5.8%. This compares favourably to the OECD average for education expenditure as a percentage of national income, which stood at 5.1% in 2020. The document also looks at Ireland’s spend on education as a percentage of total Government spending and this also compares well internationally.
In regard to the question on a consistent funding schedule, I can confirm that I am committed to providing schools at both primary and post-primary level with as much detail regarding grants, grant amounts and expected payment timeframes for each academic year as far in advance as is practicable.
For the 2024/25 academic year, officials in the Department of Education are currently considering the presentation of schedules for grants across primary and post-primary sectors.
71. Deputy Gary Gannon asked the Minister for Education to outline the work of her Department in terms of increasing the provision of classroom assistants for primary schools. [30522/24]
View answerI would like to thank the deputy for the question.
In some jurisdictions, classroom assistants are the main provider of support to children and young people with educational needs, classroom assistants are not a feature of the education system in Ireland.
Research findings indicate that educational outcomes for many of those who receive considerable support from classroom assistants are poorer than those who receive support predominantly from class teachers.
In Ireland, Special Needs Assistants (SNAs) play a central role in the successful inclusion of students with additional care needs in our education system ensuring that these students can access education.
There are more than 21,000 SNAs allocated to schools for the start of the 2024/25 school year, more than double the figure of 10,320 in 2011. This government - and I as Minister of State with responsibility for Special Education and Inclusion - are committed to supporting children and young people with care needs to attend and participate in school.
In Budget 2024 additional funding was allocated for a further 1,216 SNA posts in mainstream schools, special classes and special schools. This built on the 2,359 additional SNA posts funded in Budgets 2022 and 2023.
SNAs are allocated to schools as a school-based resource and not to individual children. The deployment of SNAs within schools is a matter for the principal and/or board of management and SNAs should be deployed in a manner which optimises care support to those children for whom support who require it.
All mainstream schools have been advised of their initial SNA allocations for the 2024/25 school years. The NCSE is responsible for planning and coordinating school supports for children with special educational needs including allocation of SNAs and reviews of same.
A school that has concerns should contact their local NCSE SENO to discuss their concerns. My department does not have a role in making individual school determinations.
The NCSE manages the SNA exceptional review process and handles each case individually.
My department has been working with the NCSE to streamline the review process for SNAs and the NCSE will be issuing revised guidelines on SNA review to schools for the 2024/25 school year. This seeks to reduce the administrative burden on schools, ensure timely reviews and develop strong relationships between schools and SENOs. All of this is with the objective of delivering the best support to children with significant care needs in our schools.
72. Deputy Claire Kerrane asked the Minister for Education to outline all available grant funding for schools for minor works such as repairs and painting, in tabular form; and if she will make a statement on the matter. [29260/24]
View answerSince 2020, the Department of Education has invested in the region of €4.9 billion 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 Minor Works Grant for primary and special schools is one important element of a record level of capital investment in school infrastructure.
Minor Works Grant funding provides good flexibility at local level to assist schools to manage and undertake works that support the operation of the school.
Under Project Ireland 2040, a commitment was given that the Minor Works Grant would be paid to primary and special schools in either December or January of the school year. However, in recent years my department’s approach has been to pay the Minor Works Grant in advance of the start of the following school year in order to facilitate a better lead in period for schools to plan any maintenance or minor works during the summer period.
The Minor Works Grant for the school year 2023/2024 was paid in April 2023 with the Minor Works Grant for the school year 2024/2025 paid in April 2024.
Since 2020, in the region of €280 million in Minor Works Grants and Enhanced Minor Works Grants has been allocated to schools. This includes additional support provided in the context of Covid-19.
Under the Minor Works Grant scheme, funding is made available to all primary schools on the basis of a €5,500 basic grant plus €18.50 per mainstream pupil and €74 per special needs pupil enrolled in the school on the 30th of September of the year prior to the issue of the grant.
All schools have the autonomy to use this funding for maintenance and small-scale improvements in accordance with priority needs that they have identified.
The works that can be undertaken under the minor works scheme include maintenance and small-scale improvements to school buildings and grounds, repairs and painting, improvement or replacement of mechanical and electrical services, the purchase or repair of standard furniture and PE equipment, the purchase of IT equipment, ventilation improvements, and enhancements to outdoor learning environments.
In addition, in 2023, approximately €92 million was invested through the Emergency Works and Summer Works Schemes in over 700 small scale repair/improvement projects.
My department also provides funding to primary and post-primary schools by way of per capita grants. As part of the capitation package in Budget 2024 I am pleased to have secured €21 million as a permanent increase in capitation funding to assist schools. This will support a permanent restoration of funding for all primary and post-primary schools from September 2024 and will bring the basic rate of capitation grant to the pre-2011 level of €200 per student in primary schools and €345 per student in post primary schools. Enhanced rates will also be paid in respect of pupils with special educational needs and Traveller pupils. This represents an increase of approximately 9.2% on current standard and the relevant enhanced capitation rates.
The Department has recently produced an updated maintenance manual for schools as part of supporting the development of a good maintenance regime for school buildings and external spaces.
The guidance focuses on the main issues schools need to consider in supporting maintenance and, in that regard, contains useful checklists for use by individual schools. The guidance is a live document, which is provided in an online, easy to read format and will continue to be updated and developed over time.
73. Deputy Ruairí Ó Murchú asked the Minister for Education for an update on the school inclusion model; to outline future plans for the delivery of holistic therapies in schools; and if she will make a statement on the matter. [29898/24]
View answerI recently announced the establishment of the Educational Therapy Support Service which will see the permanent appointment of 39 occupational and speech and language therapists, as well as 5 behaviour practitioners to the National Council for Special Education (NCSE). Therapists will work with teachers and other school personnel to build their capacity to provide as effectively as possible for the needs of students. Behaviour Practitioners will support schools to promote engagement and participation for all students.
The expansion of therapy services within the NCSE is expected to build on the achievements and impact of the in-school therapy supports services in the School Inclusion Model (SIM) pilot. SIM involved speech and language and occupational therapists working to systematically build the capacity of school communities to meet students’ needs.
The provision of clinical therapy supports to children is the responsibility of the HSE, through Primary Care or the Children’s Network Disability Team (CDNT). The Educational Therapy Support Service model will enable the NCSE to work in a complementary manner with health services and should, over time, facilitate the HSE to target its resources at those with the greatest clinical needs.
The overarching purpose of the Educational Therapy Support Service will be to improve learning outcomes for students, ensure teachers are better equipped to support all students and reduce the demand for additional resources in schools.
Educational Therapy Support Service therapists will work in partnership with school communities, NCSE colleagues and where appropriate NEPS and HSE professionals promoting the participation and inclusion of all students particularly those with special education needs across all levels of a multi-tiered system of support, providing educational support for students with the greatest level of need.
The next steps in this expansion process will include a robust recruitment process within the NCSE.
The NCSE intends to be operationally ready to deliver therapy services in the Eastern and Western regions for the commencement of the school year in September, moving to full implementation of all posts by October 2024.
The promotion of wellbeing is central to the Department of Education mission to enable children and young people to achieve their full potential. The Department provides access to a wide range of wellbeing information and supports for schools, students, and parents. However, there are currently no plans to deliver holistic therapies in schools.
74. Deputy Aindrias Moynihan asked the Minister for Education for an update on a project for a school (details supplied); and if she will make a statement on the matter. [30012/24]
View answerA school building project at the school to which the Deputy refers has recently been completed. The project was delivered as part of my Department’s Modular Accommodation Programme and involved reconfiguration of existing classrooms to facilitate the establishment of 2 special classes and the provision of modular accommodation for the displaced mainstream classroom accommodation.
The project brief was the reconfiguration of 2 existing classrooms into 2 Special Educational Needs classroom bases, 100m2 soft play area & associated works and the two 80m2 displaced mainstream classrooms to be provided in modular accommodation.
The building works were completed in December 2023 and I am pleased to be able to support the school in the establishment of the two special classes.
The school also applied to my Department under the Additional Accommodation Scheme (ASA) for the provision of a school hall.
The purpose of the 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 by available accommodation at other schools in the area. A request for a school hall does not come within the remit of the ASA scheme and the school authorities were notified of the decision directly.
Investment and expenditure on PE Halls is an element of the overall School Building Programme. The provision of General Purpose rooms and PE Halls, at primary and post primary level respectively, and outdoor hard play areas, form part of the accommodation brief for all new school buildings. This is also the case where a large-scale school building project is being delivered for an existing school.
Progress will continue to be made on PE Hall and General Purpose Room provision as part of roll-out of new schools and large-scale projects in the existing pipeline.
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 €1.2bn.
This is a record level of investment in our schools and highlights the Government’s very strong track record of delivery in providing additional capacity and modern facilities for our school communities.A future strengthened focus on refurbishment of existing school stock will have different strands and will include a PE Hall build and modernisation programme at post-primary level and a similar type programme at primary level for General Purpose rooms.
However, the main focus of the Department’s capital funding over the last decade and for the coming period is on provision of critical additional capacity to cater for increasing demographics and children with special education needs.
The Department is required to manage the overall school building programme so that we target and prioritise areas that are under greatest pressure for additional school places. This reflects the Department’s fundamental objective of ensuring the availability of a school place for every child.
The overall position with regard to potential modernisation and replacement of existing school infrastructure will be kept under review as capital funding allocations for future years are clarified.
75. Deputy Verona Murphy asked the Minister for Education what cross-Department engagement he has had regarding the various issues around school transport; and if she will make a statement on the matter. [28935/24]
View answerThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the 2023/2024 school year over 161,600 children were transported daily to schools throughout the country.
This figure comprises over 135,000 pupils travelling on mainstream services, 19,800 pupils with special educational needs, and 6,800 pupils who have arrived in Ireland from Ukraine
The total cost of the scheme in 2023 was €382.02m.
Planning for school transport services in any given year will commence in the December to January preceding the start of that school year. In this regard planning for the 2024/2025 school year is well underway with Department officials in regular engagement with Bus Éireann.
In the normal course of Departmental business, officials in the Department of Education engage with other Departments and agencies on a regular basis on a wide range of matters including school transport. This includes and is not limited to the Department of Transport, where my Department is represented on various working groups.
A review of the School Transport Scheme has been completed. This review was conducted with a view to examining the current scheme, its broader effectiveness, and sustainability and to ensure it services students and their families adequately.
The School Transport Scheme 2030 report has now been published. It marks the largest review of the School Transport Scheme since it was established in 1967. The Government is committed to working to achieve the report’s recommendation of expanding access to the scheme so that an additional 100,000 pupils can be carried by 2030.
Overall, the recommended changes to the future operation of the Scheme include:
• expansion of the current eligibility criteria
• addressing current operational challenges, charges and grants and over time
• moving towards better integration with public transport to ensure the best value for money to the Exchequer.
In relation to the implementation of the Review, my Department has had regular engagement with various Departments and agencies including the National Council for Special Education, the National Transport Authority, the Department of Public Expenditure NDP delivery and Reform and the Department of Environment, Climate and Communications.
A phased implementation of the review’s recommendations will begin in September 2024. This will include a shared effort between my Department and the Department of Transport to pilot and introduce greater integration of transport networks with school transport routes. It is intended, subject to resources, to commence implementing the revised eligibility criteria in the 2025/2026 school year.
Under the proposed revised eligibility criteria, the proposal is, over time, to reduce the distance criteria to 1km and 2km at primary and post-primary respectively (from the current 3.2km and 4.8km respectively). All children who meet this distance criteria from their school of attendance will be accommodated on transport where there is an existing route. The distance criteria will not apply in towns and cities that are served by public transport as in these towns, children will be encouraged to use public transport that is available to them. In recommending this reduced distance criteria, the Steering Group was mindful that distance should not be reduced to the extent so as to discourage walking/cycling but that it should encourage more families to use school transport. It is also recommended in the review that measures should be pursued to support active travel including liaising with the Safe Routes to School Programme.
76. Deputy Bernard J. Durkan asked the Minister for Education the extent to which adequate provision continues to be made to ensure sufficient accommodation and class places at all schools, primary, second level and special needs throughout Kildare north and the rest of the country, having regard to the increasing demand and pressure for school places, if it is expected that a satisfactory accommodation can be achieved particular in those schools in respect of which difficulty regarding accommodation and school places has been noted in the past; and if she will make a statement on the matter. [30472/24]
View answerI can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including those with special educational needs, is an absolute priority for my Department.
Since 2020, my department has invested in the region of €4.9 billion in our schools, involving the completion of over 900 school building projects. Construction is currently underway at approximately 300 other projects, which includes 30 new school buildings. These projects involve a total State investment of over €1.2 billion. This is a record level of investment in school buildings.
More than €280 million has been invested in school infrastructure in County Kildare since 2020 alone, reflecting a strong focus on alignment of school place availability with the significant residential development across the county. This investment includes recently completed new school buildings in Maynooth and Naas. Additionally, further new school buildings and extensions are at construction or planned, including in Prosperous, Kilcock, Maynooth, Celbridge, Leixlip, Naas and Clane.
I recently announced the progression of the “Project Boyne” bundle of six large-scale school building projects to tender this year, under a programme devolved for delivery to the National Development Finance Agency. Three of the six projects are for County Kildare schools, namely Cross and Passion College, Kilcullen; Patrician Secondary School, Newbridge; and St Mary’s College, Naas.
Where expedited delivery of school accommodation is required, my Department also utilises its Modular Accommodation Framework. This is particularly beneficial in the context of the significant growth in requirements for provision for children with special educational needs.
In addition, a key focus of the Department is the utilisation of existing accommodation at schools to provide facilities for special classes. This approach also supports accelerated delivery and ensures that provision is well integrated within the mainstream school accommodation.
There are currently some 20 modular and reconfiguration projects ongoing across County Kildare to meet school place requirements.
Nationally, Ireland has been experiencing growth in overall post primary enrolments and this is projected to continue in many parts of the country for the next number of years before beginning to decline. However, there is significant regional and local variation in enrolment trends and projections, with residential construction activity one of the most significant influencing factors. This means that, as enrolments nationally begin to decline, we can still expect to see increasing demand at primary and post primary level in particular towns and areas. This is fully factored into my Department’s data analysis and strategic planning approach, including for Co Kildare.
With regard to special education provision, I can confirm that fourteen new special classes – ten at primary and four at post-primary level – have been sanctioned by the National Council for Special Education for opening across Kildare in the 2024/2025 school year. The Department continues to work with the NCSE in relation to the short-term requirements for special class and special school places and also the more strategic and longer-term requirements.
In addition, a new special school will open in Co Kildare in the coming school year, one of four to be established around the country in 2024/2025.
I want to assure the Deputy that my Department will continue to work to ensure a school place for every child in North Kildare, and across the rest of the country, including by advancing required school building projects.
78. Deputy Joan Collins asked the Minister for Education if she will use the 37A process on three schools (details supplied). [30276/24]
View answerMy department and the NCSE work closely on forward planning of new special classes and additional special school places including for the 2024/25 school year.
Demand for special classes at post-primary level is expected to increase significantly and my department and the NCSE have engaged with stakeholders on the provision of special classes.
Over 386 new special classes have been sanctioned by the NCSE for the 2024/25 school year. Of these, 63 are in County Dublin, 20 are at post-primary level. The NCSE continue to engage with some schools in Dublin regarding a small number of additional classes. I have asked the NCSE to update me on an ongoing basis as enrolment for these classes is finalised and places become available for individual children. NCSE are also keeping parents updated on this progress.
The NCSE advise that the known demand for post-primary special class places is being met through existing special class provision in the area. This position is reviewed on an ongoing basis. Schools who do not have a special class for the 2024/25 school year, including those referenced by the Deputy, remain options for future years and the NCSE and my department will engage with these schools as forward planning ensues.
Of the 63 new classes sanctioned in County Dublin for the 2024/25 school year 4 are in Dublin 12, 3 at primary level and 1 at post-primary.
These classes in addition to the existing classes in the area brings the number of classes in Dublin 12 to 35.
In October 2022, my department wrote to all post-primary schools requesting that they begin planning to provide for up to four special classes to meet the needs of children progressing from primary school. In May 2024, my department also wrote to all schools regarding forward planning for mainstream and special education placements. My department and NCSE will continue to have close engagement with schools and management bodies in relation to these classes for 2025 and beyond.
The NCSE actively encourages expressions of interest from schools to open special classes, and I appreciate the efforts taken by boards of management. Indeed, I encourage more schools to do so.
We need to secure this provision on a phased basis. It is important that as we bolster provision in schools that we do so in geographical areas with most need. Providing an even spread of provision across geographic areas, will ensure children are not travelling long distances to access an education and give parents more local options when enrolling their children.
Under Section 37A of the Education Act there is power to direct a school to provide additional places but this power is only used as a last resort where all reasonable efforts have failed.
This legal power to compel schools to open new special classes is only used where;
• there is established need for additional places in an area,
• it is considered that the schools involved have capacity to open the additional classes
• all reasonable efforts have been made to support the school in making the required provision.
79. Deputy Gary Gannon asked the Minister for Education to provide an update on the current state of the relationships and sexual education curriculum provided to students at a primary and secondary school level. [30524/24]
View answerAccess to Relationships and Sexuality Education, or RSE, and Social, Personal and Health Education, or SPHE, is an important right for students. For this reason, RSE and SPHE curriculums are a core part of the student experience at both primary and post-primary level. Furthermore, recognising that it is essential that students have access to relevant and up-to-date information, the Department has undertaken a very significant reform of these curriculums.
This work follows on from a review of RSE by the National Council for Curriculum and Assessment across primary and post-primary. That review said there was unanimous agreement among students about the importance of Relationships and Sexuality Education. Students said that they wanted a safe and inclusive environment where they can discuss, ask questions and talk about all aspects of relationships and sexuality.
An updated Junior Cycle SPHE specification, incorporating RSE, was published by the NCCA in May 2023 and was rolled out in schools last September. This followed on from an extensive public consultation on a draft specification, which took place in 2022. The aim of the SPHE course is to build students’ self-awareness and positive self-worth; to develop the knowledge, understanding, skills, dispositions and values that will support them to lead fulfilling and healthy lives; empower them to create, nurture and maintain respectful and loving relationships with self and others; and enhance their capacity to contribute positively to society.
To support the introduction of the specification, a two-day teacher professional learning programme was introduced by Oide in March 2023, with substitution cover available. This has continued into the 2023-2024 school year and is planned again for the 2024-2025 school year. 1,016 teachers attended this professional learning programme between March 2023 and December 2023.
An updated Senior Cycle SPHE specification has been finalised by the NCCA following a public consultation which took place between July and November 2023. It is intended that the SPHE specification for Senior Cycle will be made available to schools shortly. Work is ongoing in regard to the necessary planning and preparatory work, including classroom resources and teacher professional learning, planned for the 2024-2025 school year.
A public consultation took place on the draft Primary Wellbeing curriculum from March to the end of June this year. The specification will be finalised with the intention that it will be introduced in the 2025/26 school year.
In addition to teacher professional learning specific to the introduction of the updated curricula, the first ever postgraduate programme to upskill registered post-primary teachers teaching SPHE/RSE commenced in January 2023 and is running again in 2024. Depending on demand, it is intended that further intakes to the programme in the future will be offered. The programme, funded by the Department of Education and provided by DCU Institute of Education, provides a pathway for progression for post-primary teachers interested in developing their skills in teaching SPHE/RSE. In so doing, it will build capacity and leadership within the teaching profession. The upskilling programme and course fees are covered by Department funding while substitute cover is provided to allow participating students to undertake the programme.
81. Deputy Pa Daly asked the Minister for Education the number of administration release days given to teaching principals at primary school level; how such days are calculated; and if she will make a statement on the matter. [29424/24]
View answerThe role of schools within communities is crucial and I wish to acknowledge the huge contribution being made daily by all school leaders in the operation of our schools.
My Department provides time that teaching principals may take as release time in order to help them fulfil their principal duties. Under these arrangements the Department pays for a substitute teacher so that a teaching principal can focus on administrative duties.
In Budget 2022, I ensured that each teaching principal with a minimum of one release day per week became a permanent feature in all our schools. This was a very significant increase for many schools, with some schools receiving 18 additional days as a consequence of this change. (for example, a one and two teacher school received 19 release days per year prior to this measure and now have 37 release days per year).
Schools with one special class receive four additional release days, resulting in these principals having 41 release days in the year, while schools with two special classes have administrative principal status.
Schools may employ a substitute teacher for the day to facilitate the principal’s release day or, alternatively, schools may cluster their release days with other schools to create a full-time fixed term post. The inclusion of principal release days in cluster posts allows for consistency in the teaching cover provided to schools.
The school leadership framework introduced in 2017 provides for a shared leadership model. It provides for the assignment and re-assignment of post-holders to specific roles and responsibilities to meet a school’s evolving needs. Today, one in three primary school teachers hold management positions. In budget 2024, I provided for an additional 500 posts of responsibility (Assistant Principal Two (AP II)) for the 2024/25 school year.
While the principal is ultimately responsible to the Board of Management for the management and leadership of the school, the deputy principal occupies a position of vital importance within the senior leadership team in each school. The deputy principal co-operates with the principal in the fulfilment of the principal's role and acts or deputises as the principal in the principal's absence.
In relation to the duties assigned to Assistant Principal posts, the principal following consultation with staff, agree the schedule of duties as best meet the needs of the school. These duties are designed to reduce the workload of the principal.
My Department and I are currently turning our thoughts to Education 2050 and how we take the best elements of our schools and build on this to create a system for future generations. The small schools project is an example of school communities coming together to explore and trail new ideas for the future including how admin supports can assist teaching principals with their administrative duties. It is acknowledged by my department that implementing policies while teaching can be challenging.
The project has brought small schools together in local clusters, enabling them to collaborate and identify common challenges and trial innovative solutions. New ideas are being trialled to determine whether these might help to make the role of a teaching principal and small schools more sustainable The project has shown that small schools collaborating and working together offers promise for the future.
The schools participating across the six clusters in this project have developed good working relationships and have already provided valuable insights and ideas into supports that can be developed and replicated across small schools and I am delighted that the project is continuing for a further two years to allow further time for current ideas to be developed and some new ideas to emerge.
Effective school leadership, and governance, means effective schools. The existing models of leadership and governance of our schools, whilst very effective, also carry challenges for teachers, school principals, as well as boards of management, and the sector as a whole. Recognising these challenges, my department is now putting an increased focus on leadership and governance at school level and across the sector nationally. My officials, in conjunction and consultation with education partners will examine current policy and practice to see what elements are serving school communities well and what elements we can improve on.
82. Deputy John Brady asked the Minister for Education the number of students in primary, secondary, and third level education, by county, over the past five years, in tabular form; and if she will make a statement on the matter. [30488/24]
View answerThe number of students enrolled in our education system is something I and my Department keep under constant review. The requested data in tabular form will be sent to the deputy directly.
Primary school enrolments in Ireland peaked in 2018, reaching 567,772 students. However, there has been a steady decline each subsequent year, with enrolments dropping to 558,143 by the 2022/23 academic year. This decline was partially offset by the inclusion of Ukrainian pupils in 2022/23. I wish to take this opportunity to thank school communities and stakeholders at a local and national level across Ireland for their engagement, collaboration and support in accommodating Ukrainian pupils in Irish primary and post-primary schools and their continuing support over the last number of years.
Despite the overall downward trend at the national level, specific counties such as Leitrim, Mayo, and Roscommon have experienced consistent growth in primary enrolments over the past five years up to 2022/23.
Post-primary enrolments have shown a sharp increase from 2018 to 2022, with a rise of 43,493 students. Roscommon, Wicklow, and Meath have seen the highest growth rates in post-primary enrolments, reflecting the demographic changes and potential migration patterns within these areas. Conversely, Westmeath, Offaly, and Leitrim have exhibited the lowest growth rates in post-primary enrolments.
As part of our planning for the future, my Department undertakes regular modelling exercises. The latest models show that primary school enrolments are projected to continue to decline, with numbers expected to fall from around 558,000 in 2023 to approximately 533,000 by 2026 and further down to about 499,000 by 2030, before rising again. This anticipated reduction reflects broader demographic shifts, including lower birth rates and changing migration patterns.
For post-primary education, the number of students is expected to increase from around 417,000 in 2023 to about 430,000 by 2026. However, this growth is projected to reverse slightly, with enrolments declining to approximately 418,000 by 2030. The peak in post-primary enrolments is thus expected to occur in 2026.
In terms of junior infants, there is an expectation of about 5,000 fewer children entering this initial stage of primary education in 2026 compared to 2022. This decline will likely follow the overall national trend and be reflected in county-specific data.
The overall national trends in primary and post-primary enrolments are anticipated to be mirrored at the county level. Counties like Leitrim, Mayo, and Roscommon may continue to see increases in primary enrolments despite national declines. Similarly, the counties with significant post-primary enrolment growth, such as Roscommon, Wicklow, and Meath, may maintain their upward trends, while those with minimal growth, such as Westmeath, Offaly, and Leitrim, might see more stable or slight increases.
With regards to third level data, the Higher Education Authority (HEA) is responsible for the collecting, analysis and dissemination of student and graduate data from all HEA-funded higher education institutions. The latest available HEA data relates to enrolments in the 2022/2023 academic year and is available on www.hea.ie.
The data and projections indicate significant changes in the educational landscape of Ireland over recent years, and children progressed through their education journey from Primary and into Post-Primary. The trend established in recent years is expected to continue the coming years. In the immediate term, education providers can expect declining primary school enrolments. However, local pressures will likely remain in rapidly growing areas and will be monitored closely. As stated, my Department expects a peak in post-primary enrolments to occur in 2026, with the peak intake into first year having just occurred in the 2023/24 school year. Addressing the specific needs of counties experiencing divergent trends will be crucial in ensuring equitable and effective educational provision across the country.
