Written Answers Nos. 359-374
359. Deputy Sorca Clarke asked the Minister for Education the number of teachers allocated to primary schools in 2024; and the number of teachers that would need to be allocated to primary schools in 2029, assuming the current pupil teacher ratio was to be maintained in 2029. [42888/24]
View answerCurrently there are over 43,000 teaching posts allocated across the primary school system. This represents an increase of over 5,250 teachers when compared with the 2019/20 school year.
The future allocation of teaching posts will need to take several factors into account, including demographic changes. My Department’s latest reports "Statistical Bulletin 2023/24", "Education Indicators for Ireland 2023" and "Regional Projections of full-time enrolments Primary and Second Level 2021-2036" are available on the statistics section of the Department's website.
360. Deputy Sorca Clarke asked the Minister for Education the reason that full incremental credit is not awarded to post-primary teachers for their experience working abroad in jurisdictions such as Australia and Dubai; the estimated additional cost of extending full incremental credit; and if she will make a statement on the matter. [42889/24]
View answerThe criteria for the award of incremental credit are set out in the Department of Education’s Circulars 10/2001 for primary teachers, and 29/2007 and 29/2010 for post-primary teachers. The criteria for the award of incremental credit to recognised teachers was agreed under the auspices of the Teachers Conciliation Council (TCC).
These circulars provide for the award of incremental credit in respect of overseas teaching service, both within and without the EU. Where a school satisfies the criteria set out in the circulars to have service at that school recognised for incremental credit, an award of incremental credit can be made.
Criteria such as whether the school is subject to state funding, which can be of particular relevance when examining claims relating to private teaching schools, and the length of time the school has been in existence, must be satisfied in order for service at that school to be recognised for incremental credit.
Where schools do not satisfy the required criteria, then service at that school cannot be considered towards incremental credit. Teachers must be on the Department of Education’s teacher payroll or teaching in an Education and Training Board school before an application can be processed.
The criteria for the award of incremental credit for teachers are subject to review by way of an incremental credit committee, which is a sub-committee of the Teachers Conciliation Council, and which meets on an ongoing basis.
Through the Teachers Conciliation Council, the teacher unions have lodged a claim concerning the recognition of private post primary teaching service outside the EU towards the award of incremental credit and this claim is currently being considered by the Department.
It is estimated that the cost of the award of incremental credit to teachers returning to Ireland with this service each year would be approximately €1.3m per annum.
361. Deputy Sorca Clarke asked the Minister for Education the reason such a small proportion of recently appointed teachers were offered full-time contracts and even fewer permanent positions; the steps that could be taken to increase the numbers receiving full-time contracts and being offered permanent positions respectively including the financial implications of same. [42890/24]
View answerThe recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority, subject to procedures agreed under Section 24(3) of the Education Act 1998 (as amended by the Education (Amendment) Act 2012). The deployment of teaching staff in the school, the range of subjects offered are in the first instance a matter for the school management authorities.
Teacher allocations to all schools are approved annually by my Department in accordance with established rules based on recognised pupil enrolment. The criteria for the allocation of posts are communicated to school managements annually and are available on the Department website.
With regard to fixed term contracts, the recruitment and appointment of teachers is a matter for each school/ETB as employers. Teachers may be recruited on a permanent basis once the school/ETB is within its authorised allocation of teaching posts and the criteria outlined in Department of Education Circulars for filling teaching posts are complied with.
Additionally, arising from the implementation of the recommendations of the Ward Report teachers may also qualify for contracts of indefinite duration. This enables fixed-term and part-time teachers to gain permanent, full-time jobs more easily and quickly than before. The qualifying terms of the Ward Report are set out in Circulars 0023/2015 (Primary) 0024/2015 (Post Primary).
362. Deputy Richard Bruton asked the Minister for Education to provide for several areas (details supplied) a list of all the individual projects that have received funding from her Department since 2020, under the following headings: new schools, extended schools, enhanced minor works grant, minor works grant, new units in schools, and any other capital grants, in tabular form. [42922/24]
View answerSince 2020, my department has invested over €5 billion in our schools throughout the country, involving the completion of over 950 school building projects and with construction currently underway at approximately 350 other projects, which includes 37 new school buildings. These 350 projects currently at construction involve a total State investment of over €1.5bn.
The department announced earlier this year that close to 90 projects, including 28 new school buildings, would be authorised to proceed from tender stage to construction over the course of 2024 and early 2025. In total, around €800 million will be invested in these projects under the department’s Large Scale Capital Programme and Additional Accommodation Scheme for essential classroom accommodation.
Between projects currently under construction and projects moving to construction in this latest phase, investments by the Department of Education are adding over 550,000 square metres of new and modernised capacity to our school estate.
This is a record level of investment in school buildings. It will expand the number of school places, significantly increase provision for special education and upgrade and modernise our school infrastructure. The impact of this will be felt in communities, right around the country.
The key drivers of capital investment in the schools’ sector include:
• demographic growth, particularly at post primary level
• increased demand for special educational needs provision
• alignment of school place provision with new housing development
• climate action objectives including deep energy retrofit.
Significant funding has been provided to schools through the Minor Works and Enhanced Minor Works grants. Since 2020, €280 million in Minor Works funding has issued to schools, which includes the Minor Works grant that issued in April 24 for the school year 2024/25.
Under the scheme, funding is made available to all primary and special schools, including the areas queried by the Deputy, on the following basis:
€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. The €74 rate applies to a special needs pupil attending a special school or attending a special class attached to a mainstream school.
The ICT Digital Strategy for Schools to 2027 is underpinned by an investment of €200m to support its implementation, committed to under Ireland’s National Development Plan (NDP).
In 2020, €100m issued in ICT Grant funding, in two tranches of €50m, as funding of €50m for the 2020-2021 school year that was due to issue in early 2021 was brought forward to support schools with interventions needed during the pandemic. This represented the final funding issued of the €210m in grants that issued under the previous strategy, the Digital Strategy for Schools 2015-2020.”
Funding of €50m secured as part of Ireland's National Recovery and Resilience Plan under the NextGenerationEU Recovery and Resilience Facility also issued to all recognised schools in the free education scheme to support learners at risk of educational disadvantage through the digital divide in late 2021.
From 2020 to September 2024, €251.94m has been provided to schools in ICT grants.
• In December 2021 the first tranche (€50m) of the €200 million NDP funding under the new Strategy issued to schools
• In late 2021 €50m secured as part of Ireland's National Recovery and Resilience Plan under the NextGenerationEU Recovery and Resilience Facility also issued to all recognised schools
• In April 2024 the second tranche of €50m issued to schools in April 2024.
In the case of a primary school the Digital Strategy ICT grant consists of a €2,000 basic grant plus €39 per mainstream pupil, €47 per pupil with special needs attending a special school or attending a special class attached to a mainstream school, and €43 per pupil in DEIS schools.
In the case of a post-primary school, the grant consists of a €2,000 basic grant plus €47 per mainstream student and €52 per student in DEIS schools.
Fee-charging schools receive funding at 50% rate, i.e. €1,000 basic grant plus €26.
During the period 2020 to 2024 c .€400m invested in smaller scale school building improvements delivering circa. 2,900 projects across the SWS & EWS schemes.
The current status of all school building projects from 2010 to date is listed on a county by county basis at (www.gov.ie). This is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
The total capital funding allocated by my department in 2020, 2021, 2022, 2023 & 2024 to the four constituency areas referred to by the deputy, is outlined in the table below. The schools that received funding in each constituency is attached.
Total Capital Funding by Constituency Area.
|
Constituency |
2024 |
2023 |
2022 |
2021 |
2020 |
Total |
|
Cork South Central |
10.7m |
13.9m |
34.7m |
32.8m |
28.3m |
120.4m |
|
Dublin Bay North |
23.3m |
40.5m |
30.9m |
24.5m |
16.9m |
136.1m |
|
Galway West |
11.4m |
17.4m |
12.4m |
15.1m |
14.7m |
71.0m |
|
Wicklow |
15.8m |
32.6m |
26.5m |
40.2m |
20.4m |
135.5m |
363. Deputy Sorca Clarke asked the Minister for Education if she will develop child-safe guidelines for school trips, including guidance not to visit orphanages; and if she will make a statement on the matter. [42942/24]
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 a school. The Board has overall responsibility for school policies including a school’s policy in relation to schools trips/outings.
Under the Children First Act 2015, all schools in Ireland must have a Child Safeguarding Statement. This document outlines the school's commitment to safeguarding children from harm and details the procedures in place to protect them. As part of the Child Safeguarding Statement, schools must carry out a risk assessment to identify potential risks of harm to children. This assessment focuses on identifying areas where children might be vulnerable to abuse or neglect within the school setting, including outdoor and off-site activities such as school trips.
It is the responsibility of each school authority to ensure that appropriate safeguards are in place while children are participating in school trips/outings.
The objective of an educational tour should be that it should provide a significant benefit in the educational, intellectual, cultural and social development of the maximum number of pupils in the particular grade(s) taking part in the tour and which benefit cannot be provided by in-school activities alone. Where a Board of Management is satisfied that a school tour meets the criteria, such a tour may be undertaken without seeking prior approval from the Department. The Tour Template contained in the attached Educational Tours by School Groups (both inside and outside the State) as appendix 1 should be completed by the Principal in the planning of a school tour and should be retained in the school for examination by a Departmental Inspector in the course of normal school inspection.
364. Deputy Sorca Clarke asked the Minister for Education the reason there was no provision for the upgrade, restocking and construction of school laboratories outlined in the education budget for 2025, despite her making claims that the new courses will be funded appropriately. [42955/24]
View answer365. Deputy Sorca Clarke asked the Minister for Education her plans to ensure that science laboratories in all schools are properly funded; and if she will make a statement on the matter. [42956/24]
View answerI propose to take Questions Nos. 364 and 365 together.
Since 2020, my department has invested over €5 billion in our schools throughout the country, involving the completion of over 950 school building projects and with construction currently underway at approximately 350 other projects, which includes 37 new school buildings. These 350 projects currently at construction involve a total State investment of over €1.5bn. The department announced earlier this year that close to 90 projects, including 28 new school buildings, would be authorised to proceed from tender stage to construction over the course of 2024 and early 2025.
In total, around €800 million will be invested in these projects under the department’s Large Scale Capital Programme and Additional Accommodation Scheme for essential classroom accommodation. Between projects currently under construction and projects moving to construction in this latest phase, investments by the Department of Education are adding over 550,000 square metres of new and modernised capacity to our school estate. This is a record level of investment in school buildings. It will expand the number of school places, significantly increase provision for special education and upgrade and modernise our school infrastructure. The impact of this will be felt in communities right around the country.
The key drivers of capital investment in the schools sector include:
• demographic growth, particularly at post primary level
• increased demand for special educational needs provision
• alignment of school place provision with new housing development
• climate action objectives including deep energy retrofit.
There is currently:
• circa. 350 projects under construction, including 37 new school buildings.
• close to 90 projects, including 28 new school buildings, announced earlier this year to proceed from tender stage to construction over the course of 2024 and early 2025. These projects moving to construction in this next phase will add in the region of 200,000 m2 of additional and modernised permanent capacity across the school estate.
• circa. 250 Large Scale and Additional Accommodation Scheme projects at advanced stage of planning and design
• circa. 50 Modular projects. at advanced stage of planning and design School Building Project Delivery
• Over 950 Large Scale, Additional Accommodation and Modular school building projects completed between 2020 and to date in 2024.
With regard to the new science curricula, I acknowledge that hands-on experience and access to appropriate facilities and time in laboratories is an important part of the science curriculum. My department and I will continue to examine how schools can be supported in the introduction of the new science curricula. The appropriate scheduling of laboratory time within schools will also be important.
The department provides science labs with the construction of all new post-primary schools respectively (6 science labs plus 3 prep areas for a 1,000 pupil post-primary school). These facilities may also be provided where a major building or refurbishment project is being delivered for an existing school. It is also open to a school to make an application through the ASA scheme for a science lab, where required. 219 science labs were delivered through large scale and additional accommodation and modular projects since 2020, there are 86 currently under construction and 61 in the next phase of projects going to construction.
The upgrade of laboratory facilities is a category which has been supported through the summer works scheme (SWS scheme). The purpose of the summer works scheme is to devolve funding to individual recognised primary and post-primary school authorities, to undertake small-scale building works which 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.
366. Deputy Sorca Clarke asked the Minister for Education if she will engage with the Irish Science Teachers’ Association. [42957/24]
View answerI assume the Deputy raises her question in the context of Senior Cycle Redevelopment and specifically the introduction of revised specifications in Chemistry, Physics and Biology from the start of the next school year.
The approach to the programme for Senior Cycle Redevelopment has, from its outset, been about collaboration, about engaging with stakeholders and partners in education, and about recognising and amplifying the student voice.
Collaboration and engagement are at the heart of the subject development process. This is underpinned by the diverse nature of the membership of the Subject Development Groups (SDGs) convened by the National Council for Curriculum and Assessment (NCCA), in addition to the multi-staged public consultation process that accompanies the development of all new and revised curricula.
Through the SDGs, the Irish Science Teachers’ Association (ISTA) has been directly involved in all stages of the development process over a number of years. Its nominees, who are science teachers, are members in full of all three SDGs established by the NCCA which developed the revised specifications in Leaving Certificate Physics, Chemistry, and Biology.
I have previously welcomed ISTA’s work in the development process and I thank them for their continued interest and engagement with the process.
I am aware that ISTA shares my ambition that the introduction of the redeveloped specifications be adequately supported. The delivery of teacher professional learning by Oide is underway; guidelines on the Additional Assessment Components (AACs) in each redeveloped Science subject will be published in early November; and the Inspectorate is preparing advice for schools for spring 2025 on the scheduling of lessons in laboratory facilities. My Department is continuing to examine how schools can be further supported in the introduction of the new Science curricula.
I will work with my officials on how schools can be supported in the introduction of the new science curricula so that the full benefits of redevelopment can be seen, including considering any resourcing needs and steps to address them ahead of their introduction in 2025.
My Department will engage with the ISTA in respect of its recent correspondence in relation to Senior Cycle Redevelopment and I would be amenable to facilitating a future meeting with officials.
367. D'fhiafraigh Deputy Sorca Clarke den Aire Oideachais an ndeanfaidh sí athbhreithniú ar an gcóras grádála atá á chur i bhfeidhm ar an gcúrsa Gaeilge i scoileanna T1. [42984/24]
View answerLe héifeacht ón mbliain 2017, mar chuid den Chreat don tSraith Shóisearach, tá dhá shonraíocht nua i gceist leis an soláthar Sraithe Sóisearaí do Ghaeilge in iar-bhunscoileanna agus i suíomhanna. Tá sonraíocht T1 (Teanga 1) dírithe ar scoláirí i scoileanna lán-Ghaeilge agus ar scoláirí i scoileanna lán-Bhéarla a fhoghlaimíonn ábhar amháin nó níos mó (seachas Gaeilge) trí mheán na Gaeilge. Tá sonraíocht T2 (Teanga 2) dírithe ar scoláirí eile i scoileanna lán-Bhéarla.
I sonraíocht T1, cuirtear na riachtanais teanga atá ag cainteoirí dúchais Gaeilge agus na riachtanais teanga atá ag foghlaimeoirí Gaeilge araon san áireamh. Baineann ríthábhacht le heispéiris shaibhrithe foghlama teanga a sholáthar do gach scoláire, go háirithe na scoláirí sin ar cainteoirí dúchais Gaeilge iad. Baineann na scoláirí sin úsáid as an teanga ar bhonn laethúil, sa bhaile, sa chomharsanacht agus ar scoil. Mar gheall ar a dtimpeallacht teanga láithreach, tá acu scileanna teanga táirgiúla agus glacaí atá measartha dea-fhorbartha. Tá sé mar aidhm leis an tsonraíocht sin raon iomlán scileanna teanga na scoláirí a fhorbairt, a shaibhriú agus a bhreisiú.
Táthar ag súil go dtacóidh na hinniúlachtaí agus na tuiscintí ón tsonraíocht sin le cainteoirí dúchais Gaeilge na nithe seo a leanas a dhéanamh:
• leas a bhaint as na deiseanna le haghaidh úsáid na teanga sa phobal;
• an Ghaeilge a fhoghlaim ar fud an churaclaim; agus
• páirt ghníomhach a ghlacadh i saol an phobail sa Ghaeltacht.
Maidir leis an ngnóthachtáil i sonraíocht T1, d’fhoilsigh Coimisiún na Scrúduithe Stáit torthaí sealadacha scrúduithe na Sraithe Sóisearaí le déanaí le haghaidh gach ábhair, agus tá siad ar fáil ar líne ag examinations.ie/statistics. I ngach bliain ó scrúdaíodh na sonraíochtaí Gaeilge nua don chéad uair sa bhliain 2022 i leith, tá an céatadán de scoláirí a ghnóthaigh grád an gradam beagán níos airde do scoláirí a rinne staidéar ar shonraíocht T1 ná mar atá sé do scoláirí a rinne staidéar ar shonraíocht T2 ag an leibhéal céanna.
Ós rud é go bhfuil freagracht reachtúil ar Choimisiún na Scrúduithe Stáit as nithe oibriúcháin a bhaineann leis na scrúduithe stáit, mholfainn duit aon cheist leantach a chur ar an gCoimisiún le haghaidh freagra díreach uaidh.
368. Deputy John Brady asked the Minister for Education what analysis has been undertaken by her Department in relation to progressing plans for a secondary school in an area (details supplied) considering the growth in population and increasing demands for secondary school places in the local area; and if she will make a statement on the matter. [43019/24]
View answerI wish to advise the Deputy that requirements for school places is kept under on-going review in the context of available information on population, enrolments and residential development activity.
In order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas (SPA) 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.
The department also conducts granular analysis below the level of a school planning area, particularly where a school planning area encompasses both high growth urban settlement areas and a more rural hinterland. 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.
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.
For school planning purposes Newtownmountkennedy is located in the Kilcoole SPA. In 2020 a new post-primary school (Greystones Community College) was established to serve the Kilcoole & Greystones SPAs as a regional solution. There is also one post-primary school in the school planning area, Coláiste Chraobh Abhainn. There is currently a large-scale major project ongoing at Stage 3 to provide additional accommodation to increase capacity to 1,000 pupils plus 3 class SEN base. Stage 3 is the instruction for the project to proceed to tender.
As part of planning for September 2025, the department will be engaging with an increased number of post-primary schools across areas of potential enrolment pressure, including areas in counties Kildare, Wicklow, Dublin, Galway, and Cork. This engagement will include the request for admissions data to help identify duplicate applications and determine the need for additional places, if any, in the area. It is expected that, as in previous years, the data sharing will provide confidence that there is sufficient school place availability in the majority of areas. However, if a shortfall of places is identified in an area, the department will work with schools to put the necessary solutions in place.
The department has improved the central Post-Primary On-line Database IT system that schools use to register student enrolments. This is an important improvement and is available to assist schools to manage the enrolment process and provide real-time notification to schools where a new student has accepted a school place in more than one school. This will help identify duplicate enrolments at a very early stage.
The department has also written to all parents and guardians of children in sixth class with advice and guidance regarding the admissions process for post-primary for the 2025/26 school year. This letter advised parents to apply to multiple schools in areas where there is high demand and requested parents to take steps to avoid holding multiple places.
The department will continue to liaise with Local Authorities in respect of their County Development Plan and any associated Local Area Plans with a view to identifying any potential long-term school accommodation requirements across school planning areas.
369. Deputy Alan Farrell asked the Minister for Education the amount of funding allocated to capital projects in Bishopstown, Wilton, Glasheen and Model Farm Road area of Cork, from her Department for the years 2021, 2022, 2023 and 2024; the list of projects allocated funding; and if she will make a statement on the matter. [43022/24]
View answer370. Deputy Alan Farrell asked the Minister for Education the amount of funding allocated to capital projects in the Ballinora area of Cork, from her Department for the years 2021, 2022, 2023 and 2024; the list of projects allocated funding; and if she will make a statement on the matter. [43023/24]
View answer371. Deputy Alan Farrell asked the Minister for Education the amount of funding allocated to capital projects in the Ballinhassig area of Cork, from her Department for the years 2021, 2022, 2023 and 2024; the list of projects allocated funding; and if she will make a statement on the matter. [43024/24]
View answer372. Deputy Alan Farrell asked the Minister for Education the amount of funding allocated to capital projects in Togher/Lehenaghmore area of Cork, from her Department for the years 2021, 2022, 2023 and 2024; the list of projects allocated funding; and if she will make a statement on the matter. [43025/24]
View answerI propose to take Questions Nos. 369 to 372, inclusive, together.
Since 2020, my department has invested over €5 billion in our schools throughout the country, involving the completion of over 950 school building projects and with construction currently underway at approximately 350 other projects, which includes 37 new school buildings. These 350 projects currently at construction involve a total State investment of over €1.5bn.
The department announced earlier this year that close to 90 projects, including 28 new school buildings, would be authorised to proceed from tender stage to construction over the course of 2024 and early 2025. In total, around €800 million will be invested in these projects under the department’s Large Scale Capital Programme and Additional Accommodation Scheme for essential classroom accommodation.
Between projects currently under construction and projects moving to construction in this latest phase, investments by the Department of Education are adding over 550,000 square metres of new and modernised capacity to our school estate.
During the period 2020 to 2024 c .€400m invested in smaller scale school building improvements delivering circa 2,900 projects across the SWS & EWS schemes.
Significant funding has been provided to schools through the Minor Works and Enhanced Minor Works grants. Since 2020, €280 million in Minor Works funding has issued to schools, which includes the Minor Works grant that issued in April 24 for the school year 2024/25.
Under the scheme, funding is made available to all primary and special schools, including the areas queried by the Deputy, on the following basis:
€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. The €74 rate applies to a special needs pupil attending a special school or attending a special class attached to a mainstream school.
The ICT Digital Strategy for Schools to 2027 is underpinned by an investment of €200m to support its implementation, committed to under Ireland’s National Development Plan (NDP).
Funding of €50m secured as part of Ireland's National Recovery and Resilience Plan under the NextGenerationEU Recovery and Resilience Facility also issued to all recognised schools in the free education scheme to support learners at risk of educational disadvantage through the digital divide in late 2021.
From 2020 to September 2024, €251.94m has been provided to schools in ICT grants.
• In December 2021 the first tranche (€50m) of the €200 million NDP funding under the new Strategy issued to schools
• In late 2021 €50m secured as part of Ireland's National Recovery and Resilience Plan under the NextGenerationEU Recovery and Resilience Facility also issued to all recognised schools
• In April 2024 the second tranche of €50m issued to schools in April 2024.
In the case of a primary school the Digital Strategy ICT grant consists of a €2,000 basic grant plus €39 per mainstream pupil, €47 per pupil with special needs attending a special school or attending a special class attached to a mainstream school, and €43 per pupil in DEIS schools.
In the case of a post-primary school, the grant consists of a €2,000 basic grant plus €47 per mainstream student and €52 per student in DEIS schools.
Fee-charging schools receive funding at 50% rate, i.e. €1,000 basic grant plus €26.
This is a record level of investment in school buildings. It will expand the number of school places, significantly increase provision for special education and upgrade and modernise our school infrastructure. The impact of this will be felt in communities right around the country.
The key drivers of capital investment in the schools sector include:
• demographic growth, particularly at post primary level
• increased demand for special educational needs provision
• alignment of school place provision with new housing development
• climate action objectives including deep energy retrofit.
The total capital funding allocated by my department in 2021, 2022, 2023 & 2024 to Cork constituency areas is outlined in the table below. The schools that received funding in each constituency is listed in attached file.
Total Capital Funding 2021 to date across Cork Constituency Areas
|
Constituency |
2024 |
2023 |
2022 |
2021 |
Total |
|
Cork South-Central |
10.7m |
13.9m |
34.7m |
32.8 |
91.1m |
|
Cork South-West |
10.4m |
20.4m |
12.3 |
19.0m |
62.1m |
|
Cork East |
17.1m |
106.8m |
54.9m |
17.9m |
196.7m |
|
Cork North-Central |
11.4m |
29.4m |
41.2m |
24.6m |
106.6m |
|
Cork North-West |
16.0m |
19.7m |
20.0m |
17.9m |
73.6m |
373. Deputy Fergus O'Dowd asked the Minister for Education to seek an urgent review of the additional accommodation request by a school (details supplied); and if she will make a statement on the matter. [43053/24]
View answerI can confirm to the Deputy that my Department is in receipt of correspondence from the school in question requesting the provision of a GP room/school hall.
Investment and expenditure on PE Halls is an element of the overall School Building Programme. The provision of GP 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 major building or refurbishment project is being delivered for an existing school.
Almost 95% of the post primary schools that made 2020 Annual Schools Returns have indicated to the Department that they either have a PE Hall, access to a nearby PE Hall, or a project in train that will deliver a new PE Hall. Practically all schools have outdoor play areas and many schools use adjacent local facilities, including community halls, public parks, playing fields and swimming pools.
The purpose of the Additional Schools' 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 by available accommodation at other schools in the area. A request for a PE Hall does not come within the remit of the ASA scheme. The school in question have been advised of same and correspondence has issued to this effect.
Since 2020, my department has invested over €5 billion in our schools throughout the country, involving the completion of over 950 school building projects and with construction currently underway at approximately 350 other projects, which includes 37 new school buildings. These 350 projects currently at construction involve a total State investment of over €1.5bn.
This is a record level of investment in school buildings. It will expand the number of school places, significantly increase provision for special education and upgrade and modernise our school infrastructure. The impact of this will be felt in communities right around the country.
A future strengthened focus on refurbishment of existing school stock will have different strands and will include a PE build and modernisation programme which will enable students in post-primary schools to have access to appropriate facilities to support PE provision, particularly also in the context of the roll-out of PE as a leaving-certificate subject. Enhanced and modernised PE facilities will also provide important amenities for local communities.
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.
The Department of Public Expenditure, NDP Delivery and Reform will be engaging with Departments on NDP allocations for the period 2026 to 2028 over the coming months.
374. Deputy Sorca Clarke asked the Minister for Education if she will provide an update on the number of sraithpictiúir 5th years must learn for the Leaving Certificate Irish Oral examination. [43055/24]
View answerThe sraitheanna pictiúr, or picture sequences, are a component of the common Irish Oral test for Higher Level and Ordinary Level candidates, with the Oral test accounting for 40% of the overall marks for Leaving Cert Irish.
In response to issues highlighted in National Council for Curriculum and Assessment (NCCA) and An Chomhairle um Oideachas Gaeltachta Gaelscolaíochta (COGG) research about the sraitheanna pictiúr and the conversational elements of the Oral Irish exam, the State Examinations Commission (SEC) introduced adjustments to the structure of the Common Oral examination for the 2020 exams and thereafter. These aim to create greater opportunity for candidate-examiner interaction and so give the candidate scope to display their competence while keeping a balance between the different parts of the oral exam. Note that the oral examinations did not take place in 2020 as a result of the pandemic.
Since then there have been adjustments to assessment arrangements in light of the pandemic’s impact on teaching and learning. These adjustments have been made with due regard for the principles of equity, fairness and integrity, in relation to student-to-student, subject-to-subject, and year-to-year comparisons. They include a reduction in the number of sraitheanna pictiúr, from 20 to 10.
On 17 April 2024, I confirmed that adjustments will be made to the assessment arrangements due to sit State examinations 2025. These adjustments will be the same as that applied to State examinations in 2023 and 2024 but updated as relevant.
Detail on the adjusted assessment arrangements for every subject/module descriptor in the Leaving Certificate Established, Leaving Certificate Applied, Leaving Certificate Vocational Programme and Junior Cycle programmes were issued to schools on 18 September 2024, and schools were asked to ensure that all students were made aware of these changes.
