Written Answers Nos. 226-246
226. Deputy Patrick Costello asked the Minister for Education if her Department has completed an assessment of the actual requirement of school places for September 2024 in the Greystones and Kilcoole area in County Wicklow; if a plan has been put in place to address the shortfall and ensure that every child has a local secondary school place for September; and if she will make a statement on the matter. [28048/24]
Amharc ar fhreagraI 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 children and young people with special educational needs is an absolute priority for the Department.
The Department is aware of pressures for school places for the 2024/25 school year in Greystones.
Following consultation with Patrons in the Greystones school planning area, Greystones Community College has increased their first-year intake (as advised on their Admissions Notice for 2024/25) by an additional three class groups. The school, its Board of Management and Kildare and Wicklow ETB are making this additional provision in recognition of the best interests of the community in Greystones and this is very much welcomed by the Department. My Department’s responsibility is to ensure that all schools in an area can, between them, meet the school place needs and there are, in total, as many first year places as sixth class children leaving primary schools in Greystones School Planning Area.
The situation with respect to the filling of the places at schools is an evolving one, as places are offered and accepted and refused, and this process is managed directly by the school authority. It is important to note that there can often be significant overlap across areas and schools and the nature of the admissions processes is quite complex. As a result, there can be multiple iterations, where applicants may accept a place but subsequently be offered and accept a place at a second school, freeing up capacity at the first school accepted. In that context, is may take some time for the full impact of the additional provision at Greystones Community College to take effect.
The Educational Welfare Services (EWS) of the Child and Family Agency (Tusla) is the statutory agency that can assist parents who are experiencing difficulty in securing a school place for their child. The local service is delivered through the national network of Educational Welfare Officers (EWO). Contact details are available at www.tusla.ie/get-in-touch/education-and-welfare/
Planning for 2025/26 first year place needs in Greystones has already commenced, including direct engagement with patrons. Furthermore, and as part of its forward planning, the Department has also requested all of the patrons in Greystones and Kilcoole to consider how the admissions process for their schools could be improved for the 2025/26 first year intake. The Department has offered its support in this regard.
Department officials will continue to actively engage with schools and patrons to ensure that there is appropriate provision for all students in Greystones into the future, including through the progression of relevant school building projects. With respect to Greystones Community College, following on from the recent issue of the letter of acceptance to the successful contractor, the Department continues to work to advance the new school building project to enable construction to commence as soon as possible. This project will deliver a new 1,000 pupil post-primary school and accommodation for children with special educational needs. My Department will also continue to engage with KWETB to ensure that the school’s accommodation needs will continue to be met pending the completion of the new school, particularly in the context of the increased enrolment.
227. Deputy Gary Gannon asked the Minister for Education the levels of home tuition support approved for September 2024 versus the levels approved for each of the past five years, in tabular form; and if she will make a statement on the matter. [28112/24]
Amharc ar fhreagraApplications for Home Tuition September 2024 have not been received to date, these should begin to be submitted to the Department in the coming weeks.
Please find attached data relating to Home Tuition Supports approved for each of the past five years in tabular form.
The Home Tuition Grant Scheme is available to provide funding towards the provision of a compensatory educational service for children who, for a number of specific reasons, are unable to attend school.
Home tuition is provided as an interim measure only. It is a short term measure, and should not be regarded as an optional alternative to a school placement. Aspects of the scheme differ, depending on the reason for the application.
The Department of Education operates three categories of home tuition:
Home tuition for children with special educational needs and on medical grounds. Further detail is available on gov - Home Tuition (www.gov.ie)
Maternity-related absences to provide funding towards the provision of a compensatory educational service for girls at post-primary level who, due to their pregnancy, are unable to attend school. Maternity Related Home Tuition is intended as an interim provision to assist girls to complete their post-primary education.
Reasons other than special educational needs and medical grounds
Strand 1 offers a temporary educational measure for a child who is temporarily without a school place, or without the offer of a school place and who is a actively seeking a place in a school recognised by the department. No School Place (NSP) Home Tuition Scheme provides interim provision for children without a school place, without the offer of a school place and for whom a place is being actively sought.
Strand 2 of this scheme is for children in care, who are without a school place due to emergency placement or placement disruption. The CIC Home Tuition Grant Scheme provides tuition for a maximum of 6 weeks for Children in Care for a maximum of 9 hours per week who are without a school place due to emergency placement or placement disruption.
Home Tuition Supports approved for each of the past five years in tabular form.
|
- |
2022/2023 |
2022/2023 |
2021/2022 |
2020/2021 |
2019/2020 |
|
|
Mental Health |
397 |
418 |
387 |
347 |
362 |
|
|
Medical |
178 |
186 |
195 |
228 |
277 |
|
|
Early Intervention - 2.5yr -3yr |
65 |
98 |
110 |
106 |
120 |
|
|
3+ |
682 |
694 |
702 |
670 |
603 |
|
|
1. HT for Children with Special Educational Needs on Medical Grounds |
SEN school aged no placement |
135 |
77 |
69 |
86 |
79 |
|
2. Maternity Related Absences |
Maternity Related |
4 |
6 |
9 |
10 |
13 |
|
3 (a) No School Place |
No School Place |
185 |
174 |
91 |
159 |
154 |
|
3 (b) Children in Care |
Children in Care |
18 |
14 |
13 |
17 |
8 |
228. Deputy Neasa Hourigan asked the Minister for Education her Department's plans to address the current teacher shortage in primary schools; and if she will make a statement on the matter. [28114/24]
Amharc ar fhreagraEnsuring that every child's experience in school is positive and that they have qualified, engaged teachers available to support them in their learning is a priority area of action for the Government.
Budget 2024 reflects this Government’s commitment to ongoing investment in the education system through various measures:
• Introduction of a professional master’s of education bursary type payment for newly qualified teachers graduating in 2024. Eligible teachers can receive a payment of €2,000, to be paid in 2025.
• Provision of an additional 1,000 posts of responsibility in the school system for the 2024/25 school year, recognising the vital role of school leaders in enhancing educational outcomes by fostering a positive school environment and empowering educators and learners within their communities.
In addition to these recently introduced measures, as Minister I have developed further initiatives to address teacher supply challenges, including:
• Approving 610 additional places on initial teacher education programs for primary level over the academic years 2023/24 and 2024/25.
• For primary schools, substitute teacher supply panels are also in place. For the 2023/24 school year, 590 substitute teacher supply posts have been allocated to 166 panels, covering nearly 2,900 schools. This scheme provides substitute cover for teachers employed in primary schools who are absent on short-term leave.
• Newly qualified teachers (NQTs) employed in primary schools will from 14 November 2023 be able to apply to the Teaching Council to complete the Droichead process while employed on a Supply Panel or Principal Release Time Post. The measure has been extended to the end of the 2024/2025 school year. This measure increases the attractiveness of these posts to NQTs and supports primary schools to provide substitute cover.
• Ensuring flexibility in initial teacher education programs to allow student teachers to support schools, with over 2,700 registered under Route 5 with the Teaching Council in 2023, providing valuable substitute teaching support. Currently there are 3,700 registered under Route 5, the highest number ever.
• Encouraging retired teachers to provide substitute cover, resulting in a significant increase of 49% in teaching days provided between the 2021/22 and 2022/23 school years. A new communications campaign began earlier this year to encourage retired teachers to return to teaching.
• The 50 day pension abatement waiver, for retirees returning to work, has been extended for a further two years to the end of 2025.
• Reduction of restrictions on job-sharing teachers and those on career breaks from working as substitutes.
• The Teaching Transforms campaign continues to promote the teaching profession encouraging students to follow a career in teaching. The campaign uses digital, radio and video media, and is supported by a dedicated webpage, www.gov.ie/teachingtransforms
These measures have contributed to the lowest-ever teacher allocation ratio in primary schools, with a 10% reduction in the average student-per-teacher ratio between 2017 and 2023.
Teaching remains an attractive career choice.
• CAO preferences for primary teaching showed increases at the closing date in February 2024 with overall mentions up 10% and first preferences increasing by 2% from 2023.
• In 2024, there were 4,271 first preference applications for undergraduate teaching programmes, showing a trend largely consistent with recent years. Analysis of CAO applications spanning from 2017 to 2024 indicates a sustained and robust demand for undergraduate teaching programmes. On average, 6% of first preference applications during the period from 2017 to 2024 were for either primary or post-primary teaching programmes. Specifically, the percentage of first preference applications for undergraduate primary teaching programmes ranged between 2.9% and 3.8%, while those for post-primary undergraduate programmes ranged between 2.4% and 2.9%.
• The ratio of first preference applications through the CAO for level 8 courses in 2022 shows that there were 1.5 applicants per place for education, with a higher demand for primary courses (2) than for post-primary places (1.5). The demand for primary ITE is higher than for all fields except for medicine (3.5) and veterinary medicine (5.2)
• The new pay deal, with all three teacher unions having voted in favour of, will mean that teachers’ starting salary will increase to €46,000 rising to a maximum of €85,000 per year which compares well internationally. Starting pay of €46,000 will be almost €20,000 higher than the 2011 rates.
• Over 3,700 newly qualified teachers have registered with the Teaching Council in 2023, with over 122,000 now on the Teaching Council register.
The vast majority of sanctioned teacher positions are filled. The rate of resignation and retirement is very low by any standard and is consistent with previous years.
Ireland’s education system is performing strongly, something that is supported by recent international testing. That is a tribute to the professionalism and dedication of our teachers. We need to continue to support our schools and maintain the high standards that have helped get us to where we are.
My Department continues to engage closely with education stakeholders to develop further, innovative measures to address teacher supply issues.
229. Deputy Paul McAuliffe asked the Minister for Education to provide an update on a school place for a child (details supplied). [28238/24]
Amharc ar fhreagraI understand that this is an anxious time for parents who are seeking a school place for their child for September and I would like to assure the Deputy that this government is determined to alleviate the pressures faced by parents when seeking a special educational placement.
The National Council for Special Education (NCSE) has advised my department that the child referred to by the Deputy is currently enrolled in a special class in a mainstream school, but requires a special school placement. The local special educational needs organiser (SENO) is in regular communication with the family regarding the needs of the child and will continue to provide support and information in relation to special schools in the area as it becomes available.
My department and the NCSE work closely in relation to the forward planning of new special classes and additional special school places, work which is close to finalisation for the 2024/25 school year.
381 new special classes have been sanctioned by the NCSE for the 2024/25 school year, 267 at primary and 114 at post primary level. Of these, 59 are in Dublin, this brings the overall number of classes in the county to 593.
The NCSE expect to confirm some additional classes shortly to ensure that a sufficient level of provision is available. The NCSE is confident that through the provision of these new classes and vacancies in existing classes there is sufficient places to meet the needs of all children known to them for September 2024.
I referenced earlier that this government is committed to alleviating the pressures faced by parents seeking a special educational placement.
Significant additional resources and funding of €13 million have been allocated to the NCSE to allow for the expansion of its services, which will bolster the level of service and provide effective structures to relieve pressure on parents.
This funding has allowed for, among other things, a significant increase in the number of SENOs which will increase from 73 to 120 by next September. These SENOs will work closely with children, their families and schools on the ground in order to provide the necessary supports.
Additional administrative support staff, team managers and other professionals are also being employed to allow SENOs concentrate on working directly with schools and families.
Legislation also provides for the NCSE to have a greater role in the admission of children with special educational needs. This is something that would require significant engagement with the education partners and it is something my Department and the NCSE.
230. Deputy Pa Daly asked the Minister for Education if an exception can be made for a child (details supplied) who does not have transport to school; and if she will make a statement on the matter. [28240/24]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 161,600 children, including over 135,000 pupils travelling on primary and post primary services, 19,800 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine are transported on a daily basis to primary and post-primary schools throughout the country.
The total cost of the scheme in 2023 was €382.02m.
There has been an overall increase in both applications and tickets issued for the 2023/2024 school year in comparison to the 2022/2023 school year.
Children are eligible for transport at primary level where they reside not less than 3.2 kilometres from and are attending their nearest national school, and at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.
Children who are eligible for school transport and who have completed the application process on time will be accommodated on school transport services where such services are in operation and where capacity exists.
Children who are not eligible for school transport, but who completed the application process on time, will be considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.
Because of the nature of concessionary transport for non-eligible children and the priority of providing places for eligible children, there may be an excess of demand over supply for concessionary places. In these cases Bus Éireann will allocate tickets for spare seats using an agreed selection process.
Bus Éireann has advised that the pupil referred to resides 4.3km from home to Causeway Comprehensive school and therefore is not eligible for transport as they do not meet the distance criteria under the post primary school transport scheme.
However, there is a school transport service operating from this pupil’s area to Causeway Comprehension School and I am pleased to advise that this pupil, who resides 0.7 km from home to the closest pick-up point will be offered transport on this service for the 2024/25 school year in line with the mainstream concessionary policy.
231. Deputy Patrick Costello asked the Minister for Education for an update on the building works for a school (details supplied); and if she will make a statement on the matter. [28249/24]
Amharc ar fhreagraThe building project for Setanta Special School is at Architectural Planning Stage 4 - Construction. Works commenced on site in June 2023 with an estimated completion timeframe of 18 months. However, due to unforeseen site issues at the outset, completion is now estimated at Quarter 2 of 2025. The Design Team and my Department's Planning and Building Unit are monitoring progress closely and every effort will be made to mitigate any further delay.
My Department officials will keep the school authority informed in relation to the completion date as the project progresses.
I can confirm that rental accommodation had been approved by my Department for one of the schools to which the Deputy refers. The rental company are due to connect the necessary utilities and carry out final checks before the accommodation can be used by the school. The school authorities are working with the accommodation provider on these matters and my officials have been informed that this is taking place imminently. This accommodation will then be available for the 24/25 school year.
232. Deputy Matt Carthy asked the Minister for Education if she will introduce a support scheme for teachers and special needs assistants assaulted during their work, which would include the provision of financial assistance to cover expenses related to medical bills, therapy sessions and medication, provision of assault leave to teachers for the duration of the medically certified leave and the establishment of a comprehensive support system for educators who become victims of violence within the workplace, ensuring a swift and empathetic response to their needs;; and if she will make a statement on the matter. [28267/24]
Amharc ar fhreagraThe Leave of Absence following Assault Scheme is contained in the Department’s Circular Letter 0061/2017 for teachers and 0062/2017 for SNAs. It provides for special leave with pay (subject to specified limits) to a teacher or special needs assistant 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.
In 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 and Special Needs Assistants, the Department of Education is not the employer.
The Department of Public Expenditure, NDP Delivery and Reform (DPENDR) determines the terms and conditions of Leave Schemes for Public Servants, which includes teachers and SNAs. In this regard, the limits imposed in the Assault Leave Circular for Teachers was agreed with Education Partners in conjunction with DPENDR.
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.
A Teacher/SNA 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, www.gov.ie/en/service/23acf5-employee-assistance-service/ , which is currently provided by Spectrum.Life, is available as a supportive resource for teachers and SNAs. 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 or SNA, the Department can facilitate this request.
233. Deputy Niall Collins asked the Minister for Education the status of contacts being maintained with a DEIS school (details supplied) in respect of the proposed building programme; and if she will make a statement on the matter. [28280/24]
Amharc ar fhreagraThe large-scale capital project at the school is included in my Department’s construction programme which will be delivered under the National Development Plan (NDP) as part of the Project Ireland 2040 framework.
The project is at Architectural Planning Stage 3 – Tender Action and Award, the tender report for the main contractor was reviewed by my Department, and the authorisation to issue the Letter of Intent was issued 27th June 2024. Once the Letter of Intent issues, there is a minimum 14-day standstill period before there can be further progression of the project. The period between Letter of Intent and Letter of Acceptance varies depending on the project and the extent of post-tender clarifications required.
The project remains a priority for delivery, in line with the accommodation issues present at the school. My Department want to reassure the school community, that the school building project will be progressed and delivered.
My Department will be in further contact with the school as the project progresses to the next stage and completes the Tender Process.
234. Deputy James O'Connor asked the Minister for Education the position regarding the additional school accommodation scheme in respect of a school (details supplied); and if she will make a statement on the matter. [28293/24]
Amharc ar fhreagraI can confirm to the Deputy, that the Department is in receipt of an application for capital funding, under the Additional School Accommodation (ASA) scheme, from the school authority in question.
The purpose of my Department’s Additional School Accommodation (or ASA) scheme is to ensure that essential mainstream classroom accommodation and accommodation for pupils with special education needs is available to cater for pupils enrolled each year, where the need cannot be met by the school’s existing accommodation.
At primary level, this situation generally arises to cater for a school’s accommodation requirements where an additional teaching post has been sanctioned by Teacher Allocation Section, or the requirement for a new class for pupils with special education needs has been identified by the NCSE, and all available alternative accommodation within the school is already being used for classroom purposes.
Since 2020, my department has invested in the region of €4.8 billion in our schools throughout the country, involving the completion of over 800 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.
I also recently announced 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.
• I can confirm that a brief letter of offer was accepted by the school authorities for a traditional build and the application is in its final stages of assessment. Once the assessment process has been finalised, the school authority will be notified of the decision directly.
235. Deputy Richard Bruton asked the Minister for Education to indicate the distribution of the current primary schools and pupil numbers across the different patronage bodies; and the extent to which there has been a growth in non-denominational and multi-denominational schools over the past decade. [28299/24]
Amharc ar fhreagra236. Deputy Richard Bruton asked the Minister for Education the number of transfers of patronage which have been completed over the past decade from denominational patronage to other forms of patronage. [28300/24]
Amharc ar fhreagraI propose to take Questions Nos. 235 and 236 together.
The target for multi-denominational provision is the Programme for Government commitment of 400 multi-denominational primary schools by 2030. In the last number of years there has been considerable progress towards increasing the number of multi-denominational schools with 51 of the 52 new primary schools and 45 of the 51 new post-primary schools established since 2011 having a multi-denominational ethos.
There are currently 169 mainstream primary schools with a multi-denominational or inter-denominational ethos.
Separately 12 primary schools have been established under the patronage divesting process, all of which have a multi-denominational ethos. In two of the patronage divesting areas, the demographics increased sufficiently to warrant the establishment of new schools for demographic purposes outside of the divesting process and new multi-denominational schools have been established in these areas.
For historical reasons, most primary schools are State-aided parish schools, with the local Bishop as patron. It is recognised, including by the Catholic patrons, that more diverse provision is required to cater for our changing society.
My Department’s ‘Schools Reconfiguration for diversity process’ supports the transfer of schools from denominational patrons to multi-denominational patrons in response to the wishes of local school communities.
This process has been developed to accelerate the delivery of multi-denominational schools.
During 2022/23 a pilot structured engagement process took place with school communities in a number of towns and areas of cities that had no multi-denominational primary schools. This process aimed to identify potential schools and to engage with school authorities, school staff and the school communities with a view to agreeing on a transfer of patronage and change of ethos, where there was sufficient demand.
Four schools (which were under Catholic patronage) across the 8 pilot areas have decided to transfer patronage becoming multi-denominational primary schools. Two of these schools (Cornamaddy Community National School in Athlone and South City Community National School, formerly St. Enda’s Primary School in Whitefriar Street, Dublin 8) have transferred to the local Education and Training Board, becoming multi-denominational community national schools.
A further school (Kyle NS, Kyle, Youghal, Co. Cork) is transferring from Catholic patronage to the local Education and Training Board, becoming a multi-denominational community national school with effect from September 2024. The remaining school (Paradise Place ETNS, formerly St. Mary’s, Dorset Street) transferred patronage to Educate Together in April 2024.
A number of transfers of patronage and change of ethos to multi-denominational have been agreed between individual patrons. Under the Education Act 1998, the legal responsibility for transferring patronage rests with the current school patron in the first instance.
A school patron may write to the Minister to request a voluntary transfer of patronage under Section 8 of the Education Act 1998, in relation to the particular school and requesting that the patron register is amended accordingly.
In this context Fedamore National School, Co. Limerick and Lyreacrompane National School, Co. Kerry will operate as Community National Schools under the patronage of their local ETB from September 2024.
It is my intention that, following consultation with relevant stakeholders, a review of the 2022/23 reconfiguration structured engagement process in the 8 pilot areas nationwide will be finalised and published shortly. It is envisaged that it will include a framework for delivering on the Government commitment for increasing multi-denominational provision.
A significant amount of work has been done by my Department on the scope, logistics and practical arrangements for a survey of primary school communities. It is intended that the online, school-specific survey will ask parents and guardians of children currently in primary school and parents and guardians of children who have not yet started primary school their preferences on important aspects of school provision and choice.
It is intended that the survey will focus on a number of areas including demand for a multi-denominational ethos, demand for co-education provision in respect of schools which are currently single-sex (schools catering only for boys or only for girls) and demand for the provision of education through Irish.
As part of this process, it is my intention to keep school staff informed as the process progresses and provide an opportunity for school staff to participate in the survey. The survey of primary school communities will be conducted in the 2024/25 school year. Further details will be announced in due course.
My Department is conscious of the need to give real-time, concise information to parents, school staff and the wider community. The Reconfiguration Unit is increasing its online presence by designing a new section of the gov.ie website to provide bespoke, accessible and clear information on reconfiguration.
Parental demand will be the key driver in meeting the Programme for Government target of 400 multi-denominational primary schools by 2030. The extent of such demand and the period/year that this arises will impact on our ability to meet the target by 2030.
The Government’s goal remains to establish a strong process, that has the support of patrons and local communities, and which will enable us to continue to increase the number of multi-denominational primary schools across the country.
Regarding the breakdown of primary schools and students under each patronage body, the following table outlines the final enrolment data in mainstream primary schools for the 2022/2023 school year. The final enrolment data for 2023/2024 will be published shortly.
|
Patronage |
Catholic |
Church of Ireland |
Multi-Denominational |
Inter-Denominational |
Presbyterian |
Muslim |
Methodist |
Jewish |
Quaker |
Total |
|
No of Schools |
2739 |
168 |
150 |
16 |
17 |
2 |
1 |
1 |
1 |
3095 |
|
No of Pupils |
488084 |
16193 |
39387 |
3594 |
814 |
815 |
94 |
98 |
119 |
549198 |
I can also confirm to the Deputy that my Department has published a full statistical bulletin for the 2022/2023 school year which is available at the following link: assets.gov.ie/263000/f2932136-6191-4e56-9af0-5b315e85702f.pdf
237. Deputy Richard Bruton asked the Minister for Education the evolution of the pupil-teacher ratio at primary level and at secondary level since 1990. [28301/24]
Amharc ar fhreagra238. Deputy Richard Bruton asked the Minister for Education to indicate the evolution of DEIS schools since 1990 at primary and at secondary level, identifying the number of schools and of pupils at each point after a new intake was adopted, and the additional concessions to selected schools offered to the different category of participating schools. [28302/24]
Amharc ar fhreagraMy Department provides a wide range of supports to all schools, DEIS and non-DEIS, to support the inclusion of all students and address barriers to students achieving their potential. Supplementing the universal supports available to all schools, the Delivering Equality of Opportunity in Schools (DEIS) Programme is a key policy initiative of my Department to address concentrated educational disadvantage at school level in a targeted and equitable way across the primary and post-primary sector.
The DEIS concept was introduced in 2005 by the then Minister for Education and Science, Mary Hanafin TD, in DEIS an Action Plan for Educational Inclusion. The DEIS concept recognised that under-achievement in school can have profound consequences for children and adults in later life, including economic uncertainty, wellbeing and health issues, low self-esteem and problems participating in family and community life.
The DEIS plan recognised the lack of a standardised system for identifying levels of disadvantage in schools and sought to improve methods for the identification of schools whose students were from disadvantaged backgrounds, and the targeting of additional supports to such schools under a range of measures. These measures included Early Start, Giving Children an Even Break, the Home School Community Liaison Scheme (HSCL), the School Completion Programme (SCP), the Early Literacy Initiative and the School Books Grant Schemes at primary and second level. It also included the provision of additional supports for vulnerable groups, particularly Traveller students and students for whom English or Irish was not their first language.
The first schools entered the DEIS programme in September 2006 consisting of 670 DEIS primary Schools and 203 DEIS post primary schools.
A review of the DEIS programme was initiated in 2015. The objective of this review was to develop a new methodology for the identification of schools and a renewed framework of support for schools to address educational disadvantage. The outcome from the review, documented in the Report on the Review of DEIS, was the publication of the DEIS Plan 2017. At the time of the DEIS plan 2017, a further 79 schools were included in the DEIS programme through the initial application of the DEIS identification model. This increased coverage of the DEIS programme to over 183,000 students in approximately 900 schools in the 2017/18 school year.
In March 2022, I announced the single largest expansion of the DEIS programme. This benefited 361 schools. The programme now includes in the region of 1,200 schools and supports approximately 260,000 students. This expansion added an additional €32million to the my Departments expenditure on the DEIS programme from 2023, bringing the overall allocation for the programme to over €180million. The supports provided to schools in the four DEIS bands are listed in the table below.
The extension of the DEIS programme to new schools is just one component of my vision for an inclusive education system which supports all learners to achieve their potential. While the DEIS programme supports those schools with the highest levels of concentrated educational disadvantage, I also recognise that there are students at risk of educational disadvantage in all schools.
Since June 2020, and over the last four budgets, I have secured funding to provide measures to support children in this regard. These measures include reducing class sizes and the allocation of free schoolbooks to students up to Junior Cycle.
My Department is continuing to undertake work towards achieving its vision for an inclusive education system which supports all learners to achieve their potential. To support this work I invited the OECD Strength Through Diversity: Education for Inclusive Societies project to review our current policy approach for the allocation of resources to support students at risk of educational disadvantage. This review will provide an independent expert opinion on the current resource allocation model for the DEIS programme and, drawing on international examples, inform a policy approach for an equitable distribution of supplementary resources to support students at risk of educational disadvantage attending all schools, both DEIS and non-DEIS.
The OECD has engaged with a range of relevant stakeholders to inform the review process as well as drawing on international examples. Throughout the review process, the OECD Strength Through Diversity team carried out engagements with a range of stakeholders such as teacher unions, management bodies and academic experts via online interviews. The OECD research team also visited Ireland and carried out a round of in-person engagements. The group met with representatives from the education partners, the community and voluntary sectors and academic experts. The group also visited a selection of DEIS and non-DEIS schools during their visit and consulted with school staff, parents and children during those visits. The review of the resource allocation model for the DEIS programme is currently being finalised and the OECD estimates that it will be completed this summer.
The OECD review is being complimented by a programme of work by my officials which will consider current allocation approaches and the recommendations from the OECD review. Consultation with a range of relevant stakeholders is an important part of this work. This work aims to develop future resource allocation policies that ensure that every child has an equal opportunity to achieve their potential.
In addition to this, following the National Census conducted in April 2022, an updated HP Deprivation index has now been generated by Pobal. My Department is engaging with Pobal regarding this development and this, along with other data, will be thoroughly reviewed to inform future resource allocation aimed at tackling educational disadvantage.
|
- |
Primary Urban Band 1 |
Primary Urban Band 2 |
Primary Rural |
Post-primary |
|
Smaller class size |
Yes |
N/A |
N/A |
N/A |
|
Administrative/deputy principal (AP/DP) |
Yes (AP on an enrolment of 113 students; DP on an enrolment of 500 students) |
Yes (AP on an enrolment of 136 students) |
|
X (additional DP allocated at lower enrolment threshold (600 students)) |
|
DEIS grant allocation |
Yes |
Yes |
Yes |
Yes |
|
HSCL Scheme |
Yes |
Yes |
N/A |
Yes |
|
Priority access to School Meals Programme from DSP |
Yes |
Yes |
Yes |
Yes |
|
School Completion Programme |
Yes |
Yes |
Yes |
Yes |
|
Literacy/numeracy supports |
Yes |
Yes |
N/A |
N/A |
|
Action planning supports from Inspectorate |
Yes |
Yes |
Yes |
Yes |
|
Priority access to professional learning |
Yes |
Yes |
Yes |
Yes |
|
Priority access to NEPS |
Yes |
Yes |
Yes |
Yes |
239. Deputy Richard Bruton asked the Minister for Education the measures used to assess the impact of DEIS status on the experience and the outcomes for pupils involved relative to schools without that status; and to outline how the gap on these indicators has evolved over time.; and if she will make a statement on the matter. [28304/24]
Amharc ar fhreagraMy Department provides a wide range of supports to all schools, DEIS and non-DEIS, to support the inclusion of all students and address barriers to students achieving their potential.
Supplementing the universal supports available to all schools, the Delivering Equality of Opportunity in Schools (DEIS) Programme is a key policy initiative of my Department to address concentrated educational disadvantage at school level in a targeted and equitable way across the primary and post-primary sector.
In March 2022, I announced the single largest expansion of the DEIS programme. This benefited 361 schools. The programme now includes in the region of 1,200 schools and supports approximately 260,000 students. 1 in 4 students and 30% of schools are now supported in the programme.
This expansion added an additional €32million to my Department’s expenditure on the DEIS programme from 2023, bringing the overall Department of Education allocation for the programme to over €180million.
I am very conscious of the benefits of the DEIS programme and indeed I believe education is the great leveller, and we must do all that we can in order to support all students and young people accessing education in its fullest sense.
The renewed DEIS Plan published in 2017 sets out the vision for future interventions in the critical area of educational disadvantage policy and builds on what has already been achieved by schools who have benefitted from the additional supports available under the initial DEIS programme introduced in 2005.
There has been an extensive programme evaluation of DEIS to date by the Educational Research Centre (ERC), with published reports available on the ERC website. Analysis has shown that since the DEIS programme began, it has had considerable impact in our schools and helped to close the gap in achievement between DEIS and non-DEIS schools.
“The Evaluation of DEIS at post-primary level: Closing the achievement and attainment gaps”, a report published by the ERC in January 2019 shows a narrowing of the gap between DEIS and non-DEIS schools both in terms of performance at Junior Cycle level and retention rates.
The National Assessments of Mathematics and English Reading (NAMER) conducted by ERC provide data on literacy and numeracy outcomes. The 2021 assessments noted that while the gap between DEIS and non-DEIS schools remained stable from 2014 to 2021, there was no decline in performance despite disruptions caused by the COVID-19 pandemic. These findings are to be welcomed in the context of international evidence of learning loss and the particular impact of COVID-19 on pupils from disadvantaged backgrounds.
Despite the impact of the Covid19 pandemic, the target to increase the percentage of high achievers in second class reading in Urban Band 1 schools to 25% was met. This was a 7% increase on the 2014 NAMER results.
My Department’s Inspectorate also carry out a programme of DEIS inspections and the findings are contained in a series of published reports. A composite Inspectorate report published in April 2022 “Looking at DEIS Action Planning for Improvement in Primary and Post-Primary Schools” concluded that where the most effective practice was observed, DEIS action planning for improvement was the vehicle to drive overall school improvement. It was found that, in general, schools are implementing a significant number of interventions to bolster literacy, numeracy and the wellbeing of their students with resources, specific interventions and supports targeted to meet the needs of pupils and students who are most at risk of educational disadvantage.
Schools participating in the DEIS programme have seen retention rates to the Leaving Certificate improve significantly since the programme's introduction. The gap in retention rates between DEIS and non-DEIS schools has narrowed from 16.8% for the 2001 entry cohort to approx. 8.4% for the 2016 cohort.
The extension of the DEIS programme to new schools is just one component of work in my vision for an inclusive education system which supports all learners to achieve their potential. While the DEIS programme supports those schools with the highest levels of concentrated educational disadvantage, I also recognise that there are students at risk of educational disadvantage in all schools. Since June 2020, and over the last four budgets, I have secured funding to provide measures to support children in this regard. These measures include reducing class sizes and the allocation of free schoolbooks to students up to Junior Cycle.
I have invited the OECD Strength Through Diversity: Education for Inclusive Societies project to review Ireland’s current policy approach for the allocation of resources to support students at risk of educational disadvantage. This review will provide an independent expert opinion on the current resource allocation model for the DEIS programme and, drawing on international examples, inform a policy approach for an equitable distribution of supplementary resources to support students at risk of educational disadvantage attending all schools, both DEIS and non-DEIS.
The OECD has engaged with a range of relevant stakeholders to inform the review process as well as drawing on international examples. Throughout the review process, the OECD Strength Through Diversity team carried out engagements with a range of stakeholders such as teacher unions, management bodies and academic experts via online interviews. The OECD research team also visited Ireland and carried out a round of in-person engagements. The group met with representatives from the education partners, the community and voluntary sectors and academic experts. The group also visited a selection of DEIS and non-DEIS schools during their visit and consulted with school staff, parents and children during those visits. The review of the resource allocation model for the DEIS programme is currently being finalised and the OECD estimates that it will be completed this summer.
The OECD review is being complimented by a programme of work by my officials which will consider current allocation approaches and the recommendations from the OECD review. Consultation with a range of relevant stakeholders is an important part of this work. This work aims to develop future resource allocation policies that ensure that every child has an equal opportunity to achieve their potential.
240. Deputy Richard Bruton asked the Minister for Education to provide the data obtained from schools on pupil accomplishment in reading, mathematics, and so on; the frequency with which it is collected; and how it is analysed to establish relative progress in different schools and to inform the priorities for inspection assessments and policy options for educational advancement. [28307/24]
Amharc ar fhreagraMy Department actively engages with primary and post-primary schools to support pupils’/students’ learning, progression and accomplishment, through effective policies for curriculum provision and robust assessment arrangements at classroom, school and at system levels. My Department oversees the conduct of National Assessments of Mathematics and English Reading (NAMER) on a systematic basis and participates in International Assessments to ensure reliable benchmarking of standards and comparison with other countries. The outcomes help us ensure the continued effectiveness of the Irish education system.
Primary schools are required to administer standardised tests in reading and Mathematics to pupils in second, fourth and sixth classes, and to report information from these tests to parents, boards of management and the Department of Education. For every class level, the data provided to the Department show the count and percentage of pupils achieving each Standard Ten (STen) score. Primary schools use this information to adjust teaching practices and to respond to individual learning needs where necessary.
The Department does not publish this data since the publication of league tables is prohibited, for obvious reasons, under the Education Act, 1998. The data also form one element of the school profile used by the Department to determine each school’s Special Education Teaching (SET) allocation. The use of the test data in this way helps to ensure that those children and young people with the greatest level of need in literacy and numeracy receive the greatest level of support.
During school evaluations, inspectors review the results of standardised tests administered by the school and use the data to inform the evaluation of the quality of pupils learning. While this statistical data is not presented in written reports, inspectors highlight school strengths and areas for improvement very clearly in the published inspection reports.
At post-primary level, systematic assessment is also a strong feature of our education system. Ireland’s participation in international assessments (PIRLS, TIMSS and PISA) provides a very important part of the evidence base for evaluating the effectiveness of our education system and developing responsive educational policies. The reformed curriculum and assessment arrangements at Junior Cycle and Senior Cycle also provide teachers, school leaders and policy makers with valuable data on the performance of second-level students and support their progression to further and higher education, and into the world of work.
241. Deputy Mairéad Farrell asked the Minister for Education when a decision was made to remove the requirement for fluency in the Irish language for the position of director of schools within the ETB; and if she will make a statement on the matter. [28310/24]
Amharc ar fhreagraThe Director of Schools position was established in ETBs in 2015.
There is no requirement under the specifications of the position, and no statutory requirement, for a Director of Schools in an ETB to have fluency in the Irish language.
242. Deputy Kathleen Funchion asked the Minister for Education the status of an employee (details supplied) who has been deemed unfit for work by her Department, but has also not been permitted to apply for early retirement-retirement on the grounds of ill health. [28311/24]
Amharc ar fhreagraI refer to your recent correspondence to the Minister for Education, Ms. Norma Foley TD, regarding the status of a Special Needs Assistant (SNA) who is currently availing of the Sick Leave Scheme.
The terms and conditions of the Sick Leave Scheme for SNAs are detailed in Circular 0014/2024 Sick Leave Scheme for Special Needs Assistants Employed in Recognised Primary and Post Primary Schools and are consistently applied across the Public Service regardless of the individual Sector.
The main entitlements are as follows:
• Self-Certified Sick Leave:
• The maximum number of self-certified Sick Leave days allowable in any rolling period of 2 consecutive years of service is 7.
• Certified Sick Leave:
• A SNA who is absent from duty because of personal illness or injury, may be granted paid Sick Leave of:
• A maximum of 3 months (92 days) on full pay in a year
• Followed by a maximum of 3 months (91 days) on half pay.
Subject to a maximum of 6 months (183 days) paid Sick Leave in a rolling 4-year period. Different limits apply to SNAs who have been granted Critical Illness Provision (CIP).
Temporary Rehabilitation Remuneration (TRR) is a payment to support the rehabilitation of SNAs who are absent on extended sick leave and who have exceeded the threshold of 183 days under the Ordinary Illness Provisions (noted above). Subject to criteria TRR will not exceed 18 months (548 days) in a rolling 4-year period. Different limits apply to SNAs who have been granted Critical Illness Provision (CIP).
While in pensionable service, a member may apply for retirement pension benefit on medical grounds. Entitlement to a pension on grounds of ill-health is not automatic. The application process involves a medical assessment by the Occupational Health Service (OHS) and their decision to approve or reject an application. This establishes if the person is medically incapacitated and, if so, that the medical issue is likely to be permanent.
The individual referred to may make a further application for ill-health retirement while still in employment, (including approved unpaid leave) but may not do so earlier than one year from the date of notification of refusal, or, if the case was appealed, from the date of refusal of the appeal, unless there is a serious deterioration in the SNA’s current illness, or unless a new illness occurs.
Additionally, Pension Unit in my Department will contact this person directly to inform them of their pension entitlements and provide support as needed.
243. Deputy Joan Collins asked the Minister for Education further to Parliamentary Question No. 224 of 28 May 2024, if she will act as liaison with the NCSE to attempt to find a place for the child in the new school (details supplied). [28329/24]
Amharc ar fhreagraI understand that this is an anxious time for parents who are seeking a school place for their child for September and I would like to assure the Deputy that this government is determined to alleviate the pressures faced by parents when seeking a special educational placement.
The National Council for Special Education (NCSE) has advised my department that they continue to support the family of the child referred to by the Deputy, who is seeking a special school placement for September. The local special educational needs organiser (SENO) continues to provide support and advice to the family in this regard.
My department and the NCSE work closely in relation to the forward planning of new special classes and additional special school places, work which is close to finalisation for the 2024/25 school year.
381 new special classes have been sanctioned by the NCSE for the 2024/25 school year, 267 at primary and 114 at post primary level. Of these, 59 are in Dublin, this brings the overall number of classes in the county to 593.
The NCSE expect to confirm some additional classes shortly to ensure that a sufficient level of provision is available. The NCSE is confident that through the provision of these new classes and vacancies in existing classes there is sufficient places to meet the needs of all children known to them for September 2024.
I referenced earlier that this government is committed to alleviating the pressures faced by parents seeking a special educational placement.
Significant additional resources and funding of €13 million have been allocated to the NCSE to allow for the expansion of its services, which will bolster the level of service and provide effective structures to relieve pressure on parents.
This funding has allowed for, among other things, a significant increase in the number of SENOs which will increase from 73 to 120 by next September. These SENOs will work closely with children, their families and schools on the ground in order to provide the necessary supports.
Additional administrative support staff, team managers and other professionals are also being employed to allow SENOs concentrate on working directly with schools and families.
Legislation also provides for the NCSE to have a greater role in the admission of children with special educational needs. This is something that would require significant engagement with the education partners and it is something my Department and the NCSE.
244. Deputy Aengus Ó Snodaigh asked the Minister for Tourism, Culture, Arts, Gaeltacht, Sport and Media how a person seeking funding for literary projects relating to climate change can apply under the Creative Climate Action Fund. [27824/24]
Amharc ar fhreagraThe Creative Ireland Programme, in collaboration with the Department of Environment, Climate, and Communications, announced an open call to the Creative Climate Action Fund II: Agents of Change in December 2022. Applications for the fund closed in March 2023. Responses were invited from across the Arts, Cultural and Creative Industries, including literature.
22 projects were awarded up to €50,000 under the Spark strand and 16 projects were awarded up to €250,000 under the Ignite strand. Spark projects will conclude in December 2024, while Ignite projects will conclude in December 2025.
A further funding call relating to creative climate action is not currently scheduled.
However, a number of schemes and initiatives have been established in support of literature by The Arts Council. These include the following initiatives;
• The Laureate for Irish Fiction, www.artscouncil.ie/laureate/about/
• Ireland Chair of Poetry, irelandchairofpoetry.org/
• Children's Laureate, childrenslaureate.ie/
• Writers in Schools Scheme, www.poetryireland.ie/education/writers-in-schools.html
• Third-level Writer Residencies and Fellowships, www.artscouncil.ie/Arts-in-Ireland/Literature/Third-level-Writer-Residencies-and-Fellowships/
• Further information on open calls are available on The Arts Council website under its 'Financial Support' section.
245. Deputy Cathal Crowe asked the Minister for Tourism, Culture, Arts, Gaeltacht, Sport and Media the main policy achievements of her Department since 27 June 2020; and if she will make a statement on the matter. [27971/24]
Amharc ar fhreagraMy Department in its current configuration was established in September 2020. As stated in my Department's Statement of Strategy 2023-2025, our mission is to lead the sustainable development of Tourism, Media and the Gaeltacht and promote participation in the Culture, Arts, and Sports sectors and the Irish language, supporting social progress, and enhancing cultural and economic growth across Irish society.
My Department implements policy to ensure the achievement of this mission and details on some of the recent policy achievements of this Department can be found in my Department’s Statement of Strategy 2023-2025 (www.gov.ie/en/publication/502f6-statement-of-strategy-2023-2025/) and my Department’s 2020 and 2021 annual reports (www.gov.ie/en/publication/daa43-annual-report-2020/). My Department’s 2022 annual report was published in November 2023(www.gov.ie/en/publication/7153c-annual-report-2022/ ) and further frames the advancements made towards achieving the mission and goals as set out in our Statement of Strategy.
Working with Minister of State Thomas Byrne T.D., my Department is committed to the ongoing development, promotion and support of the Department’s diverse sectors and continues to make significant progress. Some of the key highlights of the many recent initiatives and policy achievements across the Department are set out below.
Tourism
• In Budget 2024, I secured the funding of 216 million to support the sector, which underpins the comprehensive programme of work by both tourism agencies for a range of measures such as climate action, sustainable destination and product development to build the appeal of destinations across Ireland. Within this overall allocation up to 10 million is available for a specific programme of supports targeted at tourism business experiencing challenges associated with a reduction in footfall in regions most impacted by tourism bed-stock displacement.
• Fáilte Ireland has launched four new Regional Tourism Strategies, which will provide a framework for sustainable tourism development across Ireland.
• €7.6 million in Shared Island funding has been secured for a project linking the Causeway Coastal Route and the Wild Atlantic Way.
• €7.75 million in Brexit Adjustment Reserve funding has allowed Tourism Ireland to put in place a marketing strategy to retain business from Great Britain, increase the numbers of EU visitors in Ireland to reduce dependence on the Great Britain market and drive greater market diversification.
• Following the appointment of the Northern Ireland Executive in February this year, the meetings of the North South Ministerial Council have resumed. At the first meeting of the Tourism Sectoral on 24 June I affirmed my Department’s commitment to work together with all stakeholders towards achieving a sustainable tourism sector. I also signed a Joint Ministerial Statement supporting Sustainable Tourism and agreed to the establishment of a Joint Strategic Coordination Group to identify and examine opportunities that will support the sustainable development of the tourism sector across the island.
• I am currently progressing the development of a new national tourism policy framework to mainstream sustainability across the entire sector in the period to 2030. While it will aim to grow the tourism sector, the objective will be to do so in a manner consistent with our broader sustainability targets. While initial consultations with key stakeholders were completed in 2023, earlier this year I launched an online survey seeking the views of the public to help finalise the Framework. My department recently completed an analysis of all these submissions and the matters raised will be fully considered when finalising the Policy Framework. In this regard, I hope to publish the Policy Framework itself shortly.
Arts and Culture
• The Basic Income for the Arts scheme is a three-year pilot that I established as a research project so that an evidence base can be developed around the impact of such a payment to artists. This in turn which will inform future Government policy in relation to how Ireland supports her artists. In 2023, evaluation of the scheme began, and four research papers have been published analysing the data collected thus far.
• In June 2023, I launched a sectoral consultation for a new national policy framework on culture and climate. The aim of the policy framework is to start the process of guiding and supporting the sector’s response to the climate emergency. Work is ongoing to finalise the policy.
• In June 2024, I announced details of a new pilot capital scheme that will enable Local Authorities to increase the provision of Artist Workspaces across Ireland. This €6 million funding aims to increase the provision of affordable workspaces for artists and ensure the timely delivery of arts and culture capital investment commitments.
• There was an increase of €2m to the ceiling for donations to National Cultural Institutions under Section 1003 of the Taxes Consolidation Act announced in Budget 2024. The annual capacity of the scheme was increased from €6m to €8m, which is the first increase since 2002.
• Significant progress has been made across the 36 actions in the Report of the Night-Time Economy Taskforce, including the appointment of nine Night-Time Advisors who will help to drive and support a more sustainable Night-Time Economy in their local areas.
• Building on the legacy of the Decade of Centenaries and the work of the Expert Advisory Group on Centenary Commemorations, I am continuing the supportive and facilitative approach in planning for future commemorations.
• A new Advisory Committee on the Representation of Women and Women’s Stories within the collections of the National Cultural Institutions has been appointed to examine how the diverse experiences and voices of women, particularly historically marginalised women, are represented in the context of the national cultural institutions and the national collections.
Gaeltacht
• Significant new investment has been made in developing the Irish language in our schools, including over €2m for the expansion of the Gaelbhratach programme in 2023 and the extension of the Languages Assistants Scheme to statutory Gaeltacht Service Towns and Irish Language Networks.
• In line with the Programme for Government commitment, legislation is currently being drafted to provide for the return of elections to the Board of Údarás na Gaeltachta.
• My Department published the new Strategy for the Language-based Arts and associated action plan in March of this year.
• The Digital Plan for the Irish language was published in December 2022. My Department intends to finalise the establishment of a steering group in the coming weeks, which will be tasked with setting out the implementation of the Plan for the next five years.
• The Official Languages (Amendment) Act, 2021 was enacted in December 2021. Through this, public bodies will be supported in increasing the number and quality of the public services provided through Irish, and increase the number of staff competent in the Irish language.
• In 2022 a provision relating to advertising carried out by public bodies was commended, whereby they must now carry out 20% of advertising through the Irish language and spend 5% of any advertising budget on advertising done through Irish in Irish language media. This provision has greatly increased the visibility of the language across all media platforms used by public bodies.
• The statutory Irish Language Services Advisory Committee was established in June 2022. The Committee has overall responsibility for the preparation of the National Plan for Irish Language Public Services,which was submitted to Minister of State Byrne in June 2024 for consideration before its submission to Government within 3 months.
• The appointment of the Placenames Committee on a statutory basis will enable the passing of eight placenames orders for various counties over the lifetime of the next Placenames Committee.
Sport
• Minister of State Byrne launched the National Code of Conduct Template for Irish sports in 2023, which sets forth a set of guidelines and principles that promotes the behaviour and conduct expected from athletes, coaches, parents/guardians, supporters,referees/officials, and club members, regardless of the sporting environment.
• Minister Byrne also launched a new, multi-annual Social Innovation in Sport programme to develop innovative social inclusion programmes through the use of sport and physical activity, with a specific focus on individuals at risk of social exclusion and poverty.
• Participation rates in sport reached a record high in 2023, standing at 47%, with women’s sports participation increasing by 6% between 2022 and 2023, to 46% compared to 49% for men.
• Female representation on the boards of sports organisations has increased from just 24% in 2019 to 45% in 2024.
• High Performance Sport has seen the highest ever level of investment , with €25 million allocated in 2024.
• The Women in Sport Programme saw record investment of €4 million for 2024.
• My Department is continuing to support the hosting of Major Sports Events in Ireland and to explore further hosting opportunities. This is evidenced by the Government’s support for events such as the US College Football Classic every August from 2022 – 2026, the hosting of the UEFA Europa League Final in 2024, the Ryder Cup in 2027 in Limerick and the EURO 2028 football championships.
• Under the latest round of the Sports Capital and Equipment Programme (SCEP), in May 2024, Minister of State Byrne and I announced that over €26 million in equipment-only grants had been provisionally allocated to over 900 projects. A record €250 million is being made available under this round of the SCEP, which represents a 50% increase in funding compared with the previous 2020 round of the Programme.
• Since January 2020, 33 individual projects have benefitted from funding under the first round of the Large Scale Sport Infrastructure Fund (LSSIF), bringing the total awarded to date to €124 million. Furthermore, funding of up to €120 million was announced under the second round of LSSIF, which opened for applications in April 2024. As part of this new round, in April we launched the new Similar Access Requirement which now means that recipients of LSSIF funding must accommodate the needs of women and men, on a similar basis, with respect to accessing the facilities that have been allocated public funding. Any organisation that is in receipt of LSSIF funding must have a similar access policy in place, and must work towards publishing it as soon as possible.
Media
• The Online Safety and Media Regulation Act was signed into law in December 2022. Under the Act a new multi-person regulator, Coimisiún na Meán, was established on 15 March 2023 and commissioners were appointed. An Coimisiún is establishing a new regulatory framework for online safety and will enforce updated rules for broadcasters and video on-demand providers.
• Further to the publication of the Future of Media Commission report in July 2022, Government established an Implementation Group to develop an Implementation Strategy and Action Plan to give effect to the accepted recommendations. The Plan was published in January 2023.
• The Future of Media Commission recommended the establishment of a new Media Fund to provide support for the provision of public service content by the wider media and journalism sector at local, regional and national levels on a platform neutral basis. I secured €6m in Budget 2024 for new Local Democracy and Courts Reporting Schemes. These are being prioritised for implementation by Coimisiún na Meán this year. Further details on the timelines for the rollout of the schemes will be made available by Coimisiún na Meán in due course.
• July 2023, I launched an examination of RTÉ consisting of Reviews of Governance and Culture and of Contractor Fees, HR and Other Matters and the appointment of a forensic accountant to examine the RTÉ barter account and any other off-balance sheet accounts. On 7 May 2024, I published both the Reviews and the report of the forensic accountant. On 24 June 2024, both my Department and RTÉ published implementation plans, setting out how the 116 recommendations of the Reviews would be implemented.
• In September, I launched Cúla4, TG4’s new Irish language television service for children and young people, which follows a period of sustained investment in TG4.
• A multi-stakeholder Working Group has been established to develop a National Counter Disinformation Strategy.
• €16.7 million has been secured for approximately 200 radio and television projects through the Sound and Vision Scheme.
My Department and I as Minister, will continue to invest, legislate and deliver policy and funding for these important sectors, which provide critically important services in our communities, and are integral to our economy and our society.
246. Deputy Brian Stanley asked the Minister for Tourism, Culture, Arts, Gaeltacht, Sport and Media the reduction in revenue generated by TV licence sales that is, new, renewal and standing order between June 2022 and June 2023, and July 2023 to June 2024, inclusive; and if she will make a statement on the matter. [28091/24]
Amharc ar fhreagraThe statutory basis for the current TV licence system is provided for under Part 9 of the Broadcasting Act 2009. The legislation also provides for An Post acting as the statutory issuing agent for licence fee collection.
The number of TV licences issued for the periods requested, including the breakdown of first time, renewal and direct debit, as well as the reduction in revenue generated, are set out in the table below.
|
First Time |
Renewal |
Direct Debit |
Total |
Revenue Generated |
|
|
July 2022 – June 2023 |
110,348 |
661,871 |
175,580 |
947,799 |
€151,647,840 |
|
July 2023 – June 2024 |
64,242 |
531,168 |
166,352 |
761,762 |
€121,881,920 |
|
Difference |
-46,106 |
-130,703 |
-9,228 |
-186,037 |
-€29,765,920 |
As set out above, the total reduction in revenue generated by TV licence sales for the 12 month period between July 2023 and June 2024 amounts to €29,765,920.
TV licence figures are available online at www.gov.ie/en/publication/d5f84-tv-licence-sales/ , these are updated by the Department on a weekly basis.
TV licence receipts support not only RTÉ but also the wider broadcasting sector such as TG4 and the radio sector who are supported through the Sound and Vision Scheme. I continue to urge everyone who is required to have a TV licence to purchase or renew and enable the continuation of this important funding for our public service media. Not only is it the law, but it supports a wide range of public service content created by the independent sector for a number of other broadcasters, not only RTÉ.
