Jim O'Callaghan
Ceist:262. Deputy Jim O'Callaghan asked the Minister for Enterprise, Trade and Employment the measures taken to help the SME sector since July 2020; and if he will make a statement on the matter. [28931/24]
Amharc ar fhreagraSmall and Medium Enterprises
Ceisteanna (262)
Freagraí scríofa
The Government is committed to backing businesses and will continue to work closely with SMEs nationwide by supporting their growth.
In May of this year, the Government agreed to a package of measures to support SMEs and with the aim of reducing costs for small and medium sized businesses.
Key measures in the SME Package included:
• reopening the Increased Cost of Business (ICOB) Scheme for another 14 days
• introducing a second payment of ICOB for businesses in the retail and hospitality sectors
• doubling the Innovation Grant Scheme to €10,000
• increasing the maximum amount available under the Energy Efficiency Grant Scheme to €10,000 and reducing the business contribution rate from 50% to 25%
• widening the eligibility for the Trading Online Voucher, extending it to all sectors up to 50 employees, modernise eligible expenditure and doubling the grant to €5,000
• increasing the lending limit for Microfinance Ireland loans to €50,000 from €25,000
• widening the eligibility for the Digital for Business Consultancy Scheme and extending it to all sectors with up to 50 employees
• launching a new ‘Ireland’s Best Entrepreneur Programme’ to encourage entrepreneurship and startups in under-represented groups
• launching the new online National Enterprise Hub for SMEs to access information on the wide range of Government business supports
• implementing an enhanced ‘SME Test’
• review ESRI research on the impact of Statutory Sick Leave before deciding on any further increases
• review the proposed Roadmap for Increasing Minimum Annual Remuneration Thresholds for Employment Permits
My Department is very aware of the increase needs of small businesses over the past number of years with COVID restrictions, energy crisis and increases in the cost of doing business. The Government set up emergency support schemes for business since 2020 in order to get cash to businesses that needed it quickly. Amongst these schemes include Restart Grants 1 and 2, the Small Businesses Assistance scheme for COVID (SBASC) 1 and 2, the Business Energy Scheme for COVID (TBESS), the Business Users Support Scheme for Kerosene (BUSSK), and most recently the Increased Cost of Business Scheme (ICOB).
My Department through Enterprise Ireland and the Local Enterprise Offices (LEOs) have a suite of supports on offer to small businesses.
The past four years has seen the remit of the LEOs expanded into the heart of our locally traded sector and have a greater focus on developing new exporters. The recently launched LEOs Policy Statement 2024 – 2030 reaffirms the centrality of LEOs as the first stop shop for small businesses in Ireland.
In 2023, my Department received approval from Government to extend the LEO mandate, allowing LEOs to provide direct grant funding to enterprises operating in the manufacturing and internationally traded services sectors with export ambition with up to 50 employees.
The Government and my Department’s focus is on ensuring that our businesses and jobs remain viable for the future. In that regard through our agency Enterprise Ireland there were schemes introduced between 2020 – 2024 specifically targeting the challenges of the pandemic, the war in Ukraine, and global supply chain disruption. Some of these are outlined below:
• COVID-19 Business Financial Planning Grant,
• Sustaining Enterprise,
• Sustaining Enterprise Fund - Small Enterprise,
• Sustaining Enterprise Fund – HPSU,
• Ready for Customs Grant,
• Online Customs Insights Course,
• Ukraine Enterprise Crisis Scheme.
My Department also actively engages with a number of stakeholders through various forums including the Enterprise Forum, the Retail Forum and the SME & Entrepreneurship Taskforce with a view to identifying practical actions and priorities to support the sector.
Official Engagements
Ceisteanna (263)
Alan Kelly
Ceist:263. Deputy Alan Kelly asked the Minister for Enterprise, Trade and Employment if he plans to visit the United States of American during quarter 3 of 2024. [28950/24]
Amharc ar fhreagraFreagraí scríofa
Each year, Enterprise Ireland and IDA Ireland prepare a programme of trade missions and events which supports the goal of securing high-level market access for companies based in Ireland who are aiming to grow business overseas and increase domestic employment and showcasing opportunities for foreign direct investment in support of high-quality jobs and regional development throughout Ireland.
In recent years the majority of Ministerial-led trade missions have taken place to the Eurozone, North America and Asia Pacific, which represent the strongest growth opportunities for Irish companies. These missions have focused on promoting the innovative capabilities and competitive offerings of Irish companies to international buyers in a range of sectors including internationally traded services, fintech, high-tech construction, engineering, ICT and life sciences.
Later this month on week beginning 15 July, I will lead a trade mission to the US East Coast with engagements in New York and Boston and in September I will lead a joint EI and IDA Ireland trade and investment mission to the USA West Coast which will include a series of high-level meetings with a range of companies including existing IDA client companies based in the region.
Legislative Process
Ceisteanna (264)
Alan Kelly
Ceist:264. Deputy Alan Kelly asked the Minister for Enterprise, Trade and Employment if all sections of all Acts under the remit of his Department in the past two years have been commenced; and the number of sections within Acts that are outstanding. [28951/24]
Amharc ar fhreagraFreagraí scríofa
My Department has progressed a suite of legislative priorities over the last 2 years. Workers’ rights have been improved via the Sick leave Act, the Employment (collective redundancies and miscellaneous provisions) and companies (Amendment) Act and the Employment Permits Act. In addition, we have delivered a robust framework that underpins controlled goods, digital services, screening of third country transactions and reform of personal injuries resolution. Below is the list of all acts for the last two years and details of sections of acts whether they have been commenced in full and where there are parts that are yet to be commenced.
2024
Digital Services Act 2024 11 Feb 2024. The Digital Services Act has been commenced in its entirety: no sections are outstanding.
Employment (Collective Redundancies and Miscellaneous Provisions) and Companies (Amendment) Act 2024 09 May 2024. The Employment (Collective Redundancies and Miscellaneous Provisions) and Companies (Amendment) Act has been commenced in its entirety: no sections are outstanding.
2023
Control of Exports Act 2023 25 Oct 2023. The Control of Exports Act is not fully commenced. It is expected that the Act will be fully commenced in Q3 2024 pending the roll out of a new IT system.
Representative Actions for the Protection of the Collective Interests of Consumers Act 2023 11 Jul 2023. The Representative Actions for the Protection of Collective Interests of Consumers Act has been commenced in its entirety: no sections are outstanding.
Screening of Third Country Transactions Act 2023 31 Oct 2023. The Screening of Third Country Transactions Act is not fully commenced. It is expected that the Act will be commenced in Q3 2024 pending the roll out of a new IT system.
2022
Competition (Amendment) Act 2022 29 Jun 2022. The Competition (Amendment) Act has been commenced in its entirety: no sections are outstanding.
Consumer Rights Act 2022 07 Nov 2022. The Consumer Rights Act is not fully commenced. Section 161 requires that regulations be drafted and officials are considering the issues arising in drafting these regulations.
Credit Guarantee (Amendment) Act 02 Dec 2022. The Credit Guarantee (Amendment) Act has been commenced in its entirety: no sections are outstanding.
Payment of Wages (Amendment) (Tips and Gratuities) Act 2022 20 Jul 2022. The Payment of Wages (Amendment)(Tips and Gratuities) Act has been commenced in its entirety: no sections are outstanding.
Personal Injuries Resolution Board Act 2022 13 Dec 2022. The Personal Injuries Resolution Board Act has been commenced in its entirety: no sections are outstanding.
Sick Leave Act 2022 20 Jul 2022. The Sick Leave Act has been commenced in its entirety: no sections are outstanding.
Legislative Process
Ceisteanna (265)
Ged Nash
Ceist:265. Deputy Ged Nash asked the Minister for Enterprise, Trade and Employment the reasons the Employment (Restriction of Certain Mandatory Retirement Ages) Bill 2024 will not be enacted before the summer recess; if he will commit to introducing the Bill this autumn; and if he will make a statement on the matter. [28971/24]
Amharc ar fhreagraFreagraí scríofa
In March 2024 Government approved the drafting of the Employment (Restriction of Certain Mandatory Retirement Ages) Bill 2024, which will implement a key commitment included in the Government’s response to the Pensions Commission Recommendations and Implementation Plan.
The purpose of the Bill is to align mandatory retirement ages in employment contracts with the State Pension age, age 66, where an employee does not consent to the mandatory retirement age. This element of consent reflects the fact that many employees may want to retire at the contractual retirement age.
Since Government gave approval to draft this Bill in March and the General Scheme was referred to the Joint Oireachtas Committee for pre-legislative scrutiny. The Committee published its report on 24 May.
The General Scheme was also referred to the Office of the Parliamentary Counsel for drafting, which is underway. Officials are working closely with drafters to ensure that this will be a robust and well-balanced legislative provision which facilitates any worker who wants to continue in employment until they can first access the State Pension. It also makes necessary provision for the limited cases where a lower retirement age may be required.
It is important that the Bill brought forward will be acceptable and workable for stakeholders and that it is carefully drafted to ensure any unintended consequences are avoided.
Once drafted, it is anticipated that the Bill will commence its passage through the Houses of the Oireachtas during the Autumn session.
Public Sector Staff
Ceisteanna (266)
Paul Donnelly
Ceist:266. Deputy Paul Donnelly asked the Minister for Enterprise, Trade and Employment the number of WTE forensic accountants working in the Corporate Enforcement Authority as of 28 June 2024; if this number will be further increased before end of the year. [28998/24]
Amharc ar fhreagraFreagraí scríofa
As at 28 June 2024, all seven sanctioned Forensic Accountants (Professional Accountant Grade 1) posts were filled. The current staffing sanction of the Corporate Enforcement Authority (CEA) is in line with the agency's own assessment of its staffing needs. Therefore it is not intended to increase the number of WTE forensic accountants working in the CEA before the end of the year.
Departmental Offices
Ceisteanna (267)
Richard Bruton
Ceist:267. Deputy Richard Bruton asked the Minister for Education the number of agencies and the number of offices which operate under her Department; and if, in respect of each, she will outline the latest annual budget and employment level, the year they were first established, and their broad remit. [28675/24]
Amharc ar fhreagraFreagraí scríofa
My officials have been in contact with the agencies under the remit of my Department in regard to the Deputy’s query. The information requested is in the attached table
School Facilities
Ceisteanna (268)
Patrick Costello
Ceist:268. Deputy Patrick Costello asked the Minister for Education the efforts being made by her Department to ensure play areas in co-educational settings are catered to allow for girls to play, and not dominated by male counterparts; and if she will make a statement on the matter. [28676/24]
Amharc ar fhreagraFreagraí scríofa
Investment and expenditure on sports facilities is an element of the overall expenditure and investment in the School Building Programme. The provision of outdoor play areas form part of the accommodation brief for all new school buildings or where a major building or refurbishment project is being delivered for an existing school.
My Department’s Design Guidelines for all new schools provides for outdoor multi use games areas (hard play areas) and the level of play space provided varies with the size of school. The play space also includes specific provision designed to meet the needs of children with special educational needs. For example, a new 24 classroom primary school with Special Education Needs classes is provided with 3 ball courts (1,755m² in total), 2 junior play areas (600m² in total), as well as Secure hard and soft play area (300m²) and a 100m² Sensory Garden. In respect of new post-primary schools, a new 1,000 pupil post-primary school will be provided with 6 ball courts (3,060m² in total) and a 200m² secure hard and soft special education play area. At post primary level, an area may be developed as a practice playing field where site conditions and resources permit.
Outside of school building projects, the multi-annual Summer Works Scheme 2020 onwards included a category for External environment projects, which included playgrounds. Primary schools can also use their Minor Works Grant to fund playground improvements.
The available outdoor area at existing schools varies significantly across the circa 4,000 schools, with each school sitting in its own local context: some in highly urban areas, some in rural locations. Some schools will have large sites, others will be constrained, and there are variances in the level of access to adjacent facilities. The needs and interests of each school's student cohort can also vary. In that context, its the responsibility of each school to ensure that its facilities are appropriately utilised and supervised in a way that meets the needs of all students.
School Management
Ceisteanna (269)
Richard Bruton
Ceist:269. Deputy Richard Bruton asked the Minister for Education the key circulars which set out the terms of operation for school boards and their patrons at primary and at secondary levels respectively; and the frequency with which these are updated. [28677/24]
Amharc ar fhreagraFreagraí scríofa
The Education Act, 1998 sets out the legal framework for schools and their patrons. The act provides that the board of management is the body charged with the direct governance of a school on behalf of the patron. The act also sets out a requirement on schools to ensure that education provided by a school meets education policy as determined by the Minister.
The agreed procedures for the operation of primary school boards of management are set out in my Department’s publication the ‘Governance Manual for Primary Schools 2023-2027’. The term of office of primary school boards of management is for a period not longer than four years, up to and including 30 November 2027 for current boards of management. A review of the governance manual is undertaken every four years in advance of the appointment of new boards of management, in consultation with relevant stakeholders.
In terms of the operation of boards of management at post primary level, there are three sectors, voluntary secondary schools, ETB schools and Community and Comprehensive schools.
In the case of voluntary secondary schools, the procedures of the operation of their boards are generally set out in the Articles of Management of such schools. Boards of management of ETB post primary schools are sub-committees of the ETB and they operate under the provisions of the Education Act, 1998, Section 44 of the Education and Training Boards Act 2013 and the Code of Practice for the Governance of Education and Training Boards. The procedures for the operation of boards of management of Community and Comprehensive Schools are set out in the relevant Deed of Trust for such schools.
The Department’s Inspectorate has a quality assurance and improvement remit in relation to the oversight of curriculum, assessment, teaching, learning, leadership, and governance in schools. The FSSU supports boards of management in complying with the provisions of the Education Act in terms of transparency, accountability, and financial responsibility for state and other funding. The NCSE is the statutory body responsible for the co-ordination of special education needs provision in our schools. in line with Department guidelines and circular letters.
While school boards are required to adhere to all other relevant rules, regulations, legislation (including child protection, health and safety and charities legislation) and Department circulars relating to the operation of boards, there are separate compliance requirements that are overseen by various agencies including Tusla, the Health and Safety Authority and the Charities Regulator. In such instances agencies work closely with the Department and education partners to ensure that all legislative requirements are in place in schools.
Special Educational Needs
Ceisteanna (270)
Richard Bruton
Ceist:270. Deputy Richard Bruton asked the Minister for Education the number of children whose special education needs are accommodated with special supports at primary and at secondary level; and the number of resource teachers, SNAs and other support staff, the most recent year and for representative years over the past twenty years. [28678/24]
Amharc ar fhreagraFreagraí scríofa
I thank the Deputy for the question.
Enabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for my department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
As the deputy is aware the allocation of Special Education Teaching and Special Needs Assistant resources are allocated as a school resource and not to individual pupils.
When special education resources are allocated to schools based on their profile of need, it does not dictate what child receives support. The deployment of resources within a school is the responsibility of the Board of Management and the school
All schools must deploy their SET resources in line with the continuum of support. Primacy within the continuum of support is that the child with the greatest level of need is provided with the greatest level of support.
The data on supports provided to pupils is currently maintained at individual school level and is not available at education system level.
It is important to note that SET hours and SNA posts are only two components of support for children in mainstream but the most important support is the mainstream class teacher. The pupil teacher ratio at primary level is now 23:1 which means there are more mainstream teachers than ever before in our educational system.
For 2024 €2.7 billion is being spent on special education, an increase of €113 million, and this is dedicated to providing supports for children with special educational needs.
This includes funding to support children with special educational needs in mainstream classes; funding for new special classes and new special school places; additional special educational teachers, special needs assistants(SNAs) and funding for the National Educational Psychological Service (NEPS)
At present for the 2024/25 school year there is a total in excess of 14,600 SET teachers allocated to mainstream schools and this will increase to approx. 14,750, an increase of in excess of 51% on 2011 number, ahead of the start of the 2024/25 school year when the projected enrolments post process is complete.
In 2024, the number of SNA posts in our schools will increase by 1,216. This will mean we will have over 21,700 SNA posts available to support the care needs of students with special educational needs.
The following table outlines the change in the level of resources allocated to schools at representative years as requested.
|
Year |
SET |
SNA |
|
2009 |
9,323 |
10,342 |
|
2012 |
9,740 |
10,487 |
|
2015 |
11,836 |
11,154 |
|
2020 |
13,529 |
15,948 |
|
2024 |
14,638 |
21,700 |
|
% increase in the period |
57.01% |
109.82% |
Teacher Training
Ceisteanna (271)
Richard Bruton
Ceist:271. Deputy Richard Bruton asked the Minister for Education if she will indicate the expenditure on in-service training her Department incurs; the number of participants; and if she will distinguish between training relating to curriculum changes, digital skills, teaching methods, and leadership. [28679/24]
Amharc ar fhreagraFreagraí scríofa
My Department views teacher education as a continuum from initial teacher education to induction and ongoing professional learning.
The Department promotes the quality of teaching and learning through the provision of quality initial teacher education programmes, professional learning experiences (PLE) and other support for school leaders and teachers. This is achieved through the teacher education programmes, education support centres and Oide –the department funded teacher professional development support service - for principals and teachers at primary and post-primary level.
The volume and nature of professional learning in any given year will depend on needs identified on foot of curricular reform, educational strategies, and the particular cohorts of teachers involved.
Many of Oide's teacher professional learning events cut across a number of the themes outlined in the Deputy’s question - for example the professional learning for the new Primary Maths Curriculum includes online leaders’ collaboratives which support school leaders from similar school contexts to lead learning and teaching in the primary classroom. This is then followed by a full school closure day for school and curriculum leaders along with the support of an Oide Professional Learning Leader who works with all teachers as they move into the implementation phase of the Primary Maths Curriculum. This is then complemented by a series of five stage-focused workshops that aim to equip teachers with the confidence and competence to enact the Primary Maths Curriculum and the associated teaching methodologies, including embedding digital literacy skills in their class setting, while enabling teachers and school leaders to share practice within their school and with the wider community.
As an organisation, Oide works across its divisions throughout the scoping, research, design and quality assurance phases – Oide divisions include Leadership, Digital Technology, Primary and Post-Primary.
In total, in 2023 my Department invested in the region of €65 million in the professional development of our teaching staff. As well as direct programme delivery, running and administration costs, this figure includes the pay cost of over 365 seconded teacher educators and funding for substitute teacher cover in schools, where deemed appropriate. Given the integrated nature of design, development and product of PLE offered by Oide and other providers, it is not possible to completely disaggregate the individual costs associated with curriculum changes, digital skills, teaching methods, and leadership.
In terms of annual volume of PLE, in 2023, Oide and its predecessor support services facilitated over 230,000 interactions with teachers, including online and in-person modes of delivery. In the same year, over 500 school leaders availed of its coaching programmes and over 250 school leaders participated in its Post Graduate Diploma in School Leadership (PDSL). In addition, over 4,400 teachers took part in the Droichead programme for newly qualified teachers.
This funding also enabled Education Support Centres to facilitate Oide's national PLE programmes and to address the professional development needs of teachers in their local catchment area, and a range of other external groups to provide PLE, such as through the Teacher Professional Network (TPN) funding scheme and Teacher Fee Refund Scheme.
In addition to the PDSL programme mentioned above, other post-graduate programmes are offered to teachers. These include:
• SPHE/RSE Post Graduate Programme: a new post graduate programme to upskill post-primary teachers who teach Social, Personal and Health Education (SPHE) and Relationships and Sexuality Education (RSE). This programme, provided by Dublin City University (DCU) Institute of Education, provides a pathway for progression for post-primary teachers interested in developing their skills in teaching SPHE/RSE and in so doing build capacity and leadership within the teaching profession in relation to SPHE/RSE.
• The first cohort of 34 students commenced in February 2023 with a second cohort of 44 students commencing in February 2024. Depending on demand for this programme, further intakes may be offered in the future.
• Programmes to upskill existing teachers in targeted subject areas: The Teacher Supply Action Plan, published in November 2018, contains a range of actions including the development of programmes to upskill existing teachers in targeted subject areas. Upskilling programmes are provided over two years on a part-time basis and are available for registered teachers to upskill in subjects where teacher supply is constricted. These programmes are free of cost to participants.
My Department and the Higher Education Authority (HEA) issued a funding call in 2019 to initial teacher education (ITE) providers for upskilling programmes in mathematics, physics and Spanish. Following the successful completion of the funding call, these programmes commenced in January 2021.
Over 900 teachers have completed or are in the process of completing these existing programmes.
• Special Education Needs Post Grads: On an annual basis my Department provides funding for two distinct categories of post-graduate programmes for Special Education Teachers:
• Post-Graduate Diploma Programme of Teacher Professional Learning for Special Education Teachers (295 places available)
• Graduate Certificate in Autism Education for teachers working with Autistic Pupils in Special Schools, Special Classes or as Special Education Teachers in mainstream Primary and Post-Primary Schools (18 places available)
M.Oid. san Oideachas Lán-Ghaeilge agus Gaeltachta (M.Ed. in Irish-medium and Gaeltacht Education).
Funding has been provided under the Policy on Gaeltacht Education for a blended-Learning M.Oid. san Oideachas Lán-Ghaeilge agus Gaeltachta (M.Ed. in Irish-medium and Gaeltacht Education). For students commencing the programme between 2018 and 2022, this course was provided by Mary Immaculate College. The contract for the continued provision of the M.Oid. was awarded to Trinity College Dublin in March 2023 and that course commenced in September 2023. 26 students are registered on the M.Oid in Trinity College for the 2023/24 academic year.
My Department also supports PLE with specific areas of focus provided by agencies such as the National Council for Special Education (NCSE), and the National Educational Psychological Service (NEPS) in my Department, which also have a remit to provide educational supports to schools as part of their work.
Teacher Training
Ceisteanna (272)
Richard Bruton
Ceist:272. Deputy Richard Bruton asked the Minister for Education the extent to which in-service training courses undertaken result in a certified qualification with international recognition; and if she will make a statement on the matter. [28680/24]
Amharc ar fhreagraFreagraí scríofa
The professional development needs of our teachers are met through the provision of an induction programme for newly-qualified teachers, dedicated support for school leaders, national professional learning programmes for curricular and policy reform and a range of ongoing support for teachers in pedagogical areas. Much of this is facilitated by Oide, an integrated teacher professional development support service. This support is not formally certified but is provided to support schools and teachers in implementing a wide range of curricular and education reforms and to enable improvements in teaching and learning for all students.
My Department also supports a range of courses with National Qualifications Framework (NQF) accreditation for existing teachers. The NFQ is aligned with the European Qualification Framework (EQF) and the Qualifications Framework of the European Higher Education Area (QF-EHEA). Teachers can avail of the following programmes:
• The Postgraduate Diploma in School Leadership (PDSL)
The Postgraduate Diploma in School Leadership (PDSL) is designed for aspiring school leaders. The programme is framed to address the development of leadership capacity. The programme is designed to support participants to progress their careers through a variety of learning experiences that include:
• Lectures: delivered by leading lecturers in education as well as a diverse mix of professional tutors
• A robust mix of academic and practical learning including leadership visits in a school other than the participant’s own and a non educational setting
• Engaging in professional development in a flexible format: delivered both online and in regional centres across the country.
The programme is managed and coordinated by the School of Education and the Graduate & Professional Studies Department, University of Limerick and is developed and delivered in partnership with National University of Ireland Galway (NUIG), University College Dublin (UCD) and jointly awarded by NUIG, UCD and UL.
The programme is part-time (18 months) with blended learning delivered locally in regional locations throughout the country. In addition, there is specific provision for teachers in Irish-medium schools in NUI Galway. A partnership of Higher Education Institutions has been established for the purpose of delivering this course.
Participants pay a contribution towards fees, with the balance covered by my Department. Completion of this course leads to a NFQ Level 9 Major Award.
Over 250 school leaders participated in its Post Graduate Diploma in School Leadership (PDSL) in 2023.
• SPHE/RSE Post Graduate Programme
• In November 2022, I announced a new post graduate programme to upskill post-primary teachers who teach Social, Personal and Health Education (SPHE) and Relationships and Sexuality Education (RSE). This programme, provided by Dublin City University (DCU) Institute of Education, provides a pathway for progression for post-primary teachers interested in developing their skills in teaching SPHE/RSE and in so doing build capacity and leadership within the teaching profession in relation to SPHE/RSE.
• Successful completion of this programme leads to a National Qualifications Framework (NQF) Level 9 award of Graduate Diploma in SPHE/RSE. The programme is provided free of charge for teachers.
• The first cohort of 34 students commenced in February 2023 with a second cohort of 44 students commencing in February 2024. Depending on demand for this programme, further intakes may be offered in the future.
• Programme to upskill existing teachers in targeted subject areas
• The Teacher Supply Action Plan, published in November 2018, contains a range of actions including the development of programmes to upskill existing teachers in targeted subject areas. Upskilling programmes are provided over two years on a part-time basis and are available for registered teachers to upskill in subjects where teacher supply is constricted. These programmes are free of cost to participants.
• My Department and the Higher Education Authority (HEA) issued a funding call in 2019 to initial teacher education (ITE) providers for upskilling programmes in mathematics, physics and Spanish. Following the successful completion of the funding call, these programmes commenced in January 2021. Over 900 teachers have completed or are in the process of completing these existing programmes. The programmes are quality assured and result in an award that is included in the National Framework of Qualifications (NFQ) or an equivalent European Economic Area (EEA) qualifications framework.
• In addition, my Department recently announced that Trinity College Dublin, alongside Marino Institute of Education, had secured a contract to deliver an upskilling programme for post-Primary teachers in Irish. This part-time programme, beginning later this year, will also be free of cost to participants and will be provided in a flexible and innovation manner to enable broad participation, accommodating teachers in both full and part-time roles, as well as those situated across the State.
• Budget 2024 reflects this Government’s commitment to ongoing investment in the education system through various measures including in the provision of upskilling programmes. Funding is being provided for existing upskilling programmes as well as for an expansion in the number of upskilling programmes. Officials of my Department are currently developing additional upskilling programmes in French, politics & society, and computer science. It is intended that requests for tender will be published in the coming weeks for these upskilling programmes.
• Special Education Needs Post Graduate Programmes
On an annual basis the Department of Education provides funding for two distinct categories of post-graduate programmes for Special Education Teachers:
• The Post-Graduate Diploma Programme of Continuing Professional Development for Special Education Teachers (295 places available annually)
• Graduate Certificate in the Education of Pupils on the Autism Spectrum (18 places available annually)
The aim is to provide substantial theoretical and practical continuing professional development for teachers working with students with special educational needs, contributing to the school’s overall capacity to meet the needs of pupils with special education needs, including autism.
• M.Oid. san Oideachas Lán-Ghaeilge agus Gaeltachta (M.Ed. in Irish-medium and Gaeltacht Education)
Funding has been provided under the Policy on Gaeltacht Education for a blended-Learning M.Oid. san Oideachas Lán-Ghaeilge agus Gaeltachta (M.Ed. in Irish-medium and Gaeltacht Education). For students commencing the programme between 2018 and 2022, this course was provided by Mary Immaculate College. The contract for the continued provision of the M.Oid. was awarded to Trinity College Dublin in March 2023 and that course commenced in September 2023.
26 students are registered on the M.Oid in Trinity College for the 2023/24 academic year.
Students pay a €650 fee and the rest of the costs are covered by my Department.
In addition to the programmes outlined above, my Department funds the Teacher Fee Refund Scheme which provides funding towards the cost of course participation and examination fees on successful completion of teacher professional learning courses. The funding is available for courses undertaken by teachers that are directly relevant and of benefit to schools and that are subject to certification/award by an appropriate accreditation authority recognised by my Department. In 2021/2022, the latest available data, 789 teachers benefited from a partial refund of the cost of their studies under the scheme.
Departmental Staff
Ceisteanna (273)
Richard Bruton
Ceist:273. Deputy Richard Bruton asked the Minister for Education the numbers deployed in her strategic policy unit; the priority issues upon which they are working; their publications over the past three years; and if she will make a statement on the matter. [28682/24]
Amharc ar fhreagraFreagraí scríofa
The Central Policy Unit has a staff compliment of 17. The Unit supports the work of individual policy units across a number of cross-cutting areas and ensures a whole-of-government approach, representing the Department on multiple Inter-Departmental working groups and committees. The Unit also has a role in coordinating the strategic approach to research activity across the department and aegis bodies, ensuring strategic alignment and dissemination of research across the sector.
In addition to the work above, the Unit also includes the Irish Government Economic and Evaluation Service staff – who provide economic evaluation and policy analysis advice to individual units – with current priorities including School Transport Review, Free Books Scheme, at both Primary and Junior Cycle and teacher’s pay expenditure drivers.
The staff compliment also includes Legal Services Unit – which is responsible for the provision of legal advice through three seconded legal advisors. Legal Services also manages the State Claims Agency account on behalf of the Department and liaises with the Chief Whip’s Office to support the Government Legislation Committee Meetings and the Legislative Programmes.
Through its work on interdepartmental groups and committees, the Central Policy Unit actively contributes to the development and implementation of a range of national strategies including the National Drug Strategy, the National Women and Girls Strategy, the National Disability Inclusion Strategy, the LGBTI+ Inclusion Strategy, the National Biodiversity Strategy, and Young Ireland.
In addition to supporting the areas listed above, the Unit’s own direct publications are; Trends in Teacher Substitution (July 2021) and Teacher Allocations: Developing a Model for Mainstream Teacher Projections (July 2021).
Teaching Council of Ireland
Ceisteanna (274)
Michael Ring
Ceist:274. Deputy Michael Ring asked the Minister for Education to outline the position with an application (details supplied); and if she will make a statement on the matter. [28694/24]
Amharc ar fhreagraFreagraí scríofa
Under the Teaching Council Acts 2001-2015 the Teaching Council is the body with the statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of teachers in the State.
The Teaching Council is the professional standards body for the teaching profession, which promotes and regulates professional standards in teaching. The Teaching Council registers teachers under the Teaching Council Act 2001-2015 and in line with the Teaching Council Registration Regulations, 2016 . The Council registers teachers under five routes of registration. The minimum registration requirements for each route are set out in the Schedule of the Regulations. It operates in accordance with the EU Mutual Recognition of Professional Qualifications Directive (2005/36/EU as amended). My Department has no role in the registration of individual teachers.
As a statutory professional standards body, the Teaching Council is required by law to properly determine and to authenticate the relevant standards and qualifications of all applicants for registration. One of the ways the Council ensures and regulates standards is by ensuring that all teachers entering the profession in the Republic of Ireland have met the required standards. All applications from teachers who qualify outside of Ireland are processed in line with EU Directive for comparability with graduates of Teaching Council accredited programmes of initial teacher education.
Amongst other requirements, applicants for registration who qualified outside of the Republic of Ireland are required to submit copies of transcripts and module descriptors for all years of relevant study to facilitate a fair assessment for comparability.
The Teaching Council have informed me that the person that the Deputy is referring to in this query submitted a translated transcript on 21st May. Due to the period of time that has passed since qualifying as a teacher, the applicant has informed the Council that it is not possible for them to source Module Descriptors. The Teaching Council have advised that they will be in contact with the applicant to consider whether an alternative means of assessment can be established to enable registration as a Primary Teacher.
Special Educational Needs
Ceisteanna (275)
Michael Lowry
Ceist:275. Deputy Michael Lowry asked the Minister for Education if a sensory room grant application from a school has been received (details supplied); when a decision is expected on this application; if a lottery system will be implemented in the event a large volume of applications from primary schools are received that exceed the budgetary provisions of this sensory room grant scheme; and if she will make a statement on the matter. [28699/24]
Amharc ar fhreagraFreagraí scríofa
Grant funding of €7,000 is made available by my Department to support the start-up of a sensory room within an existing school. In order to qualify for the grant, the school must demonstrate that it has a National Council for Special Education (NCSE) approved Autism Spectrum Disorder (ASD) class and that there is a suitable area to house the sensory room within the school. The school to which the Deputy refers submitted a request for funding for the start-up of a sensory room. However, the school in question does not have an ASD class and therefore is not eligible for this grant funding at present.
School Staff
Ceisteanna (276)
Michael Healy-Rae
Ceist:276. Deputy Michael Healy-Rae asked the Minister for Education to restore the allowance for teaching through Irish (details supplied); and if she will make a statement on the matter. [28700/24]
Amharc ar fhreagraFreagraí scríofa
The Department of Education, along with other Departments across the public service, implemented the outcome of the public service-wide review of allowances and premium payments (September 2012) by the Department of Public Expenditure, NDP Delivery and Reform. This meant that many allowances were no longer payable to “new entrants” including Teachers. Among the allowances that had sanction for payment to new beneficiaries removed was the Teaching through Irish Allowance and the Gaeltacht Allowance. The Gaeltacht Allowance was also paid to certain other public service grades not just Teachers.
In terms of the possible reintroduction of any allowance, additional amendments to Teacher Terms and Conditions, can only be achieved through engagement and collective bargaining agreements between the Government and the public service unions. Over the course of recent collective agreements, amendments have been agreed which have seen the value of certain allowances previously withdrawn being integrated into “new entrant” teacher pay. Examples are the equivalent of an honour’s primary degree allowance and the PME allowance for post-primary teachers.
Any further amendments to alter the allowances paid to teachers, whether “new entrant” or not, give rise to significant cost issues and should, as mentioned, be part of engagement and collective agreements between Unions and Government.
Teacher Training
Ceisteanna (277)
Michael Healy-Rae
Ceist:277. Deputy Michael Healy-Rae asked the Minister for Education to provide additional places and scholarships on training courses (details supplied); and if she will make a statement on the matter. [28702/24]
Amharc ar fhreagraFreagraí scríofa
The number of students admitted to primary concurrent and consecutive programmes in State-funded HEIs is determined by the Minister for Education, having regard to teacher supply and demand issues, and available resources.
The work of the Department on matters related to teacher supply and demand continues. A Technical Report ‘Developing a Teacher Demand and Supply Model for Ireland 2020 – 2038’, which was published in 2019, is currently being updated and will inform proposals for future development in this area. That report is expected to be published in the Autumn.
Recognising issues which have been experienced with teacher supply at primary in recent years, the Minister for Education approved 610 additional places in primary programmes in the current State-funded providers. These were:
• 90 additional places on the Bachelor of Education programme in 2023 and 2024, making a total of 1,090 each year.
• 30 additional places on the Bachelor of Education through the Medium of Irish in 2023, making a total of 60 in 2023.
• 200 additional places on the Professional Master of Education (Primary Teaching) programme in 2023 and 2024, making a total of 400 each year.
The principal support provided by the Government in financial terms is the Student Grant Scheme. Grant assistance is awarded to students attending an approved course in an approved institution who meet the prescribed conditions of funding. The decision on eligibility for a student grant is a matter, in the first instance, for SUSI (Student Universal Support Ireland) to determine.
Budget 2024 reflects this Government’s commitment to ongoing investment in the education system through various measures including:
• Introduction of a professional master’s of education incentive scheme for newly qualified teachers graduating in 2024. Eligible teachers can receive an incentive payment of up to €2,000, to be paid in 2025.
In addition to the Budget measures, further initiatives have been developed to address teacher supply challenges, including:
• 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.
• 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
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.
My Department continues to engage closely with education stakeholders to develop further, innovative measures to address teacher supply issues.
School Enrolments
Ceisteanna (278)
Steven Matthews
Ceist:278. Deputy Steven Matthews asked the Minister for Education if her attention has been drawn to the case of eight students in Greystones, County Wicklow who do not have a school place for the coming school year; the actions she will take to follow through on her Department's commitment to provide school places for them; and if she will make a statement on the matter. [28704/24]
Amharc ar fhreagraFreagraí scríofa
I 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 http://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.
Special Educational Needs
Ceisteanna (279, 280)
Michael Healy-Rae
Ceist:279. Deputy Michael Healy-Rae asked the Minister for Education if she will provide additional supports for Irish as an additional subject for students with special educational needs; and if she will make a statement on the matter. [28707/24]
Amharc ar fhreagraMichael Healy-Rae
Ceist:280. Deputy Michael Healy-Rae asked the Minister for Education if she will provide additional allocation of special education teachers in Irish-medium and Gaeltacht schools (details supplied); and if she will make a statement on the matter. [28708/24]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 279 and 280 together.
I thank the Deputy for the question.
Enabling children with special educational needs to receive an education is a priority for this Government. The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Every mainstream school, including Irish-medium and Gaeltacht schools, has an allocation of special educational teachers to enable them to meet the identified needs of children.
The Special Education Teaching (SET) allocation model for 2024/25 is based on information from all 4,000 schools in the country. The model distributes the total available number of SET posts in line with each school’s profile of need. The data used to construct each school’s profile is derived from enrolment data, educational disadvantage and educational teaching need profile. The educational teaching need profile is compiled from the Standardised Test results submitted by schools for English and Mathematics. In the case of Irish Medium schools, it is the mean of the standardised English, Irish and Mathematics test results, which is used to create the individual school profiles.
Schools had the option of applying to the NCSE for an exceptional review of their SET allocations. A small number of Irish-medium schools applied for such reviews of their SET allocations for the 2024/25 school year and where the NCSE identified need, schools were given additional SET hours.
Schools must adhere to the guidance on the use of SET hours and support all children with additional teaching needs using the continuum of support framework.
The revised model seeks to ensure that the right resource is available at the right time to meet the needs of children with special educational needs. The model allows schools to better plan their staffing structures and gives them time to arrange clusters in areas where schools share an SET teacher.
Schools have autonomy to deploy those resources to meet the needs of their students. In doing so, schools are required to ensure that those pupils with the greatest level of need receive the greatest level of support.
Therefore, the profiles are directly correlated to, and focused on, pupils with the greatest level of need in the areas of literacy and numeracy.
There will be more Special Education Teachers in our schools in September 2024 than ever before – an increase of 1,000 from 2020/21 school year. This is in addition to a significant reduction in pupil teacher ratios at primary level over three budgets to where our PTR at primary level is now 23:1. This means, more than ever, children with special educational needs in our mainstream schools are best supported to meet those needs.
At present for the 2024/25 school year there is in excess of 14,600 SET teachers allocated to mainstream schools and this will increase to approx. 14,750, an increase of in excess of 51% on 2011 number, ahead of the start of the 2024/25 school year when the annual projected enrolments post process is complete.
It is important to note that SET hours are only one component of support for children in mainstream classes. The most important support is the mainstream class teacher.
Additionally, it is important to note that Irish remains a core subject in primary and post-primary schools, one which is undertaken by all pupils, other than those with exemptions from Irish.
In relation to Irish-medium schools, significant work is underway in my Department on the development of a new policy on Irish-medium education outside of the Gaeltacht. A comprehensive public consultation process has been conducted, along with a review of international research, to inform policy development. The consultation included a focus group looking at how best to meet the needs of pupils and students with special educational needs in an Irish-medium context, and bilateral meetings were also held to further examine this area.
Under the Policy on Gaeltacht Education, An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta (COGG) were tasked with providing guidance on support for the bilingual needs of children with special educational needs in Gaeltacht areas and disseminating that guidance. A significant body of work has been carried out by COGG to progress this, and guidelines for primary schools in the Gaeltacht are due to be published before the end of 2024, along with research commissioned by COGG which informed the development of that guidance.
Question No. 280 answered with Question No. 279.
Special Educational Needs
Ceisteanna (281, 282)
Matt Carthy
Ceist:281. Deputy Matt Carthy asked the Minister for Education the current status of the delivery of a special school in County Monaghan; and if she will make a statement on the matter. [28719/24]
Amharc ar fhreagraMatt Carthy
Ceist:282. Deputy Matt Carthy asked the Minister for Education in respect of the ongoing review into the potential delivery of a special school in County Monaghan, the form that review will take; the criteria that will be applied; the timeframe in which the review will be completed; the likely timeframe for the opening of a special school in Monaghan; and if she will make a statement on the matter. [28720/24]
Amharc ar fhreagraFreagraí scríofa
I propose to take Questions Nos. 281 and 282 together.
Enabling children with special educational needs to receive an education is a priority for this Government. It is also a key priority for my Department and for the National Council for Special Education (NCSE).
The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.
My Department and the NCSE continue to monitor and review the need for further new special schools and the expansion of existing special schools in all areas of the country including County Monaghan.
In planning for increased special school places, the Department and NCSE review all of the available data on the growing need for special school places across the country. This involves a detailed analysis of enrolment trends and the potential for existing special schools in a region to expand.
My Department and the NCSE are progressing this review work ahead of determining where additional capacity is required in existing special schools or in what regions a new special school may need to be established for the 2025/26 school year.
It is estimated that a further 300 new special school places may be required nationwide each year for the coming years. When looking to provide additional capacity the Department’s preferred option is to increase provision in existing special schools if possible.
An important consideration when deciding to establish or expand provision in an existing special school is the distances that some students are travelling in order to access a special school placement.
My Department and the NCSE are continually reviewing where additional capacity is required in existing special schools or in what regions a new special school may need to be established over the coming years.