Written Answers Nos. 23-32
23. Deputy Sorca Clarke asked the Minister for Education if it has been brought to her attention that students from the Republic are missing out on college places in the UK, including Northern Ireland, because of the junior cycle marking scheme. [44968/24]
Amharc ar fhreagraThe Framework for Junior Cycle was introduced on a phased basis between September 2014 and September 2021. The Junior Cycle consists of curriculum and assessment arrangements that provide students with learning opportunities that achieve a balance between learning subject knowledge and developing a wide range of skills and thinking abilities. Subject specifications and assessment arrangements reflect this new balance between subject knowledge and skills. The inclusion of short courses and other learning experiences in Junior Cycle programmes also provides a valuable opportunity to broaden students’ learning and skill set.
Decisions about entry requirements for higher education institutions, whether in Ireland or abroad, are outside of my remit as Minister. However, Junior Cycle is not designed or intended to be a high-stakes assessment period. This is highlighted by the dual approach to assessment that supports student learning through regular classroom-based assessment conducted by teachers and through a State-certified examination at the end of the three-year cycle. This is designed to reduce the focus on one terminal examination and increase the prominence given to classroom-based assessment, enabling teachers to provide truly meaningful feedback aimed at helping students to understand how their learning can be improved.
This focus on the holistic assessment of a student’s learning and achievement during their Junior Cycle programme is evident in the reporting arrangement. The Junior Cycle Profile of Achievement, or JCPA, draws upon and reports on achievement across all elements of assessment including ongoing assessment, Classroom-Based Assessments (CBAs), Junior Cycle examination results as well as achievements in other areas of learning and wellbeing.
The State Examinations Commission (SEC) has statutory responsibility for operational matters relating to the state examinations. The SEC has confirmed that the preparation of the Junior Cycle examination papers follows a rigorous process to ensure that they are developed within the SEC’s guidelines and protocols, and that they are fully in line with the specification.
24. Deputy Gary Gannon asked the Minister for Education her views on the practice of voluntary contributions in schools; whether her Department has collected data on the number of schools that currently rely on this practice; if she considers voluntary contributions to be a fair approach, particularly in the context of providing equal access to education; and the specific steps her Department has taken to reduce or eliminate this practice in schools. [44828/24]
Amharc ar fhreagraVoluntary contributions can be requested by schools; however it must be made absolutely clear to parents that there is no requirement to pay, and that, in making a contribution, they are doing so of their own choice, and there is no compulsion to pay.
Section 64 of the Education (Admissions to schools) Act 2018, which was commenced in 2018, explicitly prohibits the charging of admission and enrolment fees for admission to or for continued enrolment in a school, with some exceptions such as boarding or fee-charging schools.
The Government believes that a rise in the cost of living should never be a barrier to education. As part of the capitation package in Budget 2025 I am pleased to have secured over €30 million as a permanent increase in capitation funding to assist schools now and longer term with increased day-to-day running costs. This represents an increase of approximately 12% on current standard rates and enhanced rates. This increase is on top of the approximately 9.2% increase from last year’s budget. Enhanced rates will also be paid in respect of pupils with special educational needs and Traveller pupils.
In addition to these grants, €45 million in cost-of-living supports will issue in 2024, to support all recognised primary schools in the free education scheme. This additional funding announced in Budget 2025 is designed to assist schools with increased day-to-day running costs such as heating and electricity. Schools should also ensure that they are availing of the available OGP procurement frameworks and getting best value for money for all school expenditure.
In 2024, my Department invested over €115 million in funding in primary and post-primary schools in the Free Education Scheme to implement the free Primary and Junior Cycle Schoolbooks Schemes. In Budget 2025, I secured a further €51 million to extend the Primary and Junior Cycle Schoolbook Scheme to include the provision of free books to students in senior cycle, including Transition year students, in post-primary schools in the Free Education Scheme.
The significant investment in this ground-breaking scheme ensures that the burden of back-to-school costs on parents is greatly reduced and that all children and young people are provided with the same access to books and resources.
Under the schoolbook schemes, parents must not be asked to purchase or to make any financial contribution to the school towards the cost of schoolbooks, workbooks or copybooks at primary level and schoolbooks and core classroom resources at post-primary level.
25. Deputy Sorca Clarke asked the Minister for Education as per her recent press release extending the therapy pilot scheme to schools seeking DEIS status, how many therapists this involves; the frequency at which they will be available to these schools; and when it will commence. [44969/24]
Amharc ar fhreagraI am delighted to update you on the recent extension of Strand 1 of the Counselling in Primary Schools Pilot to 61 urban DEIS primary schools in Dublin. The Department of Education is committed to supporting the emotional wellbeing of our children. This pilot further supports the range of mental health and wellbeing supports already provided by my Department and the excellent work already happening in schools in relation to wellbeing. All of these supports supplement the mental health supports which are offered by the HSE throughout the country.
The DEIS Programme is a key policy initiative of the Department of Education to address concentrated educational disadvantage at school level. The department now spends over €180 million annually providing additional supports to just under 1,200 schools in the DEIS programme. Research on addressing the impact of educational disadvantage, including the OECD Review of Resourcing Schools to Address Educational Disadvantage in Ireland, has highlighted the negative impact of social deprivation on wellbeing and educational outcomes. The additional 61 schools that will now be included in Strand 1 of the pilot have been identified by the Department of Education as supporting children from areas with some of the highest levels of disadvantage in the State. The extension of the Counselling in Primary Schools Pilot to these schools is an incremental measure to provide the resources for schools in these areas to support the needs of children.
The extension to Strand 1 will see the provision of one-to-one counselling to support children in two cluster areas in Dublin Southwest and Dublin North City, in addition to the current pilot counties in Cavan, Leitrim, Laois, Longford, Mayo, Monaghan and Tipperary.
Considerable work is being undertaken to roll out this extension of the pilot. My Department has advertised to establish panels of pre-approved experienced counsellors to work in the selected schools for the duration of the pilot. The Department is accepting applications from counsellors accredited with six accrediting bodies for counsellors in Ireland, who meet the requisite criteria for this pilot project. This is to ensure that the counsellors have the appropriate training and skills to engage ethically, professionally and effectively with this vulnerable age group.
Participating schools will be allocated blocks of up to 8 sessions per child. The number of blocks allocated to the schools will be based on their pupil numbers and the availability of counsellors to meet the needs. NEPS psychologists will support participating schools in identifying the pupils who will access the counselling service, subject to parental/legal guardian consent.
The counselling is provided by the counsellor in-person, in the school during school hours. The sessions are book-ended by a pre and post session meeting with parents/legal guardians and relevant school staff. Parents and school staff are seen as key agents of change in a child’s life and are part of the intervention with the child and, through this initiative, will be guided and encouraged to support the child at home and at school on an ongoing basis.
Strand 2 of the Counselling in Primary Schools Pilot is continuing to support schools in cluster areas in Cork, Carlow, Dublin 7 and Dublin 16, through the introduction of Education Wellbeing Teams. There are currently 19 Education Wellbeing Practitioners working under the direction and supervision of lead NEPS psychologists. The Education Wellbeing Practitioners provide support for pupils, parents, and school staff in preventative evidence-based interventions to prevent mild and emerging social and emotional difficulties.
Through this existing pilot and its planned evaluation we are confident that we will gather valuable learning that will inform future policy and provision in this area.
26. Deputy Paul Murphy asked the Minister for Education the additional resources she plans to provide for children with additional needs; and if she will make a statement on the matter. [44964/24]
Amharc ar fhreagraI want to thank the Deputy for this question.
For 2025, the special education budget will be substantially increased by 6%, meaning that for 2025 the Department will spend over €2.9 billion on supporting children with additional needs.
The 2025 budget provides funding for almost 44,000 qualified and committed people who are focused wholly and exclusively on supporting children with special educational needs. The children will undoubtedly benefit, as is right and proper, from the additional focus these resources will bring to their education.
In September 2024, a total of 3,337 special classes have been established for children with autism across our primary and post primary schools, and the number of special schools has also increased in the last four years.
On the 18th October I along with my colleague Minister for Education Norma Foley TD, announced plans to establish five new special schools next year to cater for the increasing number of students with Special Educational Needs.
The schools will cater for children and young people with complex special education needs up to 18 years of age. They are being sanctioned as early as possible as part of advanced forward planning for the next school year 2025/2026 to ensure that appropriate placements are available where needed to meet the needs of students with special educational needs.
This level of need will continue as more and more children are diagnosed with autism.
In 2025, funding will be provided for 1,600 additional SNA posts that will help support the care needs of children in primary, post-primary and specialist school settings.
Budget 2025 provided for 768 new teachers which will support children in both mainstream and specialist education settings, including 205 new posts in mainstream schools and 563 posts for new special classes and in special schools.
These additional resources will enable the establishment of 400 new special classes and 300 additional special school places.
Investment was also secured in Budget 2025 for the continuation of the Summer Programme, supporting effective transition of children into post primary settings, enhanced training requirements, and the establishment of a Special Education Innovation Fund.
My department will continue to work hard to support children with special educational needs and work with all stakeholders to ensure an appropriate education is provided for every child in our schools.
27. Deputy Sorca Clarke asked the Minister for Education the number of additional routes that have been added for the school year 2024-25. [44971/24]
Amharc ar fhreagraThe School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the 2023/24 school year over 163,800 children were transported on a daily basis to primary and post-primary schools throughout the country. This figure includes over 136,000 pupils travelling on primary and post primary services, 20,200 pupils with special educational needs, and 7,400 pupils who have arrived to Ireland from Ukraine.
The total cost of the scheme in 2023 was €382.02m.
Over 142,000 mainstream tickets have issued for the 2024/2025 school year, which is already 4% more than the total tickets issued for the full 2023/2024 school year.
The School Transport Scheme is an important service for families and children. The purpose of the Department's School Transport Scheme is, having regard to available resources, to support the transport to and from school of children who reside remotely from their nearest school.
Under the current schemes, 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. At post primary level, young people are eligible 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 complete the application process on time, that is apply on time and pay on time, are accommodated on school transport services where such services are in operation.
Temporary Alleviation Measures (TAMS) at post-primary level, which have been in place since 2019, are being continued for the 2024/25 school year. Under these measures, transport is provided where there is a route in operation and where capacity exists for concessionary post-primary pupils who are eligible for transport to their nearest school and are attending their second nearest school. They must also of course apply and pay on time.
Children who are not eligible for school transport may apply for transport on a concessionary basis only and will be facilitated where spare seats are available after eligible children have been accommodated.
Where the number of ineligible children exceeds the number of spare seats available, Bus Éireann will allocate tickets for the spare seats using an agreed selection process.
The School Transport 2030 report, which was published earlier this year, marks the largest review of the School Transport Scheme since it was established in 1967. The Government is committed to working to achieve the report’s recommendation of expanding access to the scheme so that an additional 100,000 pupils can be carried by 2030. The recommended changes to the future operation of the schemes include expansion of the current eligibility criteria, addressing current operational challenges and moving towards better integration with public transport to ensure the best value for money to the Exchequer. The analysis conducted as part of this comprehensive review has illustrated the importance of school transport to families but has also shown how the scheme can support wider Government policies, including supporting climate action targets, supporting working parents and the labour market, supporting families to live and work in rural Ireland and teaching life skills for children.
A phased implementation of the review’s recommendations began at the start of this school year. It is intended, subject to resources, to commence implementing the revised eligibility criteria in the 2025/2026 school year.
In relation to the question raised by the Deputy, Bus Éireann, who operates the school transport scheme on behalf of the Department, annually review all school transport services based on the number of eligible applications received and paid on time. Arising from this review, routes may be altered, extended or withdrawn depending on the number and location of eligible children who will be availing of school transport for the following school year.
A minimum number of 10 eligible children residing in a distinct locality, as determined by Bus Éireann, are required before consideration may be given to the establishment or retention of school transport services, provided this can be done within reasonable cost limits.
Bus Éireann, who is responsible for the planning and timetabling of school transport routes on behalf of the Department has advised that there are currently 991 more dedicated school transport scheme routes than in October last year. This equates to 254 more mainstream routes and 737 more Special Educational Needs routes in place than at the same time last year. In addition, there are some 550 post-primary pupils travelling on the enhanced public transport service route on the Limerick/Shannon corridor as part of the pilot scheme in that area for the 2024/2025 school year.
28. Deputy Violet-Anne Wynne asked the Minister for Education if she is aware of issues faced by a special school (details supplied) where students with high support needs who would have been allocated an SNA in mainstream schooling are not given equivalent support in their current school; and if she will make a statement on the matter. [44986/24]
Amharc ar fhreagraSpecial needs assistants (SNAs) play a central role in the successful inclusion of students with additional and significant care needs into mainstream education, special classes and special schools ensuring that these students can access an education to enable them to achieve their best outcomes and reach their full potential.
The National Council for Special Education (NCSE) has advised my department that the school referred to by the Deputy has recently made an application for additional SNA support. This review is being finalised and the outcome will be communicated to the school’s management team after midterm.
When a new special school is established, there is an automatic allocation of a minimum of one teacher and two SNAs per class of six children, however, this is invariably increased based on the profile of needs of the children enrolled. The NCSE review the staffing allocation of special schools yearly to ensure adequate resources remain available as new students enrol. This is important in the special school setting as the children enrolling often have unique needs to those who are leaving. As a result the SNA allocation for diverse special schools rarely remains the same year to year.
The NCSE realise that a school’s student profile can change over the course of the school year, indeed an individual’s circumstances may change substantially in the same period. This is particularly true within special schools where children with more complex needs are supported. It is therefore open to schools to apply to the NCSE for a review of its SNA allocation at any stage it feels its allocation is insufficient to meet the needs of its students. The NCSE manages this review process and handles each case individually.
The NCSE has streamlined the review process for this school year to ensure the process could be completed as quickly as possible and this has alleviated the administrative burden on schools when seeking a review of their SNA allocation.
29. Deputy Paul Murphy asked the Minister for Education if she will introduce a DEIS-plus band for the most disadvantaged schools; and if she will make a statement on the matter. [44960/24]
Amharc ar fhreagraThe Delivering Equality of Opportunity in Schools (DEIS) Programme is a key policy initiative of my department to address concentrated educational disadvantage at school level.
My department now spends over €180 million annually providing additional supports to just under 1,200 schools in the DEIS programme. As Minister, in 2022 I increased the overall allocation for DEIS by an additional €32 million to extend the programme to 322 new schools. This means that almost 1,200 schools and approximately 260,000 students, or one in four of all students, are now supported in the programme.
This increased allocation also allowed for a further 39 existing DEIS schools to be included in DEIS Urban Band 1. Within the DEIS programme, 306 primary schools with the highest levels of educational disadvantage are now included in DEIS Urban Band 1 which means they receive the highest level of support available. In my time as Minister, I have provided three improvements to the staffing allocation for these schools. DEIS Urban Band 1 schools receive access to an enhanced staffing allocation of one teacher for every 17 pupils for junior schools, one teacher for every 19 pupils for combined schools, and one teacher for every 21 pupils for senior schools. This means that children in DEIS Urban Band 1 schools have more contact time with their teachers. DEIS Urban Band 1 schools also have access to the support of Home School Community Liaison (HSCL) coordinators, access to the school completion programme and receive additional funding by way of a DEIS grant. The National Educational Psychological Service (NEPS) provides priority access to their services for schools in this DEIS band. School leaders and teachers in these schools also receive priority access to professional learning through Oide, to support them to meet the needs of their pupils.
The DEIS programme has been successful at improving outcomes for children and young people that attend schools in the programme. However, I am aware of the proposal referred to by the Deputy and I have met with a selection of the principals of the schools involved. I recognise that more work is required to ensure that all children, regardless of background, can achieve their potential in education.
That is why my department invited the OECD Education for Inclusive Societies Project to review the current policy approach for the allocation of resources to support students at risk of educational disadvantage in Ireland. This review found that while Ireland has a comparatively equitable education system, and the DEIS programme is a key instrument in that, gaps remain in relation to the outcomes for children from areas of high deprivation.
Informed by the findings and recommendations of the review, I have recently announced two measures aimed at supporting children and young people in schools with very high level of disadvantage. Firstly, I announced the extension of Strand 1 of the Counselling in Primary Schools pilot to 61 urban DEIS primary schools in Tallaght, Clondalkin, Finglas, Ballymun and Darndale. The schools that will now be included in the pilot have been identified by my department as supporting children from areas with some of the highest levels of disadvantage in the State. Secondly, I have allocated €1.25 million in funding to establish 12 Community Link Worker roles to support Traveller and Roma children and young people and those most at risk of educational disadvantage.
Both measures will be evaluated to inform an ongoing programme of work by my department to develop a future policy for resource allocation to address educational disadvantage.
Officials in my Department held consultations with over 250 principals and teachers and with children and young people. This included a number of principals from these most acutely disadvantaged schools and provided rich data for the team to inform this work. My department is currently engaging with other government departments and agencies and recently held a workshop with over 100 stakeholders, to consider the findings from the OECD review and the consultations and develop tangible actions that will have a positive impact on the educational outcomes for children and young people at risk of educational disadvantage. Please be assured that this work will consider the issues and barriers that are impacting children and young people in schools with the highest concentrations of educational disadvantage.
30. Deputy Pádraig O'Sullivan asked the Minister for Education further to the recent announcement regarding a new special school for Cork for the 2025-26 school term, if a location has been identified for the school; to provide further information on the capacity; and if she will make a statement on the matter. [44629/24]
Amharc ar fhreagraMy department works closely with the National Council for Special Education (NCSE) on the forward planning of new special classes and additional special school places. In Budget 2025, funding was secured for up to 400 new special classes in mainstream schools, and an additional 300 special school places for the 2025/26 school year. This will deliver 2,700 new places for children.
Almost 1,700 new special classes and eleven special schools have been provided in recent years. For this 2024/25 school year alone, over 400 new special classes have been sanctioned with classes provided in every county. Four new special schools have also opened last month in counties Meath, Kildare, Wexford and Limerick.
My department and the NCSE continue to work closely on the forward planning of special education provision. Just last month Minster Foley and I announced that another five new special schools will be established for the next school year 2025/26, two in County Dublin and one each in counties Cork, Monaghan and Tipperary. The exact location, size of the schools and other details are currently being worked through.
This will be the fourth new special school established in County Cork in recent years. It will bring to 129 the number of NCSE supported special schools in the county.
It is envisaged that existing buildings will be repurposed, in the first instance, to facilitate the opening of the new special schools for the 2025/26 school year. Further details such as the precise location of the new schools in each county will be confirmed in due course as part of the finalisation of arrangements for the opening of the new special schools.
The schools will provide for children and young people with complex special education needs from 4 years up to 18 years of age. They are being sanctioned as early as possible as part of advanced forward planning for the next school year to ensure that appropriate placements are available where needed to meet the needs of students with special educational needs.
The announcement of these schools is a significant step forward. Part of the forward planning process looks at how far students are travelling to access an education appropriate to their needs.
The early announcement of the new schools is an important milestone because it allows more time for the planning of school admissions, recruitment of staff, staff training and completion of necessary building works.
Dedicated working groups will be established by my department to work through the details in relation to the establishment of the new special schools. The NCSE at local level will continue to support and update families on the establishment of the new special school.
31. Deputy Ruairí Ó Murchú asked the Minister for Education for an update on the school inclusion model; to outline any plans her Department has for delivery for the next academic year 2025--26; and if she will make a statement on the matter. [44956/24]
Amharc ar fhreagraIn June 2024 I announced the establishment of the Educational Therapy Support Service (ETSS), which will see the appointment, on a permanent basis, of 39 occupational and speech and language therapists, as well as 5 behaviour practitioners to the National Council for Special Education (NCSE).
The expansion of therapy services within the NCSE is expected to build on the achievements and impact of the in-school therapy supports services in the School Inclusion Model (SIM) pilot. SIM provided speech and language and occupational therapists the opportunity to systematically build the capacity of school communities to meet student’s needs.
The overarching purpose of the Educational Therapy Support Service will be to improve learning outcomes for students, ensure teachers are better equipped to support all students and ensure that the right resource is available to meet the needs of individual children to support better educational outcomes.
Therapists will work with teachers and other school personnel to build their capacity to provide as effectively as possible for the needs of students, for example through language programmes co-designed by teachers and speech and language therapists. They will work in partnership with school communities, NCSE colleagues and, where appropriate, NEPS and HSE professionals, promoting the participation and inclusion of all students particularly those with special education needs across all levels of a multi-tiered system of support, providing educational support for students with the greatest level of need.
The Educational Therapy Support Service provides two strands of support: sustained in-school therapy for a period of 24 months, in line with the SIM model and regional therapy support. Regional therapy support includes teacher professional learning seminars with follow-up in-school implementation support and the design and development of therapy resources with education colleagues.
The ETSS has commenced the delivery of school-based support. There are currently 22 schools in the Dublin, Kildare and Wicklow region involved in the NCSE Sustained In-school Support for 2024-2026. Regional therapy support has been advertised to all schools in Dublin Kildare and Wicklow. The first seminars and in-school support for teachers began in October 2024.
Limerick has been identified as the most suitable hub for the Western region and it is anticipated that schools in Limerick and Tipperary will be invited to apply for sustained in-school support in early 2025, subject to the recruitment of appropriate personnel by the NCSE.
It is envisaged that teacher professional learning seminars for both Occupational Therapy and Speech and Language Therapy, with follow up in-school support, will be available nationally for 2025/2026.
32. D'fhiafraigh Deputy Aengus Ó Snodaigh den Aire Oideachais cén obair a rinne sí i dtaca leis an ngealltanas sa Chlár Rialtais chun líon na ndaltaí i scoileanna lán-Ghaeilge a dhúbailt sa chomhthéacs go bhfuil an líon sin anois tar éis titim ó thosaigh sí mar Aire. [44973/24]
Amharc ar fhreagraGabhaim buíochas leis an Teachta as a cheist.
Tuigim an ról an-tábhachtach atá ag an gcóras oideachais chun an Ghaeilge a chur chun cinn, agus an stádas ar leith atá ag scoileanna Gaeltachta agus scoileanna lán-Ghaeilge maidir le caomhnú agus neartú na teanga.
Tá dul chun cinn fiúntach déanta ag mo roinn le blianta beaga anuas maidir le cur i bhfeidhm an Pholasaí don Oideachas Gaeltachta. Chabhraigh an polasaí go mór leis an soláthar lán-Ghaeilge a neartú i gceantair Ghaeltachta. Faoin Scéim Aitheantais Scoileanna Gaeltachta, tá os cionn 120 scoil aitheanta Gaeltachta anois ag cur oideachas trí mheán na Gaeilge ar fáil do pháistí agus do dhaoine óga ina gceantair.
Mar thoradh ar obair chrua agus dúthracht na múinteoirí, na bpríomhoidí agus na scoláirí, tá aitheantas mar Scoil Ghaeltachta bronnta ar bhreis agus 120 scoil. Bhí ceithre ócáid ar siúl i mí Dheireadh Fómhair 2024 chun ceiliúradh a dhéanamh ar an méid atá bainte amach ag na scoileanna, agus ba mhaith liom tréaslú leo arís as an stádas oifigiúil seo a fháil.
Maidir leis an soláthar don oideachas lán-Ghaeilge níos leithne, tá méadú tagtha ar líon na scoileanna lán-Ghaeilge go 299 in 2024. Ón mbliain 2013, tá €840 milliún infheistithe ag mo roinn i bhfoirgnimh scoile nua chun tacú leis an oideachas lán-Ghaeilge. Ó thosaigh mise mar Aire Oideachais in 2020, tá ceithre Ghaelscoil agus Gaelcholáiste nua amháin bunaithe ag an roinn.
Mar is eol don Teachta, fógraíodh le linn an tsamhraidh go mbeidh Scoil na mBráithre Críostaí, Sráid Synge, ag athrú go soláthar lán-Ghaeilge, ag tosú in 2026. Is forbairt iontach í seo a chuirfidh leis an soláthar iar-bhunscoile lán-Ghaeilge i ndeisceart chathair Bhaile Átha Cliath.
Tá obair ar siúl i mo roinn faoi láthair chun polasaí nua a fhorbairt don oideachas lán-Ghaeilge lasmuigh den Ghaeltacht. Agus an polasaí nua á fhorbairt againn, beidh iniúchadh á dhéanamh ar bhealaí inar féidir cur leis an soláthar don oideachas lán-Ghaeilge. Chomh maith leis sin, beifear ag fiosrú conas cur le líon na ndaltaí agus na scoláirí atá ag roghnú an oideachas lán-Ghaeilge.
Tá gach ceantar difriúil, agus chun cur le líon na ndaltaí san oideachas lán-Ghaeilge, beidh orainn go léir – an roinn, scoileanna, pátrúin agus páirtithe leasmhara eile – comhoibriú le chéile chun toradh dearfach a bhaint a bhaint amach.
Chun bonn eolais a chur faoin bpolasaí nua, reáchtáladh próiseas comhairliúcháin cuimsitheach. D’éisteamar le tuairimí réimse leathan páirtithe leasmhara, lena n-áirítear daltaí agus scoláirí. Rinne Sealbhú, ionad taighde in DCU, anailís ar an eolas a bailíodh le linn an chomhairliúcháin, agus d’ullmhaigh siad sraith tuairiscí don roinn.
Chomh maith leis sin, rinne Sealbhú athbhreithniú ar an litríocht náisiúnta agus idirnáisiúnta freisin. Díríonn an taighde ar mhúineadh trí theangacha mionlaigh i dtíortha éagsúla go hidirnáisiúnta.
Agus an polasaí nua seo á fhorbairt, tá mo roinn ag baint leas as na tuarascálacha atá ullmhaithe ag Sealbhú agus as eolas a roinn páirtithe leasmhara linn le linn cruinnithe le hoifigigh na roinne. Tá an polasaí, mar aon le plean gnímh, á fhorbairt ag oifigigh mo roinne faoi láthair.
