Written Answers Nos. 371-390
371. Deputy Cian O'Callaghan asked the Minister for Enterprise, Tourism and Employment to provide information on when the Employment Regulation Order (Contract Cleaning Industry Joint Labour Committee) 27 February 2025 will be signed into effect; and if he will make a statement on the matter. [34541/25]
Amharc ar fhreagraJoint Labour Committees (JLCs) are independent in their functions and I have no role in relation to the negotiation of a proposal for an Employment Regulation Order (ERO).
Under legislation, my role in the ERO process is clearly defined. As soon as practicable after receiving a copy of the proposals for an ERO from the Labour Court, where I am satisfied that Sections 42A and 42B of the Industrial Relations Act 1946 have been complied with, and where I consider it appropriate to do so, I will make an ERO giving effect to the proposals; or should I refuse to make such an Order, I will notify the Court as to the reasons why.
The most recent ERO for the Contract Cleaning Sector came into effect on 1 June 2024. It is available to the public here: S.I. No. 255/2024 - Employment Regulation (Amendment) Order (Contract Cleaning Industry Joint Labour Committee) 2024 (www.irishstatutebook.ie/eli/2024/si/255/made/en/print)
I can confirm that no proposal has been received to date from the Labour Court for a new ERO for this sector.
372. Deputy Eoghan Kenny asked the Minister for Education and Youth whether all mild general learning disability schools being re-designated as complex needs schools; if so, the reason for this; which stakeholders were involved in the re-designation process; and if she will make a statement on the matter. [34368/25]
Amharc ar fhreagra445. Deputy Barry Ward asked the Minister for Education and Youth further to Parliamentary Question No. 388 of 17 June 2025, the position regarding any engagement she has had since January 2025 with school principals of special schools or their representative bodies regarding proposed changes to the allocation of special schools; and if she will make a statement on the matter. [34322/25]
Amharc ar fhreagra448. Deputy Ruth Coppinger asked the Minister for Education and Youth the reasons for the redesignation of all mild general learning disability schools as complex needs schools; if she will pause redesignations pending consultation and a review involving parents and teachers; if she will ensure that those pupils in existing mild general learning disabilities schools will have the specialist supports that they need; and if she will make a statement on the matter. [34363/25]
Amharc ar fhreagraI propose to take Questions Nos. 372, 445 and 448 together.
The government is committed to the provision of additional special school places for children with more complex educational needs. Over 300 new special school places are being provided for the coming 2025/26 school year. Five new special schools are being established in addition to the eleven new special schools opened over the last few years. Special school capacity is also being expanded across a number of special schools.
As recently announced, my department will begin examining the designation of special schools in the 2025/26 school year. It’s important to note that it is not the intention to exclude children who require a special school place from accessing certain special school settings, but rather allow children with complex educational needs apply to their local special school by broadening the designation of more schools.
Currently, there are instances whereby children with complex needs cannot apply for admission to their local special school simply because they don’t meet the narrow designation of that special school. In that regard, along with providing additional special school capacity, my department and the National Council for Special Education (NCSE) consider it necessary to look at the profile of our existing special schools.
This is not a new departure. The NCSE report that over half of mild general learning disability (MGLD) special schools have already changed their policies in order to allow children with more complex needs in their communities who require a special school setting enrol in their local special school. I wish to thank schools who have worked with us to broaden their designation. My department will now engage with and support the remaining schools to embrace this endeavour so that more special schools can better support children with complex needs in their local community.
There are approximately 30 of our 129 special schools that were originally designated as schools for children with a MGLD. The establishment of these special schools predated the significant expansion in the range of supports offered in mainstream schools through additional special education teaching and special needs assistant resources and through the rapid expansion in special class provision.
It is noted that many of the children enrolling in MGLD special school do so around the transition point from primary to post-primary. The new senior cycle level 1 and level 2 programmes offers a new curriculum pathway for students with special educational needs at post-primary level now also.
373. Deputy Liam Quaide asked the Minister for Education and Youth if the National Council for Special Education accept clinical diagnosing of autism in assessment reports completed by counselling psychologists. [34542/25]
Amharc ar fhreagraMy department has recently issued a new circular letter to schools in relation to the approach and measures being undertaken to support the forward planning of special classes and special school places for the 2026/2027 school year.
The circular letter and NCSE guidelines clearly set out the eligibility criteria for access to a special class or special school. For example the eligibility criteria for admission to an autism special class for the 2026/27 school year is:
Children and young people are eligible for enrolment in a special class for autism when the following is provided in support of such an application:
Professional report(s) outlining:
• Diagnosis of autism (e.g. Autism: DSM IV/V or ICD 10/11 (psychologist, psychiatrist, multi-disciplinary report)
AND
• A demonstration of the understanding of complexity of the child’s overall level of need/s evidenced in the professional reports
AND
• Given the severity or complexity of the child’s support needs, a clear professional recommendation as to what educational placement type would be most appropriate to best meet the child’s needs, along with the rationale for same
AND
• A letter from the NCSE confirming that the child is known to them and that the child has the required diagnosis and recommendation for a special class for autism.
Professional reports and confirmation of a diagnosis are not required to access special education teacher and special needs assistant supports in mainstream.
374. Deputy Conor D. McGuinness asked the Minister for Education and Youth the date on which she was informed of the shortfall in additional SNAs promised for September 2025 as in the case of a school (details supplied); the reason for the delays in responses from the NCSE to schools. [33517/25]
Amharc ar fhreagraThe NCSE has responsibility for coordinating and advising on the education provision for children with special educational needs. The NCSE has advised my department that all schools have been informed of their special needs assistant (SNA) allocations for the 2025/26 school year. As the NCSE is responsible for the allocation of SNAs to schools. I have forwarded the school's details to them for their attention and direct reply.
Deputies are also welcome to raise such matters with the NCSE directly through their dedicated Oireachtas query line at oireachtasqueries@ncse.ie.
For 2025, the highest ever annual budgetary provision for 1,600 additional SNA posts was provided. All of these posts will be allocated to schools for the start of the coming school year. This will bring the overall number of SNAs to over 23,000 which is a 100% increase over 10 years.
375. Deputy Paul Murphy asked the Minister for Education and Youth if he is aware that some schools (details supplied) are pressuring their teachers to not wear clothing that may be perceived as being of Middle Eastern or Palestinian in style, such as the keffiyeh; if her Department has a policy on this; and if she will make a statement on the matter. [33518/25]
Amharc ar fhreagraUnder the provisions of the Education Act 1998, the board of management is the body charged with the direct governance of a school. Section 15 of the Education Act 1998 (as amended by the Education (Amendment) Act 2012), sets out the duties and functions of the boards of management of recognised schools or, where the employer is a person other than a board, by that person.
Under Section 24 of the Education Act 1998, the responsibility for the regulation of discipline and grievances related to staff fall within the responsibility of the Boards of Management of recognised schools as the employer, or where the employer is a person other than a board, by that person, subject to the agreed procedures in place.
While the Department sets out the composition of boards of management and rules of procedure it is not directly involved in the management of schools. The Department does not have the legal powers to instruct a school to follow a particular course of action regarding individual complaint cases, or to investigate individual complaints except where the complaint involves a refused enrolment, expulsion or suspension, in accordance with section 29 of The Education Act, 1998. Accordingly, any complaint regarding disciplinary or grievance processes is a matter to be addressed by the employer i.e. the Board of Management of the school.
Grievance policies and procedures are negotiated between the relevant unions and school management bodies. Employers are obligated to provide all new employees with written details of disciplinary and grievance procedures when taking up employment and the school should provide a copy to its staff on appointment and should include the procedures in employee’s induction. Interpersonal grievances should generally be dealt with under the internal grievance, or dignity at work, procedures.
Where there are concerns about the process advice may be sought perhaps from a union representative or from a legal source to advise on the possible options open to an individual. Alternatively, advice can be sought from the Workplace Relations Commission, if appropriate, depending on the circumstances of the case.
376. Deputy Louis O'Hara asked the Minister for Education and Youth if an application for a reader and scribe for the Junior Certificate examinations was made by a school for a child (details supplied); and if she will make a statement on the matter. [33519/25]
Amharc ar fhreagraThe State Examinations Commission (SEC) has responsibility for the operation and delivery of the State examinations, and facilitates access to the examinations through its scheme of reasonable accommodations at the certificate examinations, otherwise known as the RACE scheme. I have asked the SEC to respond directly to the Deputy on the question raised.
377. Deputy Noel McCarthy asked the Minister for Education and Youth to provide an update on an application by a school (details supplied) for the establishment a new autism class ahead of the 2025-2026 school year; and if she will make a statement on the matter. [33541/25]
Amharc ar fhreagra404. Deputy Pat Buckley asked the Minister for Education and Youth the reason a school (details supplied) in east Cork will not be given an extra Autism class for 2025-2026; and if she will make a statement on the matter. [33852/25]
Amharc ar fhreagraI propose to take Questions Nos. 377 and 404 together.
This government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective. The National Council for Special Education (NCSE) has responsibility for coordinating and advising on the education provision for children with special educational needs.?
The NCSE advise that the school referred to by the Deputy currently has six autism classes.
The NCSE advise that there is sufficient special class places available at primary level to meet the level of need known to them.
This year the NCSE focused on medium and larger primary schools with available accommodation and no existing special class to open a new special class for the 2025/26 school year.?This will ensure that classes can open quickly as existing accommodation can be reconfigured in a more streamlined and efficient manner but also that new provision is established in as many schools as possible. This provides parents more options when deciding which schools to apply to and ensures that provision continues to grow in a diverse number of schools across regions.?This should also help in reducing the distances that some children are travelling to access a special class place.
However, as in other years where schools have no available accommodation, particularly at post-primary level and there is known demand in a local area, my department will continue to provide additional classroom accommodation to provide necessary places.
My department and the NCSE have begun preparatory work in relation to planning for the provision of further new special class and special school places for the 2026/27 school year and?are committed to ensuring that sufficient special education placements remain available for children with special educational needs.
378. Deputy Jennifer Whitmore asked the Minister for Education and Youth if she will consider putting in place a common enrolment process for students in the Greystones area before the 2026-2027 academic year; and if she will make a statement on the matter. [33569/25]
Amharc ar fhreagraThe 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 of mine.
My Department has a very significant capital programme that is providing additional capacity around the country, underpinned by a robust forward planning process. Since 2020, my department has invested over €6 billion in our schools throughout the country under the National Development Plan, involving the completion of over 1,400 school building projects and with construction currently underway in over 325 other projects, which includes new school buildings some of which are being delivered in phases. Additionally, my officials work very closely with schools and patrons to ensure that there are sufficient places available each year. Good data-sharing between schools and my department is critical to this process.
The Education (Admission to Schools) Act 2018, is an important piece of legislation which has introduced a more parent-friendly, equitable and consistent approach to how school admissions policy operates for the almost 4,000 primary and post-primary schools. Under this legislation, schools manage the enrolment of around 140,000 children into Junior Infants and First Year every year and this runs smoothly in most cases. Both Junior Infant and First Year intake numbers are declining nationally year on year, and there were unfilled first year places in September 2024 across every county. However, I am acutely aware that there can be stresses for families when there is high demand for places in an area or in a particular school.
It is in that context that the Programme for Government sets out a commitment to roll out a nationwide common application system to reduce stress on parents and students during application periods. Common application systems are in place in a small number of specific areas, such as at post primary level in Limerick and Ennis, and for primary special classes in Dublin 15. There are a lot of benefits to the system, particularly in terms of identifying capacity pressures at an early point and avoiding duplication on waiting lists. I believe that the introduction of a common application system can be a game changer, particularly for parents and children with special educational needs.
My department is taking lessons from the implementation of these systems and building on the recent experience of data-sharing with schools to pilot an early iteration of a common application system at post primary level in a small number of areas for the 2026/27 admissions process. This will inform development towards the Programme for Government commitment for a national system.
379. Deputy Tony McCormack asked the Minister for Education and Youth if she will review the current funding allocation to the Edenderry school completion programme, which receives €25,000 annually, the majority of which is absorbed by staffing and rent costs, leaving little to no resources for direct student support; and if she will consider providing additional funding to ensure that meaningful interventions and supports can be delivered to students in need. [33582/25]
Amharc ar fhreagraAs Minister for Education & Youth, I am very conscious of the need to ensure our schools are supported enabling them to maximise teaching and learning outcomes for all students. It is vitally important that our education system is one in which every child and young person feels valued and is actively supported and nurtured to reach their full potential.
The School Completion Programme (SCP) is funded by my department via Tulsa Education Support Service (TESS) and is a central element of the DEIS (Delivering Equality of Opportunity in Schools) programme, a key policy initiative of my department to address concentrated educational disadvantage at school level, in a targeted and equitable way, across the primary and post-primary sector.
TESS have operational responsibility for the programme, with local projects operating under the management and direction of a Local Management Committee (LMC). The LMC is responsible for the oversight of the project delivery at local level, including the use of project resources, employment of staff, and accountability for public funds.
Since my department took over responsibility for SCP in January 2021, the programme has seen an annual increase in funding. For 2025 the total allocation for the programme is just under €37m.
Edenderry School Completion Programme delivers a programme of work to support students who are at risk of early school leaving and students at school-going age who are not currently attending school. For the 2024/2025 academic year Edenderry School Completion Programme received funding totalling €252,132.72. The Budget allocation which includes pay awards for the 2025/2026 academic year will be €257,857.89.
My department invests over €180 million annually to provide additional supports to almost 1,200 schools in the DEIS programme which supports approximately 260,000 students.
The DEIS programme is targeted at schools with the highest levels of concentrated disadvantage.
The DEIS programme is based on the premise that in order to have the maximum possible impact on providing opportunities for students most at risk of educational disadvantage, extra resources must be targeted as closely as possible at those students with the greatest level of need.
As Minister, I am determined to close the performance gap between DEIS and non-DEIS schools and introduce more innovative solutions to tackle disadvantage.
A new DEIS Plan will be published in 2025. This plan will focus on improving the opportunities and achievement levels of children at risk of educational disadvantage, developing more innovative approaches to tackling educational disadvantage, and working towards a more flexible system of supports to ensure that a school can receive the right support at the right time.
380. Deputy Aengus Ó Snodaigh asked the Minister for Education and Youth the exact steps required by her Department for a school to change its patronage; the role of the school’s board of management, the principal, religious orders and the parent’s council in such a change; and if she will make a statement on the matter. [33586/25]
Amharc ar fhreagraFor historical reasons, most primary schools are State-aided parish schools, with the local Bishop as patron. It is recognised, including by the Catholic patrons, that more diverse provision is required to cater for our changing society.
The Programme for Government commits to seeking to increase choice for parents by ensuring that families can access both multi/non-denominational and faith-based education.
The schools reconfiguration process, supporting transfers of schools to multi-denominational patrons in response to the wishes of local communities, has been developed in order to meet demand from parents and to accelerate the delivery of multi-denominational schools.
Under the Education Act 1998, the legal responsibility for transferring patronage rests with the current school patron in the first instance. A school patron may write to me as Minister for Education and Youth in relation to transfer of patronage of a school under their patronage under Section 8 of the Education Act 1998 and request that the patron register is amended accordingly.
When a transfer of patronage is planned, there are many matters that need to be discussed and agreed in advance by the existing patron and any incoming patron including practical and legal considerations.
The voice of the parent and school community is important in the context of a decision to transfer patronage and/or to change to a multi-denominational ethos. Transfer of school patronage requires time and meaningful engagement with the school community, directly supported by the school patron.
Further information for school communities regarding transfers of patronage can be found on the schools reconfiguration page on www.gov.ie/schoolsreconfiguration at the following link: www.gov.ie/en/department-of-education/publications/schools-reconfiguration-for-diversity/.
My Department has just published a comprehensive Education Plan 2025 that outlines a significant body of work that I am undertaking this year to deliver for everyone in our school and youth services’ communities.
There are over 100 actions in this plan including a commitment to launch a survey of primary school parents and guardians and pre-school parents and guardians on their preferences on important aspects of school provision and choice, such as the future patronage and ethos of their school. I intend to launch the survey in quarter 3 of 2025. I will announce further details in due course.
381. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth the estimated cost to expand the in-school therapy programme by a factor of 100%, doubling, in effect, the number of permanent expert therapists operating under ETSS. [33597/25]
Amharc ar fhreagraIt is my intention to prioritise the Programme for Government commitment to introduce a National Therapy Service in education, commencing in special schools and subsequently extending to schools with special classes and mainstream provision.
It is intended that the National Therapy Service will commence in some special schools at a later stage in the 2025/26 school year. Further roll out of the service will occur on a phased basis with a wider roll-out commencing in the 2026/27 school year.
This service will be delivered by the National Council for Special Education (NCSE), building on the NCSE’s work previously completed through the Educational Therapy Support Service (ETSS).
ETSS therapists and their relevant salary scale align with the consolidated salary scales of the HSE.
As there are number of variables to be considered when calculating the cost of expanding the in-school programme by a factor of100%, such as therapist grade and length of service, I have attached a summary table for the various grades extracted from the HSE consolidated salary scales of the 1st March 2025 for your information.
|
Grade Description HSE |
Date effective |
Points scale |
Salary scale € |
|
Manager I |
01/03/2025 |
7 |
76,281 79,027 80,528 83,253 86,027 88,804 91,575 |
|
SLT/OT Senior |
01/03/2025 |
9 |
63,279 64,629 66,021 67,399 68,779 70,231 71,760 73,285 74,509 |
|
OT / SLT Staff GradeTherapist |
01/03/2025 |
14 |
44,122 46,471 48,404 49,810 51,000 52,265 53,528 54,857 56,191 57,534 58,951 60,454 61,953 63,154 LSI |
382. Deputy Louise O'Reilly asked the Minister for Education and Youth if funding will be provided as indicated by a DDLETB officer for a post to be split between administration and youth support worker for a group (details supplied); and if she will make a statement on the matter. [33602/25]
Amharc ar fhreagraMy Department is committed to supporting the delivery and development of youth work services and opportunities for young people across the 16 education and training boards (ETBs) including Dublin and Dún Laoghaire ETB.
Arising from Budget 2025, over €84 million has been allocated for current and capital expenditure for the benefit of young people. Over the period from 2021 to 2025, the level of current Exchequer funding for youth services and programmes will have increased by over 34%.?
The service referred to by the Deputy is funded through the UBU Your Place Your Space scheme (UBU scheme). The UBU scheme is my Department's largest youth funding scheme. It targets marginalised and disadvantaged young people, aged between 10-24 years old. The scheme currently provides funding to 249 targeted youth services across 16 ETBs. The ETBs, in their mid level governance role, act as the intermediary on behalf of my Department for the UBU scheme and administer the funding to organisations to support the delivery of youth services.
Planning and Progress Review Meetings (PPRM) should happen at least three times a year between ETBs and the UBU youth services in their functional area. The PPRM process is a collaborative effort between the ETB and the youth services to discuss progress and related issues in their work and is the appropriate forum for raising such issues.
My officials have engaged with Dublin and Dún Laoghaire ETB in relation to this matter.
383. Deputy Ruth Coppinger asked the Minister for Education and Youth to examine the possibility of learning support teachers (SET) who do not have Irish language qualifications to be able to work in schools where all their pupils are not learning Irish; and if she will make a statement on the matter. [33608/25]
Amharc ar fhreagraEnabling children with special educational needs to receive an appropriate education is a priority for this government.?It is also a key priority for me, 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 class and special school places are provided.
Special education teachers provide additional teaching supports to children attending mainstream classes with special educational needs. They do so using a wide variety of teaching approaches. This includes supporting children with special educational needs to access the curriculum, of which Irish is a subject. In addition, a number of special education teachers work in Gaelscoileanna across the country where Irish is the primary language used. Many children with special educational needs enrol in these schools and are taught through the medium of Irish.
Like all teachers, special education teachers register with the Teaching Council who are responsible for promoting the professional standards in teaching and set out the requirements for registration.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
384. Deputy Darren O'Rourke asked the Minister for Education and Youth further to Parliamentary Question No. 85 of 12 June 2025 (details supplied), the number of children that account for the 92% of allocations receiving a place in a special class/school, by county. [33621/25]
Amharc ar fhreagraMinister McEntee and I continue to meet the National Council for Special Education (NCSE) and senior Department officials each week to track the progress being made in terms of new special class and special school places for the coming school year.
As you will know, the NCSE confirmed the sanctioning of 399 new special classes for the coming school year before Easter. This was several months ahead of last year and both Minister McEntee and have asked that this happens even earlier next year. My Department has recently issued a new Circular letter to all schools setting out an indicative timeline for the NCSE to sanction the majority of new special classes for the 2026/2027 school year by 31 December 2025.
Sanctioning the new special classes was a key milestone and reflects the core role of the NCSE and my Department to plan for sufficient capacity. The key requirement then is for schools to progress with any repurposing works, recruit staff and undertake an admissions process.
Under the new parent notification process, the NCSE had received just under 3,300 verified notifications from parents of children and young people seeking a special class or special school place by mid-February 2025. The NCSE advise that through the provision of 2,700 new special education places (400 new special classes and 300 additional special school places), along with an estimated 1,200 places being available through the normal movement of students from primary to post-primary, finishing school and vacant places, there should be sufficient capacity to meet the level of need known to them.
The NCSE in line with their statutory responsibility continue to work with schools to ensure that the remaining places available are offered as quickly as possible. The NCSE also continue to support parents to access those placements. In April, my Department wrote to all schools opening new special classes asking them to progress with admissions as soon as is possible. The position in relation to children and young people taking up special education places is changing day to day.
The NCSE advise that for the majority of counties outside of Dublin all of the children known to them have been offered a place or have a clear pathway to accessing a school placement. In relation to Cork, the new special school being established has recently opened for admissions and the remaining children known to the NCSE seeking a special school place are being supported to apply for those places. The NCSE report that there are sufficient primary and post-primary special class places available in Cork.
NCSE advise that the confirmation of special education placements is slightly behind the rest of the country in Dublin. Some of the new special classes were sanctioned just before Easter. The NCSE are working to confirm enrolments with some schools and are working intensely with other schools to confirm the children and young people to be offered places. Significant progress is being made day to day and week to week. The NCSE have recourse to using Section 67 to direct schools to enrol children if required. There has been a record level of 98 new special classes sanctioned in Dublin for the coming school year. In relation to special schools in Dublin, the 2 new special schools being established in Belmayne and Lucan have opened for admissions and will provide 60 places for children.
In relation to some of the challenges that arise in terms of matching children and young people to available places, the NCSE advise that there continues to be some children being offered special education places that are unknown to them. Some families who NCSE may have expected to accept an offer of a placement may decide not to accept a placement. Some children and young people may have a dual recommendation for a special class or special school place. Parents may opt for a special class if it is closer to them, even if they have a recommendation for special school which is why the individual casework by NCSE with parents is essential and this level of detail is known only at local level by the NCSE.
In terms of data on a county by county basis, there are children who may cross county boundaries to access a special class or special school as well. As you will be aware, county boundaries not rigid in terms of schools catchment areas so that in many communities your local school may be in another county. This is also very true of boundaries in Dublin which are post codes and not meant to be a limiting factor for school places.
Over 80% of all new special classes being provided are in repurposed existing school accommodation. In some cases, where significant repurposing works or modular accommodation is being provided, schools may need to put in place contingency arrangements for some students. The NCSE will support schools and families on this.
For the 2026/2027 school year, both Minister McEntee and I are anxious that this work happens earlier to allow greater certainty for families and more time for schools to plan and prepare for establishing new special classes.
385. Deputy Albert Dolan asked the Minister for Education and Youth if her Department has a designated head of procurement; if each agency or public body under her Department’s remit also has a designated head of procurement; and if so, to list those entities, along with the name or grade of the person holding that role. [33638/25]
Amharc ar fhreagraThe Department of Education and Youth have two designated ‘heads of procurement’ outlined below;
|
Section |
‘Head of Procurement’ roles |
Scope |
Grade |
|
Shared Services Implementation Unit |
1 |
‘Goods & Services’ |
Principal Officer |
|
Planning and Building Unit |
1 |
School ‘Works’ |
Principal Officer |
In the Department of Education and Youth however, procurement is managed by each individual Business Unit, with the head of procurement aiding units in adhering to public procurement regulations. There is also a Procurement Policy Unit in the department, that provides advisory services and advocates best practices on public procurement matters.
The information in respect of state bodies under the aegis, within the scope of the Deputy’s question, is not held by my department. State bodies have been provided with the question and have been advised to respond directly to the Deputy.
386. Deputy Albert Dolan asked the Minister for Education and Youth the number of staff within her Department and its agencies who hold a formal procurement qualification or certification (for example, CIPS, NFQ Level 6 or higher in procurement, EU public procurement training), broken down by organisation, in tabular form. [33656/25]
Amharc ar fhreagraI thank the Deputy for his question; my department does not employ whole time procurement officers and therefore I am unable to provide detail of the number of staff who hold formal qualification or certification in procurement.
Procurement is undertaken throughout the department by officers within the business units responsible for the relevant goods or services, or through the Office of Government Procurement (OGP) who source goods and services on behalf of public bodies. All such procurement must adhere to public procurement policy, regulation and best practice.
My department has a dedicated Procurement Policy Unit. This unit’s responsibilities include providing procurement support and resources to business units and ensuring that staff are aware of their responsibilities under the department’s corporate procurement plan and public procurement policy.
In addition, under the Government’s Procurement Reform programme, led by the OGP, the Education Procurement Service (EPS) is the Department of Education and Youth's sector sourcing hub. It operates as a shared service for the department: it's agencies; the schools sector; Education and Training Boards and the Higher Education Sector.
EPS represents the education and training sector needs, providing a voice for the sector within the development of frameworks and contracts under the national procurement model.
The information in respect of state bodies under the aegis, within the scope of the Deputy’s question, is not held by my department. State bodies have been provided with the question and have been advised to respond directly to the Deputy.
387. Deputy Albert Dolan asked the Minister for Education and Youth if her Department and each agency or public body under its remit uses a formal contract management system or procurement tracking platform; to list the systems in use; and if they are centrally monitored or independently operated. [33674/25]
Amharc ar fhreagraThe Department of Education and Youth use a centralised ‘SharePoint’ Contracts Register, which is updated by individual business units within the Department. The program is an inhouse IT design which allows us to improve the data collected to meet Public Procurement Law as it evolves. Contracts listed are also monitored by the Procurement Policy Unit.
The information in respect of state bodies under the aegis, within the scope of the Deputy’s question, is not held by my department. State bodies have been provided with the question and have been advised to respond directly to the Deputy.
388. Deputy John Brady asked the Minister for Education and Youth whether the redesignation of special schools will only affect children with a diagnosis of mild general learning disability (MGLD) or will affect students with a dual diagnosis of MGLD and another neurodevelopmental diagnosis, such as MGLD and autism; and if she will make a statement on the matter. [33698/25]
Amharc ar fhreagra389. Deputy John Brady asked the Minister for Education and Youth the additional supports that will be made available for children with a mild general learning disability who will have to leave special schools and attend mainstream school; whether mild general learning disability-specific classes be made available; and if she will make a statement on the matter. [33699/25]
Amharc ar fhreagra410. Deputy John Brady asked the Minister for Education and Youth the measures that will be put in place for students with MGLD diagnosis who will have to move to mainstream schools from special schools under her Department’s plan to re-designate special schools; what assessments have been completed by her Department in regards to staffing provisions and classroom space availability for designated MGLD classes; and if she will make a statement on the matter. [33865/25]
Amharc ar fhreagraI propose to take Questions Nos. 388, 389 and 410 together.
There are approximately 30 of our 129 special schools that were originally designated as schools for children with a MGLD. The establishment of these special schools predated the significant expansion in the range of supports offered in mainstream schools through additional special education teaching and special needs assistant resources and through the rapid expansion in special class provision.
This is not a new departure. The NCSE report that over half of MGLD special schools have already changed their policies in order to allow children with more complex needs in their communities who require a special school setting enrol in their local special school. Any special school broadening its designation will not impact those students already enrolled.
It’s important to state that it is not the intention to exclude children who require a special school place from accessing certain special school settings, but instead to work to ensure children with complex educational needs can apply to their local special school.
There are situations currently arising where children with additional needs travel passed special schools in their locality to attend a special school further away. This is not fair on these children or their families. This is down to the fact children cannot apply for admission to their local special school simply because they don’t meet the narrow designation of that special school.
It’s also important to state that there is no strict timeline on re-designation being pursued. As indicated the department and the NCSE intend to commence work in this area in the forthcoming school year.
It is my department’s policy, in accordance with the principles of inclusive education, that students with additional learning needs are supported in mainstream classes along with their peers, with additional supports provided as necessary.
The department provides for a range of placement options and supports for schools and students with special educational needs in order to ensure that wherever a child is enrolled, they will have access to an appropriate education.
It is noted that many of the children enrolling in a a mild general learning disability (MGLD) special school do so around the transition point from primary to post-primary. The new Senior Cycle Level 1 and Level 2 programme offers a new curriculum pathway for students with special educational needs at post-primary level now also.
390. Deputy Conor Sheehan asked the Minister for Education and Youth if, given that Marino Institute of Education is a third-level higher education institute and not-for-profit charity funded directly by her Department, consideration will be given to extending the eligibility of free frees to students in the BSc in Early Childhood and BSc in Education Studies course; and if she will make a statement on the matter. [33705/25]
Amharc ar fhreagraAs the Deputy is aware, the Free Fees Initiative is an administrative scheme of the Department of Further and Higher Education, Innovation and Science with all approved courses, with the exception of Marino Institute of Education primary initial teacher education programmes, funded through the Higher Education Authority.
My Department directly provides capitation, free fees and literacy & numeracy funding to Marino Institute of Education for approved numbers on the approved primary initial teacher education programmes. This funding is provided as part of a specific arrangements in relation to these courses only and funding does not extend to courses outside the agreement.
As a private institution, it is open to Marino Institute of Education to offer additional courses outside those approved for funding under the primary initial teacher education programmes. The establishment of such courses does not give rise to the provision of funding by my Department.
I understand that the extension of free fees funding to additional courses in private institutions would be a matter for the Department of Further and Higher Education, Innovation and Science, the HEA or other Government Departments/Agencies that have identified a specific teaching and learning need. In this regard decisions regarding eligibility of free fees to students in the BSc in Early Childhood and BSc in Education Studies are not a matter for my Department.
