Written Answers Nos. 894-913
894. Deputy Peadar Tóibín asked the Minister for Education and Youth the amount of carbon that will be emitted on all transport and related actions undertaken by all Junior Ministers in her Department and their members of staff during their St Patrick’s Day trips in 2026. [20623/26]
Amharc ar fhreagraIt is estimated that the total amount of carbon due to be emitted from flights undertaken by the Minister of State at my department, Michael Moynihan, T.D. and his staff during their St. Patrick’s Day trip in 2026 is 1.09 tonnes.
895. Deputy Peadar Tóibín asked the Minister for Education and Youth if she has paid to offset any of the carbon emitted due to St Patrick’s Day trips in 2026; and the amount paid. [20642/26]
Amharc ar fhreagraIn line with the provisions of the Department of Public Expenditure, Infrastructure, Public Service Reform and Digitalisation circular 01/2020, all Government Departments, Offices and agencies are required, with effect from 1 January 2020, to record, monitor and value the greenhouse gas emissions associated with official air travel usage and, no later than 28 February each year to make a payment to the statutory Climate Action Fund related to these emissions for the preceding year.
In line with these provisions, the Department of Education and Youth will make payment in early 2027 to offset any of the carbon emitted associated with St Patrick’s Day trips in 2026.
896. Deputy Peadar Tóibín asked the Minister for Education and Youth the amount of carbon that has been emitted by transport used by her, the Junior Ministers in her Department, and their staff for each of the past five years; if she has paid to offset any of the carbon emitted because of transport; and the amount paid in each year. [20660/26]
Amharc ar fhreagraIn line with the provisions of circular 01/2020, the Department of Education and Youth makes an annual contribution payment to the Climate Action Fund to offset carbon emissions from flights undertaken by Ministers and officials travelling on behalf of the Department. This payment is not broken down between travel undertaken by Ministers and travel undertaken by officials, but is based on the total amount of carbon emissions from flights, generated over the course of a given year. Payments are made in respect of emissions generated in the previous year.
A table showing payments made to offset these emissions is provided below:
|
Year |
Carbon Emissions in Tonnes |
Amount per tonne |
Total amount |
|
2021 |
4.7093 |
€33.50 |
€157.76 |
|
2022 |
26.2473 |
€41 |
€1076.14 |
|
2023 |
61.41 |
€48.50 |
€2,978.39 |
|
2024 |
50.14 |
€56 |
€2,807.84 |
|
2025 |
78.90 |
€63.50 |
€5,015.15 |
In line with the circular's provisions, my Department will calculate and make a payment in early 2027 to offset any of the carbon emitted due to flights taken in 2026.
897. Deputy Barry Ward asked the Minister for Education and Youth the position regarding the refurbishment works for a school (details supplied); and if she will make a statement on the matter. [20680/26]
Amharc ar fhreagra898. Deputy Barry Ward asked the Minister for Education and Youth if she will engage with the principal of a school (details supplied) in relation to their planned refurbishment project; and if she will make a statement on the matter. [20681/26]
Amharc ar fhreagra899. Deputy Barry Ward asked the Minister for Education and Youth if she will provide a timeline for the start date of a planned refurbishment project for a school (details supplied); and if she will make a statement on the matter. [20682/26]
Amharc ar fhreagraI propose to take Questions Nos. 897, 898 and 899 together.
It is intended that the school referred to by the Deputy will relocate to a former primary school building that was vacated by a special school in late 2025. My department is in ongoing engagement with the school authority in relation to the arrangements required for the school's relocation.
A project manager was appointed to help develop a scope of works for the refurbishment works required at the planned building for this school. The project manager has provided a technical report and assessment of this report has now been completed. Officials of my department recently meet with the school authority in relation to plans to progress this project. My department is now looking to progress this project pending agreement with the school authority.
900. Deputy Paula Butterly asked the Minister for Education and Youth further to Parliamentary Question No. 414 of 3 March 2026, if the Minister can further respond to correspondence received (details supplied); and if she will make a statement on the matter. [20683/26]
Amharc ar fhreagraAs the Deputy is aware, this school was approved under the Additional School Accommodation Scheme for a project consisting of one new mainstream classroom and the conversion of an existing mainstream classroom to provide a second SEN base, together with the associated ancillary accommodation. This remains the approved scope of works.
With regard to the school’s wider enrolment growth projections, any additional accommodation requirements beyond the approved scope would need to be considered through the Additional School Accommodation (ASA) application process, which is the standard mechanism for assessing and approving further needs arising from increased enrolments.
This would not result in the project being restarted. Should any additional accommodation be approved, it would be added to the existing project, and the current Design Team would be retained and instructed to incorporate the additional scope.
If a meeting or further engagement with the school is required to clarify matters or support progress, the Department will arrange this. The Department remains committed to working with the school to ensure that the appropriate accommodation is delivered.
901. Deputy Colm Burke asked the Minister for Education and Youth to confirm that consideration will be given to awarding a school (details supplied) three additional SNAs given the fact that the pupils of the school have a number of complex needs that require additional support; and if she will make a statement on the matter. [20686/26]
Amharc ar fhreagra919. Deputy Colm Burke asked the Minister for Education and Youth if a school's appeal (details supplied) for a second SNA can be given very strong consideration due to the urgent needs of pupils at the school for this support; and if she will make a statement on the matter. [20910/26]
Amharc ar fhreagraI propose to take Questions Nos. 901 and 919 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.
Special education funding will exceed €3 billion in 2026 – up 58% since 2020 and the highest amount ever provided.
Special needs assistants (SNAs)play a key role in the successful inclusion of students with additional and significant care needs in schools to enable them to achieve their best outcomes and reach their full potential.
The number of SNAs allocated to schools nationally has increased by 45% between the 2020/21 school year and the present. By the end of the 2026/27 school year there will be close to 25,000 SNAs in our mainstream classes, special classes and special schools. It is important to note that there have been increases in SNAs in all counties and across all education settings since 2020, including mainstream, special classes and special schools.
It has now been agreed that there will be no reductions to special needs assistants for the next school year 2026/27.
All schools reviewed by the National Council for Special Education (NCSE) and allocated additional resources will receive them in the upcoming school year.
It was agreed that the SNA redeployment scheme, the SNA workforce development plan and changes to a 2014 circular outlining the role of a SNA will be advanced before any further decisions are taken.
The priority will be to ensure that the child-centred approach to the provision of special education is retained and enhanced in these policy developments.
After these key documents are agreed and published, the NCSE can commence reviews of supports provided to schools for the 2027/28 academic year which will uphold the integrity of the process, which allocates supports based on the needs of children.
Local special educational needs organisers (SENOs) remain available to assist and advise schools.
The 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.
902. Deputy John Connolly asked the Minister for Education and Youth for an update on the building project for a school (details supplied) a post primary project categorised as an extension and refurbishment; the progress made to date; the forthcoming stages in the project lifecycle; the expected timelines for those stages; and the estimated cost range for the project; and if she will make a statement on the matter. [20705/26]
Amharc ar fhreagraThe project referred to by the Deputy at Coláiste Cholmcille, Inverin is devolved for delivery to Galway and Roscommon Education and Training Board (GRETB). It provides for an extension and refurbishment of the existing building.
This project is currently at Stage 3 of the architectural design process (tender stage). A tender report was received and has been reviewed by the department from a technical and cost perspective in line with Public Infrastructure Guidelines. A Letter of Intent to the preferred contractor issued in February 2026.
The length of time a project takes to deliver depends on several factors, including scale and complexity and is subject to the time it takes to progress through the various design stages and the statutory approval process. GRETB will continue to liaise directly with the school authority to keep it updated on progress.
The department have recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard there will be a strong special education dimension to project rollout.
Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project rollout to support the delivery and modernisation of school buildings across the Large Scale, Additional Accommodation, Modular, and Annual September Accommodation Needs programmes.
The department will continue to build on the progress made over recent years with the continued rollout of these projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, the department have also published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027. This list includes the project at Coláiste Cholmcille, Inverin.
The 105 prioritised projects will progress to tender and/or construction on a rolling basis over the course of 2026 and 2027 and within the context of NDP funding parameters. The timing of project progression will reflect the need to carefully manage the rollout of these projects to construction on a controlled basis to ensure that projects are delivered efficiently, align with the requirements of the Infrastructure Guidelines and Capital Works Management Framework and remain within the parameters of NDP funding.
Department officials will continue to engage closely patron bodies, management bodies and schools with respect to the timing of the progression of projects to tender and/or construction over the period 2026 to 2027. This will include continued engagement with Colaiste Cholmcille, Inverin with respect to the progression of its project to construction.
The current status of all projects continues to be set out under item number ten at the following link: www.gov.ie. ?This is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction.?
903. Deputy John Connolly asked the Minister for Education and Youth the position regarding the building project for a primary school project (details supplied) categorised as a new school building; the progress achieved to date; the forthcoming stages of the project lifecycle; the expected timelines for those stages; and the estimated cost range for the project; and if she will make a statement on the matter. [20706/26]
Amharc ar fhreagraThe major building project referred to by the Deputy is being delivered as part of my Department’s ADAPT Programme.
The ADAPT Programme uses a professional external Project Manager to achieve the best possible timeframe for the project through the stages of Architectural Planning to Tender and Construction.
The brief for this major project is to provide a new 16 Classroom School and additional classrooms for children with special educational needs, at the existing site in Moycullen. The Board of Management have acquired additional land to accommodate a new build.
The project is at completion of Stage 2(b) of the architectural design process. Stage 2(b) involves detailed design, securing all statutory approvals and the preparation of tender documentation. Planning Permission was secured in May 2023.
As the Deputy will be aware, I have recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard there will be a strong special education dimension to project rollout.
Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project rollout to support the delivery and modernisation of school buildings across the Large Scale, Additional Accommodation, Modular, and Annual September Accommodation Needs programmes.
My department will continue to build on the progress made over recent years with the continued rollout of these projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, I have also published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027. This list includes the project for Scoil Mhuire, Moycullen.
The 105 prioritised projects will progress to tender and/or construction on a rolling basis over the course of 2026 and 2027 and within the context of NDP funding parameters. The timing of project progression will reflect the need to carefully manage the rollout of these projects to construction on a controlled basis to ensure that projects are delivered efficiently, align with the requirements of the Infrastructure Guidelines and Capital Works Management Framework and remain within the parameters of NDP funding.
Department officials will continue to engage closely patron bodies, management bodies and schools with respect to the timing of the progression of projects to tender and/or construction over the period 2026 to 2027. This will include continued engagement with Scoil Mhuire with respect to the progression of its project to tender and construction.
904. Deputy John Connolly asked the Minister for Education and Youth for an update on the building project for a school (details supplied) project type categorised as an extension; the progress to date; the next stages of the project lifecycle; the expected timelines for those stages; and the estimated cost range for the project; and if she will make a statement on the matter. [20707/26]
Amharc ar fhreagraThe school, referred to by the deputy, was approved to enter the department’s pipeline of school buildings under the Additional School Accommodation four classrooms with quiet spaces, a multi-activity room, and associated ancillary accommodation
A Stage?1 report was submitted to my Department in November?2024 and was reviewed from both a technical and cost perspective in accordance with the Public Spending Code. In January?2025, the Department approved the project to proceed to planning. As part of this approval, any works to the existing building that fell outside the agreed brief were to be omitted.
The school was approved to advance to Stage 2b (Developed Design) on the condition that the Department’s comments were incorporated. The Department is now awaiting a submission of the Stage 2b report reflecting the conditions of planning and the required amendments. More recently a progress report seeking expected timelines for submissions has been requested. All projects, including this one, are subject to the required due diligence as set out in the Department’s infrastructure guidelines. Managing timing, scope, and cost is crucial to staying within budgetary limits under the National Development Plan for the overall program.
Department officials will continue to engage closely patron bodies, management bodies and schools with respect to the timing of the progression of projects to tender and/or construction over the period 2026 to 2027. This will include continued engagement with this school with respect to the progression of its project to Tender.
With regard to the Deputy query on estimated cost ranges, the Department cannot release cost details at this stage, as such information is commercially sensitive at this time.
905. Deputy John Connolly asked the Minister for Education and Youth the current status of the building project for a school (details supplied), a post primary school project categorised as an extension; the progress made to date; the stages that will follow in the project lifecycle; the expected timelines for those stages; and the estimated cost range for the project; and if she will make a statement on the matter. [20708/26]
Amharc ar fhreagraThe school to which the Deputy refers was approved funding under the Additional School Accommodation Scheme to deliver a two classroom SEN base.
The Stage 2b report for the project was received by my Department in December 2024. A comprehensive technical and cost review was undertaken by Department officials in line with the full due-diligence requirements set out in the Department’s Infrastructure Guidelines.
Following this assessment, approval to proceed to tender was granted in July 2025.
On 11 March 2026, the Department received the Tender Report from the school. This report is now undergoing a detailed evaluation from both a cost and technical perspective. Once this review has been completed, the Department will liaise with the school to advance the project to the next stage.
The Department will continue to progress this project in a timely and efficient manner. Subject to the completion of the tender evaluation, it is anticipated that the project will commence on site in Q2 2026, with completion expected by Q3 2027
With regard to the Deputy query on estimated cost ranges, the Department cannot release cost details at this stage, as such information is commercially sensitive at this time.
The Department remains committed to working closely with the school to ensure the delivery of this very important project.
906. Deputy Sean Fleming asked the Minister for Education and Youth to outline the eight school projects that are currently under construction in County Laois; and if she will make a statement on the matter. [20748/26]
Amharc ar fhreagra907. Deputy Sean Fleming asked the Minister for Education and Youth to provide a list of the 29 schools in County Laois that have been upgraded to the provision of a new school building, a large extension, or provision of modular accommodation from 2020 to date in 2026; and if she will make a statement on the matter. [20749/26]
Amharc ar fhreagraI propose to take Questions Nos. 906 and 907 together.
As the Deputy will be aware, I have recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard there will be a strong special education dimension to project rollout.
The department will continue to build on the progress made over recent years with the continued rollout of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, I have also published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027. This list includes 2 projects in County Laois. Additionally, 5 schools are approved to undergo works as part of the Summer Works Scheme / Climate Action scheme in Co Laois this summer.
These projects are in addition in the region of €147 million in capital funding for County Laois schools since 2020. Over that period, a total of 29 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are also currently 9 school projects in County Laois under construction. In addition, since 2020 a total of 64 special classes have been opened in County Laois, of which 7 were sanctioned for September 2026.
The current status of all projects, including those in County Laois, is set out under item number ten, at the following link (www.gov.ie). ?This is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender, construction and project completions.?
908. Deputy Rory Hearne asked the Minister for Education and Youth to respond to matters raised in correspondence regarding the planned opening of special classes in a school (details supplied); the associated construction works; the reasons for the delays; the steps being taken by her Department to ensure the project is completed within the timeline that was previously outlined to the school; the definitive timeline for the completion of the relevant construction works and the opening of the special classes; and if she will make a statement on the matter. [20754/26]
Amharc ar fhreagraThe school to which the Deputy refers was granted capital funding for the provision of one Special Education Needs classroom (SEN) two Mainstream classrooms (MCR) and one Special Educational Tuition (SET) under my Department’s Devolved SEN Reconfiguration and Modular Accommodation programme in November 2024.
This programme involves the use of Project Management supports which is designed to enable the accommodation to be provided as quickly as possible and help ease the administrative workload for school authorities in relation to the management and delivery of projects. Kerrigan Sheanon Newman Project Management (KSN) has been appointed, from the Department’s Framework, to design and tender the project and oversee all elements of construction.
In relation to the modular project for Finglas Parochial National School, the application for planning permission was submitted and the local authority requested further information which was submitted to them in January 2026. The local authority has recently requested clarification on the further information submission, and this will be submitted to them this week. The project will be delivered as quickly as possible after receipt of planning permission and with the support of Project Managers.
Approximately 80% of all new special classes are being provided in schools with existing accommodation and the Department is supporting those schools with additional grant funding to facilitate any necessary re-purposing works.
Where schools require additional accommodation, usually in the form of modular accommodation, this is being fast-tracked by the Department to be delivered as quickly as possible.
In the meantime the school concerned, who have been sanctioned teachers, SNAs and have availed of the necessary training to support the opening of the classes, will be supported by the NCSE in any contingency arrangements which may be required pending the delivery of the accommodation.
In many cases these schools have spaces which can be used to support the contingency arrangements including general purpose rooms so it can be expected that they will be able to support children during this period.
909. Deputy George Lawlor asked the Minister for Education and Youth to clarify her Department's current policy regarding the provision of modular accommodation for special classes; the reason schools that have exhausted existing internal capacity, but possess adequate external grounds, are being refused modular builds to open necessary ASD classes; and if she will make a statement on the matter. [20755/26]
Amharc ar fhreagraI wish to advise the Deputy that my department engages closely with the National Council for Special Education (NCSE) in relation to the forward planning of new special classes and additional special school places. This work involves a detailed review of statistical data in relation to forecasting demand for special class places, an analysis of available school accommodation, consideration of improved data sharing arrangements and a particular focus on the provision of special classes at post-primary level.
Any school, who opens a special class and is willing to open a further class is to be commended. For the academic year 26/27, it may not be possible or appropriate to open new special classes in every school who expresses an interest or who has expressed a prior interest in opening a new class. In addition, some classes may not be needed for the coming school year but can remain an option if need arises in later years.
In general, demographics are falling at primary level and this trend is due to continue. Therefore the Department of Education in conjunction with the NCSE considers it prudent to maximise the use of existing spare accommodation capacity in national schools within a general area in the first instance. This consideration is prior to the establishment of any additional special class that may require additional accommodation e.g. modular accommodation.
This approach can enable a special class to be established more quickly for the coming academic year as it is not bound by the provision of additional accommodation. This then means that the educational needs of children who require a specialist placement can be met at more easily. It may also allow for the earlier repurposing of existing accommodation to occur in a more streamlined and efficient manner.
This overall approach is consistent with the department’s commitment to supporting the educational needs of children who require specialist placements while at the same time meeting the requirements of the Government’s Infrastructure Guidelines.
The department is working very closely with the NCSE to ensure that the required analysis is thoroughly explored with a view to providing the most immediate and cost effective accommodation solutions for the establishment of new special classes for the 2026/27 school year. In some instances this analysis is complete and the appropriate accommodation solutions are being advanced. In the remaining cases, the outcome of the analysis is nearing completion and schools will be advised accordingly. Local SENOs will continue to engage with schools regarding the position and timing of the establishment of special classes.
Whilst the Department is committed to the provision of special class provision for all students as close to their home environment as possible, existing vacancies, available school accommodation and the swift provision of a new special class in a school with the capacity to do so, will necessitate classes opening not within a preferred National school – NCSE, through its SENO service is however committed to sourcing a local class placement for each student within the closest possible distance to that student’s address.
A number of factors are considered by my Department in determining the most appropriate construction method to meet a school’s accommodation requirements, including the timing and duration of that accommodation need, and other school-specific factors.
The Department will continue to build on the progress made over recent years with the continued rollout of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, there will continue to be a strong emphasis on maximising existing capacity across the school estate and also ensuring that school admissions policies and processes are targeted at meeting local mainstream and special class requirements.
911. Deputy George Lawlor asked the Minister for Education and Youth the way her Department justifies children and teenagers with additional needs being forced to travel outside their local communities for education when local schools are willing to accommodate them but are denied modular building approval; the way in which this aligns with the Government's commitments to inclusive education; and if she will make a statement on the matter. [20757/26]
Amharc ar fhreagra910. Deputy George Lawlor asked the Minister for Education and Youth the number of primary and post-primary schools in County Wexford that have expressed a willingness to open a special class but have been unable to do so due to the Department's refusal or delay in sanctioning modular accommodation in the past 24 months; the steps being taken to urgently address this specific bottleneck; and if she will make a statement on the matter. [20756/26]
Amharc ar fhreagraI propose to take Questions Nos. 911 and 910 together.
Enabling students with special educational needs to receive an education that meets their needs 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 students with special educational needs are supported to attend mainstream classes with their peers. Where students with more complex needs require additional supports, special class and special school places are provided.
This is in keeping with policy on an inclusive education, which promotes that students will be supported to receive an education in the most inclusive setting possible.
My department and the NCSE continue to work closely with school patron bodies, school management bodies and schools to confirm new special classes for the next school year 2026/2027. The NCSE began sanctioning new special classes in January of this year, which is several months earlier than last year. 387 have been sanctioned to date and many more new special classes will be confirmed in the coming weeks. The earlier sanctioning of new classes provides clarity for parents and allows schools more time for the planning and establishment of new special classes. The vast majority of new special classes being announced are being provided in available school accommodation which is being reconfigured as a special class. Each special class at primary level is allocated 1 teacher and 2 SNAs and at post-primary level, schools receive 1.5 teachers and 2 SNAs. Details of the new special classes are available on the NCSE website.
Schools seeking to establish new special classes should continue to engage with the NCSE at local level. In sanctioning new special classes, the NCSE have due regard to the level of need in an area and the existing provision, including how many places are expected to be available through the normal movement of students from primary to post-primary or finishing school. Budget 2026 provides funding for over 400 new special classes.
Approximately 80% of all new special classes are being provided in schools with existing accommodation and the Department is supporting those schools with additional grant funding to facilitate any necessary re-purposing works.
Where schools require additional accommodation, usually in the form of modular accommodation, this is being fast tracked by the Department to be delivered as quickly as possible.
912. Deputy Colm Burke asked the Minister for Education and Youth if she has approved the NCCA draft specifications for Leaving Certificate English, which sets out a fundamental change in the English curriculum (details supplied); and if she will make a statement on the matter. [20817/26]
Amharc ar fhreagraAs the Deputy will be aware, through the Senior Cycle Redevelopment programme, the specifications for all Leaving Certificate Established curricular subjects are scheduled to be redeveloped by 2029, in annual groupings referred to as tranches.
Leaving Certificate English was included among the subjects constituting Tranche 2 scheduled for introduction in September 2026. These subjects include; Accounting, Construction Studies, Engineering, Geography, LCVP Link Modules, and Physical Education.
The specifications for all tranche 2 subjects, including English, have been approved by the Minister. The approved specification has been published and is available on curriculumonline.ie.
Timelines in respect of the introduction of the Tranche 2 subjects received careful consideration having regard to the planning, implementation and enactment aspects of each of the Tranche 2 specifications. Consequently in approving the specification, the then-Minister decided that enactment of the English specification will not proceed in school year 2026/27 as initially envisaged and, enactment will not be given effect before school year 2027/28.
In relation to the Deputy’s query on the inclusion of critical literacy in the revised Leaving Certificate English specification as published, my department has been advised by the NCCA as follows;
‘Critical literacy is a way of teaching students to read any text ... from a position in which the reader questions the intentions of the author, explores the issue from multiple perspectives, considers sociocultural or political conditions, and takes action to interrupt and change current conditions.’ (Adams, 2023)
Critical literacy has its roots in pedagogical theory, where students are invited to engage in reflection, challenge their own assumptions and take action in the world around them. It moves away from an idea of students as passive recipients of knowledge to active, critical participants in their learning, preparing them to be engaged democratic citizens.
In the work of the development group, one of the key considerations was to empower students to critically engage with the world around them; to ask questions of the texts they were presented with in order to combat bias, misinformation and disinformation. This empowering of students to challenge status quo, to ask questions of the power structures at work behind the texts and be active participants in the work around them, is the central tenet of critical literacy.
The group were also clear that they wanted to ground the specification in sound educational theory and so referenced the works of four writers (among many others) whose ideas they supported; including Freire, Foucault, Shor, and Janks. The four references are outlined below:
Paulo Freire’s ‘Education for critical consciousness’ (1973) reflects on his work as an educator in Brazil, teaching the poor and oppressed how to read and outlines his support of dialogic pedagogy and the emancipatory power of education.
Paul Michel Foucault, was a French historian, philosopher and literary critic who campaigned extensively against homophobia and racial prejudice and reshaped research into critical theory. His ‘Power/knowledge’ (1980) is an influential text in the development of literary theory and the concept of literary works being not just aesthetic but also a result of the networks of power that surround them.
Ira Shore’s ‘What is critical literacy?’ (1999), outlines exactly what is meant by critical literacy in the questioning of power relations, discourses and identities, originating in a Deweyan constructivist education and associated with active theory, where students become active agents in their own education and in the world around them.
Hilary Janks ‘The importance of critical literacy’ (2012) outlines the increasing importance of critical literacy in the world today and provides a concrete approach to critical literacy in the classroom that would be very relevant and useful for teachers of the subject.
The inclusion of these four references (rather than a broad support for the writings of these theorists) gives the specification a grounding in philosophical and pedagogical theories and links with the work of the teacher in the classroom to help empower students to discuss, challenge, reflect and act. This supports the embedding of the key competencies of senior cycle education where students are asked to think and solve problems, to work with others and participate in society.
The Deputy may also wish to note that the NCCA Subject Development Group which developed the specification, in line with established practice, included representatives of subject teachers in English and that the specifications underwent public consultation before their approval and publication.
913. Deputy Cormac Devlin asked the Minister for Education and Youth if she is aware of the case of a school (details supplied); if her Department investigate the matter; and if she will make a statement on the matter. [20829/26]
Amharc ar fhreagraThe school referred to was approved to enter the Department’s pipeline of school buildings under the Additional School Accommodation Scheme for a project providing 2 mainstream classrooms and 2 special education tuition rooms. This project is devolved to the school authority for delivery.
The Department is aware of the planning issue raised by the Planning Authority regarding the assessment of substantial works under Section 42 of the Planning and Development Act 2000 (as amended).
My Department has been actively engaging with both the school and the Design Team on this matter and has been advised that the local authority will permit the school to submit a retention application, which they expect to assess and progress over the coming weeks.
The contractor has been instructed to return to site next week, and the project remains on track for completion for the start of the new school year in September.
My Department will continue to work closely with the school to progress this much needed project.
