Written Answers Nos. 166-185
166. Deputy Mark Ward asked the Minister for Education and Youth if the schoolteacher-student allocation threshold will be reviewed before September; if there are commitments from Government to update this threshold; and if she will make a statement on the matter. [47956/26]
Amharc ar fhreagraBudget 2026 provided an increase of €845 million in core current funding for education and youth on the figure allocated for 2025, while the total investment figure also includes €1.6 billion allocated for 2026 as part of the National Development Plan 2026 – 2030.
This funding reflects the Government’s continued commitment, under the Programme for Government, to ensuring that every child and young person can learn, thrive and reach their full potential. It builds on the progress made in recent years, while recognising that further work is needed to make education more inclusive and equitable for all.
Funding has been provided for 860 special education teachers, across special schools and mainstream settings, along with more than 1700 SNAs; a €48 million full-year investment across both the DEIS strategy and the DEIS Plus scheme. Approximately 30,000 children and young people attending DEIS Plus schools will benefit from these targeted supports.
Teacher numbers at primary level have reached the highest ever level in the current school year. Currently there are over 43,000 teaching posts allocated across the primary school system. This represents an increase of just over 5,000 teachers when compared with the 2019/20 year and this has led to a steady improvement in the pupil:teacher ratio and average class size during this period. In recent budgets, prioritisation was given to reducing the pupil teacher ratio in primary schools, which has brought the teacher allocation ratio to an average of 1 classroom teacher for every 23 pupils in all primary schools, the most favourable ratio ever seen at primary level. A three-point reduction in the retention schedule, which was introduced in 2021, assists schools that would otherwise be at risk of losing teaching posts.
The latest figures in relation to pupil:teacher ratio shows an improved ratio of pupils to teachers from 15:1 to 12.8:1 at primary level when comparing the 2019/20 school year to the 2024/25 school year. In the same period, the primary staffing schedule improved from 26:1 to 23:1 and average class sizes at primary have improved from 24:1 to 22.2:1.
The Government has significantly invested in our schools and in our teacher workforce in recent years. Further progress in this area will be considered as part of the annual budgetary process.
167. Deputy Peadar Tóibín asked the Minister for Education and Youth the process by which the wording of a recent State Examinations Commission Leaving Certificate Paper which had a question referring to a "pregnant person" was developed; and if she will make a statement on the matter. [47957/26]
Amharc ar fhreagra168. Deputy Peadar Tóibín asked the Minister for Education and Youth whether the State Examinations Commission has a policy, guidance document or framework governing the use of gender-neutral terminology in examination papers; if so will she provide details of same; and whether any external advisors, organisations or stakeholders were consulted regarding the language used in the instance of a recent question in the Leaving Certificate social education paper which referred to a "pregnant person" [47958/26]
Amharc ar fhreagra169. Deputy Peadar Tóibín asked the Minister for Education and Youth the measures the State Examinations Commission takes to ensure that examination content remains objective, evidence-based and free from political or ideological influence in the preparation of examination papers; and if she will make a statement on the matter. [47959/26]
Amharc ar fhreagraI propose to take Questions Nos. 167, 168 and 169 together.
The State Examinations Commission (SEC) has responsibility for the delivery of the State examinations, including the preparation of all examination papers and test instruments.
In view of this, I have asked the SEC to respond directly to the Deputy.
170. Deputy Peadar Tóibín asked the Minister for Education and Youth if she will review the application from a school (details supplied) to allocate an additional 2.5 SET hours given the high level of need within the school; and if she will make a statement on the matter. [47960/26]
Amharc ar fhreagraI wish to advise the Deputy that my department provides Special Education Teacher (SET) supports to primary schools to ensure that pupils with special educational needs receive appropriate additional teaching support.
The primary responsibility for the education of all pupils, including those with special education learning needs, is the class teacher.
The special education teaching (SET) allocation provides schools with additional teaching hours to support the learning needs of students in mainstream classes based on their profile of need.
The SET allocation model distributes the total available number of Special Education Teaching posts in line with each school’s profile of need.
It is a distribution model to ensure that the children with the greatest level of need in mainstream can get access to additional teaching support.
The allocation model uses data from schools to complete allocations annually. This data includes, enrolment data, data on educational needs profiles (literacy and numeracy) and data on educational disadvantage.
I can confirm that in relation to Corlea National School (SRN 14329U) it presently has an enrolment of 8 pupils which is a reduction of over 35% on the previous school year. The school, in addition to the mainstream teaching post, has been allocated an additional 15 SET hours based on the school's profile of learning need.
The NCSE have confirmed that the school submitted a SET Review request.
Furthermore, the NCSE have confirmed that based on the review application from the school that no additional learning resources are warranted to support the needs identified by the school. The school has been advised by the NCSE of the review outcome.
The NCSE remains available to the school to provide advice on the deployment of their SET allocation.
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.
171. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth if she is aware that teachers and SNAs working the summer programme will be sent home without pay if attendance targets are not met on the first day, despite staff committing part of their summer holidays to support children and their families; if she will act to provide security for these workers; and if she will make a statement on the matter. [48021/26]
Amharc ar fhreagraDetails of the 2026 Summer Programme were communicated to all schools on the 6th May 2026. All schools have been offered the opportunity to run a school-based programme for children with the most complex special educational needs and those at risk of educational disadvantage.
Where a school does not intend to run a school-based programme or there is no place on the programme for an eligible child, schools were invited to make an application for the home-based programme.
It is important to note that staffing allocations are made to schools based on the number of children they are catering for in accordance with the published terms and conditions of the programme.
The staffing allocation for special class groups in the Primary School Scheme is typically the same as the special class resource allocation which exists during the school year. Where this is not the case, the Department will engage directly with individual schools so that all of the children enrolled in special classes can partake.
The staffing allocation for pupils with special educational needs and/or pupils at risk of educational disadvantage enrolled in mainstream classes is more favourable than during the school term. For each group of 12 pupils participating, one teacher and one Special Needs Assistant (SNA) is allocated. This is compared to the pupil teacher ratio of one teacher for every 23 pupils during term-time.
Part of the role of the Summer Programme Manager Role in a school is establishing and ensuring that their programme operates within resources as sanctioned by the Department. As outlined in the terms and conditions of the programme, schools are expected to maximise group sizes at the outset to enable the participation of as many children as possible in the Summer Programme. To support this objective and before approval to run the programme can be given, a minimum threshold of two-thirds of the group size applies. Regardless of attendance on any given day of the programme, staff who participate on the Summer Programme will be paid for each day worked.
A Department helpline is available for schools and parents at 090 648 4292 to address any specific queries regarding this year’s Summer Programme. If a school has any specific queries concerning the school-based programme, they can be directed to the schoolsummerprogramme@education.gov.ie.
172. Deputy Colm Burke asked the Minister for Education and Youth to confirm the current status the application of a school (details supplied) under the additional accommodation scheme; when permission will be given to move to the next stage; and if she will make a statement on the matter. [48034/26]
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 Scheme for a project providing one SET room and ancillary. This project is devolved to the school authority for delivery.
I can confirm that the Stage 2b (Detailed Design) report was submitted to my Department and is currently review. As with all projects progressing through the programme, it is subject to the established due diligence processes set out in the Infrastructure Guidelines. This includes managing timing, scope, and cost to staying within budgetary limits for the overall programme.
This project remains part of the overall pipeline of school building projects and will continue to be managed in line with National Development Plan prioritisation parameters.
173. Deputy Colm Burke asked the Minister for Education and Youth to confirm the current status the application of a school (details supplied) under the additional accommodation scheme; when permission will be given to move to the next stage; and if she will make a statement on the matter. [48035/26]
Amharc ar fhreagraPhase 1 of the reconfiguration works for the school referred to by the deputy was completed in May 2025 and this resulted in new accommodation for the school including a new Technology/Graphics room, modern toilet block, disabled access toilet, a deputy principal's office and improved access to the permanent building of the school.
Since 2020, my department has invested over €6.9 billion in our schools throughout the country under the National Development Plan, involving the completion of over 1,400 school building projects along with over 4,000 small-scale improvement works to meet priority maintenance needs and advance energy efficiency and climate goal. In addition, repurposing and optimisation of existing accommodation capacity across the school estate has been a key enabler of timely, local provision of special class capacity in a way that supports best practice in inclusion and integration. Circa 80% of new special classes in 2025/26 are being facilitated in repurposed classroom accommodation. This investment has delivered real benefits for school communities.
A total capital allocation of €7.55 billion for the Department of Education and Youth has been confirmed for the period 2026-2030 under the National Development Plan. As part of this NDP allocation my department will place a strong emphasis on provision for children with special educational needs, with a particular focus on meeting annual school place needs. In relation to project rollout for Large-Scale projects and Additional School Accommodation scheme projects, the approach will be to continue to maximise the capacity of the existing school estate as much as possible in the first instance and provide necessary additional capacity through targeted and prioritised project rollout over the course of 2026 to 2030 period to meet the most urgent and prioritised needs.
As part of the NDP Implementation Plan for the education and youth sector, a first tranche of projects to progress to tender and/or construction during 2026 and 2027 was published in January 2026. Prioritisation will continue to identify further tranches of projects to proceed to tender and construction over the NDP period, with stakeholder consultation to commence in June 2026.
Our NDP Implementation Plan will optimise outputs from the NDP allocations, with a strong focus on maximising existing school capacity, progressing priority projects where local capacity across schools in the area is insufficient, and ensuring delivery that is affordable, offers value for money, and meets functional needs. My department has had a number of discussions previously with the school authorities in relation to the proposed phase 2 element of the project and is currently exploring a number of options. This review is ongoing and the department has clarified this to the school recently. The department will be in further contact with the school authorities/patron directly on this matter when this review is completed.
174. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth for an update on progress in delivering an alternative certificate for children with additional needs; and if she will make a statement on the matter. [48099/26]
Amharc ar fhreagraThis government is fully committed to supporting students 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 information requested by the Deputy is currently being compiled and will be forwarded to the Deputy's office as soon as it is available.
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 achieve their full potential.
175. Deputy Shónagh Ní Raghallaigh asked the Minister for Education and Youth if she will provide for a SENCO post in schools considering the significant workload involved in managing growing needs profiles in communities; and if she will make a statement on the matter. [48100/26]
Amharc ar fhreagraThis 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.
Allocations of special education teaching (SET) posts for the school year 2026/27 have been provided to schools. The NCSE has also published SET allocations on their website www.ncse.ie/ncse/data-and-statistics/set-hours-special-class-teachers-and-sna-allocations/. For easy of reference this allocation is broken down by school type and county.
The SET guidelines published on Gov.ie outlined that principals are required to allow time, from within this allocation for the special education teacher(s) for information gathering and assessment, reviewing, monitoring and coordinating provision for children with special educational needs. This would include transition planning for the identified students.
In the case of a post primary school additional SET coordination hours are provided to each school within the free education system. This is provided as multiple subject teachers are required to input to the student support file planning process. This is to ensure that a complete profile of need, across all subjects, of a pupil with special education needs is identified and recorded in the individual student support plan.
The Government is committed to considering what additional supports and resources are required in the area of special education in the upcoming Budget. We will continue to engage through the estimates process to ensure that no matter where a child is enrolled, they are actively supported and nurtured to reach their full potential.
176. Deputy Paul McAuliffe asked the Minister for Education and Youth to provide an update for the new ASD class for a school (details supplied); and if she will make a statement on the matter. [48104/26]
Amharc ar fhreagraThe school to which the Deputy refers was approved to enter the Department’s pipeline of school buildings for a project to provide 1 SEN classroom through the repurposing of existing accommodation under the Additional School Accommodation Devolved Scheme on 11 June 2026.
The project has now been devolved to the school authority for delivery.
My Department will continue to assist the school throughout this process and any with queries they may have.
177. Deputy Máire Devine asked the Minister for Education and Youth the number of children across Ireland with special needs in both primary and secondary schools in mainstream that are awaiting access to special unit classes. [48119/26]
Amharc ar fhreagraEnabling 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.
In addition, I recently announced inclusive special classes as part of a new approach to supporting students with additional needs. This is one of many ways my department is actively engaging to meet the increased demand.
575 new special classes have been sanctioned to date, including 60 inclusive special classes. This brings to 4,316 the number of special classes in our education system to date. Further new special classes may be confirmed in the coming weeks. Of the 575 new special classes, 376 are being established in primary schools and 199 in post-primary schools.
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.
The NCSE remains available to provide advice and support to all families seeking specialist placement and will continue to examine where provision is required for the 2026/27 school year.
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 achieve their full potential.
178. Deputy Máire Devine asked the Minister for Education and Youth the number of additional teachers and SNAs that are required to facilitate all children who require access to a special needs class but are stuck in mainstream, using the formula, six children per one teacher and two SNAs. [48120/26]
Amharc ar fhreagraEnabling 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).
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. Where students with more complex needs require additional supports, special class and special school places are provided.
The functions of the NCSE include planning and coordinating the provision of education and support services to children and young people with special educational needs in conjunction with schools and the Health Service Executive (HSE).
The NCSE, through its network of local special educational needs organisers (SENOs), is responsible for processing applications from schools for special educational needs supports as required. The NCSE is aware of emerging need from year to year and where special provision is required it is planned and established to meet that need.
The allocation of special education teachers allows schools to provide additional teaching support for all students who require such support in their schools and for schools to deploy resources based on each student’s individual learning needs.
In addition, special 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.
When allocating resources schools take into account the learning needs of students as evidenced by performance in schools but also supported where relevant by information provided regarding the nature of a condition that a student may have. Specific interventions are therefore tailored, by the school, to the individual’s needs, rather than being generic to a specific difficulty, disability or condition.
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.
575 new special classes have been sanctioned to date, including 60 inclusive special classes. This brings to 4,316 the number of special classes in our education system to date. Further new special classes may be confirmed in the coming weeks.
The NCSE remains available to provide advice and support to all families seeking specialist placement and will continue to examine where provision is required for the 2026/27 school year.
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 achieve their full potential.
179. Deputy Roderic O'Gorman asked the Minister for Education and Youth if there are plans for a new secondary school in the Cabra-Phibsborough-D7 school planning area; if these plans are for a Gaelscoil or an Educate Together Secondary School/ Non-denominational secondary school; and if she will make a statement on the matter. [48121/26]
Amharc ar fhreagraI wish to advise the Deputy that requirement for school places is kept under on-going review in the context of available information on population, enrolments and residential development activity.
In order to plan for school provision and analyse the relevant demographic data, my department divides the country into 314 school planning areas and uses a geographical information system, using data from a range of sources, including CSO census data, child benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
Major new residential developments have the potential to alter the demand for school places at a local level. In that regard, as part of the demographic demand analysis, my department monitors planning and construction activity in the residential sector. This involves the analysis of data sources from local authorities and the CSO along with the engagement with local authorities and the construction sector. In this way, up-to-date information on significant new residential developments is obtained and factored into the demographic analysis exercise. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes, at a local level, where there is a constantly evolving picture with planned new residential development.
My department also conducts granular analysis below the level of a school planning area, particularly where a school planning area encompasses both high growth urban settlement areas and a more rural hinterland. Our analysis of school place demand in urban areas experiencing high population growth has indicated that demand in the urban area can be 10-20% higher than the school planning area as a whole.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the circumstances of each case and may, be provided through:
• Utilising existing unused capacity within a school or schools,
• Extending the capacity of a school or schools,
• Provision of a new school or schools.
If additional accommodation is required, the aim to try and facilitate this, as much as possible, by way of expansion of existing schools rather than establishing new schools. The expansion of existing schools is consistent with wider Government objectives under Project Ireland 2040 for an increased emphasis on compact growth. In respect of post primary schools, new post primary schools must have a student enrolment capacity of 600-1,000 students and must be co-educational. A lower threshold of 400 students may apply to gaelcholáistí, having regard to the alternative of establishing an Irish-medium unit (aonad) in an English-medium school.
New schools are only established in areas of demographic growth as the resources available for school infrastructure have to be prioritised to meet the needs of areas of significant population increase so as to ensure that every child has a school place.
There are currently no new post-primary schools being established in the Cabra_Phibsboro_D7 school planning area. This is being kept under review.
When the department announces that a new school entity is required, a prospective patron can complete an application form for submission to the department. The department provides details on the OPPS (Online Patronage Process System) of the school and the list of applicant patrons which have applied for patronage of the school. Parents can then access the OPPS website, which allows them to access the appropriate survey for their area, to input the details of the eligible child(ren) and to select their preferred patron and language of instruction (with the exception of the Irish-medium primary gaelscoileanna which have been designated as Irish-medium prior to the opening of the OPPS - in the case of these schools, parents can select their preferred patron). Parental preferences, as well as other considerations such as the extent of diversity of provision in an area (including Irish-medium provision), are key to the decision-making process and to whether at post-primary level a school would take the form of a gaelcholáiste or whether, if English-medium, the school would include an Irish-medium unit or "aonad".
The department will continue to liaise with Dublin City Council in respect of their county development plan and any associated local area plans with a view to identifying any potential long-term school accommodation requirements across school planning areas.
180. Deputy Michael Cahill asked the Minister for Education and Youth if she will engage with a school (details supplied) regarding its proposal to transition from an English-medium school to a Gaelscoil; if her Department will provide the necessary supports, including additional teaching resources, Irish language supports and guidance to assist the school in delivering this transition; and if she will make a statement on the matter. [48140/26]
Amharc ar fhreagraFor a school to change from an English medium school to a Gaeilscoil, the school must first obtain the approval of its patron. If the patron is in approval with the change the patron must submit a formal request to the department. The Board of Management (BOM) of the school should be notified of this request prior to the issuing of the letter.
It is advisable that the Principal and Board of Management of the school consult with relevant parent association bodies/representative groups and the wider school community beforehand. If there is a genuine wish or need for a Gaeilscoil in the area-and the establishment of one will not impact negatively on other schools in the vicinity-then this should assist matters.
The School Principal may find Gaeloideachas and An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta (COGG) useful sources of information on Irish medium education.
Regarding necessary supports, these are addressed on a case-by-case basis at the appropriate time, taking account of the needs of the school.
181. Deputy Claire Kerrane asked the Minister for Education and Youth the reason the deadline for applications for a letter of eligibility for developmental language disorder and speech sound disorder class is 1 October; when or the way in which this date was determined; if she will acknowledge this was not known by school principals, was not included in the relevant Circular (24/25) or correspondence from the NCSE; if she will review this deadline and respond to correspondence from a school (details supplied); and if she will make a statement on the matter. [48171/26]
Amharc ar fhreagraThe National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
In order to support the NCSE and forward planning my department published Circular 0039/2025. This circular informs school management and patrons of measures introduced to support forward planning and reiterates the need for parents to inform the NCSE through the Parent Notify process that they are seeking a special educational placement for their child.
This year to facilitate earlier sanctioning of classes for the 2026/27 school year, an earlier date of 1 October was set for parents to complete the process.
This new timeline was publicised widely and communicated with schools and special education advocacy groups and parent representative bodies. The NCSE also undertook a lot of work at local level to ensure that families were aware of the process and consequently report a significant level of engagement and contact from families before 1 October.
An earlier date of 1 October was set for parents to complete the Parents Notify process this year. I understand this earlier date may not suit every family. However, it was introduced to ensure the NCSE can provide clarity for families earlier than in previous years. It also supports forward planning and equip the NCSE with timely information as to what students would be leaving school, transitioning to post-primary specialist places or those seeking specialist placement and entering the education system for the first time.
Due to the increasing number of children and young people who came to the attention of the NCSE after the 1 October timeline, the NCSE, following engagement with my department, continued to issue letters of eligibility to children and young people who meet the criteria for a special class or special school placement. This has been an ongoing process.
It is the responsibility of the managerial authorities of all schools to implement an admissions policy in accordance with the Education Act, 1998 and the Education (Admission to Schools) Act 2018.
Under the provisions of this act, all schools are required to have admissions policies which have been approved by the patron following consultation with staff and parents of students who are attending the school. It is a key requirement of the act that all school admission policies are fair and transparent.
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 achieve their full potential.
182. Deputy Mark Ward asked the Minister for Education and Youth her views on the requirements from the Dublin and Dún Laoghaire Education Training Board for ETB staff members to be present when community groups use school halls or sports facilities outside of school hours; if this policy can be reviewed; if the cost associated with this can be reviewed to make it more accessible to community groups; and if she will make a statement on the matter. [48174/26]
Amharc ar fhreagraThe management of school facilities for use outside of hours is a matter for the relevant school authorities. The onus is on school authorities to ensure that sufficient arrangements are in place for the save and secure use of the premises.
The department published procedures on the use of school property and school sports facilities outside of school hours to assist school authorities when entering arrangements with local and community groups. A key principle of these procedures is that such arrangements should be self-financing. At a minimum, any charges applied should cover costs such as maintenance, utilities, additional insurance, legal requirements, and any other associated overheads.
As the arrangement to use the facilities is between the relevant school authority and the community group, it is appropriate that these parties discuss the matter to arrive at a satisfactory outcome.
183. Deputy Donna McGettigan asked the Minister for Education and Youth whether her Department has issued guidance, instructions, policies, protocols, circulars or other documents to schools concerning the transmission, sharing, storage, retention, disclosure or other processing of students' personal data and special category personal data, including diagnostic, disability-related, psychological and medical information; whether any such guidance addresses the use of personal email accounts, rather than school-managed or institutional email systems, by Board of Management members or school staff when conducting school or Board of Management business; the safeguards, security measures, access controls, confidentiality requirements and retention arrangements schools are expected to apply where student records or special category personal data are transmitted, accessed, stored or retained through such accounts or on associated personal devices; whether copies of any such guidance will be made available; and if she will make a statement on the matter. [48213/26]
Amharc ar fhreagraThe responsibility for compliance with data protection legislation rests with each school board of management. Schools/Education and Training Boards are separate data controllers from the department under data protection law and are responsible for their own compliance with the General Data Protection Regulation (GDPR) and Data Protection Act 2018. Schools can consult with their management body and/or the Data Protection Commission (DPC) if they require further advice.
The DPC recently published a "Data Protection Toolkit for Schools" to assist with specific concerns and challenges faced by schools and following consultation with a number of organisations in the education sector. The Toolkit includes guidance on the use of technology in schools, including the arrangements of third-party service providers and on the use of personal email, laptops and devices.
The DPC is the national independent authority responsible for upholding the fundamental right of individuals to have their personal data protected. It is the supervisory authority responsible for monitoring the application of the GDPR. The statutory powers, duties and functions of the DPC are as established under the Data Protection Act.
184. Deputy Donna McGettigan asked the Minister for Education and Youth the information, guidance or explanations made available by her Department or schools to students and parents regarding who may have access to special category personal data provided to schools; the safeguards, security measures and confidentiality requirements that apply to such information; and the measures in place to ensure its ongoing security and confidentiality where it is accessed, transmitted, disclosed or stored by Board of Management members or school staff using personal email accounts rather than school-managed or institutional email systems. [48214/26]
Amharc ar fhreagraThe Data Protection Commission (DPC) is the national independent authority responsible for upholding the fundamental right of individuals to have their personal data protected. It is the supervisory authority responsible for monitoring the application of the General Data Protection Regulations (GDPR). The statutory powers, duties and functions of the DPC are as established under the Data Protection Act 2018.
The responsibility for compliance with data protection legislation rests with each school board of management. Schools/Education and Training Boards are separate data controllers from the department under data protection law and are responsible for their own compliance with the GDPR and Data Protection Act. Schools can consult with their management body and/or the Data Protection Commission (DPC) if they require further advice.
The DPC recently published a "Data Protection Toolkit for Schools" to assist with specific concerns and challenges faced by schools and following consultation with a number of organisations in the education sector. The Toolkit includes guidance on the use of technology in schools, including the arrangements of third-party service providers and on the use of personal email, laptops and devices. The DPC toolkit is available at www.oidetechnologyineducation.ie/technology-infrastructure/data-security/
You may also wish to note that the Technology in Education unit of Oide (Oide-TiE), the Department of Education and Youth funded support service for teachers and school leaders, has developed a wide range of cybersecurity guidance and resources for schools. Details can be found on the Oide-TiE Data Security Hub for Schools a www.oidetechnologyineducation.ie/technology-infrastructure/data-security/.
The guidance and supports include the following:
• A ‘Quick Guide-Cybersecurity for schools’ developed by Oide-TiE in partnership with the National Cybersecurity Centre (NCSC)
• Cybersecurity Readiness Guide for your School
• A School Cybersecurity Policy Template
• Authentication/Access Policy Guide and Template
• Cybersecurity Incident Response and Recovery Guide
• Cybersecurity Awareness and Training for School Leaders
• Cybersecurity FAQs
Cybersecurity advice and support is also available from Oide-TiE by emailing ictadvice@oide.ie.
185. Deputy Donna McGettigan asked the Minister for Education and Youth whether the State Examinations Commission issues any guidance, instructions, policies, protocols, circulars, retention schedules or other documents to schools in connection with the provision of State Examination results, records of results and result transcripts, including provisional and final results; whether any such documents set out the purposes for which such information is provided; the purposes for which it may be retained, disclosed, shared or otherwise processed by recipient schools; if any limitations, conditions or safeguards apply to its subsequent handling; whether copies of such documents will be made available; and if she will make a statement on the matter. [48215/26]
Amharc ar fhreagraAs The State Examinations Commission (SEC) has primary responsibility for the administration of State examinations and the handling of official examination results data, I have asked the Commission to respond directly to the Deputy in relation to the specific details requested concerning the information and guidance it provides in this area.
