Jim O'Callaghan (Dublin Bay South, Fianna Fail)
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515.To ask the Minister for Education and Skills if she will report on the implementation of the programme for Government commitments under the remit of her Department.[34005/24]

Norma Foley (Kerry, Fianna Fail)
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This year my Department published “Forbairt 2024 Annual Statement of Priorities”, a statement of priority actions to be delivered in 2024 that elaborates upon and develops the strategic actions set out in the Statement of Strategy 2023-2025, which sets out the vision, mission and strategic goals that guides the Department’s work programme for the 2023-2025 period. The Department's Annual Reports have also been published and outline the significant work undertaken since June 2020. My Department’s goal has been to deliver high quality and inclusive education for all children and young people that addresses their needs, interests and ambitions.

In 2020 a comprehensive list of actions was circulated, identifying 60 Programme for Government actions for the Department of Education. The reference numbers in the following update are taken from that list.

An update in respect of these and other actions is set out below.

The majority of actions in the Programme for Government are ongoing and a brief update on each is included below.

Action 911 Undertake an independent assessment of the pilot projects aimed at retaining Traveller and Roma children in education.

An independent evaluation of the pilot projects commenced May 2023. The fieldwork is completed and analysis of data is underway. An interim report has been produced with additional report due shortly.

Action 1170 Use the Digital Education Strategy to engage pupils and students in structuring and shaping their own learning experience and engagement.

The Digital Strategy for Schools to 2027 provides for ongoing engagement with learners throughout the implementation. In line with the commitment in the Strategy to ensure learners have the opportunity to develop their digital skills and have their voices heard, the Department will continue to engage with students through various means to ensure their opinions and experiences are considered and taken on board. This will be further examined in the Implementation Plan.

Action 1171Ensure that all graduating teachers maintain high levels of pedagogical and content knowledge, in order to provide excellence in teaching and learning experiences for all students and 1176 Review the provision, content and delivery of teacher education and professional development, ensuring that the teacher community and professional dialogue are at the heart of teacher learning.

The Teaching Council updated Céim Standards for Initial Teacher Education in October 2020. It recently completed a cycle of accreditation, covering 52 programs across 14 institutions.

The Department of Education provides on-going supports for teachers and ensures that a range of high-quality models of Professional Learning Experiences (PLE) is provided to teachers and school leaders through Oide, the national network of Education Centres and appropriate groups, bodies and institutions. Teacher agency, collaboration and professional dialogue is promoted, whether enacted informally or by means of communities of practice and collaborative events.

Oide’s workplan and the content of professional learning supports are reviewed on an ongoing basis to take account of relevant developments in education, including research and new education curricula, policies and strategies.

Cosán, published by the Teaching Council, is the national framework for teachers’ learning. Central to Cosán is a vision of teachers as professionals who are intrinsically motivated to take ownership of their professional learning and development. Key elements of Cosán are that of reflective practice and collaborating with other teachers.

Action 1172 Continue to review and reform the primary curriculum.

The Primary Curriculum Framework was published in March 2023 and the Primary Mathematics Curriculum was published in September 2023. Development of the five other curriculum specifications i.e. Language (updated to included Modern Foreign Languages (MFL) in third class to sixth class), Science, Technology, Engineering and Mathematics (STEM) Education. Wellbeing, Arts Education and Social and Environmental Education (History and Geography) is underway. The consultation process on these specifications has been completed and an analysis of the responses is now taking place. The redeveloped curriculum will be introduced on a phased basis from the 2025/2026 school year. Consideration of the timing and pacing of implementation of the redeveloped curriculum from 2025/2026 school year and the supports necessary for schools is underway.

Action 1173 Continue to review and reform the post-primary curriculum, prioritising elements such as critical thinking, problem-solving and continuous assessment, so that they feature more centrally.

Significant progress have already been made in the rollout of the Senior Cycle Redevelopment. In March 2022, Minister for Education Norma Foley TD announced an ambitious programme of work for a reimagined Senior Cycle where the student is at the centre of their Senior Cycle experience. In September 2023, the Minister announced an acceleration of this programme of work, meaning more students will benefit from the redevelopment programme sooner. Under the programme, all Senior Cycle subjects and modules will be revised in annual tranches. By 2029, all subjects will be redeveloped. Senior Cycle Redevelopment will also see the introduction of two new subjects - Drama, Film and Theatre Studies, and Climate Action and Sustainable Development. All new and revised subjects will incorporate an Additional Assessment Component (AAC) worth at least 40% of the overall available marks. The AAC will be different to the terminal Leaving Certificate examination and will be externally assessed by the State Examinations Commission. A redeveloped Senior Cycle will focus on enhancing students key competencies, and integrating knowledge, skills, values and dispositions to help students learn, grow and develop as human beings.

Action 1174. Establish a new Education Research and Policy Section within the Department, tasked with ensuring that educational policy development in Ireland is informed by a strong evidence base, is outcomes focused, and cognisant of best international practices.

The Department is focussed on evidence based policy formation and is increasing resources in this area, with additional staff both internally and externally, and within the Educational Research Centre.

The Department has established a Research Policy and Practice Steering Group (RPPSG) to ensure that the Department maintains and enhances the integration of research, data and evidence into the policy cycle of design, implementation and evaluation. The group consists of senior representatives from across the Department and from aegis bodies. The RPPSG has commenced the establishment of an inventory to ensure the effective sharing of research being undertaken in the education sphere and has similarly undertaken engagement with the Higher Education institutions in this regard.

Further research and scoping on the structure and remit of a new section is at an advanced stage. This provision of research staff, structure and resources builds on the current research, evaluation and analysis support provided by the Irish Government Economic Evaluation Service and the Irish Government Statistical Service.

Action 1175 Develop inclusive and age appropriate RSE and SPHE curricula across primary and post-primary levels, including an inclusive programme on LGBTI+ relationships and making appropriate legislative changes, if necessary.

Subsequent to an extended period of public consultation, the NCCA submitted their finalised, updated Senior Cycle SPHE specification to the Department for consideration. Subject to Ministerial approval, it is intended that the updated SPHE specification for Senior Cycle will be made available to schools shortly. Schools will not be expected to implement this curriculum from September 2024, unless they have the capacity to do so. This is to accommodate the necessary planning and preparatory work, including teacher education and classroom resources.

The public consultation ended on 7 June 2024. The NCCA are now considering submissions and preparing a report on the consultation ahead of submission to the Department. Pending Ministerial approval, this will be rolled out in primary schools in September 2025.

Action 1177 Establish a new Primary School Healthy Eating education programme.

Work to develop a new curriculum specification for Wellbeing, including SPHE, at Primary level, is being undertaken currently by the National Council for Curriculum and Assessment, or NCCA and a draft was published for consultation in March this year. The draft includes a strand unit Motivation for healthy living, which addresses positive choices to nurture wellbeing including choices related to healthy eating. The consultation ran until June this year, with the public having the opportunity to respond to online questionnaires, make written submissions, and attend focus groups. The feedback gathered will be analysed and reported upon and will help to finalise the new curriculum for primary schools. It is intended that the new curriculum will be introduced in schools on a phased basis from the 2025/2026 school year.

The Department of Education has increased its financial commitment to Agri Aware’s Incredible Edibles programme, a healthy eating initiative for primary school pupils. The programme is also supported by the Department of Agriculture, Fisheries and Marine and the Department of Health. It encourages schools across the country to grow carrots, lettuce, potatoes, strawberries, turnips and herbs. Schools are supplied with grow packs, activity sheets and videos containing everything needed to grow these foods.

Action 1178 Develop a new, modern languages in primary school Initiative.

Under the Primary Curriculum Framework (2023), foreign languages will be introduced from 3rd class at primary level on a phased basis from September 2025. Public consultation on a draft curriculum has recently been completed and the specification is being finalised.

Say Yes to Languages is an eight-week language sampler module for primary schools which was introduced in 2020. Over 1,200 primary schools are participating in the module in 2023/24 using 13 different languages. The module is continuing in the 2024/25 year with some 1400 schools.

Action 1179 Implement a strategy to support gifted and talented students at both primary and post-primary levels.

A working group has been established. Engagement with external experts and parent advocates for gifted children is ongoing. The Department recently commissioned research to review the education provision within the school system for students with exceptional abilities across a number of jurisdictions. The Report has been received in the Department and is currently being reviewed.

Action 1183 Develop innovative measures to support school leadership and the quality of teaching, informed by data and a focus on student learning and potential.

Oide provides a range of programmes aimed at both newly appointed and experienced school leadership teams. In addition, primary and post-primary principals have access to individual coaching and their school leadership teams may participate in a number of team coaching sessions.

Every newly appointed principal in a primary or post-primary school also has access to a trained Leadership mentor.

A new pre-commencement programme for newly appointed primary principals has been developed. The Tuiscint programme has now been developed and will be available for primary principals from September 2024.

To support school principals in leading teaching and learning in their schools, particularly in the context of educational reform Oide also provides seminars and webinars for school leaders setting the context for oncoming change and the supports that will be provided for teachers as part of the relevant professional learning framework.

Oide’s workplan and the content of professional learning supports for leaders and teachers are reviewed on an ongoing basis to take account of relevant developments in education, including research and new education curricula, policies and strategies, as well as data from international assessments and other relevant sources.

Action 1184 Conduct a comprehensive audit and inventory of all school buildings, infrastructure and facilities in the State, and the creation of a database of all school admissions policies.

The overall school estate is constantly evolving as building projects are delivered, and schools open, close, or amalgamate. The Department continues to develop and maintain its National Inventory of School Capacity with the most up to date information. A central database has been developed in respect of all schools in 5 counties in relation to their energy profile and plans are well advanced for expanding this to all remaining counties. With respect to admissions policies, data on the number of places being made available each year is collated via the annual Schools Data Collection and online surveys.

Action 1185 Examine a targeted government scholarship scheme to focus on encouraging graduates into subject areas where there is a shortage of post-primary teachers in the profession.

Budget 2024 included additional measures to tackle teacher supply challenges including a new bursary-type, fee refund scheme for teachers graduating with a PME (professional master of education) in 2024. This €2,000 payment will be made in 2025 to eligible primary and post-primary teachers. The purpose of this scheme is to encourage newly qualified teachers who have completed a PME in 2024 to take up teaching roles.

In addition, the Department has expanded upskilling programmes, with programmes in Irish, French, politics and society, and computer science to be added to existing ones in maths, physics, and Spanish. These upskilling programmes, available to existing teachers at no cost, seek to increase the number of qualified teachers in high-demand subjects. The contract for the Irish upskilling programme for post-primary teachers has been awarded to Trinity College Dublin and is due to commence in late 2024.

Action 1186 Place the Minor Works Grant on a permanent footing for schools.

The continuation of the approach of providing schools with a good lead-in period to plan and undertake works with future tranches of minor works funding kept under review by the Department, having regard also to the overall availability of financial resources. Minor Works grant funding of €29 million for the 2024/2025 school year was announced in April 2024. Between 2020 and 2023, circa €250 million in Minor Works Grants and Enhanced Minor Works Grants has been allocated to schools.

Action 1187 Continue to recognise the importance of small schools to communities across Ireland.

Small schools are defined as schools with four mainstream teachers or less. The innovative small schools’ action research project, has brought small schools together in local clusters, enabling them to collaborate and identify common challenges and trial innovative solutions.

There are six project clusters, two in Galway, and one in each of Donegal, Kerry, Wicklow and Waterford, consisting of between three and five schools per cluster. The clusters are supported by part-time local coordinators sponsored by the education partners, working with a national coordinator under the guidance of a steering group.

Minister for Education Norma Foley TD announced in May 2024 that the small schools’ project supporting the sustainability of small rural schools was being extended for a further two years.

Action 1188 Develop Technical Support Service Teams, which will enable innovation in schools and clusters of schools.

Consultation is to be undertaken with relevant stakeholders to determine appropriate solutions for a sustainable technical support model for all schools.

Action 1189 Deliver a programme to build and modernise PE and school sport facilities.

The provision of Group Play(GP) rooms and PE Halls, at primary and post primary level respectively, and outdoor hard play areas, form part of the accommodation brief for all large-scale school building projects. Circa. 90% of post primary schools have indicated to the Department that they have a PE Hall or have access to a PE Hall. A further circa. 5% have a building project in the pipeline that will deliver a PE Hall. At primary level, circa. 70% of schools have indicated to the Department they have a GP Room or access to a GP room. A further circa. 2% have a building project in the pipeline which will deliver a GP room. A future strengthened focus on refurbishment of existing school stock will include a PE build and modernisation programme. However, the main focus of the Department’s capital funding over the last decade and for the coming period is on provision of critical additional capacity to cater for increasing demographics and children with special education needs.

Action 1193 Enact the Student and Parent Charter Bill.

The Bill was published on 10 September 2019 and has been passed by the Seanad. The Bill passed Second Stage in the Dáil on 8 July 2021 and is awaiting an order for Committee Stage.

Following consultation with stakeholders a Memo for Government will be submitted to seek approval for proposed amendments to the Bill.

Action 1194 Commence a free schoolbooks scheme pilot in September 2020 and, pending a successful review of the pilot, expand the scheme to schools nationwide, as resources allow and action 1196 Provide clear guidelines to schools on cost effective and sustainable practices to decrease the costs for families in relation to schoolbooks, uniforms, and IT and sport equipment.

An initial pilot of the Free Schoolbooks Scheme was completed in 2022 and rolled out to all primary and special schools from September 2023. Free Schoolbooks Scheme extended to all Junior Cycle students at post-primary from September 2024. The Scheme will be extended to Senior Cycle students as resources allow.

This builds on the Departmental circular to schools 2017/32 providing cost effective advice to schools re schoolbooks, uniforms. IT and sports equipment.

Action 1197 Support continued investment in our Special Needs Assistants.

With the number of SNAs in schools now exceeding 21,000, the newly established SNA Workforce Development Unit has commenced work on a SNA Workforce Development Plan. The plan will develop a vision for the future of the SNA service based on research and analysis of the workforce and strategic planning setting out clear objectives and achievable goals. The plan will be developed in consultation and collaboration with stakeholders including the SNAs, the school management bodies, the unions, schools, parents and children. Steering working groups have been convened and work is progressing.

Action 1199 Ensure that each child with a special educational need has an appropriate school place, in line with their constitutional right.

There has been accelerated delivery of special education placements since 2020 - almost 1,700 additional special classes and 11 new special schools. For the 2024/25 school year there will be over 3,300 special classes in mainstream schools and 124 special schools in operation, not including schools in hospitals or schools linked to CAMHS units. There will be almost 28,000 students with special educational needs enrolled in specialist education placements in the 2024/25 school year. The NCSE and Department continue to engage on an ongoing basis to ensure that sufficient special class and special school places are available for the 2024/2025 school year. Budget 2024 provided funding for staffing for up to 400 new special classes and 300 additional special school places. Pressure on capital funding has required a focus on maximising the use of existing school accommodation where that is available.

Action 1200 Further progress the move towards a needs-based, responsive set of state supports for students with special educational needs and expand early-intervention teams in schools over the next five years.

The Assistive Technology budget was increased by €2 million in 2023 to further support children with Special Educational needs to access the curriculum. An additional €13 million has been provided to increase the size of the staffing cohort in the NCSE by 50% so that it can provide an expanded service to meet the needs of schools and families including more SENOs and advisors to assist parents and schools at local level. A review of the Assistive Technology Grant Scheme is currently ongoing. The review is expected to be completed in late 2024 at which point a new circular will be issued.

NEPS is expanding with bursaries being introduced in last two years to assist in securing graduates and filling vacancies. There are now 20,000 Special Education Teachers in the system and 21,000 SNAs. The Department continues to work with the Departments of Health and CEDIY and the HSE re the provision of early intervention services / therapies.

Action 1203Ensure resourcing for students who do not speak English as a first language.

The Department provides specific English Language support to schools with pupils newly arrived into the country that have English as an additional language (EAL).

Schools may apply for further language support through the staffing appeals process where additional support may be approved to meet the educational needs of such pupils.

There are currently 2,144 EAL posts to assist with the educational needs of EAL pupils.

Action 1204 Improve access to supports for positive mental health in schools.

The Minister for Education announced a Counselling in Primary Schools Pilot in 2023 which includes the provision of one-to-one counselling in selected schools and the introduction of Education Wellbeing Practitioners in certain schools in Dublin, Cork and Carlow. This is in addition to the wellbeing and mental health supports already in schools. The National Educational Psychological Service (NEPS) provides educational psychological support to all primary and post-primary and special schools. After a tendering process in April 2024, additional supports for wellbeing and mental health in post-primary schools have now been procured. Information about available programmes and eLearning will be announced before the end of the year.

Action 1208 Introduce a positive action programme to overcome barriers and increase the number of teachers from our migrant communities, in conjunction with the Teaching Council and Further Education authorities.

The Department has discussed with DFHERIS and the National Tertiary Office (NTO) the possibilities of a FE pathway to primary ITE to increase diversity in teaching.

In addition, the Department provides funding to the Migrant Teacher Project for the provision of information, advice, training and support to migrant teachers who have qualified outside of Ireland, to help them to continue their profession in Ireland.

Actions 1212 Achieve the target of at least 400 multidenominational primary schools by 2030, to improve parental choice, 1213 Expand and prioritise the transfer of viable schools to Community National Schools and 1215 Work with communities to ensure the provision of clear, non-partisan information on the preparation for, and the consequences of, the divestment process and to respond to queries raised.

The Schools Reconfiguration for diversity process, supporting transfers of schools to multi-denominational patrons in response to the wishes of local communities, has been developed in order to accelerate the delivery of multi-denominational schools. It is intended that the review of the 2022/23 engagement process with school communities in a number of pilot areas, will be finalised and published following final consultation with relevant stakeholders. It is envisaged that a framework for delivering on the Government commitment for increasing multi-denominational provision will also be published and will include school specific surveys.

A significant amount of work has been done by the Department on the scope, logistics and practical arrangements for a survey of primary school communities. It is intended that the online, school-specific survey will ask parents and guardians of children currently in primary school and/or with younger children, school staff and board of management members their preferences on important aspects of school provision and choice, including multi-denominational patronage/ethos. The survey of primary school communities will be conducted in the 2024/25 school year.

Comprehensive information for school communities on reconfiguration/transfer of patronage and multi-denominational ethos was published on gov.ie in March 2022. The Department is enhancing the web resources and is continuing to engage with stakeholders on transfer of patronage.

Action 1214 Ensure that a curriculum of multiple religious beliefs and ethics is taught as a national curriculum of tolerance and values in all primary schools.

Education of Religious Beliefs (ERB) and Ethics is being considered as part of the new Social and Environmental (SEE) curriculum specification at primary level. The development of the specification is ongoing to include extensive reviews of the literature in Geography, History, ERB in relation to children’s learning as well as integration within and from these subjects. Public consultation on the specification has recently been completed and analysis of the responses is taking place. The SEE curriculum is due to be finalised and introduced on a phased basis from the 2025/26 school year.

Action 1216 Continue to review and reform the teaching and learning of Irish and increase the emphasis on spoken Irish in the classroom.

The Irish language curricula at primary and post-primary levels have been comprehensively reviewed in recent years. The development of learners’ proficiency in spoken Irish is a fundamental aim in curricular specifications for Irish at all levels.

Revised specifications were introduced for Irish at Junior Cycle in 2017 (Including separate specifications for English-medium (T2) and Irish-Medium (T1) settings) - and a new Primary Language Curriculum (PLC) from September 2019 and extensive and ongoing continuing professional development programmes have been developed to support teachers in implementing the PLC and the new specifications for Junior Cycle Irish.

A review of the early enactment of Irish specifications T1 and T2 in Junior Cycle, undertaken by SEALBHÚ in DCU on behalf of the NCCA, was published in March 2023. On foot of the review, changes were agreed by the NCCA Council including a reduction in the volume of literature to be studied, a greater focus on oral communications skills in third year and a reimagining of the second CBA. These changes were published in circular letter 13/2023, issued in March 2023.

Action 1217 Work towards doubling the number of young people currently in Irish-medium schools.

Development of a new policy on Irish-medium education outside of the Gaeltacht is currently underway. This new policy will build on the success of the Policy on Gaeltacht Education and will have as one of its aims to increase the proportion of children and young people in Irish-medium education.

The Department continues to invest in new gaelscoileanna considering factors including parental preferences and the extent of diversity of provision in an area (including Irish-medium provision), Three new primary gaelscoileanna were established in 2021.

Action 1218 and Action 1221 Provide a comprehensive policy for the Irish language from pre-primary education to teacher education for all schools. Establish and fund an Irish language education School Excellence Fund.

Work is currently in progress on the development of a new policy on Irish-medium education outside of the Gaeltacht. Work has also commenced on the development of a new Policy Framework and Action Plan for Irish in English-medium schools. These new policies and the Policy on Gaeltacht Education are important steps towards the delivery of a comprehensive policy on Irish in the education system. The establishment of an Irish language education School Excellence Fund will be considered as part of this work.

Action 1220 Provide Gaelscoileanna and Gaelcoláiste, where there is strong demand.

An online patronage process system (OPPS) has been developed by the Department which provides objective information and allows parents to express their preferences in relation to the patronage model and language of instruction in respect of the new schools being established. 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 on the patronage and language of the schools. Three new primary gaelscoileanna were established in 2021. At post-primary level a new gaelcholáiste was established in 2020 as part of the transition of an Aonad into a stand-alone gaelcholáiste. An Aonad (an Irish stream in an English medium school) is considered where there is insufficient demand for a full Irish medium school.

Action 1222 Task the NCCA to develop an Irish Cultural Studies Junior Cycle level 2 short course, which values the heritage, language, nature, biodiversity, and culture (including Traveller culture and history) of Ireland and history of the Irish Language in the global landscape.

In 2019 the NCCA was published a review of Traveller Culture and History in the curriculum. Further work was then undertaken by the NCCA resulting in a research report published in February 2023, developed as a teaching resource, in collaboration with an expert group comprising members of the Traveller community and Traveller representatives. It covers Traveller History; Traveller Culture; Traveller Language; Travellers in Ireland Today.

The NCCA are reviewing and updating the Intercultural Guidelines for primary and post-primary schools to support the further integration of intercultural education in the curriculum. Following consideration of a discussion paper at its December 2023 meeting, Council of NCCA approved a proposal that NCCA update Intercultural Guidelines for Primary and Post-Primary Schools, which date from 2005/06. The updated materials will be completed and published at the end of the year. The process of updating is now underway, informed by a review.

Action 1223 Expand the programme in which PE is taught through Irish to every primary school and continue to increase the number of post-primary schools in this programme.

A pilot Content and Language Integrated Learning (CLIL) project has been underway at Early Learning and Care, Primary and Post Primary levels supported by Oide and An Comhairle um Oideachas Gaeltachta agus Gaelscoilíochta (COGG) since 2019/20. The roll out of the three-year pilot was delayed by two years during the COVID pandemic.