Michael Cahill (Kerry, Fianna Fail)
Link to this: Individually | In context | Oireachtas source

435. To ask the Minister for Education and Skills if a policy for Irish in the education system from early childhood education to third level has been developed based on the Common European Framework of References for languages to promote an increase in the number of students studying Irish in educational institutions; and if she will make a statement on the matter. [2564/25]

Michael Cahill (Kerry, Fianna Fail)
Link to this: Individually | In context | Oireachtas source

441. To ask the Minister for Education and Skills to develop a policy for Irish in the education system from early childhood education to third level (with the policy focusing specifically on what is taught and the results that are desired); to establish an expert group to develop this policy and that the policy would be based on the European language framework (details supplied); if she will implement a plan to increase the number of pupils attending Irish medium education from 6% to 20% within 20 years; and if she will make a statement on the matter. [2636/25]

Helen McEntee (Meath East, Fine Gael)
Link to this: Individually | In context | Oireachtas source

I propose to take Questions Nos. 435 and 441 together.

My department is taking a progressive, sequenced approach to developing a comprehensive policy for the Irish language from early years education to teacher education. As it relates to the Department of Education, there are three strands to this work: the Policy on Gaeltacht Education; the policy on Irish-medium education outside of the Gaeltacht; and the development of an action plan to support Irish in English-medium schools.

Significant progress has been made in implementing the Policy on Gaeltacht Education. The Gaeltacht School Recognition Scheme is the cornerstone of the Policy on Gaeltacht Education. It gives schools in Gaeltacht language planning areas the opportunity to seek official recognition as a Gaeltacht School by meeting specific language-based criteria. Recognition as a Gaeltacht School was awarded to over 120 schools at a series of regional events in October 2024.

Work is currently underway in my department to develop a new policy on Irish-medium education outside of the Gaeltacht. One of the key objectives of this policy, among other things, is examining how to increase the number of children receiving their education through Irish.

In order to inform the development of the policy, a comprehensive public consultation process was conducted to gather the views of stakeholders, including young people, parents and guardians, education professionals, education stakeholders and Irish-language organisations. Sealbhú, a research centre in DCU, carried out an analysis of the information gathered throughout the consultation and a review of national and international literature.

The policy, together with an action plan, is currently being developed by officials of my department. In developing the policy, my department is drawing on the various reports prepared by Sealbhú, and on information shared by stakeholders in bilateral meetings and at a consultation event held in September 2024. This information is being considered in light of the existing provision for Irish-medium education and the estimated demand in the education system, questions in relation to teacher supply, as well as the department’s budgetary and legislative context.

A new unit has been established within my department to support the Irish language in English-medium schools. This unit has commenced work on the development of an action plan for Irish in English-medium schools. The development of the plan will involve extensive consultation with national and school stakeholders. A national stakeholder event was recently held to commence the consultation process and further progress will be made on this over the coming months.

In parallel to the work being carried out by my department, the Department of Children, Equality, Diversity, Inclusion and Youth is currently developing a national plan on Irish language provision in early learning and care and school-age childcare. The departments are working closely together to ensure the policies are in alignment.

Taken together, these policies and initiatives are important steps towards the provision of a comprehensive policy for the Irish language in the education system.

With regards curricula, an updated, integrated Primary Language Curriculum/ Curaclam Teanga na Bunscoile (PLC/CTB) was introduced for all stages at primary school level from September 2019. The PLC/CTB seeks to support children on their language-learning journeys, in both English and Irish, while also acknowledging the diversity of languages spoken in Irish primary schools. While the PLC/CTB is not explicitly aligned to the Common European Framework of Reference for Languages (CEFR), the curriculum acknowledges all children’s language learning journeys.

In 2017, differentiated curricular provision was introduced in Irish at Junior Cycle. This meant that a specific curriculum was provided for Irish-medium schools (Teanga 1/T1) which was different to that provided for schools operating in the English language (Teanga 2/T2). This differentiated curricular provision for Irish at Junior Cycle builds on the model of curricular provision for Irish in the Primary Language Curriculum. The T1 and T2 specifications are broadly aligned with bands A and B (from basic users to independent language users) of the CEFR.

The current Leaving Certificate Irish syllabuses, which were introduced in 2010, are not aligned to the CEFR. The NCCA carried out a public consultation on draft T1 and T2 specifications for Leaving Certificate (established) Irish over a nine-month period in 2021. Following this, the NCCA paused development work on the draft T1 and T2 Leaving Certificate specifications. Additional research is being conducted on the model of provision and frameworks used to inform development of curricula for native languages in jurisdictions with a similar profile, with LCE Irish to be redeveloped as part of Tranche 4 of the Senior Cycle Redevelopment programme. Alignment of Leaving Certificate specifications with the CEFR will be considered as part of the redevelopment process. To support this work, a series of short academic papers are also being progressed, which include an exploration of aligning curriculum developments for Irish in senior cycle with the CEFR.