Written answers
Thursday, 10 July 2025
Department of Education and Skills
Departmental Schemes
Barry Ward (Dún Laoghaire, Fine Gael)
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212. To ask the Minister for Education and Skills the position regarding any initiatives led by her Department that seek to promote outdoor education and improve local biodiversity for an existing school; and if she will make a statement on the matter. [38356/25]
Helen McEntee (Meath East, Fine Gael)
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I can advise the Deputy that under ESD to 2030, the 2nd National Strategy on Education for Sustainable Development, significant work is underway in my department promoting outdoor education and biodiversity in schools.
ESD to 2030 aims to ensure that all learners have the knowledge and skills needed to promote sustainable development (SDG target 4.7). A first progress report on ESD to 2030 was published in November 2023 and a second progress report will be published in the coming weeks.
My department has led on a number of initiatives in this area.
In terms of funding for relevant projects, under ESD to 2030, €415k was delivered to 20 organisations and €458k was delivered to 190 schools in 2024 which included funding for school gardens and biodiversity projects. In 2025, funding for organisations will be announced shortly and a call for schools will issue in September through our ESD Newsletter.
Relevant action has occurred in curriculum redevelopment which will further enhance existing cross curricular ESD teaching and learning. The proposed new Primary Curriculum includes a new area of learning “Social and Environmental Education”. This curriculum recognises that direct experience with the natural environment through outdoor learning fosters a connection with nature and supports children in developing an understanding and awareness of their roles and responsibilities in enhancing and protecting the natural world
In addition, a new Leaving Certificate curriculum “Climate Action and Sustainable Development” will also be introduced on a phased basis from September 2025. 42 network schools will start delivering this new subject in September and one of the 6 key aims of the new subject is to empower students to realise the many benefits of place-based and outdoor learning.
My department published a Sustainability Toolkit for schools in September 2022. The toolkit comprises a Self-Assessment Audit for schools, Sustainability Guidelines which includes information on resources and programmes available for schools in a range of ESD related areas including outdoor learning and biodiversity, and a template Sustainability Policy Statement for schools to support them adopting a school policy as outlined in the School Sector Public Sector Mandate. Training for teachers in the use of the toolkit was delivered in collaboration with the Irish Schools Sustainability Network. My department is currently in the process of mapping these school policy statements with a view to publishing the map in September to assist other schools in developing theirs.
“Managing School Grounds for Biodiversity”(www.learn.biodiversityireland.ie/courses/schools#:~:text=This%20free%20course%20gives%20you%20all%20the%20information,Centre%20in%20collaboration%20with%20the%20Department%20of%20Education.), an on-line training programme developed in collaboration with Biodiversity Ireland, in line with a recommendation from the Citizens Assembly on Biodiversity Loss has also been published. The programme is targeted at non-teaching staff but is also suitable for teachers.
My department publishes a quarterly ESD Newsletter which is sent directly to all schools and to over 1,800 subscribers. The ESD Newsletter shares examples of good ESD practice in schools across the country, information on ESD resources and programmes, funding calls, information on Teacher Professional Learning opportunities, ESD competitions for schools and much more.
Further details on all of the above and more is available on the ESD to 2030 webpage www.gov.ie/en/department-of-education/publications/national-strategy-on-education-for-sustainable-development-in-ireland/ .
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